Years 5 and 6 Japanese

The nature of the learners At this level, students are widening their social networks, experiences and communication repertoires in both their first language and Japanese. They continue to need guidance and participate in structured, collaborative tasks …

Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAC153

Create bilingual texts and learning resources such as displays, websites, posters, picture books, games, word banks and menus[Key concepts: bilingualism, learning resources, translation; Key processes: classifying, glossing, annotating, composing]

Elaborations ScOT Terms

ACLJAC153 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAC154

Reflect on the experience of learning and using Japanese, and identify how language reflects cultural practices and norms[Key concepts: language, culture, similarity and difference, values; Key processes: identifying, analysing, comparing, reflecting …

Elaborations ScOT Terms

ACLJAC154 | 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 (1) ACLJAC154

comparing their own and one another’s reactions to the experience of learning Japanese, and considering whether their attitudes or understandings have changed in relation to cultural diversity and intercultural experience

Elaboration (1) | ACLJAC154 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAC148

Gather, classify and compare information from a range of sources related to concepts from other learning areas[Key concepts: interests, behaviours, social interactions, cultural expression; Key processes: researching, compiling, presenting, identifyi …

Elaborations ScOT Terms

ACLJAC148 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAC155

Discuss the experience of speaking and interacting in a different language, what they understand by ‘identity’, and whether learning Japanese has any effect on their sense of self[Key concepts: identity, communication, stereotype, protocol; Key processes: …

Elaborations ScOT Terms

ACLJAC155 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (4) ACLJAC155

considering whether learning and using Japanese impacts on their sense of identity or influences their behaviour in or out of the classroom, for example, when playing Japanese games online, eating in Japanese restaurants and reading signs or menus

Elaboration (4) | ACLJAC155 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (1) ACLJAU157

learning that kanji were brought from China and that hiragana was formed by simplifying the form of kanji, while katakana was formed using a part of kanji

Elaboration (1) | ACLJAU157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLJAU157

learning to apply the basic principles of stroke order to write all hiragana and high-frequency kanji such as 月、日、木、人

Elaboration (2) | ACLJAU157 | 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