Elaboration ACLJAU125

noticing that languages borrow words from one another and that both Japanese and Australian English include many words and expressions from other languages

Elaboration | ACLJAU125 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (3) ACLJAU125

creating a class record of Japanese words that are used in English and other languages, such as ‘judo’, ‘origami’, ‘sushi’ and ‘manga’, and comparing how these words are pronounced in the two languages

Elaboration (3) | ACLJAU125 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

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

Elaboration | ACLJAC189 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAU156

Engage with authentic spoken language, recognising how words blend and understanding the relationship between sounds, words and meaning[Key concepts: phonemic awareness, spelling, rhythm; Key processes: identifying, discriminating, pronouncing, spell …

Elaborations ScOT Terms

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

Achievement Standard Japanese Foundation to Year 2

By the end of Year 2, students interact with the teacher and peers through play- and action-related language. They use formulaic expressions and appropriate gestures in everyday interactions such as exchanging greetings and farewells, for example, …

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

Elaboration (3) ACLJAC135

creating simple activities or action songs that involve alternating or combining repeated words or phrases in Japanese and English, such as verbs, question words or months of the year, for example, せんせい says

Elaboration (3) | ACLJAC135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLJAU179

recognising words ‘borrowed’ by Japanese from other languages such as English, French or Portuguese, for example, パン、ズボン、and noting how these words are pronounced by Japanese speakers

Elaboration | ACLJAU179 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAC116

Translate words and familiar phrases used in everyday situations from Japanese into English and vice versa, noticing how some words are shared between Japanese and English[Key concepts: meaning, translation, explanation; Key processes: translating, demonstrating, …

Elaborations ScOT Terms

ACLJAC116 | Content Descriptions | Foundation to Year 2 | 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 (1) ACLJAC112

recognising simple kanji, hiragana or words in familiar contexts such as labels and titles

Elaboration (1) | ACLJAC112 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (3) ACLJAC116

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

Elaboration (3) | ACLJAC116 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLJAC119

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

Elaboration (2) | ACLJAC119 | Content Descriptions | Foundation to Year 2 | 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 (2) ACLJAU193

developing strategies to guess the meaning of unknown words that contain unfamiliar kanji, utilising clues such as radicals

Elaboration (2) | ACLJAU193 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (3) ACLJAC008

learning to use dictionaries and electronic translation tools, identifying issues such as multiple meanings of words and the need to consider context

Elaboration (3) | ACLJAC008 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLJAU017

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

Elaboration | ACLJAU017 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

Achievement Standard Japanese Years 9 and 10

By the end of Year 10, students use written and spoken Japanese to interact with peers, the teacher and other Japanese speakers to exchange information and opinions about personal interests and experiences. With support they share information …

Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

ACLJAU125

Recognise that Japanese and English borrow words and expressions from each other and from other languages[Key concepts: language, change, word borrowing; Key processes: noticing, recognising, classifying]

Elaborations ScOT Terms

ACLJAU125 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAU138

Understand that hiragana symbols can be combined to represent words[Key concepts: consonant, vowel, kana, foot, mora, rhythm, pronunciation; Key processes: recognising, differentiating, demonstrating]

Elaborations ScOT Terms

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

ACLJAU193

Use knowledge of familiar kanji to predict meaning of unknown words[Key concepts: script conventions, kanji readings, radicals; Key processes: recognising, discriminating, writing, decoding]

Elaborations ScOT Terms

ACLJAU193 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum