Years 1 to 2
Languages
ASLANCHIBLLF-1Y12
Years 1 to 2 Chinese Achievement Standard
9 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 Year 2, students use Chinese language to interact and share information related to the classroom and themselves. They use cues to respond to questions and instructions, and use formulaic language. They locate and convey key items of information in texts using non-verbal, visual and contextual cues to help make meaning. They use familiar words and modelled language to create texts. They recognise and use familiar characters and Pinyin to make words and sentences.
Students recognise and use the sounds, tones and rhythms of spoken Chinese. They demonstrate understanding that Chinese has rules for non-verbal communication, pronunciation and writing. They give examples of similarities and differences between features of Chinese and English. They understand that language is connected with culture, and notice how this is reflected in their own language(s) and culture(s).
Background language learners · Foundation to Year 10 sequence
The 9 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 Year 2, students use Chinese language to interact and share information related to the classroom and themselves.
Content descriptorAC9LCH2C01 Communicating meaning in Chinese
interact in classroom-related routines; and personal introductions
Elaborations (8)
- Elaboration greeting each other and using appropriate terms of address, gestures, and body language, for example, 早上好, 下午好, 晚上好, 老师您早
- Elaboration responding to classroom instructions and routines, for example, at the beginning of the class responding to, 上课，起立，请坐
- Elaboration sharing personal information about topics such as age, zodiac animal sign, class and school, for example, 我叫Anne。我今年7岁了。我属龙。我在悉尼小学上学。我上一年级。
- Elaboration making simple requests using appropriate manners, for example, 老师，请问，我可以去上厕所吗？
- Elaboration using puppets to perform role-play exchanges, for example, 你家有几口人？我家有四口人。他们是谁？他们是爸爸，妈妈，姐姐和我。
- Elaboration expressing thanks, apologies, likes and dislikes, for example, 谢谢你/谢谢您。对不起。我喜欢学中文。我不喜欢跑步。
- Elaboration using formulaic Chinese exclamations spontaneously when interacting with peers, for example, 太棒了！
- Elaboration identifying which languages they know and are learning, for example, 我会说英语。我在学中文。
They use cues to respond to questions and instructions, and use formulaic language.
Content descriptorAC9LCH2C01 Communicating meaning in Chinese
interact in classroom-related routines; and personal introductions
Elaborations (8)
- Elaboration greeting each other and using appropriate terms of address, gestures, and body language, for example, 早上好, 下午好, 晚上好, 老师您早
- Elaboration responding to classroom instructions and routines, for example, at the beginning of the class responding to, 上课，起立，请坐
- Elaboration sharing personal information about topics such as age, zodiac animal sign, class and school, for example, 我叫Anne。我今年7岁了。我属龙。我在悉尼小学上学。我上一年级。
- Elaboration making simple requests using appropriate manners, for example, 老师，请问，我可以去上厕所吗？
- Elaboration using puppets to perform role-play exchanges, for example, 你家有几口人？我家有四口人。他们是谁？他们是爸爸，妈妈，姐姐和我。
- Elaboration expressing thanks, apologies, likes and dislikes, for example, 谢谢你/谢谢您。对不起。我喜欢学中文。我不喜欢跑步。
- Elaboration using formulaic Chinese exclamations spontaneously when interacting with peers, for example, 太棒了！
- Elaboration identifying which languages they know and are learning, for example, 我会说英语。我在学中文。
Content descriptorAC9LCH2C02 Communicating meaning in Chinese
collaborate with others in a range of play-based activities using modelled expressions and visual and spoken cues
Elaborations (8)
- Elaboration participating in singing Chinese songs, and reciting rhymes and chants that use repetitive language and actions, for example, 我的朋友在哪里？两只老虎
- Elaboration participating in play-based experiences using props or dress-up costumes, for example, 去餐馆,看医生
- Elaboration using pictures or prompts to participate in speaking and listening activities with peers, for example, creating an exercise routine with actions 跳, 跑, 走, 跳舞
- Elaboration collaborating in games that involve taking turns, making choices or swapping items, for example, playing the board game现在轮到你了。
- Elaboration playing matching games with Chinese and English words from big books and picture books in print or digital form, for example, playing memory or bingo
- Elaboration taking turns leading games or activities, for example, 老狼，老狼几点了？猜字游戏
- Elaboration giving instructions such as taking the role of a health and physical education teacher, for example, 向前跑, 跳一跳 or playing with a ball using 扔球, 接球
- Elaboration working collaboratively to identify and label Chinese objects or places on a word wall or map
Content descriptorAC9LCH2C04 Communicating meaning in Chinese
recognise that language carries cultural meaning in everyday social interactions
Elaborations (8)
- Elaboration discussing the meanings and different implications between 我要去厕所。and 我可以去厕所吗？
- Elaboration showing politeness in different contexts, for example, making requests 请, 请问, thanking someone using 非常感谢
- Elaboration learning about etiquette in everyday social contexts such as how to address adults, for example, 王阿姨好, 马叔叔好
- Elaboration understanding Chinese cultural gestures, for example, standing up to greet a teacher, receiving an object with both hands or counting numbers 1–10 with fingers
- Elaboration creating bilingual resources such as illustrated Chinese-English and English-Chinese wall charts or digital flashcards
- Elaboration discussing Chinese words or expressions that appear to have no equivalent in English, for example, 哪里哪里,不要客气,快吃吧！
- Elaboration discussing meanings of colloquial phrases used on specific occasions, for example, 恭喜发财 to give New Year wishes, and exploring how such sentiments are expressed in English
- Elaboration interpreting language, facial expressions and other visual cues to inform their own response to characters and stories presented in animations or songs, for example, 《年的故事》
They locate and convey key items of information in texts using non-verbal, visual and contextual cues to help make meaning.
Content descriptorAC9LCH2C03 Communicating meaning in Chinese
locate, with support, key information in spoken and written texts, and respond using gestures, images, words and modelled sentences
Elaborations (11)
- Elaboration making connections between a simple Chinese text and self, for example, responding to the story《龟兔赛跑》saying, 我要向乌龟学习，坚持不放弃。
- Elaboration making connections between their knowledge of the world and their Chinese learning to infer meaning of words, for example, to guess the meaning of 电话, 飞机, 计算机, 食物金字塔
- Elaboration identifying details about people and events heard, seen or read in the media, including children’s educational television programs, for example, 《大耳朵图图》
- Elaboration recognising that gestures and body language are integral to communicating in language for First Nations Australians, and showing examples of how they are also integral to communicating in the language(s) they may speak at home
- Elaboration showing understanding of main points in spoken and written texts, for example, listening to a story about the first day of Year 1 and putting pictures in the order of events or creating sequential captions
- Elaboration listening to imaginative texts such as stories, rhymes and songs, and responding through play-acting or movement, for example, 《三只小猪》
- Elaboration listening to, reading or viewing familiar Chinese texts and identifying key words, for example, in stories such as 《十二生肖》, in rhymes such as 《小老鼠上灯台》and in cartoons such as 《小兔子乖乖》
- Elaboration drawing and labelling a character or scene from rhymes, songs or stories such as 《龟兔赛跑》,《小红帽》
- Elaboration participating in shared reading of informative or imaginative texts such as big books and responding to questions, for example, 故事发生在哪里？它是关于什么的？这个故事中包括谁/什么动物？发生了什么？它是如何结束的？
- Elaboration identifying and justifying a favourite character using modelled language, for example, 我喜欢黄蝴蝶，因为我喜欢黄色。我喜欢乌龟，因为它勤劳。我不喜欢狼，因为它太凶猛了。
- Elaboration expressing opinions about characters or retelling the storyline after viewing or listening to stories, for example, 我觉得 ... 真有意思！
They use familiar words and modelled language to create texts.
Content descriptorAC9LCH2C05 Communicating meaning in Chinese
with support, create spoken, written and multimodal texts, using familiar words, modelled phrases and sentences, copying known characters and Pinyin
Elaborations (9)
- Elaboration writing captions, with support, for a photographic display to show others about a class event or experience, for example, 这是学校的花园。花园里有白色的玫瑰。
- Elaboration drawing a picture around a component/radical which depicts the meaning, for example, drawing a mountain around 山 or describing a picture using modelled sentence structure, for example, subject+verb+object, 这是一座很高的山。
- Elaboration creating posters on a cultural topic such as ‘Chinese food’ and selecting images and texts from magazines, newspapers and brochures to illustrate key ideas with character words such as 好吃, 美味
- Elaboration matching bilingual captions/labels to images of First Nations Country/Place locations in their local area or elsewhere in Australia
- Elaboration presenting their knowledge of places in China and Australia such as places they have visited or where they have relatives, supported with photographs, for example, 我的奶奶住在北京。
- Elaboration role-playing a modelled conversation related to their daily life, incorporating students’ own information, for example, 你星期天做什么了？我跟妈妈去公园玩了。
- Elaboration creating short plays based on extracts from familiar stories using puppets and props, for example,《拔萝卜》,《饥饿的毛毛虫》
- Elaboration practising language using toys, puppets and dolls, for example, pretending to go to the doctor, 你怎么了？我头疼。
- Elaboration making a birthday card with a good wish message or drawing and labelling a self-portrait, for example, 祝你生日快乐! 这就是我。我的眼睛是黑色的。我的头发很短/很长。
They recognise and use familiar characters and Pinyin to make words and sentences.
Content descriptorAC9LCH2C05 Communicating meaning in Chinese
with support, create spoken, written and multimodal texts, using familiar words, modelled phrases and sentences, copying known characters and Pinyin
Elaborations (9)
- Elaboration writing captions, with support, for a photographic display to show others about a class event or experience, for example, 这是学校的花园。花园里有白色的玫瑰。
- Elaboration drawing a picture around a component/radical which depicts the meaning, for example, drawing a mountain around 山 or describing a picture using modelled sentence structure, for example, subject+verb+object, 这是一座很高的山。
- Elaboration creating posters on a cultural topic such as ‘Chinese food’ and selecting images and texts from magazines, newspapers and brochures to illustrate key ideas with character words such as 好吃, 美味
- Elaboration matching bilingual captions/labels to images of First Nations Country/Place locations in their local area or elsewhere in Australia
- Elaboration presenting their knowledge of places in China and Australia such as places they have visited or where they have relatives, supported with photographs, for example, 我的奶奶住在北京。
- Elaboration role-playing a modelled conversation related to their daily life, incorporating students’ own information, for example, 你星期天做什么了？我跟妈妈去公园玩了。
- Elaboration creating short plays based on extracts from familiar stories using puppets and props, for example,《拔萝卜》,《饥饿的毛毛虫》
- Elaboration practising language using toys, puppets and dolls, for example, pretending to go to the doctor, 你怎么了？我头疼。
- Elaboration making a birthday card with a good wish message or drawing and labelling a self-portrait, for example, 祝你生日快乐! 这就是我。我的眼睛是黑色的。我的头发很短/很长。
Students recognise and use the sounds, tones and rhythms of spoken Chinese.
Content descriptorAC9LCH2U01 Understanding language and culture
recognise and use sound patterns and tones of Chinese
Elaborations (8)
- Elaboration listening to and performing nursery rhymes and stories with rhythms, tones and sound patterns, or tongue twisters such as 《猴子穿新衣》,《四和十》
- Elaboration participating in tone-guessing activities such as listening to the teacher or a peer saying 妈/马 and guessing the correct tone, or listening to and identifying the 4 tones and the neutral tone, and responding with appropriate actions
- Elaboration writing a complete Pinyin with a correct tone mark and demonstrating understanding that tones can change meaning, for example, 睡觉和水饺
- Elaboration recording their pronunciation of different tones and playing a game with peers, such as 猜猜是谁说的, to identify the differences in their own spoken language
- Elaboration singing a Pinyin alphabet song, demonstrating understanding that Pinyin is the romanisation of the sounds of Chinese
- Elaboration playing pair-matching card games, for example, matching tones, initial to final
- Elaboration identifying syllables that make up Chinese words, for example, 小老鼠, and demonstrating understanding that words such as 熊猫 have 2 syllables, with each syllable having a meaning
- Elaboration developing fluency of sentences in Chinese, using gesture to help demonstrate tone and stress, for example, reciting classic Chinese poems such as 李白《静夜思》
They demonstrate understanding that Chinese has rules for non-verbal communication, pronunciation and writing.
Content descriptorAC9LCH2U02 Understanding language and culture
recognise that Chinese components and/or characters and features of language are used to construct meaning
Elaborations (10)
- Elaboration making and copying components, characters and/or words, using playdough, strings, found objects, blocks and chalk
- Elaboration copying and tracing words and phrases with attention to stroke order, using air gestures, chalk, writing in sand and mini whiteboards, or using a different colour for each stroke to create rainbow writing
- Elaboration making connections among characters sharing the same radicals such as water 氵 in 河, 池, 海, and discussing the importance of water in daily life
- Elaboration learning that Chinese words are made up of 2 or more characters, with each character contributing meaning to the word, for example, 大人, literally ‘big person’ which means ‘adult’
- Elaboration noticing similarities and differences between punctuation conventions in Chinese and English such as full stops, exclamation marks and question marks
- Elaboration understanding that there are basic rules of word order in Chinese subject+verb+object, as in English
- Elaboration using common adjectives such as 高, 矮, 小, 大, 新, 旧 to describe people, animals and objects in modelled sentences
- Elaboration recognising common prepositions relating to location, for example, 里面, 外面, 上面, 下面, 中间, for example, responding to meaning of prepositions in a treasure hunt
- Elaboration using some question words in familiar contexts, for example, 吗, 谁,什么,哪里,多少,什么时候，几点
- Elaboration using basic measure words in modelled sentences between numbers and subject to describe quantity 个, 只 such as 两个苹果, 三只羊
They give examples of similarities and differences between features of Chinese and English.
Content descriptorAC9LCH2U03 Understanding language and culture
recognise that Chinese has features that may be similar to or different from English
Elaborations (7)
- Elaboration noticing that simple statements in Chinese tend to follow the same word order as in English; subject+verb+object
- Elaboration discussing the placement of words in Chinese, for example, ‘happy’ in English ‘Happy Birthday’ and ‘Happy New Year’ versus 生日快乐, 新年快乐
- Elaboration comparing the vowel sounds of English with the main vowel sounds of Chinese, such as a, e, i, o and u, to develop awareness
- Elaboration developing number knowledge and identifying the similarities and differences between using cardinal and ordinal numbers in Chinese and English, for example, comparing十一 with 11, and comparing 第一 with first
- Elaboration comparing bilingual texts (picture books, multimedia texts, songs, cartoons, etc.), noticing similarities and differences, such as features of punctuation and text organisation across languages, for example, Twinkle, Twinkle, Little Star 《小星星》
- Elaboration recognising that languages use words borrowed from other languages, and that many English and French words are used in Chinese such as 汉堡包, 咖啡, 可乐, 巴士
- Elaboration learning metalanguage for word types, for example, exploring what are considered verbs in English and adjectival verbs in Chinese 天天打篮球的哥哥长高了。
They understand that language is connected with culture, and notice how this is reflected in their own language(s) and culture(s).
Content descriptorAC9LCH2U04 Understanding language and culture
notice that people use language in ways that reflect cultural practices
Elaborations (7)
- Elaboration comparing and contrasting their classroom interactions with those in Chinese-speaking communities to identify similarities and differences
- Elaboration using gestures, words and phrases that reflect aspects of Chinese culture, for example, using both hands to offer something, and saying 请, 请用 to show respect
- Elaboration identifying countries and regions in the world where Chinese is used as a language of communication such as Singapore, Malaysia, and Indonesia
- Elaboration exploring symbols and language used by First Nations Australians and in Chinese-speaking communities in a range of contexts, for example, identifying the colours of flags in Chinese, and discussing what they represent in English
- Elaboration discussing the role of Chinese language and culture in their own lives such as participation in cultural events, food preferences, or overseas travel
- Elaboration exploring cultural symbols and practices through stories, songs, dances, games and crafts, for example, Chinese knots 中国结
- Elaboration sharing information about their family, such as country of origin, languages spoken and current locations of extended family, for example, 我爸爸是从中国来的。他会说普通话和上海话。
This achievement standard describes the expected learning for Years 1 to 2 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 |
|---|---|---|---|
| Communicating meaning in Chinese | Interacting in Chinese | 2 | 16 |
| Communicating meaning in Chinese | Mediating meaning in and between languages | 2 | 19 |
| Communicating meaning in Chinese | Creating text in Chinese | 1 | 9 |
| Understanding language and culture | — | 3 | 25 |
| Understanding language and culture | Understanding the interrelationship of language and culture | 1 | 7 |
| Total | 9 | 76 | |
Frequently Asked Questions
What should students know by the end of Years 1 to 2 Chinese?
By the end of Year 2, students use Chinese language to interact and share information related to the classroom and themselves. They use cues to respond to questions and instructions, and use formulaic language. Read the full standard
How many Content Descriptors support this standard?
9 Content Descriptors support this Achievement Standard (Communicating meaning in Chinese: 5, Understanding language and culture: 4).
How does this compare to Foundation?
The Foundation Chinese standard (ASLANCHIBLLF-1FY) covers the preceding curriculum level. Standards build progressively, with Years 1 to 2 expectations extending what was introduced in Foundation.
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.