Your search for "Ethical understanding" returned 73 result(s)
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Elaboration (6) ACLJAU157

understanding the use of furigana as a reading aid

Elaboration (6) | ACLJAU157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLJAU120

understanding that when pronouncing Japanese it is important to keep the length of each mora even

Elaboration (2) | ACLJAU120 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (1) ACLJAU121

understanding that one kana represents a basic unit of Japanese sound

Elaboration (1) | ACLJAU121 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (1) ACLJAU139

understanding that there is a stroke order for both kana and kanji

Elaboration (1) | ACLJAU139 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (7) ACLJAU140

understanding time words associated with days of the week, months of the year and seasons

Elaboration (7) | ACLJAU140 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (1) ACLJAU143

understanding that there is a standardised form of Japanese, and that different dialects are spoken in different regions of Japan

Elaboration (1) | ACLJAU143 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Years 5 and 6 Japanese

The nature of the learners At this level, students are widening their social networks, experiences and communication repertoires in both their first language and Japanese. They continue to need guidance and participate in structured, collaborative tasks …

Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Years 7 and 8 Japanese

The nature of the learners These years represent a transition to secondary school. Students in this sequence are continuing to study Japanese, bringing with them an established capability to interact in different situations, …

Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Years 9 and 10 Japanese

The nature of the learners At this level, students bring to their learning existing knowledge of Japanese language and culture and a range of learning strategies. They are increasingly aware of the world beyond their own …

Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLJAC112

listening for key words in stories, rhymes or songs, using visual cues such as gestures and facial expressions to assist understanding

Elaboration | ACLJAC112 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLJAU121

understanding that the Japanese language uses three different scripts depending on word origins and the context of language use

Elaboration | ACLJAU121 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (1) ACLJAU138

understanding the system of basic Japanese sound combinations, that is, a vowel can be attached to most consonants to produce a kana

Elaboration (1) | ACLJAU138 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLJAU143

understanding the status of Japanese as the official language of Japan, a major language in the Asia-Pacific region, a world language and an Australian community language

asia-australia

Elaboration | ACLJAU143 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (1) ACLJAU156

understanding that the sounds of hiragana and katakana are identical even though the associated scripts are different

Elaboration (1) | ACLJAU156 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (1) ACLJAU158

understanding and identifying elements of different sentence structures and the use of particles such as へ、で

Elaboration (1) | ACLJAU158 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (10) ACLJAU158

understanding different question words such as いくら、どれ

Elaboration (10) | ACLJAU158 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (6) ACLJAU176

understanding that the exact word order of noun phrases is not important as long as they appear before the verb and are accompanied by correct particles

Elaboration (6) | ACLJAU176 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (5) ACLJAU194

understanding and using the different functions of verb て form

Elaboration (5) | ACLJAU194 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (3) ACLJAU126

understanding that culture and cultural behaviours are woven into languages and cannot be separated from them, for example, it is possible to bow without a spoken greeting in Japanese but not to greet without bowing

Elaboration (3) | ACLJAU126 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (3) ACLJAU140

understanding the rules for conjugating verbs, such as ~ます、~>ましょう、~ました、~ません

Elaboration (3) | ACLJAU140 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

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