TeaCheese Achievement Standards Content Descriptors Blog About
Descriptors›Languages›Year 9›Understanding language and culture›Understanding systems of language›AC9LCH10EU03
AC9LCH10EU03: Year 9 Languages Content Descriptor – Understanding systems of language
AC9LCH10EU03 Year 9 Languages

AC9LCH10EU03 – Year 9 Languages: Understanding systems of language

Strand
Understanding language and culture
Substrand
Understanding systems of language

This Content Descriptor from Year 9 Languages provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

Content Descriptor

analyse a range of Chinese texts, using metalanguage to explain linguistic, textual and cultural elements

Elaborations

  • • using metalanguage in Chinese or English to identify the grammatical differences between languages, such as word order, verb moods, tenses, possessive pronouns, adjectives, participles and auxiliary verbs
  • • analysing the sequence of content in different text types such as personal blogs or news articles, for example, headings, paragraphing, topic sentences, elaborations, topic/idea shifts (BL) and referencing (L1)
  • • explaining the use of data such as census information and surveys, and in-text referencing, that writer's use to support and substantiate their views (BL)
  • • incorporating statistical data, quotations and research-based evidence in their own texts, for example, 据统计， 计划生育政策实行以来， 中国的人口少生了三亿 (L1)
  • • analysing language used in a range of text types, for example, comparing emails for a variety of purposes and identifying language reflecting different levels of formality (BL)
  • • analysing language and writing techniques used in traditional Chinese, such as the 4 steps in composing an essay, referring to the phrase 起承转合 (L1)
  • • analysing the layout of magazines and online texts to identify how the images, fonts and words reinforce understanding of the key ideas and writer’s position
Show 3 more elaborations
  • • identifying linguistic terms and considering the concise ways in which world events are reported in Chinese media, for example, identifying key language in reports on the Olympics
  • • comparing literature across languages and cultures, and recognising different features, for example, identifying how magic and danger are portrayed in folk legends or stories, such as comparing 《西游记》and Harry Potter
  • • exploring examples of literary language and how grammatical features differ from everyday text, for example, a mobile text message versus a novel (BL) or comparing 文言 and 白话 (L1)

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANCHIBFL7-1Y910
Year 9 Languages Achievement Standard
By the end of Year 10, students initiate and extend interactions in Chinese language to exchange and compare ideas, opinions and experiences about their own and others’ personal worlds. They incorporate non-verbal, spoken and written language to collaborate, plan and reflect on activities and events. They evaluate and synthesise information and ideas in texts and demonstrate understanding of different perspectives. They interpret, translate and analyse information, and respond in Chinese or English, adjusting language to convey meaning. They create texts, selecting and manipulating language for a range of contexts, purposes and audiences. They enhance the cohesion of their spoken and written texts through the strategic use of language devices and structures. Students understand and apply nuances of spoken language to extend fluency. They select and apply knowledge of language conventions, structures and features to interact, make meaning and create texts. They support discussion of structures and features of texts, using metalanguage. They reflect on their own language use and cultural identity, and draw on their experience of learning Chinese, to discuss how this learning influences their ideas and ways of communicating.