Years 5 to 6
Languages
ASLANCHISLF10Y56
Years 5 to 6 Chinese Achievement Standard
10 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 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.
Second language learners · Foundation to Year 10 sequence
The 10 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 descriptorAC9LC6C01 Communicating meaning in Chinese
initiate and sustain modelled exchanges in familiar contexts related to students’ personal world and school environment
Elaborations (5)
- Elaboration asking and responding to questions such as 你喜欢运动吗？ and making sure that other participants are included in the interaction such as 你呢, for example, participating in an online meeting with Chinese-speaking peers and taking turns asking and answering questions about school
- Elaboration playing speaking games that practise modelled sentences and question words, for example, 你是哪国人？ 你是中国人吗？ or 谁, 什么时候, 什么, 哪里
- Elaboration using digital tools (tablet, etc.) to video and exchange a detailed self-introduction including year level 六年级 hobbies 爱好, sports 运动, nationality 国籍, likes and dislikes or family information for other Chinese-speaking peers to respond to
- Elaboration responding to the teacher’s or peer questions, such as 准备好了吗？ 懂了吗？ 做完了吗？, with actions or answers
- Elaboration developing conversation skills for familiar topics, such as staying on topic, following up with questions, recognising non-verbal cues to show interest and understanding, and using basic interjections, for example, 真的吗, 太好了
They use key features of pronunciation and intonation, recognising stress and phrasing in spoken texts.
Content descriptorAC9LC6C04 Communicating meaning in Chinese
apply strategies to interpret and convey meaning in Chinese language in familiar non-verbal, spoken and written cultural contexts
Elaborations (3)
- Elaboration identifying Chinese symbols in print and digital texts, such as the longevity symbol, and developing ways to convey the culturally attached value when expressing the meaning of these symbols in English
- Elaboration comparing simple sentences in Chinese language with online-translated sentences, for example, comparing the sentence, “I like Chinese” that is often translated as, “I like Chinese people” or “I like Chinese language”, and discussing why an online translator might give an inaccurate translation
- Elaboration sharing their own translation of short texts (brand names, signs, slogans, billboard advertisements, etc.) with others, and evaluating the effectiveness of their own translation
They collaborate in spoken and written activities that involve the language of planning and problem-solving to share information, ideas, and preferences.
Content descriptorAC9LC6C02 Communicating meaning in Chinese
participate in activities that involve planning and negotiating with others, using language that expresses information, preferences and ideas
Elaborations (5)
- Elaboration preparing performances celebrating important events in a Chinese-speaking country’s calendar to present at school assemblies and raise community understanding of aspects of culture, for example, presenting a 太极 performance, a lion dance, or a Spring Festival song 恭喜恭喜, and posting Chinese language written information about the event on the school website as an advertisement or notice
- Elaboration participating in the planning and presentation of a role-play with peers, such as an imagined trip to Taiwan, Hong Kong, Singapore or Malaysia, ordering food and discussing preferences, meeting new people, inviting people to birthday/dinner, or making a phone call, for example, 我们去北京, 好吗？, 多少钱？我要买。
- Elaboration asking, giving and following directions to real or imaginary locations using digital tools to access mapping applications, using key language, for example, 向右
- Elaboration exchanging ideas and opinions in class discussions, expressing agreement, disagreement, negotiating, and listening to others’ suggestions, for example, 我们星期二去公园种树吧
- Elaboration using set phrases to seek permission or borrow items from peers or teacher, for example, 我可以上厕所吗？, 好的, 谢谢
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 descriptorAC9LC6C03 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
Elaborations (7)
- Elaboration reading and responding to detail in texts, for example, reading a basic information report about the daily life of a panda and using this information to create an informative poster or short presentation about Chinese pandas
- Elaboration listening to a weather report, or looking at a weather chart and responding to questions with modelled phrases such as 今天天气怎么样？今天有大雨, 小雨, 天气很好
- Elaboration reading stories containing familiar and some unfamiliar language and summarising the story using a sequence of matching pictures
- Elaboration listening to, or viewing First Nations Australian authors’ stories and responding to them using words, formulaic expressions and modelled sentences in Chinese
- Elaboration reading short stories in groups, and conveying the emotions and opinions of characters using, for example, 最, 非常, 太
- Elaboration listening to, and viewing a range of informative texts to identify key points, for example, answering questions from classmates about the procedure and main ingredients for a Chinese or Taiwanese dish from a cooking show
- Elaboration using textual cues, such as 听一听小明的一天, to predict possible content when listening to spoken texts, and preparing to listen for key information (time, activities, etc.)
Content descriptorAC9LC6C04 Communicating meaning in Chinese
apply strategies to interpret and convey meaning in Chinese language in familiar non-verbal, spoken and written cultural contexts
Elaborations (3)
- Elaboration identifying Chinese symbols in print and digital texts, such as the longevity symbol, and developing ways to convey the culturally attached value when expressing the meaning of these symbols in English
- Elaboration comparing simple sentences in Chinese language with online-translated sentences, for example, comparing the sentence, “I like Chinese” that is often translated as, “I like Chinese people” or “I like Chinese language”, and discussing why an online translator might give an inaccurate translation
- Elaboration sharing their own translation of short texts (brand names, signs, slogans, billboard advertisements, etc.) with others, and evaluating the effectiveness of their own translation
They create texts, selecting and using a variety of vocabulary and sentence structures to suit context.
Content descriptorAC9LC6C05 Communicating meaning in Chinese
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 Pinyin
Elaborations (7)
- Elaboration completing a role-play with their own creative input, based on a familiar text, changing the main characters and items to suit their own preference, for example, changing the Brown Bear story to become a story about a native animal from a Chinese-speaking country, or changing the main characters and adapting the story of the 三个和尚, 嫦娥
- Elaboration experimenting with storytelling techniques by following provided models of narrative texts, for example, rewriting 她有七色花, 红色, 蓝色, 白色... and replacing 花 with 气球 and writing 她有七色气球, 红色, 蓝色, 白色
- Elaboration designing a poster about a favourite celebrity and presenting the information to their peers, describing the celebrity’s nationality, age, family, interests and hobbies, likes, dislikes, where they live, and why they like the celebrity, for example, 我喜欢她因为她很努力
- Elaboration creating a class print or digital poster, locating and describing, in Chinese, a specific First Nations Country/Place location in a local or regional context, or elsewhere in Australia
- Elaboration collaboratively creating and performing a role-play based on a storybook by identifying and using key language from the text
- Elaboration producing a Chinese brush painting, labelling items in Chinese language from a modelled list such as 毛笔, 颜色, 纸, 竹, and describing the pictures using conjunctions 然后, 所以, 现在
- Elaboration using modelled language, writing and presenting a ‘show and tell’ about topics that pairs of students have in common, such as pets, likes and dislikes, sports, and including something they would like to see in a Chinese-speaking country such as 我们都喜欢…
They sequence information and ideas, and use conventions appropriate to text type.
Content descriptorAC9LC6C05 Communicating meaning in Chinese
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 Pinyin
Elaborations (7)
- Elaboration completing a role-play with their own creative input, based on a familiar text, changing the main characters and items to suit their own preference, for example, changing the Brown Bear story to become a story about a native animal from a Chinese-speaking country, or changing the main characters and adapting the story of the 三个和尚, 嫦娥
- Elaboration experimenting with storytelling techniques by following provided models of narrative texts, for example, rewriting 她有七色花, 红色, 蓝色, 白色... and replacing 花 with 气球 and writing 她有七色气球, 红色, 蓝色, 白色
- Elaboration designing a poster about a favourite celebrity and presenting the information to their peers, describing the celebrity’s nationality, age, family, interests and hobbies, likes, dislikes, where they live, and why they like the celebrity, for example, 我喜欢她因为她很努力
- Elaboration creating a class print or digital poster, locating and describing, in Chinese, a specific First Nations Country/Place location in a local or regional context, or elsewhere in Australia
- Elaboration collaboratively creating and performing a role-play based on a storybook by identifying and using key language from the text
- Elaboration producing a Chinese brush painting, labelling items in Chinese language from a modelled list such as 毛笔, 颜色, 纸, 竹, and describing the pictures using conjunctions 然后, 所以, 现在
- Elaboration using modelled language, writing and presenting a ‘show and tell’ about topics that pairs of students have in common, such as pets, likes and dislikes, sports, and including something they would like to see in a Chinese-speaking country such as 我们都喜欢…
They use familiar characters appropriate to context and Pinyin.
Content descriptorAC9LC6C05 Communicating meaning in Chinese
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 Pinyin
Elaborations (7)
- Elaboration completing a role-play with their own creative input, based on a familiar text, changing the main characters and items to suit their own preference, for example, changing the Brown Bear story to become a story about a native animal from a Chinese-speaking country, or changing the main characters and adapting the story of the 三个和尚, 嫦娥
- Elaboration experimenting with storytelling techniques by following provided models of narrative texts, for example, rewriting 她有七色花, 红色, 蓝色, 白色... and replacing 花 with 气球 and writing 她有七色气球, 红色, 蓝色, 白色
- Elaboration designing a poster about a favourite celebrity and presenting the information to their peers, describing the celebrity’s nationality, age, family, interests and hobbies, likes, dislikes, where they live, and why they like the celebrity, for example, 我喜欢她因为她很努力
- Elaboration creating a class print or digital poster, locating and describing, in Chinese, a specific First Nations Country/Place location in a local or regional context, or elsewhere in Australia
- Elaboration collaboratively creating and performing a role-play based on a storybook by identifying and using key language from the text
- Elaboration producing a Chinese brush painting, labelling items in Chinese language from a modelled list such as 毛笔, 颜色, 纸, 竹, and describing the pictures using conjunctions 然后, 所以, 现在
- Elaboration using modelled language, writing and presenting a ‘show and tell’ about topics that pairs of students have in common, such as pets, likes and dislikes, sports, and including something they would like to see in a Chinese-speaking country such as 我们都喜欢…
Students apply rules for pronunciation and intonation, writing, character formation, punctuation and modelled structures, when creating and responding in Chinese.
Content descriptorAC9LC6U01 Understanding language and culture
apply knowledge of tone-syllables, intonation, stress and phrasing to develop fluency and pronunciation to known words and phrases
Elaborations (6)
- Elaboration exploring and discussing the difference in Pinyin pronunciation by reading out words written in Pinyin with attention to Chinese pronunciation and tone, identifying some initials such as ‘x’ in 谢谢, ‘q’ in 请, ‘zh’ in 中国, ‘c’ in 草
- Elaboration reading Chinese nursery rhymes, modelled texts and poems out loud to other learners, with attention to tones and pronunciation
- Elaboration recognising familiar language spoken by different voices and using Pinyin to transcribe the sound of words and sentences
- Elaboration discriminating between homonyms in Chinese such as 是 and 室, relying on contextual cues to assist understanding, and differentiating syllables with different tones, for example, 是 and 十
- Elaboration using digital tools to check the correct pronunciation of Chinese and using voice recording apps to check their own tone and intonation
- Elaboration discussing how English language stress and intonation cannot be used when making Chinese language sentences
Content descriptorAC9LC6U02 Understanding language and culture
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
Elaborations (9)
- Elaboration handwriting modelled Chinese sentences or experimenting with the Chinese keyboard, inputting Pinyin and choosing Chinese characters, for example, writing an email to a pen pal in a school in China, or in another Chinese-speaking country/region, sharing simple self-introductions and asking simple questions
- Elaboration developing understanding of character construction, stroke order and structure, for example, exploring components in Chinese language such as radicals 氵, 亻, and 艹
- Elaboration exploring features and conventions of Chinese texts, including lack of word spacing or use of punctuation, comparing texts in traditional characters with texts in simplified characters such as 門, 门, and variability in text direction in Chinese and other scripts such as Arabic, Japanese and Hindi
- Elaboration choosing appropriate pronouns and labels when referring to others in interactions, for example, 您/你, 小张/张晓琴, and using 的 as a possessive 我的书, 你的
- Elaboration developing simple sentences using frequently used verbs 有, 要, 是, 会, 喜欢 including negation 没有, 不是, 不要, 不会
- Elaboration applying processes of discourse development, such as using joining words 也, 和, contrasting words 但是 and sequencing 就 information in modelled sentences
- Elaboration using subject+verb+object but expressing meaning from 我有狗 to 我的妈妈有狗 to 我的妈妈有三只黑色的狗, moving from simple to more complex expressions
- Elaboration discussing and identifying words that all have a similar component such as electricity 电脑, 电影, 电话, vehicles 车, 自行车, 汽车, 火车, meals 晚饭, 吃饭, 早饭, ball games 足球, 篮球, 网球
- Elaboration using squares to write individual characters, and using appropriate punctuation such as full stops and double quotation marks to signal a quote
They compare language structures and features in Chinese and English, using some metalanguage.
Content descriptorAC9LC6U03 Understanding language and culture
compare some Chinese language structures and features with those of English, using some familiar metalanguage
Elaborations (5)
- 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 他是老鼠, 他很胖
- Elaboration comparing possessive pronouns in Chinese and English
- Elaboration writing the date in Chinese and comparing with English, for example, practising writing the date daily
- Elaboration comparing the use of tenses in English and Chinese, for example, how future tense is often expressed through time phrases in Chinese 我明天去北京, 下个星期去上海 and that in Chinese, verbs convey tense without verb conjugation, for example, explaining why 有 can mean ‘have’, ‘had’ and ‘will have’
- Elaboration discussing, “What is the plural form?” and “How do we know it is plural when reading in English?” and developing knowledge of 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 descriptorAC9LC6U04 Understanding language and culture
recognise that language reflects cultural practices, values and identity, and that this impacts on non-verbal and verbal communication
Elaborations (9)
- Elaboration explaining to others the connections between language and culture, for example, using 哪里哪里, a humble way to respond to praise
- Elaboration discussing the symbolism of the moon in Chinese-speaking cultures, and things that are lucky and unlucky, for example, 八 (发), 九 (久), 四 (死), and discussing why companies in China need to avoid unlucky words in translation or pronunciations
- Elaboration comparing language use in similar social situations in Chinese and English, for example, comparing the language used when giving or receiving a gift
- Elaboration exploring how language and culture are expressed through First Nations Australians’ song, dance or artworks, considering similarities and differences with an aspect of the cultural expressions of Chinese-speaking people or communities
- Elaboration examining the themes, characters and common language in traditional Chinese folktales and reflecting on which aspects are unique to Chinese-speaking cultures, for example, 愚公移山
- Elaboration exploring cultural values conveyed in expressions relating to celebrations, for example, asking, “In the colloquial phrase 合家团圆, what is 团圆?”, “Why wish people 团圆?”, “Does this have the same meaning in Australian culture(s)?”, “What’s the relationship between language use and Chinese-speaking communities’ values and identity in this phrase?”
- Elaboration demonstrating Chinese Yin and Yang philosophy and traditional medicine by role-playing a visit to a traditional doctor in China and comparing this with a visit to a doctor in Australia
- Elaboration exploring culture in Chinese-speaking parts of the world, such as Taiwan, Hong Kong, Singapore, Malaysia, Macau, or Mainland China, as well as exploring Chinese language dialects and ethnic groups within Mainland China
- Elaboration discussing possible reasons why Chinese family names are placed before given names and exploring the cultural meaning of various Chinese given names
This achievement standard describes the expected learning for Years 5 to 6 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 | 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 | |
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. They use key features of pronunciation and intonation, recognising stress and phrasing in spoken texts. 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 (ASLANCHISLF10Y34) 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.