Elaboration (2) ACLJAC135
creating personal print or digital bilingual dictionaries that include visual cues and representations
Elaboration (2) | ACLJAC135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC128
preparing, rehearsing and conducting presentations and performances, such as a Japanese item for assembly or a digital presentation about a significant event
Elaboration (3) | ACLJAC128 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLJAU141
recognising features of familiar genres of Japanese texts such as picture books, digital books or games, video clips or songs
Elaboration | ACLJAU141 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLJAC130
finding examples of Japanese language at home or in the community to create a class collection, display or digital database of terms related to recipes, toys, gadgets or menus
Elaboration | ACLJAC130 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (1) ACLJAC137
sharing ideas about their family cultures, creating visual or digital representations of their families, friendship groups and communities, and listing key terms and expressions associated with each group
Elaboration (1) | ACLJAC137 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
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) | ACLJAC130 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (1) ACLJAC131
creating a display such as a chart, diorama, mini book or digital presentation to showcase elements of their Japanese language learning, for example, ぼく/わたし の ふでばこ、ぼく/わたし の かばん
Elaboration (1) | ACLJAC131 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLJAC137
using digital resources to create a self-profile such as an avatar or montage to exchange with a potential Japanese friend, selecting key words and simple expressions from word banks and modelled statements that capture their sense of themselves, and …
Elaboration | ACLJAC137 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (1) ACLJAC132
collecting favourite exclamations, words or expressions used in imaginative and expressive texts in oral, print and digital formats, such as へえー、うそー、あれ？、うーん、どうしよう、こまった、できた、やったー！、おめでとう、がんばって、すごい、いいよ、だめ and using them in their own communicative exchanges …
Elaboration (1) | ACLJAC132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLJAC133
creating imaginary characters, places or animals, and presenting them through performance, digital display or visual representation, for example, みみ が 大きい です。かわ に います。 food/object を たべます。とても こわい です。おばけやしき です。たくさん おばけ が います。目 が 大きい です。あし が ありません。
Elaboration | ACLJAC133 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum