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Achievement Standard Chinese Years 7 and 8

By the end of Year 8, students use spoken and written Chinese to sustain interactions in a range of social and personal contexts. They exchange ideas and opinions, for example, 你要去看电影吗？；我们可以六月份一起去. They summarise the main points of information …

ACLCHC041

Describe aspects of own identity and reflect on differences between Chinese and English language and culture, identifying how this knowledge can help their intercultural exchanges[Key concepts: similarity, difference, culture; Key processes: comparing, …

Elaborations ScOT Terms

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 …

Achievement Standard Chinese Years 3 and 4

By the end of Year 4, students use spoken and written Chinese in simple personal interactions with familiar participants about self, family, people, places, routine, school life, and their own interests and preferences, for example, 你叫什么名字？你上几年级？ …

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 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 …

Elaboration (3) ACLCHU045

understanding the use of Chinese-specific punctuation, such as double quotation marks to signal a quote

Elaboration (1) ACLCHC008

developing a class list of contextual cues such as images, text structure and other features that would help with understanding meaning

Elaboration ACLCHU013

viewing samples of children’s books, and identifying headings and images, appreciating their role in supporting understanding of texts

Elaboration (1) ACLCHC036

reading familiar texts, such as shopping catalogues, understanding key phrases such as 八折, and working out the final price of an item

Elaboration ACLCHU064

identifying the things they take for granted in communication (for example, a shared understanding of gesture, body language and nuances), and reflecting on how these aspects may be interpreted differently by others

Elaboration (2) ACLCHC071

interpreting key ideas conveyed in Chinese texts, discussing how to maintain the sentiment and intention of authors when retelling or summarising these in English, and understanding why this is important in translation

Elaboration (4) ACLCHC072

using print and online dictionaries to expand their own linguistic repertoire and convey subtle meanings when creating own texts, understanding the risks of word-for-word translation

Elaboration (1) ACLCHU046

understanding that there are simplified and traditional Chinese characters, and exploring examples of both forms to identify differences, for example, 门 and 門

Elaboration ACLCHU059

estimating the probable sound and meaning of characters based on understanding of familiar radicals and phonetic sides when reading unfamiliar texts, for example, 鸡鸭鹅莺；但担旦胆

Elaboration (4) ACLCHU059

recognising the two-syllable preference in Chinese nouns, and applying this understanding when reading for meaning in words with suffixes such as 学校、学生、学习

Elaboration (4) ACLCHC033

preparing performances celebrating important events in the Chinese calendar to present at school assemblies to raise community understanding of aspects of Chinese culture, such as a taiji performance, a lion dance, or a Spring Festival song such as 《 …

Elaboration (3) ACLCHU044

identifying the use of adverbial phrases, and extending understanding of sentence structure using subject–time–place–manner–verb–object, for example, 我星期一上学。我在墨尔本上学。我走路上学

Elaboration (2) ACLCHU062

viewing words in 繁体字 in familiar contexts and applying their understanding of the simplification process to determine the possible meanings and the 简体字 equivalent, for example, 个-個;说-說; 边-邊

Elaboration ACLCHC066

introducing a topic or issue for discussion with others (for example, the importance of China to Australia’s economy, the growth of Chinese tourism in Australia, or ways to promote a better understanding of China in Australian schools), and leading the …

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