Instruction: List the title of the unit of work in the first column and then tick the check box of the content description/s addressed by it, which can be done electronically. Once completed, fill out the table. ‘Assessments’ For detailed notes regarding the purpose of this template and further instructions for completion, refer Strand Communicating Sub-strand Socialising Informing Creating Translating Reflecting Interact and socialise with Take action, resolve issues, Locate and compare factual Plan and present key points Respond to popular stories Create short narratives to Identify and account for the Create simple bilingual texts Reflect on the benefits of peers and known adults, make shared decisions and information from different of information to familiar and characters from Chinese express the experiences, potential loss of subtle for different audiences, learning Chinese and exchanging ideas and organise shared experiences sources about different audiences folklore, sharing opinions on thoughts and emotions of meanings from character explaining features of the English opinions about personal communities and lifestyles aspects of the storyline, individuals in imagined components and individual different versions and the Content experiences and social characters and themes contexts characters in compounds impact of context Description activities when translating into English Achievement standard Achievement standard Achievement standard Achievement standard Unit Semester/Year CD CD CD CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD # # # # Strand Understanding Sub-strand Systems of language Language variation and change Role of language and culture Recognise the use of tone, intonation Recognise the contextual meanings of Understand and use basic structures Recognise and apply conventions of Differentiate key features and apply Explore the impact of English on Explore particular cultural meanings and stress of words to express individual syllables or characters to and features of Chinese grammar to personal texts and compare textual rules for expressing meanings in everyday communication in Chinese conveyed in everyday interactions emotion, opinion and attitude assist comprehension and vocabulary enhance meaning and clarity of features of different texts spoken and written modes in diverse and the impact of Chinese on English across languages Content development, and explain the form expression contexts Description and function of components in individual characters, for example, Unit Semester/Year CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # See next page for Achievement Standards and Assessments section
Instruction: List the title of the unit of work in the first column and then tick the check box of the content description/s addressed by it, which can be done electronically. Once completed, fill out the ‘Assessments’ table. For detailed notes regarding the purpose of this template and further instructions for completion, refer Strand Communicating Sub-strand Socialising Informing Creating Translating Reflecting Content Description Interact and socialise with peers and known adults, exchanging ideas and opinions about personal experiences and social activities Take action, resolve issues, make shared decisions and organise shared experiences Locate and compare factual information from different sources about different communities and lifestyles Plan and present key points of information to familiar audiences Respond to popular stories and characters from Chinese folklore, sharing opinions on aspects of the storyline, characters and themes Create short narratives to express the experiences, thoughts and emotions of individuals in imagined contexts Identify and account for the potential loss of subtle meanings from character components and individual characters in compounds when translating into English Create simple bilingual texts for different audiences, explaining features of the different versions and the impact of context Reflect on the benefits of learning Chinese and English Unit Semester/Year CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # Strand Understanding Sub-strand Systems of language Language variation and change Role of language and culture Content Description Recognise the use of tone, intonation and stress of words to express emotion, opinion and attitude Recognise the contextual meanings of individual syllables or characters to assist comprehension and vocabulary development, and explain the form and function of components in individual characters, for example, Understand and use basic structures and features of Chinese grammar to enhance meaning and clarity of expression Recognise and apply conventions of personal texts and compare textual features of different texts Differentiate key features and apply rules for expressing meanings in spoken and written modes in diverse contexts Explore the impact of English on everyday communication in Chinese and the impact of Chinese on English Explore particular cultural meanings conveyed in everyday interactions across languages Unit Semester/Year CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # See next page for Achievement Standards and Assessments section
ChineseCMT_5-6_Background_F-10.docx