Elaboration (4) ACLJAU179
discussing reasons for changes in the Japanese language, such as globalisation, exposure to other languages and cultures through media, travel, and digital communication forms and representations
Elaboration (4) | ACLJAU179 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (4) ACLJAU180
considering how and why Japanese speakers use conversational strategies to avoid conflict, such as using indirect or softened language, for example, もうすこし がんばりましょう。
Elaboration (4) | ACLJAU180 | 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 (4) ACLJAC184
identifying culture-specific terms and representations in Japanese promotional materials such as travel brochures, symbols on maps, magazine features or online resources, for example, 小学校(しょうがっこう)の新聞(しんぶん)
Elaboration (4) | ACLJAC184 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (4) ACLJAC186
identifying and discussing how typical elements of haiku such as brevity and aesthetic effect engage readers/listeners and reflect cultural values
Elaboration (4) | ACLJAC186 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (4) ACLJAU194
using verb て form to connect events, for example, 朝(あさ)おきてジョギングをします。
Elaboration (4) | ACLJAU194 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (4) ACLJAU195
comparing features of spoken and written versions of texts, for example, spoken and print advertisements, face-to-face conversations and emails, to understand how text mode shapes structure and helps a text achieve its purpose
Elaboration (4) | ACLJAU195 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (4) ACLJAU198
considering how contemporary expressions of individuality exemplified in some forms of contemporary Japanese youth culture relate to traditional concepts of conformity and collective identity
Elaboration (4) | ACLJAU198 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Achievement Standard Japanese Years 3 and 4
By the end of Year 4, students interact with the teacher and peers in regular classroom routines and structured interactions. They understand and respond to instructions related to classroom organisation and activities, for example, ペア に なって ください。大きい こえ で いって ください。. …
Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (7) ACLJAU140
understanding time words associated with days of the week, months of the year and seasons
Elaboration (7) | ACLJAU140 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC189
producing bilingual texts such as video clips with subtitles explaining Australian cultural practices, for example, New Year’s Eve or birthday celebrations
Elaboration (3) | ACLJAC189 | 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
Achievement Standard Japanese Years 5 and 6
By the end of Year 6, students use formulaic and modelled language in classroom interactions to carry out transactions and to share or convey information about daily routines, activities and events, using time expressions such as まい日、ときどき. They …
Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Achievement Standard Japanese Years 7 and 8
By the end of Year 8, students use Japanese to interact with peers, the teacher and others to exchange information, recount experiences and express opinions. They use verb ましょう for planning and making arrangements and offering suggestions. They …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Achievement Standard Japanese Years 9 and 10
By the end of Year 10, students use Japanese to share information, experiences and views related to their social worlds using rehearsed and spontaneous language. They use correct pronunciation, including that of borrowed words, and adopt appropriate …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC135
creating simple activities or action songs that involve alternating or combining repeated words or phrases in Japanese and English, such as verbs, question words or months of the year, for example, せんせい says
Elaboration (3) | ACLJAC135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLJAC148
surveying and compiling information about young people’s interests and preferences in different contexts, such as favourite activities, television and websites, preferred means of transport or communication, or leisure activities at different times of …
Elaboration | ACLJAC148 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum