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Foundation to Year 2 Chinese

The nature of the learners Children enter the early years of schooling with established oracy skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate world of …

Years 5 and 6 Chinese

The nature of the learners At this level students are expanding their social networks, experiences and communication repertoire in both their first language and Chinese. They continue to need guidance and participate in structured, collaborative tasks …

Years 7 and 8 Chinese

The nature of the learners These years represent a transition to secondary school and students in this pathway are continuing to study Chinese bringing with them a capability to communicate, with some assistance, about their immediate world and China. Chinese …

Years 9 and 10 Chinese

The nature of the learners At this level, students bring prior knowledge of Chinese language and culture, and a range of language learning strategies to their learning. They are increasingly aware of the world beyond their own and are engaging with youth, …

Years 3 and 4 Chinese

The nature of the learners At this level children are developing awareness of their social world and memberships of various groups, including of the Chinese class. They benefit from varied, activity-based learning which builds on their interests and …

ACLCHC038

Create written imaginative texts, describing characters and sequencing events, using scaffolded models of texts, learnt characters or word lists for support[Key concepts: character, narrative, sequence; Key processes: connecting, expressing, respondi …

Elaborations ScOT Terms

Elaboration (4) ACLCHC003

practising tone, actions and gestures that support meaning to share information

Elaboration (1) ACLCHC018

using ICT to adapt or create drawings to support written communication in cards, posters and visual displays

Elaboration (3) ACLCHC038

collaborating to create alternative endings to well-known stories using learnt sequences and word lists for support

Elaboration (2) ACLCHC068

sharing ideas on sources of information and explaining ways to utilise these sources, with examples or data to support their opinions

Elaboration (5) ACLCHC057

reflecting on their own cultural values and norms, comparing them to those of Chinese speakers, and asking, for example: Which of my own values are non-negotiable, and which Chinese values do I feel I should validate and support?

Elaboration (2) ACLCHC067

presenting or supporting a personal position or view by reconstructing information from diverse sources, summarising key points, and using quotes or supporting information, acknowledging diverse perspectives and sources of information and the views of …

Elaboration (3) ACLCHC069

creating plays with plots that reflect personal opinions on topics of interest (for example, 旅行，未来), using props to support storytelling, and experimenting with language, image and sound to convey complex ideas and enhance audience appreciation

Elaboration (2) ACLCHC050

sharing opinions about school or family life, including 我的学校，我的老师，我的好朋友，我的一家人, and linking ideas to explain and support a position or view, for example, 我的姐姐喜欢音乐，也很喜欢体育；我除了踢足球以外，还打板球。我觉得运动很有意思

Curriculum Types

Curriculum Elements Types

General Capabilities