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Elaboration ACLJAU140

developing metalanguage for communicating about language, using concepts such as parts of speech, for example, ‘noun’, ‘verb’ and ‘adjective’

Elaboration ACLJAU176

further developing metalanguage to describe and increase control of grammatical concepts and language elements, such as noun modifiers or speech styles

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 (5) ACLJAU014

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

Elaboration (9) ACLJAU014

describing locations of homes, people and things using basic structures such as noun は　place に　あります。 noun は　place に　います。

developing metalanguage for communicating about language, using terms such as ‘noun’, ‘pronoun’, ‘verb’, ‘adjective’ and ‘conjunction’, and cross-referencing with knowledge of English-language syntax and parts of speech

Elaboration (6) ACLJAU140

describing people, animals, places and things using adjective–noun phrases, for example, 大きい　目、おいしい　もも

Elaboration (2) ACLJAC113

presenting spoken information related to significant objects, using phrases such as わたし/ぼく　の noun　です。 adjective　です。これ　は　noun　です。

Elaboration (3) ACLJAU122

understanding basic word order in simple sentences, for example, noun　が　すきです。りんご　が　すき　です。, adjective + noun　です。おおきい　いぬ　です。

Elaboration (3) ACLJAU158

describing locations of homes, people, animals and items, using basic structures, for example, noun　は　place　に　あります。 noun　は　place　に　います。

Foundation to Year 2 Japanese

The nature of the learners Children enter the early years of schooling with established communication skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate …

Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (3) ACLJAC111

requesting classroom objects, for example, noun　を　ください、えんぴつ　が　あります　か。はい、どうぞ。

Elaboration (1) ACLJAU140

understanding the rules of Japanese word order (subject + object + verb), the use of associated particles は、を、と、も、に, and the use of が in formulaic expressions, for example, noun　が　すき　です。

Elaboration (1) ACLJAU014

understanding the rule that Japanese sentences end with a predicate and that there are three types of predicates, noun plus copula, adjective plus copula, and verb: subject は noun　です。 subjectは adjective　です。subject は　objectを　verb …

Elaboration (1) ACLJAC137

sharing ideas about their family cultures, creating visual or digital representations of their families, friendship groups and communities, and listing key terms and expressions associated with each group

Elaboration ACLJAC189

creating a bilingual digital database that groups words, for example, words and expressions associated with themes, fields or contexts, such as food, travel, the environment or school

Years 3 and 4 Japanese

The nature of the learners At this level, children are developing awareness of their social worlds and of their memberships of various groups, including of the Japanese class. They are further developing literacy capabilities in English, and while this …

Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAC119

Use simple statements and gestures to express aspects of self, such as membership of family, friendship, gender, school/class or cultural groups[Key concepts: identity, self, group, communication; Key processes: describing, explaining, identifying]

Elaborations ScOT Terms

Elaboration (2) ACLJAC133

taking on the role of a character from a story, manga or anime, and responding to questions such as すきな　たべもの　は　なん　です　か。 noun　が　すき　です　か。なんさい　です　か。

Elaboration (4) ACLJAC001

describing aspects of their personal worlds, for example, friends, family, pets, teachers, school and interests, using expressions such as noun は　adjective　です。わたしの　ともだちは　おもしろい　です。

Curriculum Types

Curriculum Elements Types

General Capabilities