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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

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

Elaboration (5) ACLJAC109

describing friends, favourite things and objects, using visual, concrete and digital support material, for example, これ　は　ねずみ　です。ちいさい　です。かわいい　です。はいいろ　です。すいか　です。おいしい　です。ちいさい　目(め)　です。

Elaboration (5) ACLJAC111

participating in routine exchanges such as responding to the class roll and apologising for arriving late, for example, はい、います。Tia さん　は、いません。やすみ　です。おくれて　すみません。

Elaboration (5) ACLJAU121

tracing and copying kanji and kana

Elaboration (5) ACLJAU122

referring to numbers of things using cardinal numbers 0–100: 一(いち)、二(に)、三(さん) …百(ひゃく)

Elaboration (5) ACLJAU140

indicating time and frequency using expressions such as まいにち、ときどき

Elaboration (5) ACLJAC145

recounting experiences with own family and friends, for example, 土(ど)よう日(び)　に　ともだち　と　うみ　に　いきました。たん生日(じょうび)　に　ケーキ　を　たべました。

Elaboration (5) ACLJAC151

producing and presenting picture books/Big Books/mini books or short scripted scenarios for younger students, incorporating elements of Japanese language and culture that are likely to be unfamiliar, engaging or challenging

Elaboration (5) ACLJAU157

understanding the use of basic Japanese punctuation marks such as まる(。) and てん(、), and katakana long vowel marks, for example, in a student’s name such as ルーク

Elaboration (5) ACLJAU158

understanding the use of こそあど series in concrete contexts, for example, これ、それ、あれ、どれ

Elaboration (5) ACLJAU162

noticing similarities and differences between their own ways of communicating and observed interactions between young Japanese speakers in contexts such as everyday social situations or online forums, for example, responding to offers of food or drink, …

Elaboration (5) ACLJAC163

using formulaic language spontaneously in interactions to express feelings, for example, あー、つかれた、えー、むずかしい、たのしかった、できた

Elaboration (5) ACLJAC165

enquiring about and describing the location of classroom items and materials using prepositions, for example, ワークシートはどこにありますか。テーブルのうえにあります。

Elaboration (5) ACLJAC169

composing simple songs, jingles, posters and advertisements for real or imagined situations or products, such as an Australian product for the Japanese market

Elaboration (5) ACLJAU176

using adverbs as formulaic expressions, for example, 早(はや)く、おそく

Elaboration (5) ACLJAU180

comparing core cultural concepts reflected in Japanese language, such as 和(わ) (‘harmony’), with similarly significant cultural concepts reflected in some Australian terms or expressions, for example, mateship

Elaboration (5) ACLJAC182

planning and participating in learning experiences that combine linguistic and cultural elements, such as an excursion to a Japanese restaurant, exhibition, film festival or community event, by preparing and rehearsing language forms, structures and vocabulary …

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) ACLJAU194

understanding and using the different functions of verb て form

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