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 (2) ACLJAU194
understanding that verbs can be divided into three groups according to the way they are conjugated: Group 1 (five-step verbs), Group 2 (one-step verbs) and Group 3 (irregular verbs)
Elaboration (2) | ACLJAU194 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAU032
understanding that verbs can be divided into three groups according to the way they are conjugated: Group 1 (five-step verbs), Group 2 (one-step verbs) and Group 3 (irregular verbs)
Elaboration (2) | ACLJAU032 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC134
demonstrating and explaining hand gestures, body language or facial expressions that work with language or stand alone in Japanese communication, such as beckoning with fingers pointing downwards, or waving a hand in front of the face to signal a negative …
Elaboration (2) | ACLJAC134 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC111
understanding and responding to classroom instructions to play games, complete work or get ready for class, for example, たって ください、すわって ください、かいて ください、みて ください、よんで ください、きいて ください。
Elaboration (2) | ACLJAC111 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC127
asking and answering factual questions relating to concepts such as time, place or number, using formulaic structures and familiar expressions, for example, かぞく は なんにん です か。3 人 です。いつ です か。五月(ごがつ) です。なんじ です か。三じ です。どこ です か。
Elaboration (2) | ACLJAC127 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC020
negotiating and making decisions about services, such as ordering in shops and restaurants, specifying size, number and colour where relevant, and commenting on products, for example, おこのみやきを二(ふた)つください。おいしそうですね。むらさきのLサイズをください。かわいいですね 。
Elaboration (2) | ACLJAC020 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Context statement Japanese
The place of Japanese culture and language in Australia and in the world Japanese is the official language of Japan, Australia’s northern neighbour in the Asia region. It is also widely used by communities of speakers in Hawaii, Peru and …
Context statement | Japanese | Languages | F-10 curriculum
Years 9 and 10 Japanese
The nature of the learners At this level, students bring to their learning existing knowledge of Japanese language and culture and a range of learning strategies. They are increasingly aware of the world beyond their own …
Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Years 7 and 8 Japanese
The nature of the learners These years represent a transition to secondary school. Students in this sequence are continuing to study Japanese, bringing with them an established capability to interact in different situations, …
Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Years 7 and 8 Japanese
The nature of the learners Students are beginning their study of Japanese and typically have had little prior exposure to the language and associated culture. Many will have learnt an additional language in primary school, while some have proficiency …
Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Years 5 and 6 Japanese
The nature of the learners At this level, students are widening their social networks, experiences and communication repertoires in both their first language and Japanese. They continue to need guidance and participate in structured, collaborative tasks …
Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Years 9 and 10 Japanese
The nature of the learners Students have prior experience of learning Japanese and bring a range of capabilities, strategies and knowledge that can be applied to new learning. They are expanding the range and nature of their learning experiences and …
Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC109
introducing self, using formal spoken language and appropriate non-verbal language such as bowing, for example, はじめまして、Hana です。どうぞよろしく。
Elaboration (2) | ACLJAC109 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC110
participating in games, tasks and activities that involve guessing, matching and choosing objects, such as Bingo, Snap or Go Fish, using modelled questions and responses, for example,うさぎ です か。はい/いいえ。はい、うさぎ です。いいえ、うさぎ じゃない です。
Elaboration (2) | ACLJAC110 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC112
demonstrating early Japanese literacy skills by selecting the correct hiragana or kanji through labelling, matching, clicking and dragging, drawing, mime and actions
Elaboration (2) | ACLJAC112 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
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 (2) | ACLJAC113 | Content Descriptions | Foundation to Year 2 | Years F–10 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 (2) ACLJAC115
creating/re-creating simple songs, poems and rhymes using spoken and written language as well as non-verbal forms of support such as clapping, gestures and facial expressions
Elaboration (2) | ACLJAC115 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC116
identifying Japanese expressions and practices that do not translate readily into English, for example, きもの、おべんとう、せんせい、～さん、～くん, using two hands for giving and receiving and まる/ばつ (○×)
Elaboration (2) | ACLJAC116 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum