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Elaboration (14) ACLJAU014

using common counters and classifiers such as ～人、～さい、～がつ、～時(じ)

Elaboration (15) ACLJAU014

understanding the use of こそあどseries in concrete contexts, for example, これ、それ、あれ、どれ

Elaboration (16) ACLJAU014

using basic time expressions such as days of the week and months, for example, まい日(にち)、ときどき

Elaboration (17) ACLJAU014

building vocabulary that relates to familiar environments such as the classroom, family and personal world and that can be used for cross-curricular content learning

Elaboration (18) ACLJAU014

understanding the use of the prefixes お and ご before some words to indicate respect, for example, おなまえは？、ごかぞく　

Elaboration (19) ACLJAU014

understanding that the words for family members are different for one’s own family and for other people’s families, for example, お母(かあ)さん、母(はは)

Elaboration (20) ACLJAU014

identifying similarities and differences in Japanese and English grammatical rules relating to word order or the use of elements such as pronouns

recognising structures and key features of familiar types of texts such as めいし、 emails, conversations, speeches, advertisements, stories and songs, identifying formulaic expressions and comparing with similar texts in English, for example, by comparing …

Elaboration (1) ACLJAU015

identifying how certain types of texts are typically constructed, for example, the use of particular layouts, visual images and grammatical features in advertisements, manga or brochures

Elaboration (2) ACLJAU015

understanding that the format of Japanese texts can include either たてがき or よこがき、 according to the context, purpose and intended audience

Elaboration (3) ACLJAU015

understanding how to create textual cohesion, using elements such as paragraphing or conjunctions to sequence and link ideas and to maintain the flow of expression, for example, そして、それから、でも

Elaboration (4) ACLJAU015

understanding conventions associated with using げんこうようし、 for example, the size of small characters, the position in the square and the placing of punctuation

Elaboration ACLJAU016

understanding and explaining variation in language use based on the age, relationship, and level of familiarity between participants, for example, 母(はは)/お母(かあ)さん and ～先生(せんせい)/～さん、 avoiding あなた when showing politeness

Elaboration (1) ACLJAU016

identifying language use associated with gender, age, social status or the purpose of interaction, for example, ぼく、わたし、はい、うん、こんにちは、ハロー、さようなら、バイバイ、 and recognising the importance of using appropriate forms of address when interacting with different …

Elaboration ACLJAU017

recognising words of Japanese origin used in English, for example, ‘judo’, ‘karaoke’, ‘karate’, ‘obento’, ‘sushi’

Elaboration (1) ACLJAU017

recognising the use of words ‘borrowed’ by Japanese from other languages such as English, French or Portuguese, for example, サッカー、ゴルフ、パン、 and noting how these are pronounced by Japanese speakers

Elaboration (2) ACLJAU017

understanding that languages and cultures change continuously due to contact with one another and in response to new needs, ideas and developments in communications and technology, and considering why some types of words and expressions are more frequently …

Elaboration (3) ACLJAU017

identifying words that have similar meanings and pronunciation across different languages, and reflecting on the possible origins of such words and their associated cultures

Elaboration (4) ACLJAU017

understanding that there are Japanese-speaking communities outside Japan, for example, in the United States, in particular Hawaii, and South America, and that Japanese is widely taught in many countries around the world and within the Asia-Pacific region, …

Elaboration (5) ACLJAU017

understanding that all languages change, that some are constantly growing and expanding and that others are disappearing or being revived, as in the case of many indigenous languages

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Curriculum Elements Types

Cross Curriculum Priorities