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Elaboration (4) ACLCHC214

understanding the values inherent in the use of music, imagery and stereotypical representations of people, places and practices in diverse forms of youth entertainment

Elaboration (5) ACLCHC214

identifying and discussing generational and cultural differences portrayed in contemporary media

Elaboration (6) ACLCHC214

examining songs that have remained popular for generations or have become anthems for particular groups of people, and discussing why these songs have achieved such success

Elaboration (7) ACLCHC214

reading a range of imaginative texts from other cultures, keeping a reading journal (读书笔记) to record own responses, and participating in class discussions about texts such as 《小王子》 and 《安徒生童话选》

Elaboration ACLCHC215

collaborating with peers to perform a script from 儿童剧 or 情景剧 for younger year levels to engage them with the imaginative world

Elaboration (1) ACLCHC215

creating a script in response to a story from classical literature, such as 《草船借箭》, and considering how to convey the characters’ personality through language

Elaboration (2) ACLCHC215

creating own dramatic or humorous representations of people and events encountered in traditional or contemporary Chinese literature, drama or song

Elaboration (3) ACLCHC215

writing a creative account of an imagined experience involving Chinese visitors to the local community, such as hosting a Chinese student or taking a tour group to a local sporting event

Elaboration (4) ACLCHC215

creating a Chinese voice-over for a scene from an English language sitcom and experimenting with ways in which language, images, action and humour are used to enhance appreciation of the message

collaborating to create performances in which they assume an imaginary role, for example, a skit about celebrating Spring Festival, a simple lyric about school life, or a rap about being a student of Chinese

Elaboration (6) ACLCHC215

creating narratives that hold the attention of readers, for example, beginning a story with 你知道吗？ and experimenting with 正叙，倒叙，插叙 to sequence events

Elaboration (7) ACLCHC215

collaboratively creating short plays describing the experiences of imagined characters in different cultures, for example, 《James在上海》

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 (9) ACLCHC215

exploring how alternative words can be used to convey a range of attitudes and varying degrees of emotion towards people, places and events, for example, 我真高兴。你快乐吗？他很幸福!

Elaboration (10) ACLCHC215

comparing portrayals of a range of social groups in media, for example, how urban and rural communities and residents are portrayed in both traditional and contemporary texts

Elaboration (11) ACLCHC215

creating own narrative accounts of the life experiences of major historical figures or characters from literature, for example, 诸葛亮，孔子和他的学生

Elaboration (12) ACLCHC215

engaging and entertaining the audience through the use of devices such as humour, irony and metaphor, and embellishing ideas (for example, 猜猜我昨天干了什么？ as opposed to 昨天我), and building up to a climatic ending

Elaboration ACLCHC216

exploring ways to interpret and explain key concepts and cultural practices identified in Chinese interactions (for example, 面子) and experimenting with how to give 面子 in interaction with others

Elaboration (1) ACLCHC216

considering the uses of different measurement words in Chinese (for example, 小勺 and 茶匙；斤 and 克) when comparing Chinese translations of English recipes

Elaboration (2) ACLCHC216

comparing alternative translations to identify concepts of ‘normality’ in their own linguistic and cultural context, for example, using the term 软饮料 (instead of 无酒精饮料) assumes the reader/audience has some understanding of English to understand meaning …

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Curriculum Elements Types