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Years 5 and 6 · Languages · Understanding language and culture

AC9LCH6U01

use tone-syllables, intonation, stress and phrasing to express feelings and opinions

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 5 and 6.

AC9LC6U01

apply knowledge of tone-syllables, intonation, stress and phrasing to develop fluency and pronunciation to known words and phrases

AC9LC6U02

use 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

AC9LC6U03

compare some Chinese language structures and features with those of English, using some familiar metalanguage

AC9LC6U04

recognise that language reflects cultural practices, values and identity, and that this impacts on non-verbal and verbal communication

AC9LCH6U02

identify 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

AC9LCH6U03

compare some Chinese language structures and features with those of English, using some familiar metalanguage

AC9LCH6U04

recognise that language reflects cultural practices, values and identity, and that this impacts on non-verbal and spoken communication

The same idea, year by year

Where AC9LCH6U01 comes from and where it goes, for a student working below or above Years 5 and 6.

  1. Years 3 and 4AC9LC4U01recognise 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
  2. Years 3 and 4AC9LC4U02recognise some features of the Chinese writing system, familiar components and/or characters, simple sentence structures and basic syntax, in familiar texts and contexts
  3. Years 3 and 4AC9LC4U03recognise familiar Chinese language features and compare with those of English, in known contexts
  4. Years 3 and 4AC9LC4U04identify connections between Chinese language and cultural practices
  5. Years 3 and 4AC9LCH4U01recognise and use the tonal features of Chinese in different contexts and understand how syllables are represented in Pinyin
  6. Years 3 and 4AC9LCH4U02recognise 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
  7. Years 3 and 4AC9LCH4U03recognise and compare features of familiar spoken and written text in Chinese and English
  8. Years 3 and 4AC9LCH4U04identify connections between Chinese language and cultural practices
  9. Years 7 and 8AC9LC8EU01recognise and use tone-syllable pronunciation and intonation patterns to form words and phrases, and Pinyin to support learning pronunciation
  10. Years 7 and 8AC9LC8EU02develop knowledge of, and use sentence structures, characters and writing system features, to understand and create spoken, written and multimodal texts
  11. Years 7 and 8AC9LC8EU03compare Chinese language structures and features with English, using familiar metalanguage
  12. Years 7 and 8AC9LC8EU04recognise how identity is shaped by language(s), culture(s), beliefs, attitudes and values
  13. 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
  14. Years 7 and 8AC9LC8U02apply understanding of sentence structures, expressions, character components and writing system features to infer meaning, and compose and respond to texts
  15. Years 7 and 8AC9LC8U03reflect on similarities and differences between Chinese and English language structures and features, using metalanguage
  16. Years 7 and 8AC9LC8U04reflect on and explain how identity is shaped by language(s), culture(s), beliefs, attitudes and values
  17. 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
  18. 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
  19. Years 7 and 8AC9LCH8EU03compare and explain similarities and differences between Chinese and English language structures and features, using familiar metalanguage
  20. Years 7 and 8AC9LCH8EU04reflect on and explain how their own and others’ identity is shaped by language(s), culture(s), attitudes, beliefs and values
  21. 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
  22. 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
  23. Years 7 and 8AC9LCH8U03reflect on and explain similarities and differences between Chinese and English language structures and features, using metalanguage
  24. 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 AC9LCH6U01?

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.