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Elaboration (3) ACLJAU197

investigating the state and nature of indigenous Japanese languages, considering issues such as language revival and reclamation, and drawing comparisons with Aboriginal languages and Torres Strait Islander languages in Australia

Elaboration (3) ACLJAU161

understanding that all languages change, that some are constantly growing and expanding while others are disappearing or being revived, for example, many indigenous languages, including Aboriginal languages and Torres Strait Islander languages

Elaboration (3) ACLJAU162

reflecting on how different languages and cultures represented in the classroom influence ways of communicating about or relating to social and physical environments, for example, Aboriginal and Torres Strait Islander traditions in relation to place, …

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

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 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 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

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 3 and 4 Japanese

The nature of the learners At this level, children are developing awareness of their social worlds and of their memberships of various groups, including of the Japanese class. They are further developing literacy capabilities in English, and while this …

Years 3 and 4 | 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 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 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 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 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, …

Elaboration (3) ACLJAC184

scanning websites of Japanese schools or clubs, discussing and comparing choices they would make in relation to offered activities if they were students in that context

Elaboration (1) ACLJAC189

producing bilingual texts such as travel advisories for exchange or study tour students, and reflecting on the process of working in both languages

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 (4) ACLJAC145

exchanging information with one another or with other Japanese-speaking students about school or home routines, leisure activities, interests or preferences, popular culture or sport, for example, サッカー　を　します　か。いつ　します　か。土(ど)よう日(び)　に　サッカー　を　します。サッカー　が　 …

Curriculum Types

Curriculum Elements Types

Cross Curriculum Priorities