Stage 3
Communicating Composing Outcome A student: ›
composes texts in Chinese using a series of sentences LCH3-4C
Content Students:
compose informative and imaginative texts, using scaffolded models, for different purposes and audiences, for example: (ACLCHC038) – creating short plays or skits and taking on roles in imagined scenarios, eg a shopping trip, fashion show, or visiting or hosting a Chinese friend – using digital media to compose a story – collaborating to create an alternative ending to a well-known story – designing and presenting a commercial for a new or existing product likely to appeal to consumers in their age group – composing a procedural text, eg a list of instructions – writing up their observations of an experiment or results of a sporting event
create bilingual texts, such as signs, notices, games, displays, websites or word banks, for the school community, for example: (ACLCHC040) – using digital media to create signs for the school community, using both language and images – – – – –
using dictionaries and electronic translation tools to compose bilingual texts, eg captions, menus, posters or invitations creating bilingual texts for the classroom or school community, eg invitations to attend class or school assembly performances, posters advertising Languages Day creating a simple game for younger students with Chinese and English instructions creating bilingual learning resources, eg print or digital word banks or glossaries of Chinese and English expressions used in formal and informal everyday interactions writing a set of memory cards that include English, Hanzi and Pinyin
Chinese K–10 Syllabus 64