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Years 7 and 8 · Languages · Understanding language and culture

AC9LCH8EU03

compare and explain similarities and differences between Chinese and English language structures and features, using familiar metalanguage

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 7 and 8.

AC9LC8EU01

recognise and use tone-syllable pronunciation and intonation patterns to form words and phrases, and Pinyin to support learning pronunciation

AC9LC8EU02

develop knowledge of, and use sentence structures, characters and writing system features, to understand and create spoken, written and multimodal texts

AC9LC8EU03

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

AC9LC8EU04

recognise how identity is shaped by language(s), culture(s), beliefs, attitudes and values

AC9LC8U01

apply knowledge of conventions of spoken Chinese to enhance fluency, and to respond to and create texts in familiar and some unfamiliar contexts

AC9LC8U02

apply understanding of sentence structures, expressions, character components and writing system features to infer meaning, and compose and respond to texts

AC9LC8U03

reflect on similarities and differences between Chinese and English language structures and features, using metalanguage

AC9LC8U04

reflect on and explain how identity is shaped by language(s), culture(s), beliefs, attitudes and values

AC9LCH8EU01

use tone-syllables and apply intonation, stress and phrasing to enhance fluency, and respond to and create texts in a range of contexts

AC9LCH8EU02

use 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

AC9LCH8EU04

reflect on and explain how their own and others’ identity is shaped by language(s), culture(s), attitudes, beliefs and values

AC9LCH8U01

use tone-syllables and apply intonation, stress and phrasing to develop fluency, and respond to and create texts in a range of contexts

AC9LCH8U02

apply knowledge of character form and function, sentence structures, syntax, and writing system features to infer meaning and to compose a range of texts

AC9LCH8U03

reflect on and explain similarities and differences between Chinese and English language structures and features, using metalanguage

AC9LCH8U04

reflect on and explain how their own and others’ identity is shaped by language(s), culture(s), attitudes, beliefs and values

The same idea, year by year

Where AC9LCH8EU03 comes from and where it goes, for a student working below or above Years 7 and 8.

  1. Years 5 and 6AC9LC6U01apply knowledge of tone-syllables, intonation, stress and phrasing to develop fluency and pronunciation to known words and phrases
  2. 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
  3. Years 5 and 6AC9LC6U03compare some Chinese language structures and features with those of English, using some familiar metalanguage
  4. Years 5 and 6AC9LC6U04recognise that language reflects cultural practices, values and identity, and that this impacts on non-verbal and verbal communication
  5. Years 5 and 6AC9LCH6U01use tone-syllables, intonation, stress and phrasing to express feelings and opinions
  6. 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
  7. Years 5 and 6AC9LCH6U03compare some Chinese language structures and features with those of English, using some familiar metalanguage
  8. Years 5 and 6AC9LCH6U04recognise that language reflects cultural practices, values and identity, and that this impacts on non-verbal and spoken communication
  9. Years 9 and 10AC9LC10EU01apply features of the Chinese sound system, and discern differences in patterns of sound and tone, in familiar and some unfamiliar contexts
  10. Years 9 and 10AC9LC10EU02select and use structures and features of the Chinese grammatical and writing systems to enhance and infer meaning, and create spoken, written and multimodal texts
  11. Years 9 and 10AC9LC10EU03reflect on and evaluate Chinese texts, using metalanguage to discuss language structures and features
  12. Years 9 and 10AC9LC10EU04reflect on and explain how identity is shaped by language(s), culture(s), beliefs, attitudes and values and how these affect ways of communicating
  13. Years 9 and 10AC9LC10U01apply features and conventions of spoken Chinese to extend fluency in responding to and creating texts in familiar and unfamiliar contexts
  14. Years 9 and 10AC9LC10U02apply knowledge of sentence structures and character form and function to predict meaning and compose texts that contain some complex structures and ideas
  15. Years 9 and 10AC9LC10U03reflect on and evaluate Chinese texts, using metalanguage to analyse language structures and features
  16. Years 9 and 10AC9LC10U04reflect on and evaluate how identity is shaped by language(s), culture(s), beliefs, attitudes and values, and how these affect ways of communicating
  17. Years 9 and 10AC9LCH10EU01demonstrate how features and conventions of spoken Chinese can extend fluency when responding to and creating texts appropriate to contexts, purposes and audiences
  18. Years 9 and 10AC9LCH10EU02apply knowledge of character form and function, and complex grammatical structures and features, to predict meaning and to compose a wide range of texts
  19. Years 9 and 10AC9LCH10EU03analyse a range of Chinese texts, using metalanguage to explain linguistic, textual and cultural elements
  20. Years 9 and 10AC9LCH10EU04reflect 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
  21. Years 9 and 10AC9LCH10U01apply features and conventions of spoken Chinese to extend fluency in responding to and creating texts appropriate to contexts, purposes and audiences
  22. Years 9 and 10AC9LCH10U02apply knowledge of character form and function, and complex grammatical structures and features, to predict meaning and to compose a wide range of texts
  23. Years 9 and 10AC9LCH10U03analyse a range of Chinese texts, using metalanguage to explain linguistic, textual and cultural elements
  24. Years 9 and 10AC9LCH10U04reflect 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

Planning against AC9LCH8EU03?

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.