Pre-primary year syllabusTest
Pre-primary year syllabus
Year Level Description
Students enter the early years of school with established communication skills in one or more languages and varying degrees of early literacy capability. Typically, students come to Chinese: Second Language with little to no prior experience of the Chinese language and culture.
In Pre-primary students communicate in Chinese, interacting orally with the teacher and peers to exchange greetings, introduce and share simple information about themselves and their family members. Students interact with simple written texts, recognising and discussing examples of common Chinese characters. They participate in shared group performance of simple Chinese songs and rhymes, reproducing rhythm and playing with sound patterns. Students also participate in the shared reading of books and Chinese idiom stories, retelling these stories using images, illustrations and captions.
Students become familiar with the systems of the Chinese language, recognising that Pinyin is the spelled-out sounds of spoken Chinese that uses familiar letters. Students notice and use vocabulary related to greetings, themselves and their family. They recognise some first elements of grammar to generate language for purposeful interaction such as that Chinese sentences have a particular word order.
In Pre-primary students recognise that while English is the official language spoken in Australia, Chinese is one of many community languages, including Aboriginal languages and Torres Strait Islander languages, which is spoken in Australia. They also notice similarities and differences between Chinese and English and begin to develop curiosity around the ideas of language and culture. Creative play in the classroom provides opportunities for exploring these differences.
Students learn Chinese in the early years through rich language input. Regular opportunities to revisit, recycle and review, and continuous feedback, response and encouragement assist students in the language learning process.
Communicating
Socialising
Interact orally with the teacher and peers, using learnt sounds, verbal and non-verbal responses and listen to and engage with teacher-modelled tones and rhythms in class routines, structured conversations and activities to exchange greetings such as 早、你好王老师再见
Introduce and share simple information about themselves and their family members, for example, 你叫什么名字？;我叫Anna;
我五岁; 这是我爸爸; 我爸爸叫
Respond to teacher talk and instructions, for example, 站起来 and 请坐
(ACLCHC001)
Interact with simple written texts found in familiar settings such as signs and labels, recognising and discussing examples of common Chinese characters, for example, 八、我、爸爸
(ACLCHC002)
Informing
Locate information in simple scaffolded models of spoken and visual texts related to their personal worlds
Recognise and practise tone, actions and gestures that support meaning and/or convey information
(ACLCHC003)
Locate factual information about their personal worlds in written texts and convey information using pictures, labels, familiar words, simple statements and contextual cues
(ACLCHC004)
Creating
Respond orally to simple Chinese songs and rhymes, reproducing rhythm and playing with sound patterns and non-verbal forms of expression
(ACLCHC005)
Participate in the shared reading of books and idiom stories, retelling these stories using images, illustrations, labels and captions
(ACLCHC006)
Translating
Share with others familiar Chinese words, phrases, sounds and gestures, noticing that they may have similar or different meanings in English or other known languages
(ACLCHC007)
Reflecting
Notice aspects of Chinese language and culture that are ‘new’ or ‘interesting’, and observe how relationships influence language use and own identity
(ACLCHC009)
Understanding
Systems of language
Notice Pinyin as the spelled-out sounds of spoken Chinese
(ACLCHU011)
Notice the tonal nature of spoken Chinese and use gestures to enhance the differentiation of tones
(ACLCHU010)
Recognise Chinese characters as a form of writing that is different from other forms of written expression, for example, the Roman alphabet
(ACLCHU011)
Notice and use context-related vocabulary to generate language
Begin to notice some first elements of grammar, including:
- using vocabulary related to greetings, name, age and talking about how they are feeling, for example, 你好, 再见, 我叫Anna; 我五岁
- recognising adjectives to describe how one is feeling, for example,
我很好; 我不好 - recognising and using numbers 0-5
- noticing that Chinese sentences have a particular word order
Recognise that language is organised as ‘text’, that can be spoken, written, digital, visual or multimodal
(ACLCHU013)
Language variation and change
Recognise that in Chinese, as in English and other languages, there are different ways of greeting, addressing and interacting with people
(ACLCHU015)
Role of language and culture
Recognise that Chinese is one of many major community languages spoken in Australia, including Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages
(ACLCHU014)
Achievement standard
At standard, students interact in Chinese with their teacher and each other through action-related talk, structured play, classroom instructions and routines to exchange simple greetings, such as 早、你好王老师再见, and to provide simple information about themselves, such as 你叫什么名字？我叫Anna. They participate in shared performance of familiar simple songs and rhymes, playing with sound patterns, with some guidance. Students identify most keywords and some phrases of spoken Chinese, and some keywords in written texts relating to their personal worlds. They convey meaning in spoken texts using tone, actions and gestures, and in written texts related to their personal worlds with some guidance. They participate in shared performance of imaginative texts, such as familiar songs and rhymes, and respond, with guidance, by reading and retelling stories. They share with others some familiar Chinese words, phrases, sounds and gestures related to their personal worlds, and explore how these may have similar or different meanings in English. They begin to talk about how Chinese feels/sounds different when speaking or hearing it spoken by others.
Students become familiar with the systems of the Chinese language, identifying Pinyin as the spelled-out sounds of spoken Chinese, and exploring with guidance, the tonal nature of spoken Chinese, using gestures to enhance differentiation. They explore with some guidance, Chinese characters as a form of writing that is different to other written languages and identify some familiar Chinese characters in their surroundings, with a satisfactory level of accuracy. Students recognise and use vocabulary related to greetings, name and age, and talk about how they are feeling, such as 你好, 再见, 我叫Anna and 我五岁, with a satisfactory level of accuracy. They begin to recognise and use some first elements of grammar including, recognising adjectives to describe how one is feeling, such as 我很好 and 我不好. Students develop number knowledge for numbers 0–5 and notice that Chinese sentences have a particular word order. They recognise that language is organised as ‘text.’ They recognise that there are different ways of greeting, addressing and interacting with people, and usually act accordingly. Students recognise that Chinese is one of the many languages spoken in Australia and around the world, and begin to develop curiosity around the ideas of language and culture.
Year Level Description
Students enter the early years of school with established communication skills in one or more languages and varying degrees of early literacy capability. Typically, students come to Chinese: Second Language with little to no prior experience of the Chinese language and culture.
In Pre-primary students communicate in Chinese, interacting orally with the teacher and peers to exchange greetings, introduce and share simple information about themselves and their family members. Students interact with simple written texts, recognising and discussing examples of common Chinese characters. They participate in shared group performance of simple Chinese songs and rhymes, reproducing rhythm and playing with sound patterns. Students also participate in the shared reading of books and Chinese idiom stories, retelling these stories using images, illustrations and captions.
Students become familiar with the systems of the Chinese language, recognising that Pinyin is the spelled-out sounds of spoken Chinese that uses familiar letters. Students notice and use vocabulary related to greetings, themselves and their family. They recognise some first elements of grammar to generate language for purposeful interaction such as that Chinese sentences have a particular word order.
In Pre-primary students recognise that while English is the official language spoken in Australia, Chinese is one of many community languages, including Aboriginal languages and Torres Strait Islander languages, which is spoken in Australia. They also notice similarities and differences between Chinese and English and begin to develop curiosity around the ideas of language and culture. Creative play in the classroom provides opportunities for exploring these differences.
Students learn Chinese in the early years through rich language input. Regular opportunities to revisit, recycle and review, and continuous feedback, response and encouragement assist students in the language learning process.