Achievement Standard Chinese Years 7 and 8

By the end of Year 8, students use spoken and written Chinese to maintain exchanges, to analyse and evaluate information, and to share opinions (for example, 电视节目，纪录片，教育片，微电影, 报纸，杂志， 网站，博客， 少年百科) and experiences, for example, 我们为什么要保护熊猫？中国和澳大利亚的一些差异, …

Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (1) ACLCHC184

using suitable equivalents or providing new culturally appropriate examples to explain concepts or ideas specific to another language or culture, for example, explaining English terms ‘chilling’ or ‘hanging’ in Chinese; expressing 百年树人 as ‘Rome wasn’t …

Elaboration (1) | ACLCHC184 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration ACLCHC186

differentiating language when engaging with participants from different cultural backgrounds, for example, opening a speech in Chinese with 中国有一句俗语… when in English they would open a speech with a joke

Elaboration | ACLCHC186 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (4) ACLCHC218

varying their language use when engaging with participants from different cultural backgrounds, for example, opening a speech in Chinese with 中国有一句俗语… when in English they would open a speech with some humour

Elaboration (4) | ACLCHC218 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC136

Translate simple English texts into Chinese and vice versa, using strategies for building vocabulary and interpreting intended meaning of words in English and Chinese[Key concepts: morphology, bilingualism; Key processes: identifying, translating, interpreting] …

Elaborations ScOT Terms

ACLCHC136 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC153

Reflect on the benefits of learning Chinese and English in both Chinese and English interactions[Key concepts: place, biculturalism, identity; Key processes: observing, explaining, reflecting]

Elaborations ScOT Terms

ACLCHC153 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Achievement Standard Chinese Years 5 and 6

By the end of Year 6, students use spoken and written Chinese to maintain interactions with familiar and unfamiliar people across a growing range of situations (for example, 你星期几去汉语学校？,你说…对吗？); to convey information, opinions and experiences (for …

Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHU122

Recognise the four tones and their function in Chinese, and compare consonant and vowel sounds in Chinese and English

Elaborations ScOT Terms

ACLCHU122 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHU142

Recognise how the context of interactions influences language choices

Elaborations ScOT Terms

ACLCHU142 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHU127

Recognise Chinese as a major community language in Australia and around the world, and understand that language use varies according to cultural background

Elaborations ScOT Terms

ACLCHU127 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHU174

Understand how language is used to reflect different roles, relationships, settings and values and modify language use in diverse contexts

Elaborations ScOT Terms

ACLCHU174 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHU208

Explore the role of language in passing on cultural values and beliefs to younger generations and identify changes in language use over time

Elaborations ScOT Terms

ACLCHU208 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC200

Translate short texts and identify words and phrases in Chinese that do not readily translate into English[Key concept: equivalence; Key processes: comparing, translating]

Elaborations ScOT Terms

ACLCHC200 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHU206

Identify how information and ideas are organised in a range of genres, and compare the textual features of narratives in Chinese and English to determine features which are distinctive to Chinese

Elaborations ScOT Terms

ACLCHU206 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHU144

Explore how the Chinese language represents cultural meanings in specific ways

Elaborations ScOT Terms

ACLCHU144 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Achievement Standard Chinese Years 3 and 4

By the end of Year 4, students use spoken and written Chinese to initiate interactions and to participate in short exchanges, for example, 你晚饭吃什么？,我学汉语和英语,站起来， 大家听老师说. They organise and convey factual information and share experiences in formal and informal …

Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC119

Explain the English meanings of Chinese words and simple phrases heard or seen in everyday social contexts[Key concept: belonging; Key processes: translating, moving between]

Elaborations ScOT Terms

ACLCHC119 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC120

Create simple bilingual vocabulary lists identifying and comparing vowel and consonant sounds in Chinese and English[Key concepts: bilingualism, vocabulary; Key processes: translating, interpreting]

Elaborations ScOT Terms

ACLCHC120 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC135

Identify common spoken Chinese expressions and discuss examples of actions, words and phrases that do not readily translate into English[Key concepts: equivalence, idiom; Key processes: translating, identifying, discussing]

Elaborations ScOT Terms

ACLCHC135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC151

Identify and account for the potential loss of subtle meanings from character components and individual characters in compounds when translating into English[Key concept: meaning; Key processes: translating, interpreting, negotiating meaning]

Elaborations ScOT Terms

ACLCHC151 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum