Elaboration (2) ACLJAC152
demonstrating and explaining elements of non-verbal Japanese communication that require interpretation for non-Japanese speakers, such as hand gestures, eye contact and counting systems
Elaboration (2) | ACLJAC152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC152
experimenting with bilingual dictionaries and/or online translators, considering relative advantages or limitations of each resource
Elaboration (3) | ACLJAC152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLJAC153
creating shared bilingual learning resources such as print or digital word banks or glossaries of Japanese and English expressions used in formal and informal everyday interactions
Elaboration | ACLJAC153 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (1) ACLJAC153
performing a role-play or skit for an audience, using Japanese for the performance and English for supporting explanations
Elaboration (1) | ACLJAC153 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC153
using dictionaries and electronic translation tools to compose bilingual texts such as captions, menus, posters or invitations, comparing results and identifying how bilingual texts support intercultural communication
Elaboration (2) | ACLJAC153 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC153
creating bilingual texts for the classroom or school community, for example, invitations to attend class or school assembly performances, posters advertising Languages Day
Elaboration (3) | ACLJAC153 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLJAC154
identifying frequently used Japanese phrases and behaviours in everyday social exchanges that reflect cultural traditions or values that appear different to their own, for example, おてがみ ありがとう ございます。いらっしゃいませ。
Elaboration | ACLJAC154 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (1) ACLJAC154
comparing their own and one another’s reactions to the experience of learning Japanese, and considering whether their attitudes or understandings have changed in relation to cultural diversity and intercultural experience
Elaboration (1) | ACLJAC154 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC154
reflecting on the experience of using Japanese language, gestures and body language, and considering how their responses reflect their own attitudes and experience
Elaboration (2) | ACLJAC154 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC154
noticing aspects of communication and cultural expression represented in Japanese stories, songs or audio/visual media, responding to teacher prompts such as ‘What do you see?’ ‘What do you notice about …?’ ‘Why do you think …?’ ‘How is this similar/different …
Elaboration (3) | ACLJAC154 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLJAC155
identifying elements of identity that are important across all cultures, for example, family, community, location
Elaboration | ACLJAC155 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (1) ACLJAC155
creating multimodal texts that represent elements of their own identity, such as personal emblems/mottos, self-profile, photo journal, or caricature/self-portrait, and considering how Japanese children of the same age might respond to these
Elaboration (1) | ACLJAC155 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC155
exploring the idea of stereotypes and how people think about others from different cultural backgrounds
Elaboration (2) | ACLJAC155 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC155
practising formulaic expressions such as those exchanged before and after meals or when giving or receiving gifts or food, for example, いただきます、ごちそうさまでした, and reflecting on the experience of using such exchanges
Elaboration (3) | ACLJAC155 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (4) ACLJAC155
considering whether learning and using Japanese impacts on their sense of identity or influences their behaviour in or out of the classroom, for example, when playing Japanese games online, eating in Japanese restaurants and reading signs or menus
Elaboration (4) | ACLJAC155 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLJAU156
knowing how to pronounce all the sounds in the kana chart, including voiced and unvoiced sounds (てんてん and まる), combined and long vowel sounds and double consonants, for example, きって and りょうり
Elaboration | ACLJAU156 | Content Descriptions | Years 5 and 6 | 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 (2) ACLJAU156
knowing that the hiragana spelling of a particular particle does not match its pronunciation, for example, ‘wa’ for は , ‘e’ for へ, ‘o/wo’ for を
Elaboration (2) | ACLJAU156 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAU156
noticing that certain combinations of two moras make one rhythm unit (foot), for example, the copula です and the verb suffix ます
Elaboration (3) | ACLJAU156 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLJAU157
reading and writing all hiragana (including voiced, combined and long vowel sounds and double consonants) using the kana chart
Elaboration | ACLJAU157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum