Elaboration (2) ACLJAU122
understanding the use of common suffixes such as さん or くん or titles such as せんせい to address and refer to other people, for example, Luke くん and White せんせい
Elaboration (2) | ACLJAU122 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAU123
beginning to use metalanguage to talk about texts, identifying and naming familiar types of texts, such as ‘story’, ‘list’, ‘song’, ‘rhyme’ and ‘tongue twister’, and describing features, for example, stories usually have a story starter (むかしむかし), while …
Elaboration (2) | ACLJAU123 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAU124
understanding that language forms such as greetings vary according to the time of day or the occasion, for example, おはよう、こんにちは、こんばんは
Elaboration (2) | ACLJAU124 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAU125
recognising that English loan words in Japanese are written in katakana and sound like a familiar word in English, for example, レモン、ピザ、アイスクリーム
Elaboration (2) | ACLJAU125 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAU126
noticing similarities and differences between classroom interactions in Japanese and English, for example, referring to the teacher using only せんせい
Elaboration (2) | ACLJAU126 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC128
participating in classroom routines, such as taking the roll はい、います。いいえ、いません。, naming the months and days of the week and describing the weather, for example, きょう は 月よう日 です。はれ です。
Elaboration (2) | ACLJAC128 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC129
asking for help or clarification, for example, すみません。もういちど。, and negotiating turn-taking, for example, ちょっと まって。 Matilda さん の ばん。どうぞ 。
Elaboration (2) | ACLJAC129 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC130
identifying features of seasons and tracking the progress of seasonal weather changes on a map of Japan, for example, reports of さくら、つゆ、こうよう
Elaboration (2) | ACLJAC130 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC131
labelling aspects of their daily routines, selecting captions or attaching word bubbles, including expressions of time, for example, waking in the morning with a clock displaying 七(しち/なな)じ and the words おはようございます。
Elaboration (2) | ACLJAC131 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC132
drawing their own versions of characters encountered in imaginative texts, and selecting simple descriptive modelled statements as captions to their pictures
Elaboration (2) | ACLJAC132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC133
taking on the role of a character from a story, manga or anime, and responding to questions such as すきな たべもの は なん です か。 noun が すき です か。なんさい です か。
Elaboration (2) | ACLJAC133 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC135
creating personal print or digital bilingual dictionaries that include visual cues and representations
Elaboration (2) | ACLJAC135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC136
noticing differences between Japanese and Australian-English language used in certain social situations, for example, いただきます、ごちそうさまでした, before and after meals, and ただいま、おかえりなさい, when leaving or returning home, including forms of address and the use of …
Elaboration (2) | ACLJAC136 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC137
noticing and comparing their own and one another’s ways of communicating, identifying any elements that reflect cultural differences or influences of other languages, including those from the Asia region
Elaboration (2) | ACLJAC137 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAU138
understanding that vowel length can differentiate words in Japanese, for example, ‘e’ (え) for a picture and ‘ee’ (ええ) for ‘yeah’
Elaboration (2) | ACLJAU138 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAU139
recognising that Japanese has various printed fonts and that handwritten forms of several characters differ from the printed versions in most fonts, for example, き、さ、ふ、ら、り
Elaboration (2) | ACLJAU139 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAU140
describing actions using verb ます form, for example, すし を たべます。
Elaboration (2) | ACLJAU140 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAU141
recognising the role played by different elements in texts to contribute to meaning-making, for example, the layout, title, illustration and use of punctuation in a picture book or the use of speech bubbles in a cartoon
Elaboration (2) | ACLJAU141 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAU142
reflecting on how they communicate with their own family and friends and with people less close to them, noticing differences in language use and communicative behaviour
Elaboration (2) | ACLJAU142 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAU143
comparing the language profile of Japan with the multilingual nature of Australian society, which includes speakers of Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages
Elaboration (2) | ACLJAU143 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum