Search

Elaboration (1) ACLJAC115

creating digital texts based around familiar contexts and characters using pictures and captions

Elaboration ACLJAU139

learning how to use the character chart as a systematic framework for reading and writing

Elaboration (3) ACLJAU139

learning to read and write words using kana

Elaboration (1) ACLJAU176

creating learning resources such as verb and adjective charts and lists of vocabulary and sentence structures

reflecting and reporting on how learning Japanese provides insights into language and culture in general, and how their own assumptions about Japan or Asia have changed as a result of intercultural language learning

Elaboration (8) ACLJAU140

building vocabulary that relates to familiar environments in daily life and personal worlds and that can be used for cross-curricular content learning

Elaboration (3) ACLJAC164

creating displays, presentations or performances for family, friends or the school community to showcase their progress in learning and using Japanese

Elaboration ACLJAC191

reflecting on elements of the experience of learning Japanese that have involved adopting styles of communication that have been challenging, easy or memorable

Elaboration (11) ACLJAU122

learning to use common onomatopoeia such as ぺこぺこ and わんわん

Elaboration (3) ACLJAU144

learning to discuss culture and language by responding to prompt questions such as ‘What do you notice?’ ‘Why do you think that …?’ ‘How is this similar / different …?’

Elaboration ACLJAC153

creating shared bilingual learning resources such as print or digital word banks or glossaries of Japanese and English expressions used in formal and informal everyday interactions

Elaboration (1) ACLJAC154

comparing their own and one another’s reactions to the experience of learning Japanese, and considering whether their attitudes or understandings have changed in relation to cultural diversity and intercultural experience

Elaboration (1) ACLJAC172

making a list of perceived benefits of learning Japanese and developing an intercultural capacity, for example, access to different perspectives and experiences, and insights into their own language and cultural experience

Elaboration ACLJAC173

reflecting on their own response to learning and participating in cultural behaviours such as bowing and using respectful language, identifying degrees of comfort, discomfort, challenge and enjoyment

Elaboration (2) ACLJAC173

reflecting on the experience of learning and using Japanese, and considering whether own previous attitudes or assumptions in relation to Japan or the Japanese language and culture have changed

Elaboration ACLJAU194

further developing metalanguage to describe and increase control of grammatical concepts and language elements and to organise learning resources such as verb charts and lists of vocabulary and sentence structures

Elaboration (4) ACLJAC155

considering whether learning and using Japanese impacts on their sense of identity or influences their behaviour in or out of the classroom, for example, when playing Japanese games online, eating in Japanese restaurants and reading signs or menus

Elaboration (1) ACLJAU157

learning that kanji were brought from China and that hiragana was formed by simplifying the form of kanji, while katakana was formed using a part of kanji

Elaboration (2) ACLJAU157

learning to apply the basic principles of stroke order to write all hiragana and high-frequency kanji such as 月、日、木、人

Elaboration (2) ACLJAC183

building and using metalanguage to discuss language and language learning, for example, めいし、けいようし、どうし、ぶん

Curriculum Types

Curriculum Elements Types

Cross Curriculum Priorities