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 simple 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 text. They copy some familiar characters and Pinyin.
Students imitate the sounds, tones and rhythms of Chinese. They demonstrate understanding that Chinese has rules for non-verbal communication, pronunciation and writing, and that characters are a form of writing and Pinyin reflects the sounds of spoken Chinese. They give examples of similarities and differences between some 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).
Second 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 descriptorAC9LC2C01 Communicating meaning in Chinese
recognise and respond to modelled classroom-related greetings, instructions and routines; and personal introductions
Elaborations (6)
- Elaboration repeating and practising how to greet others at different times of the day in classroom interactions and routines, for example, individually greeting the teacher as students enter the classroom, 早上好, 下午好, 晚上好, 老师早
- Elaboration responding to classroom instructions, for example, 站起来, 请坐, 一个圈, 停, 安静
- Elaboration sharing personal information about oneself using 我, for example, 我叫 Anna。我六岁。, and introducing family using props and images 这是我的妈妈, 这是我的狗, 我爱我的妈妈
- Elaboration expressing wants and making requests by using 我要 and 我不要... such as 我要毛笔, 我不要橡皮, 我要巧克力, 我不要苹果
- Elaboration playing action games, for example, Simon Says 老师说
- Elaboration listening to simple questions and answering as self or another character (puppet, soft toy, etc.) 你叫什么名字？, 你几岁？ 你好吗？
They use cues to respond to questions and instructions, and use simple formulaic language.
Content descriptorAC9LC2C01 Communicating meaning in Chinese
recognise and respond to modelled classroom-related greetings, instructions and routines; and personal introductions
Elaborations (6)
- Elaboration repeating and practising how to greet others at different times of the day in classroom interactions and routines, for example, individually greeting the teacher as students enter the classroom, 早上好, 下午好, 晚上好, 老师早
- Elaboration responding to classroom instructions, for example, 站起来, 请坐, 一个圈, 停, 安静
- Elaboration sharing personal information about oneself using 我, for example, 我叫 Anna。我六岁。, and introducing family using props and images 这是我的妈妈, 这是我的狗, 我爱我的妈妈
- Elaboration expressing wants and making requests by using 我要 and 我不要... such as 我要毛笔, 我不要橡皮, 我要巧克力, 我不要苹果
- Elaboration playing action games, for example, Simon Says 老师说
- Elaboration listening to simple questions and answering as self or another character (puppet, soft toy, etc.) 你叫什么名字？, 你几岁？ 你好吗？
Content descriptorAC9LC2C02 Communicating meaning in Chinese
participate in a range of guided, play-based language activities using formulaic expressions, visual and spoken cues
Elaborations (3)
- Elaboration contributing to collective activities, such as singing Chinese songs with actions, and presenting these at an assembly
- Elaboration participating in a guided role-play in a shop or at the market, for example, giving and receiving items and using 请, 谢谢
- Elaboration using pictures or prompts to participate in speaking activities with peers, for example, creating an exercise routine with actions 跳, 跑, 走, 跳舞
Content descriptorAC9LC2C04 Communicating meaning in Chinese
notice that language carries cultural meaning in classroom-related greetings, introductions, instructions and routines
Elaborations (4)
- Elaboration discussing the differences between 我要去洗手间。 and 我可以去洗手间吗？
- Elaboration demonstrating understanding that language used to greet elders, parents or carers is more respectful than greetings used for friends
- Elaboration using polite 您, 您好 to teachers and explaining why it is important to show respect
- Elaboration using 上课, 下课 to start and end a class, 老师 instead of Miss and Mrs
They locate and convey key items of information in texts using non-verbal, visual and contextual cues to help make meaning.
Content descriptorAC9LC2C03 Communicating meaning in Chinese
locate, with support, key information in familiar texts, and respond using gestures, images, words and formulaic phrases
Elaborations (7)
- Elaboration listening to the story of The Very Hungry Caterpillar in Chinese language, and matching the food eaten with the days of the week, or listening to a song about animals and putting picture cards of animals in the same sequence as the song
- Elaboration listening for key information in print or digital texts (stories, conversations, picture books, video, etc.) and responding to questions in Chinese with 是, 不是, 对, 不对, 有, 没有
- Elaboration recognising symbols, words and phrases of written Chinese characters, in labels, titles and captions, and using them to label or name items or personal possessions such as stationery 书包, 我的书, 橡皮, 苹果 or adding the labels, titles or captions to pictures in a story or comic
- Elaboration recognising that gesture and body language are integral to communicating in language for First Nations Australians, and showing examples of how this is also reflected in Chinese, and the language(s) they speak at home
- Elaboration retelling the main information of a story which has been read to the class
- Elaboration listening to text and choosing the appropriate picture or character on an interactive whiteboard or tablet
- Elaboration identifying key words in songs, chants, rhymes and stories and responding with the associated gestures or miming the actions
They use familiar words and modelled language to create text.
Content descriptorAC9LC2C05 Communicating meaning in Chinese
with support, use words, familiar phrases and modelled language to create spoken, written and multimodal texts, copying some familiar characters and Pinyin
Elaborations (7)
- Elaboration creating, and then reading aloud, a story book using modelled language templates such as 你好 and 你好吗, and copying combinations of characters and/or Pinyin above matching pictures of family members, pets, animals, fruit, friends
- Elaboration role-playing a modelled conversation related to greetings and self-introduction, incorporating students’ own information 你好。我叫…, 谢谢, 再见, 你好吗？我很好。我不好。
- Elaboration making a classroom birthday chart/birthday card and cutting and pasting/tracing over the characters 生日快乐 and singing 祝你生日快乐, 一月, 二月, 三月..., 星期一, 星期二
- Elaboration matching bilingual captions/labels to images of First Nations Country/Place locations in their local area or elsewhere in Australia
- Elaboration using pictures, concrete materials and supporting gestures as a prompt to talk about self and the immediate environment, such as, collecting four or five play food items and sharing their feelings in sentences about likes and dislikes, for example, holding an apple and saying, 我喜欢苹果
- Elaboration drawing a picture around a component/radical which depicts the meaning, for example, drawing a mountain around 山 or labelling a picture with interrelated nature components with 河, 木, 云
- Elaboration practising modelled vocabulary, expressions and phrases using toys, puppets and dolls, for example, pretending to go to the doctor, 你好吗, 我不好, 我马马虎虎
They copy some familiar characters and Pinyin.
Content descriptorAC9LC2C05 Communicating meaning in Chinese
with support, use words, familiar phrases and modelled language to create spoken, written and multimodal texts, copying some familiar characters and Pinyin
Elaborations (7)
- Elaboration creating, and then reading aloud, a story book using modelled language templates such as 你好 and 你好吗, and copying combinations of characters and/or Pinyin above matching pictures of family members, pets, animals, fruit, friends
- Elaboration role-playing a modelled conversation related to greetings and self-introduction, incorporating students’ own information 你好。我叫…, 谢谢, 再见, 你好吗？我很好。我不好。
- Elaboration making a classroom birthday chart/birthday card and cutting and pasting/tracing over the characters 生日快乐 and singing 祝你生日快乐, 一月, 二月, 三月..., 星期一, 星期二
- Elaboration matching bilingual captions/labels to images of First Nations Country/Place locations in their local area or elsewhere in Australia
- Elaboration using pictures, concrete materials and supporting gestures as a prompt to talk about self and the immediate environment, such as, collecting four or five play food items and sharing their feelings in sentences about likes and dislikes, for example, holding an apple and saying, 我喜欢苹果
- Elaboration drawing a picture around a component/radical which depicts the meaning, for example, drawing a mountain around 山 or labelling a picture with interrelated nature components with 河, 木, 云
- Elaboration practising modelled vocabulary, expressions and phrases using toys, puppets and dolls, for example, pretending to go to the doctor, 你好吗, 我不好, 我马马虎虎
Students imitate the sounds, tones and rhythms of Chinese.
Content descriptorAC9LC2U01 Understanding language and culture
recognise and imitate the sounds and rhythms of Chinese
Elaborations (6)
- Elaboration listening to and engaging with the rhythms and sound patterns in conversations with teachers and peers, imitating and practising the tones, such as those used in greetings 你好, 王老师, 再见, 谢谢, 非常好, 很棒 through, for example, choral reading, songs, flashcards and video clips
- Elaboration participating in tone guessing activities, such as listening to the teacher saying 马 and guessing the correct tone, recording the answer by writing a tone mark or indicating with their body, and demonstrating understanding that tones can change meaning, for example, 马 and 妈
- Elaboration singing a Pinyin alphabet song, demonstrating understanding that Pinyin is the romanisation of the sounds of Chinese
- 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 listening to, viewing and performing poems, rhymes or simple stories, for example, 小白兔, 拔萝卜, 爱我你就抱抱我; repeating phrases and rhythms to emphasise key pronunciation points, for example, chanting 恭喜, 恭喜, 恭喜你呀!
- Elaboration playing pair matching card games, for example, matching tones, initial to final
They demonstrate understanding that Chinese has rules for non-verbal communication, pronunciation and writing, and that characters are a form of writing and Pinyin reflects the sounds of spoken Chinese.
Content descriptorAC9LC2U02 Understanding language and culture
recognise that Chinese components and/or characters are used to construct meaning in texts
Elaborations (8)
- Elaboration making and copying components and/or characters from playdough, strings, found objects, blocks and chalk
- Elaboration making connections among characters sharing the same radicals, such as water 氵 in 河, 池, 海, and discussing ways to minimise water-use in daily life
- Elaboration viewing different ways Chinese can be written, vertically or horizontally, and comparing this with texts in other scripts, especially languages within the class, such as Arabic, Japanese and Hindi
- Elaboration making connections between words sharing a common syllable/morpheme, for example, 小狗, 小猫, 小朋友
- Elaboration replacing words in modelled sentences to express a personal meaning, for example, replacing 弟弟 in 我有弟弟 with 妹妹 to say 我有妹妹
- Elaboration building new words by combining familiar meanings, for example, 红+苹果
- Elaboration copying and tracing components and/or characters 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 differentiating Chinese characters from other forms of written expression, such as the Roman alphabet and other languages present within the class, for example, Korean, Japanese or Arabic
They give examples of similarities and differences between some features of Chinese and English.
Content descriptorAC9LC2U03 Understanding language and culture
notice that Chinese has features that may be similar to or different from English
Elaborations (4)
- Elaboration noticing that simple statements in Chinese tend to follow English word order; subject+verb+object
- Elaboration comparing the vowel sounds of English with the main vowel sounds of Chinese, such as ‘i’, ‘e’, ‘u’, to develop awareness
- Elaboration using titles to address teachers in Chinese and comparing this with addressing teachers in English, for example, using 王老师 instead of Ms. Wang
- Elaboration discussing the placement of words in Chinese, such as ‘happy’ compared with English ‘Happy Birthday’ and ‘Happy New Year’ versus 生日快乐, 新年快乐, 圣诞快乐
They understand that language is connected with culture, and notice how this is reflected in their own language(s) and culture(s).
Content descriptorAC9LC2U04 Understanding language and culture
notice that people use language in ways that reflect cultural practices
Elaborations (6)
- Elaboration noticing that people greet each other differently in different cultures, depending on the relationship, for example, using 你吃了吗 for familiar people, such as neighbours and comparing this with languages and cultures within the classroom
- Elaboration exploring the lucky and unlucky numbers and colours in Chinese-speaking cultures, for example, discussing why some numbers are considered lucky, such as, 二十八, 九, 六, 六十八 or why 红色 is a lucky colour
- Elaboration comparing gestures and body language associated with language use in different cultures, especially languages and cultures within the class, for example, using hand gesturing for emphasis and encouragement or recognising taboos within Chinese communication, such as pointing directly at someone
- Elaboration exploring symbols used by First Nations Australians and those used in Chinese-speaking communities in a range of contexts, for example, what the symbols on flags represent
- Elaboration role-playing giving and receiving 红包 using formulaic expressions, such as 恭喜发财, and practising kowtowing to show respect
- Elaboration using 加油 to encourage someone, and talking about the cultural meaning behind using this rather than ‘good luck’
This achievement standard describes the expected learning for Years 1 to 2 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 |
|---|---|---|---|
| Communicating meaning in Chinese | Interacting in Chinese | 2 | 9 |
| Communicating meaning in Chinese | Mediating meaning in and between languages | 2 | 11 |
| Communicating meaning in Chinese | Creating text in Chinese | 1 | 7 |
| Understanding language and culture | Understanding systems of language | 3 | 18 |
| Understanding language and culture | Understanding the interrelationship of language and culture | 1 | 6 |
| Total | 9 | 51 | |