ACLJAU141
Recognise that texts such as stories, games and conversations have particular language features and textual conventions[Key concepts: text, genre, language features, mode; Key processes: comparing, analysing, recognising]
Elaborations ScOT Terms
ACLJAU141 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC151
Create and present or perform imaginative texts for a variety of purposes and audiences[Key concepts: performance, audience, rhythm, digital text; Key processes: creating, performing, designing]
Elaborations ScOT Terms
ACLJAC151 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC153
Create bilingual texts and learning resources such as displays, websites, posters, picture books, games, word banks and menus[Key concepts: bilingualism, learning resources, translation; Key processes: classifying, glossing, annotating, composing]
Elaborations ScOT Terms
ACLJAC153 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAU159
Recognise the use of formulaic expressions and textual features in familiar texts such as emails, letters, postcards or telephone conversations[Key concepts: textual features, context, variation; Key processes: recognising, identifying, explaining, r …
Elaborations ScOT Terms
ACLJAU159 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC166
Access, summarise and reorganise information obtained from a range of texts on a variety of topics, and present it in different formats[Key concepts: research, data, media; Key processes: researching, collating, designing, presenting]
Elaborations ScOT Terms
ACLJAC166 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAU175
Recognise and use all katakana and understand the relationship in texts between hiragana, katakana and kanji[Key concepts: script function, kanji readings; Key processes: identifying, differentiating, writing, reading]
Elaborations ScOT Terms
ACLJAU175 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC184
Analyse ideas presented in a range of texts, identifying context, purpose and intended audience[Key concepts: register, standpoint, representation, themes; Key processes: scanning, summarising, comparing, analysing]
Elaborations ScOT Terms
ACLJAC184 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC186
Identify how expressive and imaginative texts create humorous, emotional or aesthetic effects that reflect cultural values or experiences[Key concepts: humour, emotion, effects, culture; Key processes: interpreting, evaluating, analysing, comparing]
Elaborations ScOT Terms
ACLJAC186 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC187
Create a variety of imaginative texts to express ideas, attitudes and values that suggest intercultural comparisons[Key concepts: imagination, stimulus, context, values; Key processes: adapting, creating, interpreting, expressing, engaging, performin …
Elaborations ScOT Terms
ACLJAC187 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Achievement Standard Japanese Foundation to Year 2
By the end of Year 2, students interact with the teacher and peers through play- and action-related language. They use formulaic expressions and appropriate gestures in everyday interactions such as exchanging greetings and farewells, for example, …
Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (1) ACLJAC133
incorporating onomatopoeic sounds such as どきどき、ぺこぺこ、ぴかぴか、にこにこ into written/performed texts to enrich the texts and to entertain others
Elaboration (1) | ACLJAC133 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLJAC132
viewing excerpts from texts such as anime and children’s television programs, listening for key words and familiar phrases and interpreting cultural expressions and behaviours
Elaboration | ACLJAC132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (4) ACLJAC132
recognising character traits or behaviours in texts such as anime, manga and children’s stories that reflect Japanese culture and traditions
Elaboration (4) | ACLJAC132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAU141
recognising patterns in simple spoken or written texts in Japanese, for example, in relation to the use of particles, verb endings and other frequently occurring features
Elaboration (3) | ACLJAU141 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC148
identifying points of information in texts such as advertisements, conversations, brochures or announcements, and representing them in different formats, such as charts, concept maps, skits or digital presentations
Elaboration (2) | ACLJAC148 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC153
creating bilingual texts for the classroom or school community, for example, invitations to attend class or school assembly performances, posters advertising Languages Day
Elaboration (3) | ACLJAC153 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC167
creating texts such as brochures, posters or website posts to inform others about upcoming events such as Languages Week, a Japanese-language performance or a school exchange visit
Elaboration (2) | ACLJAC167 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLJAC168
responding to imaginative texts such as songs, stories, films or video clips, for example, by identifying favourite elements or characters and recording key vocabulary and expressions
Elaboration | ACLJAC168 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC171
creating bilingual texts that involve subtitles or captions to introduce non-Japanese speakers to aspects of Japanese cultural expression, such as celebrations, the exchange of gifts and wishes, or aspects of hospitality
Elaboration (3) | ACLJAC171 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAU177
comparing and contrasting the structures of a variety of authentic community texts in Japanese and English, exploring how the audience, purpose and context influence each language version
Elaboration (3) | ACLJAU177 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum