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Years 3 and 4 · Languages · Understanding language and culture

AC9LCH4U03

recognise and compare features of familiar spoken and written text in Chinese and English

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 3 and 4.

AC9LC4U01

recognise and use modelled combinations of sounds, tone-syllable pronunciation and intonation patterns to form words and phrases, and understand that Pinyin is the romanisation of characters

AC9LC4U02

recognise some features of the Chinese writing system, familiar components and/or characters, simple sentence structures and basic syntax, in familiar texts and contexts

AC9LC4U03

recognise familiar Chinese language features and compare with those of English, in known contexts

AC9LC4U04

identify connections between Chinese language and cultural practices

AC9LCH4U01

recognise and use the tonal features of Chinese in different contexts and understand how syllables are represented in Pinyin

AC9LCH4U02

recognise and use features of the Chinese writing system, familiar components and/or characters, a range of sentence structures and basic syntax, in familiar texts and contexts

AC9LCH4U04

identify connections between Chinese language and cultural practices

The same idea, year by year

Where AC9LCH4U03 comes from and where it goes, for a student working below or above Years 3 and 4.

  1. Years 1 and 2AC9LC2U01recognise and imitate the sounds and rhythms of Chinese
  2. Years 1 and 2AC9LC2U02recognise that Chinese components and/or characters are used to construct meaning in texts
  3. Years 1 and 2AC9LC2U03notice that Chinese has features that may be similar to or different from English
  4. Years 1 and 2AC9LC2U04notice that people use language in ways that reflect cultural practices
  5. Years 1 and 2AC9LCH2U01recognise and use sound patterns and tones of Chinese
  6. Years 1 and 2AC9LCH2U02recognise that Chinese components and/or characters and features of language are used to construct meaning
  7. Years 1 and 2AC9LCH2U03recognise that Chinese has features that may be similar to or different from English
  8. Years 1 and 2AC9LCH2U04notice that people use language in ways that reflect cultural practices
  9. Years 5 and 6AC9LC6U01apply knowledge of tone-syllables, intonation, stress and phrasing to develop fluency and pronunciation to known words and phrases
  10. Years 5 and 6AC9LC6U02use knowledge of modelled sentence structures, formulaic expressions and some characters and writing system features to compose and respond to texts, using appropriate punctuation and textual conventions
  11. Years 5 and 6AC9LC6U03compare some Chinese language structures and features with those of English, using some familiar metalanguage
  12. Years 5 and 6AC9LC6U04recognise that language reflects cultural practices, values and identity, and that this impacts on non-verbal and verbal communication
  13. Years 5 and 6AC9LCH6U01use tone-syllables, intonation, stress and phrasing to express feelings and opinions
  14. Years 5 and 6AC9LCH6U02identify and use components and/or characters, sentence structures, syntax and writing system features to compose and respond to familiar and some unfamiliar texts and contexts
  15. Years 5 and 6AC9LCH6U03compare some Chinese language structures and features with those of English, using some familiar metalanguage
  16. Years 5 and 6AC9LCH6U04recognise that language reflects cultural practices, values and identity, and that this impacts on non-verbal and spoken communication

Planning against AC9LCH4U03?

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