Chinese / Year 3 and 4 / Communicating / Reflecting

Curriculum content descriptions

Reflect on their reactions and responses to others when participating in learning and cultural experiences in Chinese and Australian contexts

[Key concepts: identity, place; Key processes: responding, identifying]


  • identifying levels of politeness, respect and formality in diverse contexts, for example, when seeking assistance, when engaging with people of different ages or authority
  • deciding how best to address and refer to others (for example, addressing an older stranger as 姐姐 or 阿姨 in Chinese) and considering how that person would be addressed in English
  • identifying ways in which their Chinese identity is reflected in their daily life and interests, for example, belonging to a sports or hobby group or attending community school
  • considering their linguistic and cultural skills as Chinese and as Australians and how these contribute to their overall sense of identity
  • comparing Chinese and Australian lifestyles such as festivals and celebrations, food staples, preferences and cooking styles, and discussing own engagement with these
  • noticing differences in cultural practices and the protocol for certain events, such as 我去表哥家要先叫人,大姨好,大姨夫好;如果他们要留我吃饭,我要先问妈妈可不可以;如果阿姨叫我多吃一点, 我不能吃太多,最好得客气客气
  • participating in cultural events (for example, watching a China–Australia soccer match, performing a Chinese song to the school community, or celebrating Anzac Day) and reflecting on own reactions
General capabilities
  • Literacy Literacy
  • Critical and creative thinking Critical and creative thinking
  • Intercultural understanding Intercultural understanding
  • Personal and social capability Personal and social capability
Cross-curriculum priorities
ScOT terms

Ethnicity,  Chinese languages

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