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Elaboration (4) ACLJAC026

using print, electronic and online dictionaries effectively by taking context into account when interpreting the meaning of words or phrases, for example, ただいま、おかえり、ねます (go to bed), あし (foot/leg)

creating bilingual texts for specific audiences, for example, songs or games for younger learners of Japanese, or a schedule for an event likely to interest both English and Japanese speakers, noticing how expression and representation need to be tailored …

Elaboration (4) ACLJAC028

reflecting on how their own language and communication style might be perceived by Japanese speakers, considering concepts such as culture, attitudes, assumptions and values

Elaboration (4) ACLJAC029

considering whether their sense of identity changes when they use different languages

Elaboration (4) ACLJAU030

understanding that changes occur in kanji readings, for example, 一月(がつ)、月(げつ)曜日

Elaboration (4) ACLJAU032

understanding and using a range of particles such as: か (or) に (purpose, indirect object, location)で (location of action, by means such as ペンで、日本語で)

Elaboration (4) ACLJAU033

analysing the function of different scripts in different types of texts, identifying examples of kanji used for nouns and verbs, katakana for borrowed words and hiragana for grammatical purposes

Elaboration (4) ACLJAU034

comparing features of written and spoken Japanese that reflect different communicative purposes, such as formal grammatical structures in letters compared to conversational markers or interjections to support the flow of face-to-face conversation, for …

Elaboration (4) ACLJAU035

exploring the influence of Japanese popular culture in Australia and around the world, such as the influence of Japanese design and technology and the popularity of J-pop, electronic games, anime, manga and cosplay

Elaboration (4) ACLJAU036

understanding that language carries cultural associations, for example, the ordering of information on Japanese business cards, such as じこしょうかい (company, title, surname, given name), indicates priorities in regard to individual, collective and family …

Achievement Standard Japanese Years 7 and 8

By the end of Year 8, students interact with one another and the teacher in classroom routines and activities, exchanging greetings, wishes and information about their personal and social worlds. They use gestures and formulaic expressions appropriately, …

Achievement Standard Japanese Years 9 and 10

By the end of Year 10, students use written and spoken Japanese to interact with peers, the teacher and other Japanese speakers to exchange information and opinions about personal interests and experiences. With support they share information …

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