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Elaboration (4) ACLCHC131

identifying key structural words to assist in understanding information, for example, in a procedural text

Elaboration ACLCHC132

giving a short presentation to convey information gathered from multiple sources, such as investigating 南京的天气 by interviewing the teacher and listening to a podcast of a weather forecast

Elaboration (1) ACLCHC132

supporting presentations using pictures, charts and graphs appropriate to the task, such as using bar charts to show data on 学校学生语言背景统计表 / 班上同学使用交通工具统计表

Elaboration (2) ACLCHC132

reporting information from texts to explain aspects of lifestyle or culture in different communities, for example, TV guide, brochures, advertisements or timetables containing text and images

Elaboration (3) ACLCHC132

making posters to celebrate a special event such as 端午节, explaining the origins and stories of the festival with others

Elaboration (4) ACLCHC132

outlining steps in a procedure, using sequential markers such as 第一，第二，第三, for example, sequencing pictures in the correct order to demonstrate how to make dumplings

Elaboration (5) ACLCHC132

presenting a visual display with supporting text on a topic of personal interest, for example, 我的家，我的宠物，姥姥的家乡，过春节

Elaboration ACLCHC133

engaging with entertainment designed for young children such as TV programs, songs, plays, and games in digital media, and evaluating such forms of entertainment, for example, 我喜欢这首歌,因为它的歌词很美

discussing depiction and features of characters in various forms of entertainment, such as differences between characters and how these differences are demonstrated, for example, in the cartoon 《喜羊羊和灰太狼》

Elaboration (2) ACLCHC133

reading aloud or reciting traditional texts such as poems and rhymes (for example 《咏鹅》、《静夜思》、《四和十》), paying attention to pronunciation, prosody and emotion and explaining key ideas in Chinese

Elaboration (3) ACLCHC133

participating in shared reading and identifying how familiar words are used to express meanings in new contexts, for example, 盘古的眼睛变成太阳，头发变成星星，血液变成江河湖海

Elaboration (4) ACLCHC133

presenting stories to peers, paying attention to storytelling techniques such as 停顿; 语气语调; 抑扬顿挫

Elaboration ACLCHC134

creating performances in response to legends and other forms of culturally significant literature such as 《盘古开天辟地》, or segments of 《西游记》

Elaboration (1) ACLCHC134

creating simple narratives of the day in the life of a person, animal or fictional character (for example, 《小狗汪汪的一天》), sequencing events and using supporting images

Elaboration (2) ACLCHC134

using digital media to create an imaginative story to share with peers and Chinese-speaking contacts, using both language and images to achieve particular effects, for example, using 重复（很大很大的球; 走啊走啊走啊)

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) ACLCHC134

considering alternative endings to well-known stories, using learnt sequences and teacher guidance

Elaboration ACLCHC135

differentiating between word-by-word meaning and intended meaning when translating from Chinese into English, for example, the word-by-word translation of 我喜欢一个人看书 is ‘I like one person to read’, but it means ‘I like to read alone’

Elaboration (1) ACLCHC135

designing bilingual signs (characters/Pinyin/English) to post on key buildings and rooms around the school that convey short messages such as descriptions of the place or the rules in that place

Elaboration (2) ACLCHC135

recognising the role that gesture plays in oral interaction, including emblematic (hand) gestures, gesturing for emphasis and inclusivity, and taboos within Chinese communication, such as pointing directly at someone

Curriculum Types

Curriculum Elements Types