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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 (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 (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?

Elaboration (4) ACLCHC149

reading extracts from culturally significant children’s literature, discussing their personal responses to the characters and storyline, and writing a journal to relate the story to personal experience or express empathy for characters involved

Elaboration (1) ACLCHU175

comprehending texts in traditional characters encountered in everyday contexts by drawing a connection with the character’s simplified version, for example, 匾 used at a tourist site

Elaboration (1) ACLCHC179

gathering information from a range of sources on a contemporary or historical Chinese figure to evaluate that person’s impact on Chinese society past or present, for example, Mao Zedong, Deng Xiaoping, Jiang Jieshi or Confucius

Elaboration (4) ACLCHC183

creating plays in response to classical literature, such as 《草船借箭》, considering how the character’s personality can be reflected in dialogue

Elaboration ACLCHU189

comparing how ideas are ordered and substantiated across genres and languages, for example, in Chinese essay-writing the author’s position is generally stated at the end, whereas in Australian academic writing it is stated at the beginning

Elaboration (4) ACLCHC179

identifying the implied values that influence a writer’s representation of a particular issue, for example, reporting on how the issue of 空巢老人 in China is influenced by the Chinese values of ‘family being together’ and ’filial piety’

Elaboration (1) ACLCHC114

following the teacher’s instructions and responding to questions with reasons (for example, 我不高兴, 因为我累了), using language appropriate to class context (for example, 老师，我写完了) and making requests in an appropriate manner, for example, 老师，我可以喝水吗？

Curriculum Types

Curriculum Elements Types

General Capabilities