Elaboration ACLITC020
exchanging personal information and responding to questions about self, family, leisure, neighbourhood, daily experiences and food, for example, Da dove vieni? Da Torino. Sono italiano, e tu?; Chi sei? Chi è …? Sono …, e tu?; Lui/lei è …, …è mio padre. …
Elaboration | ACLITC020 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITC022
participating in a visit to the local market to buy ingredients for making minestrone, or participating in ordering food at the school canteen, for example, Io prendo un panino con il formaggio. E tu, cosa prendi?
Elaboration (2) | ACLITC022 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (1) ACLITU074
investigating the impact of the media on the Italian language by analysing headlines, advertisements and news reports, and comparing these with texts in English (for example, comparisons of vocabulary or syntax) noticing how English is modifying Italian …
Elaboration (1) | ACLITU074 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (3) ACLITU075
analysing the influence of the Italian language on English in areas such as food, music and fashion, and considering the value of this influence
Elaboration (3) | ACLITU075 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITU113
examining the presence of Italian in the Australian linguistic landscape, for example, through signage, the culture of coffee, food, art and music, and in newspapers, television and radio, and the interpreter service
Elaboration (2) | ACLITU113 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum
Elaboration (3) ACLITC120
creating a poster, blog or advertisement to promote awareness of a particular issue, event or behaviour, such as recycling, conservation, sustainability, healthy food choices, sport and fitness options
Elaboration (3) | ACLITC120 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum
Elaboration (4) ACLJAC112
listening to information about Japan, and demonstrating understanding by responding to questions such as 日本(にほん) です か。しんかんせん です か。すし です か。はい/いいえ, for example, by pointing to places on a map, such as Japan, Tokyo or Mount Fuji, or at pictures of different …
Elaboration (4) | ACLJAC112 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (1) ACLJAC118
comparing aspects of Australian and Japanese children’s lifestyles, such as ways of playing games じゃんけん、eating food (using chopsticks and formulaic language) or addressing family members and friends
Elaboration (1) | ACLJAC118 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (4) ACLJAC127
communicating about activities and shared experiences, for example, place に いきました。 food を たべました。 drink を のみます。 activity/sports を しましょう/しました。おいしかった です。
Elaboration (4) | ACLJAC127 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLJAC133
creating imaginary characters, places or animals, and presenting them through performance, digital display or visual representation, for example, みみ が 大きい です。かわ に います。 food/object を たべます。とても こわい です。おばけやしき です。たくさん おばけ が います。目 が 大きい です。あし が ありません。
Elaboration | ACLJAC133 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC146
participating in simulated transactions such as purchasing goods or ordering food, using appropriate gestures, formulaic expressions and relevant question–answer exchanges such as いらっしゃいませ。これ を ください 。いくら です か 。3000 円 です。はい、どうぞ。
Elaboration (2) | ACLJAC146 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC155
practising formulaic expressions such as those exchanged before and after meals or when giving or receiving gifts or food, for example, いただきます、ごちそうさまでした, and reflecting on the experience of using such exchanges
Elaboration (3) | ACLJAC155 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLJAU161
exploring how the Japanese language is influenced by other languages and cultures, for example, in relation to food パン、スパゲッティー、クレープ、ハンバーガー, music and sport ミュージカル、ロック、ダンス、サッカー、バスケットボール, and technology パソコン、メール、インターネット
Elaboration | ACLJAU161 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (1) ACLJAU161
investigating the influence of Japanese language and culture on their own language and experience, for example, by creating a glossary of Japanese words and expressions used in fields such as martial arts (‘judo’, ‘karate’, ‘sensei’, ‘sumo’), food (‘sushi’, …
Elaboration (1) | ACLJAU161 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (5) ACLJAU162
noticing similarities and differences between their own ways of communicating and observed interactions between young Japanese speakers in contexts such as everyday social situations or online forums, for example, responding to offers of food or drink, …
Elaboration (5) | ACLJAU162 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLJAC163
engaging in face-to-face or online discussions with peers and other Japanese-speaking contacts about shared interests and experiences, such as sport, food, study or music, for example, からてをしますか。いいえ、でも好(す)きです。
Elaboration | ACLJAC163 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAU178
finding examples of informal forms of language used by young Japanese speakers, such as the use of abbreviations or emoticons when texting and the use of loan words when talking about popular culture, for example, ‘J-rock’, ‘J-pop’, ‘fast food’
Elaboration (3) | ACLJAU178 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLJAC189
creating a bilingual digital database that groups words, for example, words and expressions associated with themes, fields or contexts, such as food, travel, the environment or school
Elaboration | ACLJAC189 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC002
participating in scenarios that involve ordering and purchasing goods such as food and drink, for example, すしを ください。おちゃ、おねがいします。いくらですか。
Elaboration (3) | ACLJAC002 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC004
reading, listening to and viewing texts such as video clips, brochures, websites, menus, labels and packaging to obtain information about aspects of Japanese culture, for example, daily routines, food, writing systems, significant places or geography
Elaboration (3) | ACLJAC004 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum