Year 5 SyllabusTest
Year 5 Syllabus
Year Level Description
Year 5 Chinese: Second Language builds on the skills, knowledge and understanding required of students to communicate in the Chinese language developed in Year 4 and focuses on extending their oral and written communication skills and their understandings of Chinese language and culture.
Students communicate in Chinese, participating in oral interactions with the teacher and peers, to exchange information about their home and places in their local community. They exchange written correspondence exchanging personal information and aspects of personal experience. Students gather and compare information from a range of spoken and written texts. They also convey key points of information from these texts orally and in written form using scaffolded language. Students describe characters from a range of short imaginative texts and create their own spoken and written imaginative texts using modelled language.
Students are becoming more familiar with the systems of the Chinese language, identifying features of Chinese characters, including stroke types and sequences and component forms and their arrangements. They use context-related vocabulary and grammatical features to generate language for a range of purposes. Students continue to build a metalanguage for Chinese to describe patterns, grammatical rules and variations in language structures.
Students compare ways of communicating in Australian and Chinese-speaking contexts and identify ways in which culture influences language use.
In Year 5 students are widening their social networks, experiences and communication repertoires in both their first language and Chinese. They are supported to use Chinese as much as possible for classroom routines and interactions, structured learning tasks and language experimentation and practice. English is predominantly used for discussion, clarification, explanation, analysis and reflection.
Communicating
Socialising
Participate in oral interactions with the teacher and peers, experimenting with simple modelled descriptive and expressive language to exchange information about their home and places in their local community, for example, 我的房间很大;
我喜欢看书;我的花园很漂亮;我星期六去图书馆
Seek permission from the teacher or peers to participate in activities or to be excused, for example, 我可以去厕所吗?;我可以去喝水吗？
(ACLCHC033)
Collaborate with peers in guided written tasks to present personal information and relate experiences about their home and places in their local community, through photo-stories, emails and text messages for new classmates or for a class blog, for example,
我的卧室很小。卧室里有一张白色的书桌，一把黑色的椅子和一张蓝色的床。
(ACLCHC034)
Informing
Gather and compare information and supporting details from a range of spoken and visual texts related to their personal and social worlds
(ACLCHC035)
Locate and convey key points in written informative texts related to their personal and social worlds, summarising the points to report to known audiences using learnt words, phrases and characters
(ACLCHC036)
Creating
Share responses to characters in short imaginative texts such as popular songs, stories, television programs or music videos and create simple spoken imaginative texts
(ACLCHC037)
Create written imaginative texts, sequencing events, using scaffolded models of texts, learnt characters or word lists for support
(ACLCHC038)
Translating
Translate from Chinese to English and vice versa, simple texts used for everyday purposes, noticing which words and phrases do not readily translate and require interpretation or explanation
Use visual, print or online dictionaries, word lists and pictures to translate short familiar texts
(ACLCHC039)
Reflecting
Compare ways of communicating in Australian and Chinese-speaking contexts and identify ways in which culture influences language use
(ACLCHC041)
Understanding
Systems of language
Recognise and discriminate between homonyms in Chinese, for example, shì- 是 and 室, relying on contextual cues to assist understanding
Recognise that some Pinyin with different tones change the meaning of the word shì 是 and shí十
Understand that the meaning of spoken language can be changed by using different tones
(ACLCHU042)
Recognise the features of the Chinese writing system, identifying how character structure, position and component sequences relate the form of a character to its particular sound and meaning
(ACLCHU043)
Use context-related vocabulary in simple spoken and written texts to generate language for a range of purposes
Recognise and use grammatical features to form simple sentences, including:
- nouns 卫生间、公园
- adjectives 好、坏、大、小
- numbers
- using the joining word 和
- using measurement words 一间卧室;两把椅子
- recognising that in Chinese, verbs convey tense without conjugation, for example, explaining why 有 can mean ‘have’, ‘had’ and ‘will have’
- applying processes of discourse development, including 也 and 和
Continue to build a metalanguage for Chinese to describe patterns, grammatical rules and variations in language structures
(ACLCHU028)
Describe the major features of familiar text types in Chinese, including lack of word spacing or use of punctuation and variability in text direction
(ACLCHU045)
Language variation and change
Examine how language is used to clarify roles and relationships between participants in interactions
(ACLCHU047)
Role of language and culture
Understand that Chinese is characterised by diversity in spoken and written forms
(ACLCHU046)
Achievement standard
At standard, students participate in interactions in Chinese with their teacher and each other through guided tasks, class experiences, activities and transactions, to exchange information about their home and places in their community. They use simple modelled, descriptive and expressive language, with some guidance, to participate in activities, or to provide information, such as 我星期六去图书馆, through photo-stories, emails and text messages for new classmates or for a class blog. Students gather and compare most information and some supporting details from spoken and visual texts related to their personal and social worlds. They locate, summarise and convey most key points in written informative texts, using learnt words, phrases and characters, with some guidance. They share simple responses to characters in imaginative texts and create simple written imaginative texts, showing sequencing of events and using scaffolded models of texts, with guidance. Students translate, with some guidance, simple texts from Chinese to English and vice versa, showing some awareness that there are words or expressions that cannot be directly translated between languages. They use dictionaries, with some guidance, and word lists to translate short familiar texts. Students identify some ways in which culture influences language use and compare with guidance, ways of communicating in Australian and Chinese-speaking contexts.
Students are becoming more familiar with the systems of the Chinese language, identifying and discriminating between most familiar homonyms, with some guidance. They identify, and sometimes apply when speaking, some familiar Pinyin/language that changes meaning depending on the tone mark. Students identify some of the features of the Chinese writing system and how the form of a character relates to its sound and meaning. They recognise and use vocabulary and elements of grammar with a satisfactory level of accuracy. Students form simple sentences using nouns, adjectives, numbers, the joining word 和, and measurement words. They recognise that in Chinese, verbs convey tense without conjugation, such as explaining why 有 can mean ‘have’, ‘had’ and ‘will have,’ and apply processes of discourse development, including 也 and 和. Students talk about how the Chinese language works using some Chinese terms, with guidance, and explore some features of familiar text types in Chinese. They describe how language is used to clarify roles and relationships between participants, and identify some ways in which Chinese is different in spoken and written forms.
Year Level Description
Year 5 Chinese: Second Language builds on the skills, knowledge and understanding required of students to communicate in the Chinese language developed in Year 4 and focuses on extending their oral and written communication skills and their understandings of Chinese language and culture.
Students communicate in Chinese, participating in oral interactions with the teacher and peers, to exchange information about their home and places in their local community. They exchange written correspondence exchanging personal information and aspects of personal experience. Students gather and compare information from a range of spoken and written texts. They also convey key points of information from these texts orally and in written form using scaffolded language. Students describe characters from a range of short imaginative texts and create their own spoken and written imaginative texts using modelled language.
Students are becoming more familiar with the systems of the Chinese language, identifying features of Chinese characters, including stroke types and sequences and component forms and their arrangements. They use context-related vocabulary and grammatical features to generate language for a range of purposes. Students continue to build a metalanguage for Chinese to describe patterns, grammatical rules and variations in language structures.
Students compare ways of communicating in Australian and Chinese-speaking contexts and identify ways in which culture influences language use.
In Year 5 students are widening their social networks, experiences and communication repertoires in both their first language and Chinese. They are supported to use Chinese as much as possible for classroom routines and interactions, structured learning tasks and language experimentation and practice. English is predominantly used for discussion, clarification, explanation, analysis and reflection.