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Elaboration (4) ACLJAC148

identifying words, expressions and behaviours associated with important Japanese cultural activities or events, and comparing them with equivalent Australian expressions or behaviours, for example, locating あけまして　おめでとう　ございます on a New Year’s card (年(ね …

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

Elaboration (4) ACLJAC109

indicating likes and dislikes, using modelled statements such as いぬ　が　すき　です。わに　が　すき　じゃない　です。

Elaboration (4) ACLJAC110

using rehearsed language to collaborate in craft activities, for example, のり　を　ください。はい、どうぞ。

Elaboration (4) ACLJAC111

giving one another reminders such as しずかに、すわって, using appropriate gestures

Elaboration (4) ACLJAC112

listening to information about Japan, and demonstrating understanding by responding to questions such as 日本(にほん)　です　か。しんかんせん　です　か。すし　です　か。はい/いいえ, for example, by pointing to places on a map, such as Japan, Tokyo or Mount Fuji, or at pictures of different …

Elaboration (4) ACLJAC113

making simple spoken statements about friends, family or favourite characters, for example, げんき、やさしい、おもしろい、つよい、しずか, using images or support materials

Elaboration (4) ACLJAC114

responding to Japanese versions of familiar children’s stories and folk tales, comparing expressions at key points in the story with English-language versions, and re-enacting with puppets, props or actions

Elaboration (4) ACLJAC116

identifying key words in children’s stories or songs, for example, むかしむかし、おわり, and providing English translations or explanations of meaning

Elaboration (4) ACLJAU121

recognising the 46 basic hiragana, using supports such as mnemonic clues

Elaboration (4) ACLJAU122

understanding how to specify items using the possessive particle の, for example, わたし　の　かぞく、 Sarah さん　の　ほん、おばあさん　の　いえ

Elaboration (4) ACLJAC127

communicating about activities and shared experiences, for example, place　に　いきました。 food を　たべました。 drink　を　のみます。 activity/sports　を　しましょう/しました。おいしかった　です。

Elaboration (4) ACLJAC128

working collaboratively to adapt and perform action songs, for example, by changing lyrics (替(か)え歌(うた)) based on modelled patterns, rehearsing and performing songs with appropriate gestures and actions

Elaboration (4) ACLJAC129

recognising and rehearsing interjections or fillers in conversations, for example, ええとすみません。ほんとう? そうですね。

Elaboration (4) ACLJAC130

viewing or reading simple print or digital texts such as advertisements, catalogues, menus or packaging to locate key points of information in relation to elements such as product, number, price, target audience or capacity for recycling

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) ACLJAU138

demonstrating understanding of the differences in pronunciation of English and Japanese versions of loan words such as バナナ、ペット、サッカー

Elaboration (4) ACLJAU140

understanding that Japanese uses name + suffix instead of pronouns when referring to other people, for example, John くん、はなさん、 Grant せんせい

Elaboration (4) ACLJAU144

identifying terms, expressions and ways of communicating associated with Australian contexts that might need explaining to Japanese children, for example, using first names when addressing adults, colloquial expressions such as ‘no worries’ or ‘footy’, …

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