Foundation
Languages
ASLANCHIBLLF-1FY
Foundation Chinese Achievement Standard
3 statements aligned to content descriptors and elaborations
Achievement standard (as ACARA publishes it)
Achievement standard
Click any sentence to jump to its statement and linked content descriptors.
By the end of the Foundation year, students use play and imagination to interact and create Chinese texts, with support. They identify that Chinese and English look and sound different. They recognise that there are languages and cultures as well as their own, and that aspects of language and culture contribute to their own and others’ cultural identity.
Background language learners · Foundation to Year 10 sequence
The 3 achievement standard statements
Open a statement to see the content descriptors ACARA links to it, then open a descriptor's elaborations.
By the end of the Foundation year, students use play and imagination to interact and create Chinese texts, with support.
Content descriptorAC9LCHF01
with support, recognise and communicate meaning in Chinese
Elaborations (10)
- Elaboration using simple greetings relevant to their relationship to the person, for example, 你好，老师好，再见。
- Elaboration introducing themselves and responding to greetings, for example, 我是大伟，你呢？你叫什么名字？你好吗？我很好，谢谢。你今年几岁了？我五岁了。
- Elaboration using formulaic phrases for everyday interactions such as thanking, requesting, apologising and offering best wishes, for example, 谢谢, 对不起, 我可以 ... 吗？亲爱的老师/妈妈/爸爸, 玩得开心！
- Elaboration sharing likes and dislikes, for example, 我喜欢 ..., 我不喜欢 ...。
- Elaboration responding to instructions or directions through actions, gestures or spoken responses, for example, 起立, 坐下, 站队, 排成一排, 站成一圈
- Elaboration imitating and playing with aspects of Chinese pronunciation and incorporating appropriate gestures, facial expressions and body language, for example, shaking hands and bowing with the head when greeting an adult
- Elaboration performing songs, rhymes and action stories using non-verbal forms of expression such as clapping, gestures and facial expressions to support the making of meaning, for example, 头, 肩膀, 膝盖, 做早操
- Elaboration listening for and identifying key words in stories, rhymes or songs
- Elaboration sharing simple expressions and songs with family, friends or peers, for example, singing 祝你生日快乐 and using appropriate greetings such as 希望你早点好起来！ or 新年快乐 for different times or occasions
- Elaboration playing games such as counting games, sorting and order games, and number games, as a whole class or on interactive whiteboards/tablets
They identify that Chinese and English look and sound different.
Content descriptorAC9LCHF02
explore, with support, language features of Chinese noticing similarities and differences between Chinese and English
Elaborations (8)
- Elaboration observing that Chinese Pinyin uses the same letters as in English, and noticing that Pinyin has different sounds and meanings, for example, chī (吃) (to eat), zhōng (中) (middle)
- Elaboration exploring the facial movements involved with making sound blends in Chinese and English
- Elaboration tracing the letters of the alphabet and imitating the beginning vowel sounds, for example, tracing and imitating bēi jīng, shàng hǎi, tái wān
- Elaboration participating in alphabet songs, chants and rhymes to imitate Chinese pronunciation, intonation and stress
- Elaboration making connections with Chinese words and phrases used in everyday life in Australia, for example, food names such as 春卷, 饺子, 包子
- Elaboration experimenting with sounds, such as animal sounds, used in Chinese, for example, comparing the sound wàng wàng (bow wow) with languages represented in the class
- Elaboration exploring and practising intonation patterns and understanding the difference of stress patterns in statements, questions and exclamations, for example, 你真棒！太好了！
- Elaboration noticing that language changes in different situations and with different people, such as noticing exchanges between children and parents, students and teachers or friends, for example, 妈妈，我放学回来了。谢谢老师,老师再见！
They recognise that there are languages and cultures as well as their own, and that aspects of language and culture contribute to their own and others’ cultural identity.
Content descriptorAC9LCHF03
explore connections between language and culture
Elaborations (8)
- Elaboration locating China on a world map and understanding that Chinese Mandarin is the national language of China and that it is spoken in Chinese-speaking communities in Australia and around the world
- Elaboration exploring the different languages spoken by class members and listening to the different sounds and ways of saying common expressions such as 大家好，我的名字是... 。你们好，我叫...。
- Elaboration observing, through visual and audiovisual resources, that members of Chinese-speaking communities may do everyday things in a similar/different way from themselves, for example, speaking a different language or using chopsticks and a spoon
- Elaboration noticing how local names of streets, places and landmarks can have their origins in language(s) of First Nations Australians
- Elaboration using the Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS) map of the languages of Australia to notice the language(s) of First Nations Australians in their local area and/or across Australia
- Elaboration noticing their own use of words, expressions or behaviours that make them who they are, including words from different languages and ways of celebrating that may not be familiar to other people, for example, eating noodles to celebrate their birthday and saying 今天我生日，我吃面条。
- Elaboration exchanging ideas, feelings and understandings of language and culture through play-based experiences, for example, puppets, playing dress-ups, pretend restaurants and market stands
- Elaboration playing and engaging with cultural items such as Chinese currency Renminbi (RMB) or Yuan (CNY), when playing shops
This achievement standard describes the expected learning for Foundation Chinese · Background language learners · Foundation to Year 10 sequence. Use it to plan teaching and assessment with the Australian Curriculum v9.
At a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Foundation Chinese | — | 3 | 26 |
| Total | 3 | 26 | |
Frequently Asked Questions
What should students know by the end of Foundation Chinese?
By the end of the Foundation year, students use play and imagination to interact and create Chinese texts, with support. They identify that Chinese and English look and sound different. Read the full standard
How many Content Descriptors support this standard?
3 Content Descriptors support this Achievement Standard (Foundation Chinese: 3).
Is this from the latest Australian Curriculum?
Yes, this Achievement Standard is from the Australian Curriculum version 9.0 (AC v9), the most current version published by ACARA.