ACLJAC163
Interact with others to share interests and experiences, exchange information and express opinions and feelings[Key concepts: lifestyle, communication, experience, opinion; Key processes: interacting, recounting, responding, elaborating]
Elaborations ScOT Terms
ACLJAC163 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC191
Reflect on cultural differences between Japanese- and English-language communication styles and on how these affect intercultural interactions[Key concepts: identity, culture, communication; Key processes: comparing, analysing, evaluating, profiling]
Elaborations ScOT Terms
ACLJAC191 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC119
Use simple statements and gestures to express aspects of self, such as membership of family, friendship, gender, school/class or cultural groups[Key concepts: identity, self, group, communication; Key processes: describing, explaining, identifying]
Elaborations ScOT Terms
ACLJAC119 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC152
Explain aspects of spoken, written and non-verbal communication in Japanese interactions that require interpretation and carry cultural meaning[Key concepts: meaning, culture, interpretation, equivalence; Key processes: explaining, interpreting, demonstrating, …
Elaborations ScOT Terms
ACLJAC152 | 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
ACLJAC173
Consider how their own biography, including family origins, traditions, interests and experiences, impacts on their sense of identity and ways of communicating[Key concepts: identity, family, community, communication, culture; Key processes: reflecting, …
Elaborations ScOT Terms
ACLJAC173 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC109
Exchange greetings and introduce and share information about self with the teacher and peers using simple language and gestures[Key concepts: self, interaction, politeness, preferences; Key processes: greeting, interacting, introducing, describing]
Elaborations ScOT Terms
ACLJAC109 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC171
Work collaboratively to design bilingual resources to convey information to the school community[Key concepts: bilingual text, glossary, meaning; Key processes: annotating, explaining]
Elaborations ScOT Terms
ACLJAC171 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC165
Interact in whole-class and small group activities that involve seeking information from peers or the teacher, asking and responding to questions, making requests, and asking for and providing clarification[Key concepts: discussion, reflection, suggestion; …
Elaborations ScOT Terms
ACLJAC165 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC167
Present information about events, experiences or topics of shared interest, using modes of presentation such as charts, diagrams or digital displays to suit different audiences and contexts[Key concepts: information, experience, perspective, audience; …
Elaborations ScOT Terms
ACLJAC167 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC145
Interact with peers and the teacher to describe aspects of daily life such as routines and pastimes, or celebrations and special days; to express preferences; and to show interest in and respect for others[Key concepts: communication, correspondence, …
Elaborations ScOT Terms
ACLJAC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAU162
Make connections between cultural practices and values and language use, such as formulaic expressions, and consider how these affect intercultural communication[Key concepts: language, culture, expression, values, perspectives; Key processes: noticing, …
Elaborations ScOT Terms
ACLJAU162 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC112
Locate items of information in simple texts such as charts, songs, rhymes, video clips and anime to complete guided tasks[Key concepts: information, meaning, text, context; Key processes: listening, identifying, demonstrating, making meaning]
Elaborations ScOT Terms
ACLJAC112 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC130
Locate and process specific points of information in familiar types of written, spoken, multimodal and digital texts associated with people, places and objects[Key concepts: information, research, data; Key processes: locating, collecting, classifying, …
Elaborations ScOT Terms
ACLJAC130 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC149
Convey information on specific topics using formats such as oral or digital presentations, displays, diagrams, timelines and guided descriptions[Key concepts: content, profile, audience, format; Key processes: presenting, profiling, referencing]
Elaborations ScOT Terms
ACLJAC149 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC166
Access, summarise and reorganise information obtained from a range of texts on a variety of topics, and present it in different formats[Key concepts: research, data, media; Key processes: researching, collating, designing, presenting]
Elaborations ScOT Terms
ACLJAC166 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC185
Present different types of information for specific purposes and contexts using appropriate formats and styles of presentation[Key concepts: social media, promotional material; Key processes: composing, selecting, editing, presenting]
Elaborations ScOT Terms
ACLJAC185 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAU198
Understand that the Japanese language carries embedded cultural information and assumptions that can be difficult for speakers of other languages to interpret[Key concepts: intercultural exchange, meaning, reciprocity, values; Key processes: analysing, …
Elaborations ScOT Terms
ACLJAU198 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC113
Convey factual information about self, family, friends and significant objects, using simple statements, gestures and support materials[Key concepts: self, family, immediate environment; Key processes: naming, labelling, presenting, describing]
Elaborations ScOT Terms
ACLJAC113 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC131
Present factual information relating to familiar home, community and cultural contexts, using graphic and digital support such as photos, tables, lists and charts[Key concepts: family, relationships, routines; Key processes: describing, explaining, a …
Elaborations ScOT Terms
ACLJAC131 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum