CHINESE LANGUAGE
SUB
STRAND
F- Year 2
THREAD
ACLCHC
SECOND LANGUAGE LEARNER SEQUENCE
R-1 (A)
Years 3-4
2 (B)
3 (A)
FULL YEAR PLANNER
Years 5-6
4 (B)
5 (A)
Years 7-8
6 (B)
7 (A)
Oral-
001 Participate in class routines,
017 Interact with teachers and
033 Initiate interactions with peers
049 Initiate and sustain
Interacting
structured conversations and
peers in social and class activities,
and known adults to plan and
interactions with peers and
activities using teacher-modelled
exchanging ideas and opinions,
organise social activities
familiar adults to plan and arrange
tones and rhythms.
using correct tones
activities or social events in the
context of the school or local
community, and vary spoken
SOCIALISING
language in response to the needs
and demands of other participants
All year, covered by general class interaction policy.
Written-
002 Interact with simple written
018 Exchange simple
034 Exchange correspondence and
050 Correspond with peers and
Interacting
texts in familiar contexts to
correspondence with teachers and
create simple written material to
other familiar participants to plan
contribute to class discussions
peers to contribute suggestions and
plan future activities and events
activities, and compare opinions on
arrange activities
and contribute ideas
and attitudes towards different
cultures
INFORMING
Oral-
003 Locate information about
019 Obtain and process information
035 Obtain and process specific
051 Analyse and summarise
Obtaining
family and familiar events from
about significant people, places and
information from multiple spoken
relevant information obtained from
and
spoken and visual sources and
events from spoken and visual
sources, selecting and sequencing
a range of spoken sources and
Processing
convey this information in simple
sources, and convey this information
appropriate content for specific
convey this information to known
visual and oral texts
using learnt phrases and key words
audiences
audiences through a range of texts
Written -
004 Locate and present information
020 Locate factual information
036 Locate key points in written
052 Locate, classify and organise
obtaining
about familiar objects, people and
from sources and report this
informative texts, summarising the
relevant information, including
and
personal interests using visual and
information to a known audience
points to report to known audiences
analysing data in simple diagrams,
contextual cues
using learnt characters
Processing
tables and graphs, and re-present
this information for known
audiences
Based on F-10 Australian Curriculum Languages – V 7.2 – Created January 2015
1
CHINESE LANGUAGE
SECOND LANGUAGE LEARNER SEQUENCE
FULL YEAR PLANNER
Oral -
005 Respond to and create simple
021 Respond to and create simple
037 Engage with characters and
053 Engage with imaginative texts,
Imaginativ
Chinese stories, songs and rhymes,
imaginative texts using voice,
points of view in short imaginative
observing how characters, emotions
reproducing rhythm and sound
rhythm, and appropriate gesture
texts, express personal opinions and
and attitudes are portrayed, express
patterns to express feelings
and action
create simple spoken imaginative
opinions about these aspects of an
texts
imagined experience and apply this
e
Experience
knowledge in their own
performances and texts
CREATING
Written –
006 Create short imaginative written
022 Create short written
038 Create written imaginative
054 Create written imaginative
Imaginativ
texts using images and
imaginative texts using simple
texts, describing characters and
texts to describe experiences
copied characters
characters and short sentences
sequencing events, using scaffolded
involving imagined people and
models of texts, learnt characters or
places
e
experience
word lists for support
Oral –
007 Identify equivalent or similar
023 Translate the meanings of
039 Interpret and translate simple
055 Translate texts for different
creating
Chinese words or phrases for
important everyday words using
texts used for everyday purposes,
audiences varying the language to
Chinese
familiar objects or terms in English
contextual cues
identifying actions, words and
explain key points for these
phrases that do not readily translate
different audiences
Translatio
into English
ns
TRANSLATING
Written –
008 Identify common Chinese
024 Find English equivalents of
040 Create own bilingual texts such 056 Create short bilingual text
Creating
characters and words in Pinyin
common expressions in Chinese and
as signs, displays and posters
Chinese
using contextual cues
vice versa
about topics of personal interests
and key content from other learning
areas and provide subtitles or
Translatio
commentary to assist meaning
ns
Based on F-10 Australian Curriculum Languages – V 7.2 – Created January 2015
2
CHINESE LANGUAGE
Reflecting
SECOND LANGUAGE LEARNER SEQUENCE
FULL YEAR PLANNER
REFLECTING
009 Notice aspects of Chinese
025 Reflect on how aspects of
041 Describe aspects of own
057 Reflect on the cultural
language and culture that are ‘new’
personal identity are expressed in
identity and reflect on differences
significance of how different groups
or ‘interesting’, and observe how
Australian and Chinese contexts
between Chinese and English
and members of groups name
relationships influence language
language and culture, identifying
themselves and are represented by
use and own identity
how this knowledge can help their
others
intercultural exchanges
Phonology
010 Reproduce the four tones and
026 Recognise the tone- syllable
042 Discriminate between similar
058 Examine differences in sounds
recognise how they can change the
nature of spoken language, and
or related syllables and words by
and tone, and patterns of sound
meaning of words
compare Chinese and English
listening with attention to
flow in speech
sounds
intonation, stress and phrasing
Orthograph 011 Recognise Chinese characters as 027 Reproduce key Chinese
y
043 Identify how character
059 Interpret texts by inferring
SYSTEMS OF LANGUAGE
a form of writing and Pinyin as the
characters from familiar contexts
structure, position and component
meaning from common character
spelled-out sounds of spoken
using stroke types and sequences,
sequences relate the form of a
components or position of
Chinese
and component forms and their
character to its particular sound
components, and analyse how
arrangement
and meaning
reliable this method is in
translating
Syntax
Text
012 Understand that Chinese
028 Use nouns, adjectives and
044 Form sentences to express
060 Identify and apply features of
sentences have a particular word
simple sentences to record
details, such as time, place and
Chinese grammar and sentence
order
observations
manner of an action, and to
structure to organise and sequence
sequence ideas
ideas in oral and written texts
013 Engage with familiar text types
029 Identify similarities and
045 Notice how the features of text
061 Analyse how authors use
in Chinese to predict meaning
differences in the organisation of
organisation vary according to
features of different text types for
simple familiar texts
audience and purpose
different purposes and audiences
Based on F-10 Australian Curriculum Languages – V 7.2 – Created January 2015
3
CHINESE LANGUAGE
SECOND LANGUAGE LEARNER SEQUENCE
FULL YEAR PLANNER
LANGUAGE VARIATION & CHANGE
Variations
014 Recognise that Chinese is a
030 Recognise that Chinese is
046 Understand that Chinese is
062 Investigate the extent and
in
major community language in
spoken by communities in many
characterised by diversity in spoken
dynamic nature of
Langauge
Australia
countries
and written forms
Chinese language use locally and
Changes in
015 Identify the features of formal
031 Identify the likely contexts and
047 Examine how language is used
063 Explain how the Chinese
Language
language used in familiar contexts,
features of informal and formal
to clarify roles and relationships
language adapts to social and
such as at school
conversations involving known
between participants in interactions
technological changes
globally
participants of different ages,
genders and social positions
ROLE OF LANGUAGE &
CULTURE
Language
016 Describe how people use
032 Identify how terms are used to
048 Explore the ways in which
064 Compare and reflect on how
Choices
different languages to communicate
indicate relationships and express
everyday language use reflects
cultural contexts influence the way
and participate in intercultural
cultural values that may be
culture-specific ideas, such as the
language is used within and across
experiences
different from their own
influence of age, gender and social
communities
position on language choices
Based on F-10 Australian Curriculum Languages – V 7.2 – Created January 2015
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