Year 5 Chinese Achievement Standard – Australian Curriculum v9
This Achievement Standard describes what students are expected to know and do in Year 5 Languages by the end of the year. Teachers can use it to guide assessment design, collect evidence of learning, and ensure planning stays aligned with the Australian Curriculum v9.
What Students Should Know
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 use key features of pronunciation and intonation, recognising stress and phrasing in spoken texts. 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, selecting and using a variety of vocabulary and sentence structures to suit context. They sequence information and ideas, and use conventions appropriate to text type. They use familiar characters appropriate to context and Pinyin.
Students apply rules for pronunciation and intonation, writing, character formation, punctuation and 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.
Content Descriptors by Strand
This standard is supported by 9 Content Descriptors:
Communicating meaning in Chinese
Interacting in Chinese
AC9LC6C01 initiate and sustain modelled exchanges in familiar contexts related to students’ personal world and school environment AC9LC6C02 participate in activities that involve planning and negotiating with others, using language that expresses information, preferences and ideasMediating meaning in and between languages
AC9LC6C03 locate and process information and ideas in a range of spoken, written and multimodal texts, and respond in different ways to suit purpose AC9LC6C04 apply strategies to interpret and convey meaning in Chinese language in familiar non-verbal, spoken and written cultural contextsCreating text in Chinese
AC9LC6C05 create and present informative and imaginative spoken, written and multimodal texts using a variety of modelled sentence structures to sequence information and ideas, textual conventions, familiar characters and/or PinyinUnderstanding language and culture
Understanding systems of language
AC9LC6U01 apply knowledge of tone-syllables, intonation, stress and phrasing to develop fluency and pronunciation to known words and phrases AC9LC6U02 use knowledge of modelled sentence structures, formulaic expressions and some characters and writing system features to compose and respond to texts, using appropriate punctuation and textual conventions AC9LC6U03 compare some Chinese language structures and features with those of English, using some familiar metalanguageUnderstanding the interrelationship of language and culture
AC9LC6U04 recognise that language reflects cultural practices, values and identity, and that this impacts on non-verbal and verbal communicationAt a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Communicating meaning in Chinese | Interacting in Chinese | 2 | 10 |
| Communicating meaning in Chinese | Mediating meaning in and between languages | 2 | 10 |
| Communicating meaning in Chinese | Creating text in Chinese | 1 | 7 |
| Understanding language and culture | Understanding systems of language | 3 | 20 |
| Understanding language and culture | Understanding the interrelationship of language and culture | 1 | 9 |
| Total | 9 | 56 | |