ACLJAC148
Gather, classify and compare information from a range of sources related to concepts from other learning areas[Key concepts: interests, behaviours, social interactions, cultural expression; Key processes: researching, compiling, presenting, identifyi …
Elaborations ScOT Terms
ACLJAC148 | Content Descriptions | Years 5 and 6 | 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
Elaboration ACLJAU124
exploring how language is used differently in Japanese to reflect different relationships, for example, parent–child exchanges おはよう、いってらっしゃい、いってきます、ただいま、おかえり, communication with peers なに？, and teacher–child interactions なんですか。
Elaboration | ACLJAU124 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC130
gathering information about one another’s home life and activities, for example, by surveys on pets, sports, activities, families, or likes and dislikes, using graphs to display results
Elaboration (3) | ACLJAC130 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (4) ACLJAC130
viewing or reading simple print or digital texts such as advertisements, catalogues, menus or packaging to locate key points of information in relation to elements such as product, number, price, target audience or capacity for recycling
Elaboration (4) | ACLJAC130 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLJAU144
understanding that language carries information about the people who use it and that common expressions often reflect cultural values, for example, the importance of respect for older people is reflected in terms of address in Japanese
Elaboration | ACLJAU144 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAU159
considering how the composition of texts in different languages reflects cultural values, such as the ordering of information on Japanese ID cards or when kanji or Arabic numerals are used in Japanese texts
Elaboration (2) | ACLJAU159 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (7) ACLJAC163
sustaining and extending conversations by seeking additional information or asking additional questions, for example, しゅみはなんですか。
Elaboration (7) | ACLJAC163 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLJAC166
gathering, classifying and summarising information from class surveys, realia, notices, timetables and announcements, and presenting findings in formats such as digital presentations, posters, wall charts or oral summaries
Elaboration | ACLJAC166 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC166
listening for key points of information and cultural references in short spoken or recorded texts such as phone messages, announcements or weather reports, and transposing them to note form for their own reference or to communicate to others
Elaboration (2) | ACLJAC166 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC166
collating information from sources such as magazine articles, recorded interviews or website postings about high-profile individuals or events to edit and represent in timelines or profiles on a shared database
Elaboration (3) | ACLJAC166 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC184
comparing and evaluating perspectives and intentions reflected in texts such as public information notices or street signs in Japanese and Australian contexts, identifying words, expressions or images that suggest cultural similarities or differences
Elaboration (2) | ACLJAC184 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC112
listening to and/or viewing texts to obtain information such as colour (あか、あお、しろ、くろ、きいろ), size (おおきい、ちいさい) and shape (まる、さんかく、しかく), and using this information in guided activities such as drawing, building or collecting
Elaboration (3) | ACLJAC112 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (1) ACLJAC113
using simple sentence structures, familiar vocabulary, concrete materials and appropriate gestures to provide information about self and immediate environment, for example, ぼく の えんぴつ です。いぬ が すき です。
Elaboration (1) | ACLJAC113 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC145
using formulaic language to exchange emails with young Japanese speakers to provide personal information such as ～さんへ、～より、じゃあ また, their names, likes and dislikes, family members or leisure activities
Elaboration (3) | ACLJAC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAU196
noticing differences in text structure and grammar between formal and informal Japanese language use, such as abbreviations, dropping of particles and emphatic intonation in informal communication such as face-to-face interactions, blogs, emails and other …
Elaboration (2) | ACLJAU196 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | 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 (2) ACLJAC113
presenting spoken information related to significant objects, using phrases such as わたし/ぼく の noun です。 adjective です。これ は noun です。
Elaboration (2) | ACLJAC113 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (11) ACLJAU140
seeking information using question words such as なに、なん、いつ、どこ and だれ and the sentence-ending particle か, for example, なに が すき です か。なんさい です か。なんにん です か。いつ です か。
Elaboration (11) | ACLJAU140 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC165
obtaining additional information from the teacher and peers by requesting repetition or clarification or by asking how to say something in Japanese, for example, 日本語(にほんご)で何(なん)ですか。
Elaboration (3) | ACLJAC165 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum