AC9LCH8C05 Year 7 Languages

This Content Descriptor from Year 7 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.

create and present spoken, written and multimodal informative and imaginative texts, manipulating language to suit context, purpose and audience

Elaborations

• 1 producing multimodal presentations using tables, maps, charts or graphs from data and statistics to deliver information for various purposes and audiences, for example, developing an information kit about the local region for Chinese-speaking visitors
• 2 producing a poster or digital brochure using persuasive language to promote aspects of life in a Chinese-speaking region or a country based on research and/or their own lived experiences
• 3 creating spoken or written texts, such as an advertisement promoting travel, tourist brochure or itinerary for young Australian travellers visiting a Chinese-speaking region or country, supplying key words, phrases and information about cultural practices, for example, 请开车送我去餐厅/酒店/机场。去机场前，请一定要带上护照
• 4 writing a journal entry, or contributing to a school newsletter in Chinese reflecting on the impact of a school excursion to a significant cultural location on a First Nations Country/Place, and, with permission, referring to cultural knowledge of the site
• 5 creating captions, commentaries or subtitles for short video clips or slideshow presentations of intercultural experiences such as going on a holiday, attending a wedding ceremony, giving or accepting a gift, or informing Chinese-speaking peers and the community about school or cultural events
• 6 creating jingles or songs by manipulating language to match their own or known tunes in the public domain, for example, an advertisement to promote an aspect of healthy living to the tune of a nursery rhyme
• 7 adapting stories or films to new settings and contexts, imagining how characters might behave and react in different contexts and times
• 8 creating the next scene or a new character for Chinese imaginative texts such as a folk tale, short story, drama or film, for example, 《长江七号》
• 9 creating written and multimodal narrative accounts of the life experiences of major historical figures or characters from literature, for example, 诸葛亮, 孔子和他的弟子
• 10 collaborating to prepare and present short dramatic or humorous performances that reflect situations or experiences drawn from their own Chinese cultural environment such as generational and cultural differences encountered at home
• 11 developing drafting and editing skills in their own writing of informative and imaginative texts, considering stylistic and creative features

Related Achievement Standards