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Elaboration (3) ACLCHC009

comparing learning in English with learning in Chinese, for example, learning about syllables and components

Elaboration (3) ACLCHU010

working with classmates and teachers to identify initials (b, p, m, d, t, g, k etc.) that are similar to English consonants (f, l, n, v)

Elaboration (3) ACLCHU011

copying or tracing characters with attention to stroke order and direction

Elaboration (3) ACLCHU012

recognising that sometimes the verb ‘to be’ is left out in Chinese sentences, for example, 我五岁 rather than 我是五岁

comparing gestures and body language associated with language use in different cultures, for example hand gesturing for emphasis and encouragement or recognising taboos within Chinese communication, such as pointing directly at someone

Elaboration (3) ACLCHC017

initiating conversations in familiar social contexts by greeting participants and introducing themselves (for example, 你好，我叫James，我八岁，我住在悉尼), displaying appropriate social manners to enhance communication

Elaboration (3) ACLCHC019

listening to short spoken texts containing some unfamiliar language, identifying key information, for example, name and phone number of speaker in a voicemail message, or the names, year level and age of Chinese children in a short interview

Elaboration (3) ACLCHC021

reading excerpts of 童谣 and comparing Chinese-specific expression with English version, such as 小猫怎么叫,喵喵喵。小狗怎么叫，汪汪汪。小鸡怎么叫，叽叽叽。小鸭怎么叫，嘎嘎嘎。小羊怎么叫，咩咩咩

Elaboration (3) ACLCHC022

using pictographs such as 马, 田，山 to create cartoons to illustrate a story

Elaboration (3) ACLCHU026

listening to and reading out loud a nursery rhyme with strong Chinese prosodic features such as 《小老鼠，上灯台》

Elaboration (3) ACLCHU027

exploring the concept of ‘word’ in Chinese and knowing that each character is a meaningful unit (morpheme) that is used to make up ‘words’ such as 白菜 (white + vegetable), 好朋友 (good + friend + friend), 男生 (male + student)

Elaboration (3) ACLCHU029

discussing a range of predictable texts with teachers and peers to perceive common components (radicals) in complex characters such as ‘woman’ (女) and ‘water’ (氵)

Elaboration (3) ACLCHU032

exploring the more complicated Chinese kinship relationships, and learning to address family members with a title rather than by their given names, for example, drawing a family tree and labelling each member with their Chinese title

Elaboration (3) ACLCHC033

completing transactions by confirming prices (for example, 多少钱？五块八) and exchanging money, recognising Chinese currency

Elaboration (3) ACLCHC034

participating in shared blogs, exchanging information with students from sister school, for example, 你好，我叫Ann, 我是澳大利亚的学生

Elaboration (3) ACLCHC035

presenting a short talk using information gathered from multiple sources, for example, investigating 南京的天气 by interviewing the teacher and listening to a podcast of a weather forecast

Elaboration (3) ACLCHC036

creating a poster to convey information to Chinese peers (for example, about a local city or popular tourist site) with pictures, maps, data, words and sentences

Elaboration (3) ACLCHC037

participating in performances such as 诗朗诵 and applying specific prosodic features such as ‘tone flow’ (抑扬顿挫) to enhance the effect

Elaboration (3) ACLCHC038

collaborating to create alternative endings to well-known stories using learnt sequences and word lists for support

Elaboration (3) ACLCHC039

comparing own translation of short texts (such as brand names, signs, slogans and billboard advertisements) to others’, and evaluating the effectiveness of own translation

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Curriculum Elements Types

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Cross Curriculum Priorities

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