Search

Elaboration (4) ACLJAC114

responding to Japanese versions of familiar children’s stories and folk tales, comparing expressions at key points in the story with English-language versions, and re-enacting with puppets, props or actions

Elaboration ACLJAC115

re-enacting or retelling simple stories or interactions with puppets, props, actions or gestures, using modelled language such as おむすびころりん、ももたろう

Elaboration (1) ACLJAC115

creating digital texts based around familiar contexts and characters using pictures and captions

Elaboration (2) ACLJAC115

creating/re-creating simple songs, poems and rhymes using spoken and written language as well as non-verbal forms of support such as clapping, gestures and facial expressions

Elaboration ACLJAC116

explaining to others the meaning and use of simple expressions such as greetings that are used for different times and occasions, for example, おはようございます、いただきます

Elaboration (1) ACLJAC116

using classroom resources such as word banks, visual and online dictionaries, word lists and pictures to translate the meaning of single words and common expressions

Elaboration (2) ACLJAC116

identifying Japanese expressions and practices that do not translate readily into English, for example, きもの、おべんとう、せんせい、～さん、～くん, using two hands for giving and receiving and まる/ばつ (○×)

Elaboration (3) ACLJAC116

finding examples of Japanese words used in English, for example, ‘sushi’, ‘karate’, ‘origami’, and explaining what they mean

Elaboration (4) ACLJAC116

identifying key words in children’s stories or songs, for example, むかしむかし、おわり, and providing English translations or explanations of meaning

Elaboration ACLJAC117

performing simple presentations for the school community that involve both Japanese and English language elements, such as a contribution to an assembly performance for Grandparents’ Day

Elaboration (1) ACLJAC117

creating bilingual wall charts or picture dictionaries with captions, stickers and simple descriptions in English to explain Japanese words and expressions that have particular cultural meaning

Elaboration (2) ACLJAC117

writing parallel captions in Japanese and English for a photographic display of a class event such as a sports carnival or pets’ day or about a topic such as caring for the school environment

Elaboration (3) ACLJAC117

creating sets of word cards in English and Japanese and playing matching games such as Memory or Snap

Elaboration ACLJAC118

comparing Japanese ways of showing respect and being polite with how this is done in their own language(s), for example, by using titles such as Sensei, bowing, and accepting objects with both hands

Elaboration (1) ACLJAC118

comparing aspects of Australian and Japanese children’s lifestyles, such as ways of playing games じゃんけん、eating food (using chopsticks and formulaic language) or addressing family members and friends

Elaboration (2) ACLJAC118

experimenting with using Japanese in spontaneous interactions, for example, いたい、すごい、ぺこぺこ、がんばれ,、noticing any changes in the use of voice or body language and communicating how this feels

Elaboration ACLJAC119

making simple statements about themselves, such as their name and age, for example, ぼく　は　Sam 　です、9 さい　です。

Elaboration (1) ACLJAC119

identifying themselves as part of a family, class or peer group ぼく　は　おとうと　です。おねえさん　は, for example, by representing these relationships through drawing pictures or a family tree, adding captions to photos or creating digital presentations

Elaboration (2) ACLJAC119

noticing and comparing their own use of words or expressions from different languages when communicating in English

Elaboration ACLJAU120

recognising the concept of the basic unit of sound in Japanese (‘mora’: モーラ or 拍(はく)), for example, いいえ has three moras

Curriculum Types

Curriculum Elements Types

Cross Curriculum Priorities