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Achievement Standard Chinese Years 7 and 8

By the end of Year 8, students use spoken and written Chinese to interact in a range of familiar contexts. They respond to instructions, questions and directions. They use known phrases to exchange personal information (for example, 我叫…; 我的爸爸是澳大利亚人), …

Achievement Standard Chinese Years 9 and 10

By the end of Year 10, students use spoken and written Chinese to initiate and sustain interactions in familiar and unfamiliar contexts. They exchange information, ideas and opinions and enquire into the experiences and opinions of others, using …

Years 7 and 8 Chinese

The nature of the learners Students are beginning their study of Chinese and typically have had little prior exposure to the language and associated cultures. Many will have learnt an additional language in primary school, some have proficiency in different …

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

Years 9 and 10 Chinese

The nature of the learners Students have prior experience of learning Chinese and bring a range of capabilities, strategies and knowledge that can be applied to new learning. They are expanding the range and nature of their learning experiences and of …

Elaboration (3) ACLCHC084

recognising markers of time (for example, 第二天) in a sequence of events to monitor information flow and assist reading for overall meaning

Elaboration ACLCHC086

creating digital stories by producing labels for pictures, photos and cartoons in combination with sound, voice and music to convey a sequence of events in imagined contexts

Elaboration (3) ACLCHC086

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 ACLCHU091

learning the number, nature and sequence of strokes; exploring the range of stroke types used in characters; learning to write with a focus on stroke direction and order, and on balance and proportion within the square

Elaboration (2) ACLCHU107

describing characters to others by naming their components or sides in sequence, for example, ‘standing man’ (亻) on the left, ‘words’ (言) on the right ＝信

Elaboration (1) ACLCHU108

exploring the uses of diverse time expressions and ways to sequence events in time, for example, 先…然后…; 一…就…;了…就…;才; 第一；然后

Elaboration (4) ACLCHU095

noticing the use of English phrases and sentences in Chinese interactions (for example, 拜拜, or a few lines of English in a Chinese pop song), and discussing the reason for the ‘code-switching’

Elaboration (1) ACLCHC102

creating narratives that hold the attention of readers (for example, beginning a story with 你知道吗？), experimenting with 正叙，倒叙，插叙 to sequence events and using descriptive language to set the scene

Elaboration (2) ACLCHU093

comparing textual features and language used in different types of written communication within and across languages, for example: How does the formatting of a letter and an email differ in English? Why are there such differences? How does the formatting …

Elaboration (1) ACLCHC087

identifying Chinese symbols in print and digital texts (for example, the longevity symbol), and developing ways to include the culturally attached value when expressing the meaning of these symbols in English

Elaboration (5) ACLCHC101

creating a Chinese voiceover for a scene from an English language sitcom, experimenting with ways in which language, image, behaviour and humour are used to enhance meaning and entertainment

Elaboration (1) ACLCHC104

reading bilingual signs in places such as restaurants, shops, pools, schools, hospitals and construction sites, and determining the effectiveness of the English translations and possible reasons for such interpretations

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 ACLCHU092

analysing the variety of verb types found in Chinese — for example, adjectival verbs (高、大) and modal verbs (会、可以) — and the placement and use of adverbs, for example, 都 to indicate inclusion; 就 to indicate sequence

Elaboration (1) ACLCHC086

reading jokes or cartoons in Chinese and discussing how humour is conveyed through words and the presentation of ideas, comparing this to humour in English and discussing whether ‘entertainment’ means the same thing in different languages and culture …

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Curriculum Elements Types

General Capabilities