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Years 3 and 4 · Languages · Communicating meaning in Chinese

AC9LCH4C01

initiate exchanges and respond to questions about home and classroom environments, using familiar expressions

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 Communicating meaning in Chinese in Years 3 and 4.

AC9LC4C01

initiate exchanges and respond to modelled questions about self, others, and classroom environment, using formulaic expressions

AC9LC4C02

participate in activities that involve planning and transacting with others, using a range of familiar phrases and modelled structures

AC9LC4C03

locate and respond to key information related to familiar content obtained from spoken, written and multimodal texts

AC9LC4C04

develop strategies to comprehend and adjust Chinese language in familiar contexts to convey cultural meaning

AC9LC4C05

create and present informative and imaginative spoken, written and multimodal texts using formulaic expressions, simple sentences and modelled textual conventions, familiar characters appropriate to context, and/or Pinyin

AC9LCH4C02

participate in activities that involve planning and transacting with others, using a range of phrases, structures and modelled sentences in familiar contexts

AC9LCH4C03

locate, organise and respond to key information related to familiar content in spoken, written and multimodal texts

AC9LCH4C04

develop strategies to interpret language that conveys cultural meaning

AC9LCH4C05

create and present informative and imaginative spoken, written and multimodal texts, using a range of sentence structures and modelled textual conventions, characters appropriate to context, and/or Pinyin

The same idea, year by year

Where AC9LCH4C01 comes from and where it goes, for a student working below or above Years 3 and 4.

  1. Years 1 and 2AC9LC2C01recognise and respond to modelled classroom-related greetings, instructions and routines; and personal introductions
  2. Years 1 and 2AC9LC2C02participate in a range of guided, play-based language activities using formulaic expressions, visual and spoken cues
  3. Years 1 and 2AC9LC2C03locate, with support, key information in familiar texts, and respond using gestures, images, words and formulaic phrases
  4. Years 1 and 2AC9LC2C04notice that language carries cultural meaning in classroom-related greetings, introductions, instructions and routines
  5. Years 1 and 2AC9LC2C05with support, use words, familiar phrases and modelled language to create spoken, written and multimodal texts, copying some familiar characters and Pinyin
  6. Years 1 and 2AC9LCH2C01interact in classroom-related routines; and personal introductions
  7. Years 1 and 2AC9LCH2C02collaborate with others in a range of play-based activities using modelled expressions and visual and spoken cues
  8. Years 1 and 2AC9LCH2C03locate, with support, key information in spoken and written texts, and respond using gestures, images, words and modelled sentences
  9. Years 1 and 2AC9LCH2C04recognise that language carries cultural meaning in everyday social interactions
  10. Years 1 and 2AC9LCH2C05with support, create spoken, written and multimodal texts, using familiar words, modelled phrases and sentences, copying known characters and Pinyin
  11. Years 5 and 6AC9LC6C01initiate and sustain modelled exchanges in familiar contexts related to students’ personal world and school environment
  12. Years 5 and 6AC9LC6C02participate in activities that involve planning and negotiating with others, using language that expresses information, preferences and ideas
  13. Years 5 and 6AC9LC6C03locate and process information and ideas in a range of spoken, written and multimodal texts, and respond in different ways to suit purpose
  14. Years 5 and 6AC9LC6C04apply strategies to interpret and convey meaning in Chinese language in familiar non-verbal, spoken and written cultural contexts
  15. Years 5 and 6AC9LC6C05create and present informative and imaginative spoken, written and multimodal texts using a variety of modelled sentence structures to sequence information and ideas, textual conventions, familiar characters and/or Pinyin
  16. Years 5 and 6AC9LCH6C01initiate and sustain exchanges related to students’ experiences and perspectives
  17. Years 5 and 6AC9LCH6C02participate in activities that involve planning and negotiating with others, using modelled and idiomatic language, to agree, suggest and resolve
  18. Years 5 and 6AC9LCH6C03locate and process information and ideas in a range of spoken, written and multimodal texts, and respond in different ways to suit purpose and audience
  19. Years 5 and 6AC9LCH6C04apply strategies to interpret and translate language in non-verbal, spoken and written cultural contexts
  20. Years 5 and 6AC9LCH6C05create and present informative and imaginative spoken, written and multimodal texts, appropriate to purpose and audience, using a range of sentence structures to sequence information and ideas, and textual conventions

Planning against AC9LCH4C01?

Daily Work Pad reads codes like this one out of your forward plan and carries them onto your lessons and worksheets. The pilot is invite-only for now.