Years 7 and 8 Japanese
The nature of the learners Students are beginning their study of Japanese and typically have had little prior exposure to the language and associated culture. Many will have learnt an additional language in primary school, while some have proficiency …
Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC022
obtaining and using information from a range of media texts, including television weather reports, interviews and digital video clips, and summarising key points through presentation modes such as graphs, charts, diagrams, and written or digital repo …
Elaboration (2) | ACLJAC022 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC007
creating imaginative stories using a variety of resources and modes of presentation such as video clips or digital photo montages
Elaboration (3) | ACLJAC007 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC020
creating a digital presentation or performance to present information about their own school to a Japanese sister school or Japanese visitors
Elaboration (3) | ACLJAC020 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (4) ACLJAC025
creating a digital persona or avatar in a Japanese-speaking fantasy world, incorporating communicative styles and behaviours observed in Japanese texts
Elaboration (4) | ACLJAC025 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC011
preparing a digital class profile to exchange with Japanese-speaking students, showing the cultural backgrounds, interests and personalities of each class member using images, captions and symbols
Elaboration (2) | ACLJAC011 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (1) ACLJAC025
using digital technologies to create a design for an Australian theme park, shopping centre or sports arena to attract young Japanese visitors to Australia
Elaboration (1) | ACLJAC025 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC025
creating short texts such as skits, raps or haiku, and using a range of digital technologies to design, perform and/or record these to amuse, entertain and engage other learners of Japanese
Elaboration (2) | ACLJAC025 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAU035
discussing possible reasons for changes in Japanese language use, such as exposure to other languages, changing attitudes to social practices, involvement in social media and digital communication
Elaboration (3) | ACLJAU035 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
ACLJAC005
Present factual information about aspects of Japanese and Australian lifestyles in spoken, written and digital forms[Key concepts: community, cultural practice, personal world; Key processes: composing, designing, presenting, reporting, comparing]
Elaborations ScOT Terms
ACLJAC005 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
ACLJAC009
Create simple bilingual texts and resources such as learning support materials, menus, brochures, signs, digital presentations, displays and captions[Key concepts: bilingualism, equivalence, context, meaning; Key processes: translating, reasoning, ex …
Elaborations ScOT Terms
ACLJAC009 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (1) ACLJAC005
planning and preparing short spoken, written or digital presentations on aspects of daily life and social/cultural practices in Japan or Australia, such as school, leisure, daily routines, celebrations or festivals, using supporting resources such as …
Elaboration (1) | ACLJAC005 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLJAC009
creating written or digital bilingual resources to support their language learning, such as captions for photo stories or displays, glossaries or personal Japanese–English dictionaries, with examples and explanations of terms or expressions that have …
Elaboration | ACLJAC009 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC023
preparing and presenting/publishing an article for a magazine, e-journal or website with a specified audience in mind, for example, a film review for young learners of Japanese or a digital travel guide for a proposed visit to Japan
Elaboration (2) | ACLJAC023 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
ACLJAC011
Collate and present information in print, digital or online formats about self and peers to share with others, and notice own and one another’s ways of expressing identity[Key concepts: self-expression, identity, community, communication; Key processes: …
Elaborations ScOT Terms
ACLJAC011 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
ACLJAC027
Create print, digital and multimodal bilingual resources for the school and wider community, such as notices and instructions, announcements, promotional material and invitations[Key concepts: bilingual text, representation, interpretation; Key processes: …
Elaborations ScOT Terms
ACLJAC027 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC011
creating a print or digital personal ‘cultural ID profile’ to exchange with Japanese-speaking peers, making decisions about what points of information will be of most interest, for example, by creating a family tree with associated links to cultural connections, …
Elaboration (3) | ACLJAC011 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC005
reporting on events and activities in their immediate environment or personal worlds, such as through a personal blog, digital post, formal speech, diagrams, charts or illustrated schedules, for example, きのう サッカーの しあい でした。わたしの がっこうの チームは かちました。
Elaboration (2) | ACLJAC005 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum