Elaboration (4) ACLJAC001
describing aspects of their personal worlds, for example, friends, family, pets, teachers, school and interests, using expressions such as noun は adjective です。わたしの ともだちは おもしろい です。
Elaboration (4) | ACLJAC001 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (4) ACLJAC002
participating in class activities such as word, board or electronic games, using set phrases in Japanese such as わたしの ばん、みぎ、ひだ、かった！、まけた、ざんねん、だめだった、だいじょうぶ？、がんばって！、 つぎは だれ？、いち、に、さん！
Elaboration (4) | ACLJAC002 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (4) ACLJAC003
following instructions to complete an activity or to get organised, for example, たって ください。三人(さんにん)グループに なって ください。
Elaboration (4) | ACLJAC003 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (4) ACLJAC004
locating, interpreting, classifying and listing factual information from modified texts such as notices, timetables, announcements, advertisements or signs
Elaboration (4) | ACLJAC004 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (4) ACLJAC005
creating a comparative report on aspects of Japanese and Australian lifestyles, such as climate, students’ interests or daily routines, using formats such as data displays, charts or graphs to identify similarities and differences, for example, オーストラ …
Elaboration (4) | ACLJAC005 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (4) ACLJAC006
exploring the idea of changing values and behaviours as represented in contemporary imaginative and creative texts such as television shows and/or commercials, video clips, jingles and computer games
Elaboration (4) | ACLJAC006 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (4) ACLJAC007
designing texts for real or imagined special occasions that include the expression of culturally appropriate behaviour, for example, ねんがじょう、母(はは)の日(ひ)M
Elaboration (4) | ACLJAC007 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (4) ACLJAC008
comparing the meaning and use of emoticons in Japanese and English
Elaboration (4) | ACLJAC008 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (4) ACLJAC010
developing language for expressing personal reactions to and feelings about intercultural experience, for example, いいですね。 あれ？ へえ すごい！びっくりした！すみません。
Elaboration (4) | ACLJAC010 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (4) ACLJAC011
comparing and reflecting on how identity is expressed across cultures and languages, considering the idea of ‘belonging’ and the relative importance of group or family membership as expressed in different languages
Elaboration (4) | ACLJAC011 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (4) ACLJAU012
using available combinations of katakana to experiment with the Japanese pronunciation of loan words, for example, レストラン
Elaboration (4) | ACLJAU012 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (4) ACLJAU013
understanding the use of basic Japanese punctuation marks such as a まる (。) 、 てん (、) and katakana long vowel mark (ー), for example, in a student’s name such as サリー
Elaboration (4) | ACLJAU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (4) ACLJAU014
understanding the role of sentence-ending particles such as かand ね
Elaboration (4) | ACLJAU014 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (4) ACLJAU015
understanding conventions associated with using げんこうようし、 for example, the size of small characters, the position in the square and the placing of punctuation
Elaboration (4) | ACLJAU015 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (4) ACLJAU017
understanding that there are Japanese-speaking communities outside Japan, for example, in the United States, in particular Hawaii, and South America, and that Japanese is widely taught in many countries around the world and within the Asia-Pacific region, …
Elaboration (4) | ACLJAU017 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
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 | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum