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
Elaboration (1) ACLJAC115
creating digital texts based around familiar contexts and characters using pictures and captions
Elaboration (1) | ACLJAC115 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (1) ACLJAU123
recognising that different types of texts have different features, for example, repetition and rhythm in action songs and chants
Elaboration (1) | ACLJAU123 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAU123
noticing how texts such as storybooks are sequenced and organised, for example, by identifying the main title and the connections between pictures and text
Elaboration (3) | ACLJAU123 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC117
Create simple print or digital bilingual texts for the classroom environment, such as captions, labels and wall charts[Key concepts: meaning, vocabulary, bilingualism; Key processes: creating, matching, selecting]
Elaborations ScOT Terms
ACLJAC117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAU123
Understand that language is organised as ‘text’, and that different types of texts, such as storybooks, songs, chants, labels or rhymes, have different features[Key concepts: text, meaning, genre, metalanguage; Key processes: recognising, identifying, …
Elaborations ScOT Terms
ACLJAU123 | Content Descriptions | Foundation to Year 2 | 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
ACLJAC112
Locate items of information in simple texts such as charts, songs, rhymes, video clips and anime to complete guided tasks[Key concepts: information, meaning, text, context; Key processes: listening, identifying, demonstrating, making meaning]
Elaborations ScOT Terms
ACLJAC112 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC114
Participate in shared listening to, viewing and reading of imaginative texts, and respond through singing, chanting, miming, play-acting, drawing, action and movement[Key concepts: imagination, response, expression; Key processes: responding, performing, …
Elaborations ScOT Terms
ACLJAC114 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAU123
beginning to use metalanguage to talk about texts, identifying and naming familiar types of texts, such as ‘story’, ‘list’, ‘song’, ‘rhyme’ and ‘tongue twister’, and describing features, for example, stories usually have a story starter (むかしむかし), while …
Elaboration (2) | ACLJAU123 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLJAU123
understanding texts as different forms of communication that are spoken, written, digital or visual, and recognising that they can be very short, for example, たって, or much longer, for example, たって ください。
Elaboration | ACLJAU123 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC112
listening to and/or viewing texts to obtain information such as colour (あか、あお、しろ、くろ、きいろ), size (おおきい、ちいさい) and shape (まる、さんかく、しかく), and using this information in guided activities such as drawing, building or collecting
Elaboration (3) | ACLJAC112 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC114
participating in shared reading and viewing of print and digital imaginative texts, sharing opinions and responding to prompt questions such as だれ です か。ちいさい です か。おおきい です か。かわいい です か。
Elaboration (2) | ACLJAC114 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum