Search

Elaboration (4) ACLJAU158

knowing how to use prepositions to describe the position of objects, for example, つくえ　の　上　に, いす　の　下　に

Elaboration (5) ACLJAU158

understanding the use of こそあど series in concrete contexts, for example, これ、それ、あれ、どれ

imagining potential challenges for a visiting Japanese student spending time in an Australian classroom, and identifying phrases, expressions and behaviours that may need explaining, and elements of interaction, such as the use of personal space or volume …

Elaboration ACLJAC186

identifying how imaginative texts such as たなばた use structure, language and mood to build action, convey emotion and reflect cultural values

Elaboration (2) ACLJAC186

discussing how texts such as films, plays, songs, memes and manzai use humour or aesthetic effects to provide commentary on social issues such as family, identity, status or humility

Elaboration (2) ACLJAU192

understanding how to make appropriate pauses in a sentence, that is, dividing up a sentence into cohesive chunks to allow for the use of あいづち

Elaboration (3) ACLJAU195

recognising textual conventions employed within a letter, email or article, identifying elements such as introductions, sequencing of ideas and the use of また to link paragraphs

Elaboration (3) ACLJAU196

comparing verbal and non-verbal elements of communication in different languages and cultural contexts, such as ways of disagreeing or responding to thanks, or the use of gestures, facial expressions or あいづち/silence

Elaboration ACLJAC116

explaining to others the meaning and use of simple expressions such as greetings that are used for different times and occasions, for example, おはようございます、いただきます

Elaboration (2) ACLJAC118

experimenting with using Japanese in spontaneous interactions, for example, いたい、すごい、ぺこぺこ、がんばれ,、noticing any changes in the use of voice or body language and communicating how this feels

Elaboration ACLJAC134

explaining features of Japanese language protocols such as the use of formulaic expressions, for example, いってきます、ただいま, counter classifiers, and the indication of politeness by using です

Elaboration (5) ACLJAU157

understanding the use of basic Japanese punctuation marks such as まる(。) and てん(、), and katakana long vowel marks, for example, in a student’s name such as ルーク

Elaboration (4) ACLJAU180

considering how and why Japanese speakers use conversational strategies to avoid conflict, such as using indirect or softened language, for example, もうすこし　がんばりましょう。

Elaboration (1) ACLJAU192

identifying the use of rising intonation when asking questions in casual speech or ましょう form, for example, 食べない？食べましょうか？

Elaboration ACLJAU195

identifying the use of cohesive devices such as conjunctions to sequence and link ideas and actions in both Japanese and English media texts, for example, verb て form, だから、それに、それで

Elaboration (1) ACLJAU197

reflecting on changes in their own language(s) and cultures due to influences such as technology and social media, for example, the use of abbreviations in text messaging or the replacement of words by emoticons, and considering possible effects of such …

Elaboration ACLJAU178

explaining variation in language use between people of different ages and relationships, for example, 母(はは), お母(かあ)さん and ～先生, ～さん; avoiding あなた when showing politeness; the frequent use of わたし to avoid foregrounding oneself; using ～くん or ～さんwhen speaking …

Elaboration (2) ACLJAU122

understanding the use of common suffixes such as さん or くん or titles such as せんせい to address and refer to other people, for example, Luke くん and White せんせい

Elaboration (2) ACLJAU123

beginning to use metalanguage to talk about texts, identifying and naming familiar types of texts, such as ‘story’, ‘list’, ‘song’, ‘rhyme’ and ‘tongue twister’, and describing features, for example, stories usually have a story starter (むかしむかし), while …

Elaboration (2) ACLJAC136

noticing differences between Japanese and Australian-English language used in certain social situations, for example, いただきます、ごちそうさまでした, before and after meals, and ただいま、おかえりなさい, when leaving or returning home, including forms of address and the use of …

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities