Elaboration (2) ACLCHC050
sharing opinions about school or family life, including 我的学校，我的老师，我的好朋友， 我的一家人, and linking ideas to explain and support a position or view, for example, 我的姐姐喜欢音乐，也很喜欢体育； 我除了踢足球以外，还打板球。我觉得运动很有意思
Elaboration (2) | ACLCHC050 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHC056
producing bilingual instructions for classmates, explaining how to perform a particular activity relating to their favourite game or subject
Elaboration (1) | ACLCHC056 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHU059
analysing characters containing a common component or side, for example, explaining the features of position, phonetic function and range of sounds in the characters 请 清 情 晴 精 睛 猜
Elaboration (1) | ACLCHU059 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHU061
analysing and explaining the organisation and development of ideas or an argument in a range of genres, including textual features such as paragraphing
Elaboration (1) | ACLCHU061 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHC068
sharing ideas on sources of information and explaining ways to utilise these sources, with examples or data to support their opinions
Elaboration (2) | ACLCHC068 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHC071
identifying core values implicit in interactions in Chinese and explaining these to English speakers, for example, describing the language of celebration, including the origins, significance and meanings of commonly used expressions such as 福如东海、年年有余
Elaboration | ACLCHC071 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (3) ACLCHC071
reading everyday Chinese texts encountered in shop brochures, product packaging and advertising; identifying challenges involved in conveying meaning in English; and explaining word choices and textual features employed to enhance meaning
Elaboration (3) | ACLCHC071 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHU075
describing orthographic features of new characters encountered, including the structure, sequence and relationship of components, and explaining connections evident between form, sound and meaning
Elaboration (1) | ACLCHU075 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHU075
examining and explaining the relationships between characters and word meanings when encountering new vocabulary
Elaboration (4) | ACLCHU075 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (3) ACLCHC083
representing gathered information by restating key phrases and explaining reasons for actions and feelings, for example, 她很高兴, 因为…
Elaboration (3) | ACLCHC083 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (3) ACLCHC087
translating public texts in Chinese (for example, signs in shops and restaurants) into English and explaining their possible meaning and purpose, for example, translating the sign 休息中 on an unlit shop window to mean ‘closed’ instead of its literal translation, …
Elaboration (3) | ACLCHC087 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHC088
explaining key cultural concepts and practices to English speakers through translation, for example: Do we translate 春节 as ‘Spring Festival’ or ‘Chinese New Year’? Why is 端午节 called ‘dragon boat festival’ in English? Does this translation capture the …
Elaboration (2) | ACLCHC088 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (7) ACLCHU091
explaining the use of common suffixes (子、里、面) and key morphemes (电、家、物、机)
Elaboration (7) | ACLCHU091 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (3) ACLCHU092
explaining the concept of ‘tense’ across languages, for example, asking: What tense is used in English to share ideas about a future activity? Can you exemplify how future tense is used in English? How is future tense expressed in Chinese? (我明天去北京，下个 …
Elaboration (3) | ACLCHU092 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHC098
sharing opinions about school or family life, including 我的学校，我的老师，我的好朋友， 我的一家人, and linking ideas to explain and support a particular position or view, for example, 我的姐姐不但喜欢音乐，而且也很喜欢体育, 我除了踢足球以外，还打板球。我觉得运动很有意思
Elaboration (2) | ACLCHC098 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHC101
explaining meaning of scripts and lyrics, and recognising how feelings/emotions are expressed in ‘subtle’ ways through the use of stylistic devices or symbolism, for example, 月亮代表我的心
Elaboration (1) | ACLCHC101 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHC104
exploring ways to interpret and explain key concepts and cultural practices identified in Chinese interactions, such as 面子, and experimenting with how to give 面子 in interactions with others
Elaboration (2) | ACLCHC104 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHU107
analysing sequences of characters containing a common component or side to determine the features of form, function and predictability within the group, for example, explaining the features of position, phonetic function and range of sounds in the characters …
Elaboration | ACLCHU107 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHU109
analysing and explaining the organisation and development of ideas or an argument in a range of genres, including textual features such as paragraphing
Elaboration | ACLCHU109 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHC120
sharing knowledge of Chinese with others, explaining features that differ from English, for example, how periods of the day are defined and word order for date and time
Elaboration | ACLCHC120 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum