ACLJAC130
Locate and process specific points of information in familiar types of written, spoken, multimodal and digital texts associated with people, places and objects[Key concepts: information, research, data; Key processes: locating, collecting, classifying, …
Elaborations ScOT Terms
ACLJAC130 | Content Descriptions | Years 3 and 4 | 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 (3) ACLJAC133
creating, performing and presenting imaginative texts such as skits, songs and raps
Elaboration (3) | ACLJAC133 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
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 | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC132
drawing their own versions of characters encountered in imaginative texts, and selecting simple descriptive modelled statements as captions to their pictures
Elaboration (2) | ACLJAC132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC132
sequencing elements of imaginative texts such as cartoons or simple narratives, for example, by creating a storyboard using pictures and captions
Elaboration (3) | ACLJAC132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC134
using visual, print or online dictionaries, word lists and pictures to translate simple familiar texts such as labels or captions
Elaboration (3) | ACLJAC134 | 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
ACLJAC135
Create bilingual versions of familiar texts such as songs, conversations, picture dictionaries, captions for images and displays, or photo stories[Key concepts: bilingualism, expression, code-mixing; Key processes: translating, performing, creating, …
Elaborations ScOT Terms
ACLJAC135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAU141
Recognise that texts such as stories, games and conversations have particular language features and textual conventions[Key concepts: text, genre, language features, mode; Key processes: comparing, analysing, recognising]
Elaborations ScOT Terms
ACLJAU141 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (1) ACLJAC133
incorporating onomatopoeic sounds such as どきどき、ぺこぺこ、ぴかぴか、にこにこ into written/performed texts to enrich the texts and to entertain others
Elaboration (1) | ACLJAC133 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLJAC132
viewing excerpts from texts such as anime and children’s television programs, listening for key words and familiar phrases and interpreting cultural expressions and behaviours
Elaboration | ACLJAC132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
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) | ACLJAC132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAU141
recognising patterns in simple spoken or written texts in Japanese, for example, in relation to the use of particles, verb endings and other frequently occurring features
Elaboration (3) | ACLJAU141 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC132
Participate in and respond to imaginative texts such as interactive stories and performances, for example by acting out responses or making simple statements to identify and compare favourite characters and elements[Key concepts: response, expression; …
Elaborations ScOT Terms
ACLJAC132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC133
Create and present imaginative texts for a range of audiences that use familiar expressions and modelled language and allow for exploration and enjoyment of language, cultural expression and performance[Key concepts: fantasy, imagination, dramatisation; …
Elaborations ScOT Terms
ACLJAC133 | 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) ACLJAU141
recognising differences between the layout and language features of different types of texts, including たてがき, よこがき
Elaboration (1) | ACLJAU141 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAU141
recognising the role played by different elements in texts to contribute to meaning-making, for example, the layout, title, illustration and use of punctuation in a picture book or the use of speech bubbles in a cartoon
Elaboration (2) | ACLJAU141 | 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