Foundation
Languages
ASLANCHISLF10FY
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.
Second 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 descriptorAC9LCF01
with support, recognise and communicate meaning in Chinese
Elaborations (10)
- Elaboration imitating and playing with vocabulary using pictures flashcards, puppets, picture books and repetitive language
- Elaboration listening for key words and responding, for example, the teacher calls a number and students make a group with that number, using Chinese hand gestures for numbers or matching information heard with pictures or other visual clues
- Elaboration repeating and practising greetings at different times of the day using modelled language 早上好, 下午好, 晚上好, 老师早
- Elaboration playing familiar games in Chinese using target vocabulary, such as Sleeping Lions, Hide and Seek, What's the Time Mr. Fox?, Rock, Paper, Scissors 石头, 剪刀, 布, Simon Says 老师说, and Fruit Salad running games
- Elaboration responding to basic classroom commands, for example, 起立, 坐下, 请安静
- Elaboration singing and listening to songs in Chinese including traditional nursery rhymes, for example, 我的朋友在哪里, 生日快乐, 找朋友, with gestures and movement
- Elaboration expressing preferences and needs, for example, 喜欢, 不喜欢, 我要
- Elaboration practising modelled tones, rhythms, actions, and gestures that support meaning, to share information
- Elaboration sharing simple information about self 我叫 in play-based activities and games, for example, role-plays using puppets or toys
- Elaboration listening to Chinese idiomatic stories and retelling these stories using illustrations or craft materials
They identify that Chinese and English look and sound different.
Content descriptorAC9LCF02
explore, with support, language features of Chinese noticing similarities and differences between Chinese and English
Elaborations (6)
- Elaboration exploring the four tones, for example, copying the teacher and representing the different tones using hand gestures
- Elaboration recognising Chinese characters from other forms of written expression, for example, recognising the Roman alphabet, and visual images (drawing), and comparing the sound and shape of each
- Elaboration recognising that characters have meaning, and exploring the connection between meaning and form, for example, identifying pictographs, such as 人 and 火, and developing mnemonics to remember characters
- Elaboration copying or tracing high frequency characters, such as numbers, with attention to stroke order and direction
- Elaboration observing connections between characters sharing the same pictograph, guessing the meaning and making connections with nature, for example, recognising ‘sun’ 日, 早, 星, 明 and discussing how the sun is connected to life on earth
- Elaboration experimenting with the forms of Chinese characters with hands-on play to recreate characters using plasticine, stones, found objects, writing in the sandpit, chalk, big brushes and water on concrete, etc.
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 descriptorAC9LCF03
explore connections between language and culture
Elaborations (8)
- Elaboration engaging with and comparing celebrations in Chinese-speaking communities (traditions, customs, costumes, food, etc.), and choosing an interesting fact to present to the class
- Elaboration noticing similarities and differences between classroom interactions in Chinese and English, for example, referring to the teacher using 老师 to show politeness and respect
- Elaboration watching simple clips showing cultural activities and events in Chinese-speaking communities and discussing observations
- 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 accessing multimodal texts that illustrate cultural identity, customs, practices and activities and responding to these in a variety of ways
- Elaboration making connections between gestures and body language associated with language use in different cultures, such as hand gesturing for emphasis and encouragement or recognising taboos within Chinese communication, for example, pointing directly at someone
- Elaboration having a shared meal of 饺子 and 春卷 etc. and appreciating cultural diversity in the school community
This achievement standard describes the expected learning for Foundation Chinese · Second 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 | 24 |
| Total | 3 | 24 | |
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.