Years 9 and 10 Chinese
The nature of the learners Students have prior experience of learning Chinese and bring a range of capabilities, strategies and knowledge that can be applied to new learning. They are expanding the range and nature of their learning experiences and of …
Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Years 7 and 8 Chinese
The nature of the learners Students are beginning their study of Chinese and typically have had little prior exposure to the language and associated cultures. Many will have learnt an additional language in primary school, some have proficiency in different …
Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (9) ACLCHC105
exploring the contexts and implications of terms used to identify others, for example, 老外、 华侨、 华裔、 大陆人、 华人、 中国人、 少数民族
Elaboration (9) | ACLCHC105 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (7) ACLCHC089
observing interactions between Chinese speakers, and discussing the context and language use (for example, a family eating out in a restaurant, noticing seating arrangements, the background environment and how dishes are ordered and presented) and how …
Elaboration (7) | ACLCHC089 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (7) ACLCHU091
explaining the use of common suffixes (子、里、面) and key morphemes (电、家、物、机)
Elaboration (7) | ACLCHU091 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (7) ACLCHC101
collaborating to develop an imaginative promotional video to post on a website to sell an innovative product or service, such as a Chinese-speaking toy panda or a peer tutoring service
Elaboration (7) | ACLCHC101 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (7) ACLCHC105
examining the use of inclusive language and how ideas are framed, for example, the impact of positive versus negative framing on how meaning is interpreted across languages and cultures, such as 足下留情，小草常青 versus ‘Keep off the grass’
Elaboration (7) | ACLCHC105 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (7) ACLCHU107
recognising the two-syllable preference in Chinese nouns and applying this understanding when reading texts
Elaboration (7) | ACLCHU107 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC081
comparing own experiences to the lives of young Chinese people, for example, 我觉得 7:30上学太早。 我不坐地铁上学，我坐公共汽车上学
Elaboration (4) | ACLCHC081 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum