Elaboration (1) ACLJAC005

planning and preparing short spoken, written or digital presentations on aspects of daily life and social/cultural practices in Japan or Australia, such as school, leisure, daily routines, celebrations or festivals, using supporting resources such as …

Elaboration (1) | ACLJAC005 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLJAC009

creating written or digital bilingual resources to support their language learning, such as captions for photo stories or displays, glossaries or personal Japanese–English dictionaries, with examples and explanations of terms or expressions that have …

Elaboration | ACLJAC009 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLJAC023

preparing and presenting/publishing an article for a magazine, e-journal or website with a specified audience in mind, for example, a film review for young learners of Japanese or a digital travel guide for a proposed visit to Japan

Elaboration (2) | ACLJAC023 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

ACLJAC130

Locate and process specific points of information in familiar types of written, spoken, multimodal and digital texts associated with people, places and objects[Key concepts: information, research, data; Key processes: locating, collecting, classifying, …

Elaborations ScOT Terms

ACLJAC130 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAC131

Present factual information relating to familiar home, community and cultural contexts, using graphic and digital support such as photos, tables, lists and charts[Key concepts: family, relationships, routines; Key processes: describing, explaining, a …

Elaborations ScOT Terms

ACLJAC131 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAC167

Present information about events, experiences or topics of shared interest, using modes of presentation such as charts, diagrams or digital displays to suit different audiences and contexts[Key concepts: information, experience, perspective, audience; …

Elaborations ScOT Terms

ACLJAC167 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAC188

Compare translations of different types of texts, including versions obtained from digital translators, considering differences in interpretation and how language reflects elements of culture[Key concepts: meaning, interpretation, cultural expression; …

Elaborations ScOT Terms

ACLJAC188 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAC011

Collate and present information in print, digital or online formats about self and peers to share with others, and notice own and one another’s ways of expressing identity[Key concepts: self-expression, identity, community, communication; Key processes: …

Elaborations ScOT Terms

ACLJAC011 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

ACLJAC027

Create print, digital and multimodal bilingual resources for the school and wider community, such as notices and instructions, announcements, promotional material and invitations[Key concepts: bilingual text, representation, interpretation; Key processes: …

Elaborations ScOT Terms

ACLJAC027 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLJAC113

using digital technologies to help label and name personal items, classroom objects and shared resources, for example, ほん、きょうしつ、つくえ、いす、まど

Elaboration | ACLJAC113 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLJAU123

understanding texts as different forms of communication that are spoken, written, digital or visual, and recognising that they can be very short, for example, たって, or much longer, for example, たって　ください。

Elaboration | ACLJAU123 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (1) ACLJAC131

creating a display such as a chart, diorama, mini book or digital presentation to showcase elements of their Japanese language learning, for example, ぼく/わたし　の　ふでばこ、ぼく/わたし　の　かばん

Elaboration (1) | ACLJAC131 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLJAC137

using digital resources to create a self-profile such as an avatar or montage to exchange with a potential Japanese friend, selecting key words and simple expressions from word banks and modelled statements that capture their sense of themselves, and …

Elaboration | ACLJAC137 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLJAC165

participating in class activities such as word, board or digital games, using phrases such as わたしの　ばん、みぎ、ひだり、ざんねん、つぎは　だれ?

Elaboration (2) | ACLJAC165 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (4) ACLJAC182

planning and completing tasks that involve asking for, giving and following directions to real or virtual locations, for example, すみません、としょかんはどこですか。, using resources such as digital devices, street or rail maps

Elaboration (4) | ACLJAC182 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLJAC191

creating a reflective self-profile or autobiography in formats such as journal entries, articles, captioned photo stories, digital accounts or short films, including episodes related to the experience of learning Japanese language and culture that have …

Elaboration (2) | ACLJAC191 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (3) ACLJAC011

creating a print or digital personal ‘cultural ID profile’ to exchange with Japanese-speaking peers, making decisions about what points of information will be of most interest, for example, by creating a family tree with associated links to cultural connections, …

Elaboration (3) | ACLJAC011 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLJAC114

participating in shared reading and viewing of print and digital imaginative texts, sharing opinions and responding to prompt questions such as だれ　です　か。ちいさい　です　か。おおきい　です　か。かわいい　です　か。

Elaboration (2) | ACLJAC114 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (1) ACLJAC119

identifying themselves as part of a family, class or peer group ぼく　は　おとうと　です。おねえさん　は, for example, by representing these relationships through drawing pictures or a family tree, adding captions to photos or creating digital presentations

Elaboration (1) | ACLJAC119 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLJAC145

communicating with peers and other Japanese speakers in local or online communities or digital forums, using strategies such as active listening skills, turn-taking cues, requests for clarification, and respectful language for agreeing or disagreeing, …

Elaboration | ACLJAC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum