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Years 5 and 6 Chinese

The nature of the learners Students use their bilingual and bicultural capabilities and understandings within the world of their own experience and imagination and draw on some topics from other learning areas. They are extending their knowledge of language …

ACLCHC117

Participate in and respond to performances and shared reading of children’s stories, songs and rhymes with a focus on rhythm, gesture and stress[Key concept: imagination; Key processes: participating, responding]

Elaborations ScOT Terms

Elaboration (1) ACLCHU125

comparing familiar texts in Chinese and English and discussing features in common, for example, storybook covers normally consist of book title, image, author’s name and illustrator’s name

Elaboration (1) ACLCHC115

identifying details about people and events heard in media texts, including children’s educational TV programs

Elaboration ACLCHU158

identifying variability in language used in a variety of contexts, for example, at the supermarket, at the doctor’s surgery, or when visiting a friend or relative

Elaboration (3) ACLCHU191

considering the impact of using formal language in establishing one’s authority or to display knowledge on a topic

Elaboration (1) ACLCHC200

reading children’s stories in bilingual form and identifying which ideas in Chinese and English may or may not translate directly

Elaboration (3) ACLCHU207

identifying variability in language used in different contexts, for example, interacting in the supermarket, at the doctor’s surgery, or when visiting a friend or relative

Elaboration (1) ACLCHU209

exploring how cultural concepts of family and the importance of one’s sense of connection to others influence use of Chinese

Elaboration (2) ACLCHU160

exploring how cultural concepts of family and the importance of one’s sense of connection to others influence use of language, for example, in the greeting 阿姨好！ (‘Hello, Aunty!’), where ‘aunty’ may be a colleague of their mother’s and a total stranger …

Elaboration (2) ACLCHU141

comparing and differentiating forms of texts based on purpose and audience, for example, asking: What’s the difference between a letter and an email? What might be the reasons for such differences?

Elaboration (1) ACLCHC151

reading children’s stories in bilingual form and reflecting on ideas expressed in Chinese and English which may not be readily translated and discussing possible reasons for this

Elaboration (2) ACLCHU156

recognising words that reflect particular cultural understandings, for example, 天气 means ‘weather’ but literally translates as ‘sky’s energy’

Elaboration (2) ACLCHU158

using words and expressions reflecting their interlocutor’s seniority and authority, for example, 您老敬请？

Elaboration (4) ACLCHC202

improving language choices across cultures, such as when meeting people for the first time (for example, when being introduced to a parent’s friend);

Elaboration (6) ACLCHC212

presenting opinions using strategies suited to the audience or reader’s expectations, such as 欲扬先抑 (to criticise before praising)

Elaboration (8) ACLCHC215

using descriptive language to set the scene and capture the reader’s imagination, for example, describing the sound of traffic and the smell of breakfast stalls on a busy morning in a Chinese town

Elaboration (6) ACLCHC194

following teacher’s instructions such as 站起来 or 我们看书 and restating teacher’s instructions to peers when needed (for example, 老师说我们...再…); responding to teacher’s questions with actions or answers, for example, 懂了吗？

Elaboration (3) ACLCHC129

repeating the teacher’s instructions to help clarify and maintain class activities, for example, 老师说我们先看这个DVD，再做题

Elaboration (3) ACLCHC134

plotting a storyline, considering: Who is the main character? How can I make this character interesting to readers? How can I sequence my story to grab the reader’s attention?

Curriculum Types

Curriculum Elements Types

General Capabilities