Elaboration (2) ACLJAC148
identifying points of information in texts such as advertisements, conversations, brochures or announcements, and representing them in different formats, such as charts, concept maps, skits or digital presentations
Elaboration (2) | ACLJAC148 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (1) ACLJAC149
creating a profile in digital format of a context, situation or event for a specified audience, such as a virtual tour of the school or classroom for an intending exchange student group or sister school
Elaboration (1) | ACLJAC149 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC149
creating a class book or digital display about topics that connect with other curriculum areas and are relevant to their own lives, such as sports, environmental sustainability, transport or health
Elaboration (2) | ACLJAC149 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
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 | ACLJAC153 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLJAC150
discussing key messages in print, digital or multimodal texts, such as the moral of a folk story, ideas or values expressed in songs or characterisation in anime, and comparing their treatment across cultural contexts and time
Elaboration | ACLJAC150 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLJAC145
communicating with peers and other Japanese speakers in local or online communities or digital forums, using strategies such as active listening skills, turn-taking cues, requests for clarification, and respectful language for agreeing or disagreeing, …
Elaboration | ACLJAC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC145
exchanging simple correspondence such as greeting cards in print or digital form based on modelled language such as おたんじょうび おめでとう(ございます)。あけまして おめでとう ございます。おかあさん、ありがとう。～へ～より
Elaboration (2) | ACLJAC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (1) ACLJAC148
extracting key points from a range of spoken, written or digital texts on topics such as healthy eating, school lunches, or home or school routines, discussing findings and comparing opinions, for example, 日本人 は がっこう で そうじ を します。オーストラリア人 は そうじ を しません …
Elaboration (1) | ACLJAC148 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC150
responding to simple spoken, written or digital narratives such as folk tales, anime, manga or films that evoke positive or negative emotions such as happiness, amusement or affection, fear or anger, connecting these with their own experiences by using …
Elaboration (2) | ACLJAC150 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (4) ACLJAC151
using familiar and modelled language to create imaginative digital texts, such as a photo story, an e-book or profile of an imagined avatar, for example, これ は たからじま です。大きい とりい と、小(ちい)さい とりい が あります。じてんしゃ で、大きい とりい に いきます。大きい とりい の 下(した) にはこ が あります。はこ の 中(なか) に …
Elaboration (4) | ACLJAC151 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum