ACLCHC007
Identify equivalent or similar Chinese words or phrases for familiar objects or terms in English[Key concepts: similarity, difference; Key processes: translating, connecting, interpreting]
Elaborations ScOT Terms
ACLCHC007 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC024
Find English equivalents of common expressions in Chinese and vice versa[Key concept: equivalence; Key processes: translating, explaining]
Elaborations ScOT Terms
ACLCHC024 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC039
Interpret and translate simple texts used for everyday purposes, identifying actions, words and phrases that do not readily translate into English[Key concept: equivalence; Key processes: interpreting, translating]
Elaborations ScOT Terms
ACLCHC039 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC071
Translate a range of Chinese texts and identify how some concepts can be readily translated between Chinese and English and some do not[Key concepts: semantics, syntax: Key processes: translating, interpreting]
Elaborations ScOT Terms
ACLCHC071 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC072
Create bilingual texts, identifying similarities between Chinese and English syntax and vocabulary, and explaining how these similarities can be used when transferring culture- or context-specific ideas from Chinese into English[Key concepts: similarities, …
Elaborations ScOT Terms
ACLCHC072 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC119
Explain the English meanings of Chinese words and simple phrases heard or seen in everyday social contexts[Key concept: belonging; Key processes: translating, moving between]
Elaborations ScOT Terms
ACLCHC119 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC136
Translate simple English texts into Chinese and vice versa, using strategies for building vocabulary and interpreting intended meaning of words in English and Chinese[Key concepts: morphology, bilingualism; Key processes: identifying, translating, interpreting] …
Elaborations ScOT Terms
ACLCHC136 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHU159
Explore the impact of English on everyday communication in Chinese and the impact of Chinese on English
Elaborations ScOT Terms
ACLCHU159 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC184
Participate in reading Chinese literature in original and in translation, and explain assumptions or implied meanings which inform how ideas have been translated from Chinese into English[Key concept: equivalence; Key processes: comparing, transferring, …
Elaborations ScOT Terms
ACLCHC184 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC041
Describe aspects of own identity and reflect on differences between Chinese and English language and culture, identifying how this knowledge can help their intercultural exchanges[Key concepts: similarity, difference, culture; Key processes: comparing, …
Elaborations ScOT Terms
ACLCHC041 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC070
Create written imaginative texts that express aspects of Chinese culture for different audiences and identify how some concepts can be readily translated between Chinese and English and some do not[Key concepts: values, tradition; Key processes: creating, …
Elaborations ScOT Terms
ACLCHC070 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC087
Translate simple texts from Chinese to English and vice versa, identifying words and phrases in Chinese that do not readily translate into English, using contextual cues, action and gesture to assist translation[Key concept: politeness symbols; Key processes: …
Elaborations ScOT Terms
ACLCHC087 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC120
Create simple bilingual vocabulary lists identifying and comparing vowel and consonant sounds in Chinese and English[Key concepts: bilingualism, vocabulary; Key processes: translating, interpreting]
Elaborations ScOT Terms
ACLCHC120 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHU122
Recognise the four tones and their function in Chinese, and compare consonant and vowel sounds in Chinese and English
Elaborations ScOT Terms
ACLCHU122 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC135
Identify common spoken Chinese expressions and discuss examples of actions, words and phrases that do not readily translate into English[Key concepts: equivalence, idiom; Key processes: translating, identifying, discussing]
Elaborations ScOT Terms
ACLCHC135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC151
Identify and account for the potential loss of subtle meanings from character components and individual characters in compounds when translating into English[Key concept: meaning; Key processes: translating, interpreting, negotiating meaning]
Elaborations ScOT Terms
ACLCHC151 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC153
Reflect on the benefits of learning Chinese and English in both Chinese and English interactions[Key concepts: place, biculturalism, identity; Key processes: observing, explaining, reflecting]
Elaborations ScOT Terms
ACLCHC153 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC168
Create bilingual texts relating to other learning areas and topics of interest, considering the influence of different roles, relationships, settings and situations when interpreting both Chinese and English[Key concepts: audience, context, bilingualism; …
Elaborations ScOT Terms
ACLCHC168 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC186
Reflect on how conventions of speech and particular Chinese cultural concepts can influence communication style when using both Chinese and English[Key concepts: face, public, private; Key processes: adjusting, analysing]
Elaborations ScOT Terms
ACLCHC186 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC200
Translate short texts and identify words and phrases in Chinese that do not readily translate into English[Key concept: equivalence; Key processes: comparing, translating]
Elaborations ScOT Terms
ACLCHC200 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum