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Years 9 and 10 · Languages · Understanding language and culture

AC9LCH10EU02

apply knowledge of character form and function, and complex grammatical structures and features, to predict meaning and to compose a wide range of texts

The content description above is Australian Curriculum, Assessment and Reporting Authority (ACARA)’s own wording, reproduced unmodified from the Australian Curriculum v9.0, read in August 2026, and licensed CC BY 4.0.

© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the Australian Curriculum website and was not modified. ACARA does not endorse this product and is not affiliated with it.

Taught alongside it

The rest of Understanding language and culture in Years 9 and 10.

AC9LC10EU01

apply features of the Chinese sound system, and discern differences in patterns of sound and tone, in familiar and some unfamiliar contexts

AC9LC10EU02

select and use structures and features of the Chinese grammatical and writing systems to enhance and infer meaning, and create spoken, written and multimodal texts

AC9LC10EU03

reflect on and evaluate Chinese texts, using metalanguage to discuss language structures and features

AC9LC10EU04

reflect on and explain how identity is shaped by language(s), culture(s), beliefs, attitudes and values and how these affect ways of communicating

AC9LC10U01

apply features and conventions of spoken Chinese to extend fluency in responding to and creating texts in familiar and unfamiliar contexts

AC9LC10U02

apply knowledge of sentence structures and character form and function to predict meaning and compose texts that contain some complex structures and ideas

AC9LC10U03

reflect on and evaluate Chinese texts, using metalanguage to analyse language structures and features

AC9LC10U04

reflect on and evaluate how identity is shaped by language(s), culture(s), beliefs, attitudes and values, and how these affect ways of communicating

AC9LCH10EU01

demonstrate how features and conventions of spoken Chinese can extend fluency when responding to and creating texts appropriate to contexts, purposes and audiences

AC9LCH10EU03

analyse a range of Chinese texts, using metalanguage to explain linguistic, textual and cultural elements

AC9LCH10EU04

reflect on and evaluate how their own and others’ identify is shaped by language(s), culture(s), attitudes, beliefs and values, and how these affect ways of communicating

AC9LCH10U01

apply features and conventions of spoken Chinese to extend fluency in responding to and creating texts appropriate to contexts, purposes and audiences

AC9LCH10U02

apply knowledge of character form and function, and complex grammatical structures and features, to predict meaning and to compose a wide range of texts

AC9LCH10U03

analyse a range of Chinese texts, using metalanguage to explain linguistic, textual and cultural elements

AC9LCH10U04

reflect on and evaluate how their own and others’ identity is shaped by language(s), culture(s), attitudes, beliefs and values, and how these affect ways of communicating

The same idea, year by year

Where AC9LCH10EU02 comes from and where it goes, for a student working below or above Years 9 and 10.

  1. Years 7 and 8AC9LC8EU01recognise and use tone-syllable pronunciation and intonation patterns to form words and phrases, and Pinyin to support learning pronunciation
  2. Years 7 and 8AC9LC8EU02develop knowledge of, and use sentence structures, characters and writing system features, to understand and create spoken, written and multimodal texts
  3. Years 7 and 8AC9LC8EU03compare Chinese language structures and features with English, using familiar metalanguage
  4. Years 7 and 8AC9LC8EU04recognise how identity is shaped by language(s), culture(s), beliefs, attitudes and values
  5. Years 7 and 8AC9LC8U01apply knowledge of conventions of spoken Chinese to enhance fluency, and to respond to and create texts in familiar and some unfamiliar contexts
  6. Years 7 and 8AC9LC8U02apply understanding of sentence structures, expressions, character components and writing system features to infer meaning, and compose and respond to texts
  7. Years 7 and 8AC9LC8U03reflect on similarities and differences between Chinese and English language structures and features, using metalanguage
  8. Years 7 and 8AC9LC8U04reflect on and explain how identity is shaped by language(s), culture(s), beliefs, attitudes and values
  9. Years 7 and 8AC9LCH8EU01use tone-syllables and apply intonation, stress and phrasing to enhance fluency, and respond to and create texts in a range of contexts
  10. Years 7 and 8AC9LCH8EU02use components and/or characters, sentence structures, syntax and writing system features to infer meaning and to compose and respond to familiar and some unfamiliar texts and contexts
  11. Years 7 and 8AC9LCH8EU03compare and explain similarities and differences between Chinese and English language structures and features, using familiar metalanguage
  12. Years 7 and 8AC9LCH8EU04reflect on and explain how their own and others’ identity is shaped by language(s), culture(s), attitudes, beliefs and values
  13. Years 7 and 8AC9LCH8U01use tone-syllables and apply intonation, stress and phrasing to develop fluency, and respond to and create texts in a range of contexts
  14. Years 7 and 8AC9LCH8U02apply knowledge of character form and function, sentence structures, syntax, and writing system features to infer meaning and to compose a range of texts
  15. Years 7 and 8AC9LCH8U03reflect on and explain similarities and differences between Chinese and English language structures and features, using metalanguage
  16. Years 7 and 8AC9LCH8U04reflect on and explain how their own and others’ identity is shaped by language(s), culture(s), attitudes, beliefs and values

Planning against AC9LCH10EU02?

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