Years 5 to 6
Languages
ASLANCHIBLLF-1Y56
Years 5 to 6 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 6, students initiate and use strategies to maintain interactions in Chinese language that are related to their immediate environment. They collaborate in spoken and written activities that involve the language of planning and problem-solving to share information, ideas and preferences. They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in Chinese or English, adjusting their response to context, purpose and audience. They create texts, using characters with appropriate stroke order and radicals, vocabulary and sentence structures to suit context. They sequence information and ideas, and use conventions appropriate to text type.
Students apply rules for pronunciation and intonation in spoken Chinese. They apply conventions of script and punctuation, and use modelled structures, when creating and responding in Chinese. They compare language structures and features in Chinese and English, using some metalanguage. They show understanding of how some language reflects cultural practices and consider how this is reflected in their own language(s), culture(s) and identity.
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 6, students initiate and use strategies to maintain interactions in Chinese language that are related to their immediate environment.
Content descriptorAC9LCH6C01 Communicating meaning in Chinese
initiate and sustain exchanges related to students’ experiences and perspectives
Elaborations (8)
- Elaboration initiating and sustaining conversations, including face-to-face and secure online conversations, by asking peers about personal interests, for example, 你在空闲时间最喜欢做什么？外出时你喜欢怎么穿？
- Elaboration playing guessing games and practising modelled sentences and question words, for example, 你什么时候会用它？你在哪里会看到它？
- Elaboration developing conversation skills such as staying on topic, recognising non-verbal cues to show interest and understanding, and using interjections, for example, 你也太厉害了吧！
- Elaboration exchanging ideas and opinions in class discussions, expressing agreement, disagreement, negotiating, and demonstrating active listening, for example, 周末我更喜欢去游泳而不是去散步。你喜欢做什么？我发现这个阅读很难，你呢？我不这么认为。
- Elaboration using secure digital resources to write a daily/weekly journal, for example, recording events or highlights in everyday life at school, home and/or leisure activities, such as 今天我的足球队又赢/输了。太棒了！/真没劲!, or documenting a holiday experience, such as 袋鼠岛游记
- Elaboration expressing gratitude, apologies, sympathy or concern when interacting with family, friends or peers, for example, 谢谢你的邀请，祝你生日快乐。对不起，我不能参加你的聚会，因为星期日我要 ...。希望你们玩得高兴。
- Elaboration checking on the progress of others during learning tasks or activities, using questions such as 你做完了吗？你怎么做得这么快？
- Elaboration exchanging text messages and emails, using appropriate formats and terms to address the recipient, to negotiate their weekend plans, for example, 嘿，小王，周末有空吗？要不要跟我一起去公园？
They collaborate in spoken and written activities that involve the language of planning and problem-solving to share information, ideas and preferences.
Content descriptorAC9LCH6C02 Communicating meaning in Chinese
participate in activities that involve planning and negotiating with others, using modelled and idiomatic language, to agree, suggest and resolve
Elaborations (9)
- Elaboration planning and collaborating in shared activities such as running a school assembly in Chinese, organising a display or creating lanterns for 中秋节,春节
- Elaboration participating in the planning and presentation of a role-play with peers, such as an imagined trip to China or Chinese-speaking regions, discussing preferences and bargaining, for example, 我们去北京，好吗？ 多少钱？有打折吗？可以再便宜点吗？
- Elaboration listening to or viewing community media such as local Chinese radio or television, and participating in advertised activities, for example, a Chinese speaking competition or locally organised events
- Elaboration collaborating to decide on a menu for a class lunch and negotiating items, prices and delivery with a local restaurant, for example, 大家都喜欢吃春卷，那么每个人一个春卷，我们需要二十五个。
- Elaboration contributing to the development of a set of class rules, for example, making signs 请说中文！请安静！
- Elaboration providing feedback about peer presentations using modelled language, for example, commenting on the use of eye contact
- Elaboration collaboratively writing a children’s story and reading it to younger learners of Chinese
- Elaboration planning a campaign, for example, to introduce healthy, environmentally-friendly Chinese food at a school or local Chinese community event, by creating digital posters or pamphlets or by making multimedia presentations to the class, parents and community members
- Elaboration researching and arranging a visit by an expert such as a calligrapher or a Taiji master to share knowledge and promote Chinese learning in the school community
They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in Chinese or English, adjusting their response to context, purpose and audience.
Content descriptorAC9LCH6C03 Communicating meaning in Chinese
locate and process information and ideas in a range of spoken, written and multimodal texts, and respond in different ways to suit purpose and audience
Elaborations (9)
- Elaboration listening to, reading or viewing informative texts and discussing opinions, for example, watching media about recycling in the local area and comparing this with recycling in a Chinese-speaking region
- Elaboration identifying and describing key elements of an informative or imaginative text such as settings, characters or people and events, by asking and responding to questions such as在哪里？什么时候？ 谁？什么？如何？为什么？
- Elaboration reading or viewing imaginative texts in print, digital or multimodal forms such as poems, cartoons, stories, folk tales or films, and performing scenes that illustrate aspects of a character’s attitudes, personality or reactions, for example, in a story such as 《蚂蚁和大象》
- Elaboration listening to or viewing First Nations Australian authors’ stories in English and responding to them in a range of text types in Chinese
- Elaboration researching, comparing and presenting information about aspects of life in China and Australia, for example, means of transport presented in a table
- Elaboration identifying variations in aspects of language use, such as tone, gesture, word choice or sentence structure in different contexts, and using these in their own guided interactions, for example, watching conversations between a customer and salesperson, doctor and patient, tour guide and tourist, and replicating this language in a role-play
- Elaboration interviewing family, friends or peers to collect stories of migration to Australia, identifying words and expressions that reflect important values and feelings, such as 祖国, 国家, 思念, 期待, 喜悦, 守护, 友情,邻里之爱
- Elaboration reading extracts from culturally significant children’s literature, discussing their personal responses to the characters and storyline, and expressing empathy for the characters involved, for example, 我感到 ... 我也感到...
- Elaboration illustrating an extract of text by selecting images such as a picture, colour, symbol or emoticon, to express the content, mood or key message of the text
Content descriptorAC9LCH6C04 Communicating meaning in Chinese
apply strategies to interpret and translate language in non-verbal, spoken and written cultural contexts
Elaborations (8)
- Elaboration examining the risks of literal or word-for-word translation when translating expressions, idioms and proverbs, for example, ‘full of beans’ (lively and energetic) may be translated incorrectly in Chinese to 满满的豆子
- Elaboration recognising different levels of formality in language, such as 爷爷 and 祖父, and using language appropriate to context, for example, 我很累。and 我非常疲惫。
- Elaboration interpreting examples of colloquialisms or slang typically used by young people such as 躺平 (give up), 永远的神 (YYDS)/GOAT (the Greatest Of All Time)
- Elaboration identifying context-specific language such as language used at the supermarket, at the doctor’s surgery or when visiting a friend or relative, for example, 多少钱, 出价, 贵, 便宜, 折扣, 好/坏产品, 感冒, 咳嗽, 头痛, 头晕
- Elaboration creating and using bilingual resources for language learning, such as glossaries of cultural terms in Chinese and English, and explaining culture-specific elements, for example, resources to inform Chinese and Australian visitors about events such as Anzac Day and the Chinese Dragon Boat festival
- Elaboration reading children’s stories in bilingual form and reflecting on ideas expressed in Chinese and English which may not be readily translated and discussing possible reasons for this, for example, 阴阳,风水
- Elaboration using a range of resources to assist in creating a Chinese translation of a text, exploring the functions of print and electronic translation tools, and discussing their strengths and weaknesses
- Elaboration composing bilingual resources for the school community, such as posters for class or school performances, displays or events, for example, Sports Carnival 运动会, Multicultural Day 多元文化日 or a virtual tour of the school with signs, notices, labels and short comments in Chinese and English, such as Library 图书馆, Hall 礼堂 Quiet please! 请安静
They create texts, using characters with appropriate stroke order and radicals, vocabulary and sentence structures to suit context.
Content descriptorAC9LCH6C05 Communicating meaning in Chinese
create and present informative and imaginative spoken, written and multimodal texts, appropriate to purpose and audience, using a range of sentence structures to sequence information and ideas, and textual conventions
Elaborations (10)
- Elaboration working in teams to prepare a presentation, supported by digital media, related to their own school or community or on a topic of interest such as endangered animals
- Elaboration creating displays using graphics, photographs and illustrations to document and convey ideas related to topics of interest, for example, their hometown, family tree or the benefits or being bilingual or learning Chinese
- Elaboration preparing and creating a video clip to share with peers overseas introducing aspects of local culture, including interesting places, history, modes of transport, famous people and lifestyle, for example, 墨尔本的电车
- Elaboration creating a print or digital advertisement or brochure in Chinese for travel to a First Nations Country/Place location, including what to see and do, means of travel, best time of year to visit, what to bring and wear, etc.
- Elaboration explaining a procedure or practice to others, for example, community recycling, a recipe, health-care tips, a tutorial on the rules of a sport or game, or eating etiquette
- Elaboration role-playing a modified well-known children’s story in Chinese, for example, Three Little Pigs or《守株待兔》
- Elaboration producing and performing short, scripted plays, experimenting with descriptive language, for example, retelling a traditional folk tale in a modern context, such as 《田螺姑娘》
- Elaboration composing and participating in imagined interactions with characters from familiar texts, for example, 《司马光砸缸》,《孔融让梨》
- Elaboration writing a letter or creating a video for their future self to read when they reach Year 12, providing advice on their future
- Elaboration creating texts for a range of audiences and purposes, for example, a report for a school or community newsletter about Chinese language-learning experiences or activities at day school and community school
They sequence information and ideas, and use conventions appropriate to text type.
Content descriptorAC9LCH6C05 Communicating meaning in Chinese
create and present informative and imaginative spoken, written and multimodal texts, appropriate to purpose and audience, using a range of sentence structures to sequence information and ideas, and textual conventions
Elaborations (10)
- Elaboration working in teams to prepare a presentation, supported by digital media, related to their own school or community or on a topic of interest such as endangered animals
- Elaboration creating displays using graphics, photographs and illustrations to document and convey ideas related to topics of interest, for example, their hometown, family tree or the benefits or being bilingual or learning Chinese
- Elaboration preparing and creating a video clip to share with peers overseas introducing aspects of local culture, including interesting places, history, modes of transport, famous people and lifestyle, for example, 墨尔本的电车
- Elaboration creating a print or digital advertisement or brochure in Chinese for travel to a First Nations Country/Place location, including what to see and do, means of travel, best time of year to visit, what to bring and wear, etc.
- Elaboration explaining a procedure or practice to others, for example, community recycling, a recipe, health-care tips, a tutorial on the rules of a sport or game, or eating etiquette
- Elaboration role-playing a modified well-known children’s story in Chinese, for example, Three Little Pigs or《守株待兔》
- Elaboration producing and performing short, scripted plays, experimenting with descriptive language, for example, retelling a traditional folk tale in a modern context, such as 《田螺姑娘》
- Elaboration composing and participating in imagined interactions with characters from familiar texts, for example, 《司马光砸缸》,《孔融让梨》
- Elaboration writing a letter or creating a video for their future self to read when they reach Year 12, providing advice on their future
- Elaboration creating texts for a range of audiences and purposes, for example, a report for a school or community newsletter about Chinese language-learning experiences or activities at day school and community school
Students apply rules for pronunciation and intonation in spoken Chinese.
Content descriptorAC9LCH6U01 Understanding language and culture
use tone-syllables, intonation, stress and phrasing to express feelings and opinions
Elaborations (6)
- Elaboration reading the lyrics of Chinese pop songs, modelled texts, tongue twisters, poems and news aloud to other learners, with attention to tones and pronunciation
- Elaboration using digital tools to check the correct pronunciation of Chinese and using voice-recording apps to check their own tone and intonation, to develop fluency
- Elaboration recognising syllable changes in speech, including change of tonal value and tone changes such as 不要 bú yào
- Elaboration recognising how tone marks affect pronunciation and meaning, for example, changing the tones 啊, 哦 can convey different meaning, depending on context
- Elaboration playing speaking games to demonstrate different emotions using features of pronunciation for effect, for example, reading the sentence 怎么是你？ or 我不相信你考了九十分。 with happiness, sadness or anger
- Elaboration understanding that Chinese has different regional accents such as accents spoken by people living in different provinces of China, Chinese-speaking communities in Taiwan and Southeast of Asia
They apply conventions of script and punctuation, and use modelled structures, when creating and responding in Chinese.
Content descriptorAC9LCH6U02 Understanding language and culture
identify and use components and/or characters, sentence structures, syntax and writing system features to compose and respond to familiar and some unfamiliar texts and contexts
Elaborations (10)
- Elaboration analysing common simple and compound characters through a number of examples, 找, 提, 挑, 打 and identifying the possible placement of specific radicals and components in a compound character, for example, the placement of 扌on the left-hand side, through digital or board games
- Elaboration using digital tools to write a specific character, and obtaining its pronunciation by using online dictionaries
- Elaboration developing understanding of 6 types of Chinese characters such as pictographs 象形字 and phono-semantic characters 形声字
- Elaboration inferring meaning of unfamiliar words from known morphemes, for example, 学生, 学校, 小学
- Elaboration using appropriate punctuation in writing, including commas, full stops, question marks, semicolons, colons, inverted commas and exclamation marks
- Elaboration exploring and beginning to build more complex messages, using joining words 也,和,conjunction words 因为 ... 所以 ..., 虽然 ... 但是 ..., 不但 ... 而且 ..., sequence words 首先 ... 其次 ... 接着 ... 最后 ...
- Elaboration discriminating between the contextual meanings of characters with multiple meanings such as 家 in 家人 and in 画家, or that 冷 means cold in 冷水 and quiet in 冷清
- Elaboration using the function of words and structures in language, for example, 了 in the sentence 我早上看见了两只猫。 indicates the completion of an action in the past
- Elaboration understanding that there are different applications of grammatical rules in spoken and written language, for example, 这碗面太好吃了！这碗面非常美味！
- Elaboration exploring ways to express similarities or comparatives, using 和 ... 一样, ... 比 ... 更 ..., ... 比较 ..., ... 最 …
They compare language structures and features in Chinese and English, using some metalanguage.
Content descriptorAC9LCH6U03 Understanding language and culture
compare some Chinese language structures and features with those of English, using some familiar metalanguage
Elaborations (9)
- Elaboration discussing aspects of grammar using metalanguage in Chinese or English, for example, 名词 (noun)， 动词 (verb), 形容词 (adjective), 主语 (subject), 谓语 (predicate), for example, discussing 汉语名词的复数形式是什么？
- Elaboration identifying and comparing the language features of different text types in Chinese and English, such as the descriptive language in narratives or persuasive language in advertisements
- Elaboration comparing the use of passive voice and active voice in Chinese and English, for example, passive voice such as, "The glass is broken" is usually used to describe things that have happened in English, while active voice such as 他把杯子摔坏了。 could also be used in Chinese
- Elaboration comparing the structural features of familiar personal, informative and imaginative Chinese and English texts, for example, dates on diary entries and letters, greetings in emails or conversations, and titles of stories
- Elaboration comparing different types of texts such as recipes, songs, stories, recounts or conversations, to identify audience and purpose, used in both Chinese and English
- Elaboration creating comparative lists of vocabulary in Chinese and English which are used in different contexts, for example, the use of imperatives in a set of instructions, such as 起来！坐下！打开书！听并重复！, or the frequent use of time and place markers, such as 从前, 昨天, 今天, 明天, 下, in narratives
- Elaboration understanding how to create textual cohesion by using elements such as adverbs of sequence, for example, 第一个, 第二个, 下一个, 然后, 最后一个 and conjunctions, for example, 和, 或者, 因为, 但是, to sequence and link ideas, and comparing how these work in English
- Elaboration recognising grammatical features and how their use differs in Chinese and English, for example, recognising the lack of articles in Chinese and that adjectives can be used as verbs 老师高兴了。, using text extracts to identify parts of speech such as nouns and verbs by circling them in a nominated colour
- Elaboration comparing the use of tenses in Chinese and English, for example, in Chinese future tense is often expressed through time phrases 我明天去北京, 下个星期去上海 and verbs convey tense without verb conjugation, for example, explaining why 有 can mean ‘have’, ‘had’ and ‘will have’, and comparing with English
They show understanding of how some language reflects cultural practices and consider how this is reflected in their own language(s), culture(s) and identity.
Content descriptorAC9LCH6U04 Understanding language and culture
recognise that language reflects cultural practices, values and identity, and that this impacts on non-verbal and spoken communication
Elaborations (7)
- Elaboration discussing language choices expected or required in diverse contexts across languages, for example, apologising, congratulating, expressing thanks, declining, rejecting and complaining
- Elaboration recognising the interconnections between cultural practices and language use, for example, adding 叔叔, 老师, 阿姨 ... after surnames to show respect rather than addressing adults by their first names
- Elaboration noticing that language varies between regions, for example, soup spoon in Northern China is called 勺子 and 汤匙 or 调羹 in Southern China
- Elaboration exploring, in Chinese and English, how language and culture are expressed through First Nations Australians’ song, dance or artworks, considering similarities and differences in an aspect of the cultural expressions of Chinese-speaking people or communities
- Elaboration identifying ways in which Chinese language and culture influence the lives of Australians, for example, Chinese cuisine such as 北京烤鸭, and fashion such as 旗袍, 汉服
- Elaboration engaging with Chinese peers in diverse contexts, identifying situations in which misunderstanding or miscommunication occurs, and exploring strategies to overcome these
- Elaboration noticing and reflecting on how interacting in Chinese may feel different from interacting in English, and identifying ways of communicating or behaving that appear culturally specific
This achievement standard describes the expected learning for Years 5 to 6 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 | 17 |
| Communicating meaning in Chinese | Mediating meaning in and between languages | 2 | 17 |
| Communicating meaning in Chinese | Creating text in Chinese | 1 | 10 |
| 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 5 to 6 Chinese?
By the end of Year 6, students initiate and use strategies to maintain interactions in Chinese language that are related to their immediate environment. 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 Years 3 to 4?
The Years 3 to 4 Chinese standard (ASLANCHIBLLF-1Y34) covers the preceding curriculum level. Standards build progressively, with Years 5 to 6 expectations extending what was introduced in Years 3 to 4.
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.