Elaboration (1) ACLJAC183

evaluating Japanese learning resources such as textbooks, websites or dictionaries, for example, じしょはとてもべんりですが、オンラインじしょはもっとべんりです。

Elaboration (1) | ACLJAC183 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLJAC183

building and using metalanguage to discuss language and language learning, for example, めいし、けいようし、どうし、ぶん

Elaboration (2) | ACLJAC183 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (3) ACLJAC183

engaging in peer and self-reflection activities, such as providing evaluations or giving and receiving compliments using culturally appropriate language, for example, ～くんは会話(かいわ)が上手(じょうず)ですね。いいえ、まあまあです。

Elaboration (3) | ACLJAC183 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLJAC184

identifying underlying values, cultural references and the purpose and intended audience of different types of community texts such as advertisements or posters

Elaboration | ACLJAC184 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (1) ACLJAC184

summarising the gist and some specific details of media texts such as documentary features or community notices

Elaboration (1) | ACLJAC184 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLJAC184

comparing and evaluating perspectives and intentions reflected in texts such as public information notices or street signs in Japanese and Australian contexts, identifying words, expressions or images that suggest cultural similarities or differences

Elaboration (2) | ACLJAC184 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (3) ACLJAC184

scanning websites of Japanese schools or clubs, discussing and comparing choices they would make in relation to offered activities if they were students in that context

Elaboration (3) | ACLJAC184 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (4) ACLJAC184

identifying culture-specific terms and representations in Japanese promotional materials such as travel brochures, symbols on maps, magazine features or online resources, for example, 小学校(しょうがっこう)の新聞(しんぶん)

Elaboration (4) | ACLJAC184 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (5) ACLJAC184

planning a real or imagined trip to a selected region of Japan, using resources such as internet sites and travel brochures to map out elements such as transport, itineraries and selected events, for example, しんかんせんにのりたいですね。 広島(ひろしま)に行きましょうか。

Elaboration (5) | ACLJAC184 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (6) ACLJAC184

analysing key perspectives or themes reflected in interview data collected from Japanese speakers discussing roles and responsibilities in home, school and community contexts, and comparing with their own views on the topics

Elaboration (6) | ACLJAC184 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLJAC185

creating a personal profile or résumé for a real or imagined part-time job, including basic information such as age, experience, interests and skills, for example, 人と話(はな)すことが好きです。 一年間(ねんかん)、スーパーではたらきました。しゃしんにきょうみがあります 。

Elaboration | ACLJAC185 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (1) ACLJAC185

creating informative or promotional texts such as posters, leaflets or web pages targeted at their own age group, for example, promotional materials for recreational activities, advice on healthy eating or environmental sustainability, reviews of new …

Elaboration (1) | ACLJAC185 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLJAC185

researching and reporting on community attitudes towards and challenges in relation to issues such as recycling, using presentation techniques such as Venn diagrams, digital displays, flow charts or captioned photographic displays

Elaboration (2) | ACLJAC185 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (3) ACLJAC185

composing individual and group contributions to different forms of social media, such as tweets, memes, blogs, shared websites or student newsletters on issues related to their own social worlds

Elaboration (3) | ACLJAC185 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLJAC186

identifying how imaginative texts such as たなばた use structure, language and mood to build action, convey emotion and reflect cultural values

Elaboration | ACLJAC186 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (1) ACLJAC186

comparing lyrics and styles of Japanese- and English-language songs and performances, tracking similarities and differences in genres, themes and modes of emotional expression

Elaboration (1) | ACLJAC186 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLJAC186

discussing how texts such as films, plays, songs, memes and manzai use humour or aesthetic effects to provide commentary on social issues such as family, identity, status or humility

Elaboration (2) | ACLJAC186 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (3) ACLJAC186

identifying and responding to key messages and values in traditional texts such as 花さかじいさん、かさじぞう, and considering their relevance in modern times

Elaboration (3) | ACLJAC186 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (4) ACLJAC186

identifying and discussing how typical elements of haiku such as brevity and aesthetic effect engage readers/listeners and reflect cultural values

Elaboration (4) | ACLJAC186 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLJAC187

adapting existing texts to change the emotional effect or to represent different cultural values or experiences, for example, by changing the location, characters or era of a familiar story or cartoon

Elaboration | ACLJAC187 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum