Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "compare data with predictions and use as evidence in developing explanations" returned 12 result(s)
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Years 7 and 8 Japanese

The nature of the learners These years represent a transition to secondary school. Students in this sequence are continuing to study Japanese, bringing with them an established capability to interact in different situations, …

Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Achievement Standard Japanese Years 7 and 8

By the end of Year 8, students use Japanese to interact with peers, the teacher and others to exchange information, recount experiences and express opinions. They use verb ましょう for planning and making arrangements and offering suggestions. They …

Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLJAU176

further developing metalanguage to describe and increase control of grammatical concepts and language elements, such as noun modifiers or speech styles

Elaboration | ACLJAU176 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (1) ACLJAC172

making a list of perceived benefits of learning Japanese and developing an intercultural capacity, for example, access to different perspectives and experiences, and insights into their own language and cultural experience

Elaboration (1) | ACLJAC172 | Content Descriptions | Years 7 and 8 | 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]

literacy numeracy information-communication critical-creative personal-social intercultural-understanding sustainability Elaborations ScOT Terms

ACLJAC166 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLJAC167

using data collected from one another to analyse and communicate information about themselves, their interests and experiences to other Japanese speakers

Elaboration | ACLJAC167 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAU175

Recognise and use all katakana and understand the relationship in texts between hiragana, katakana and kanji[Key concepts: script function, kanji readings; Key processes: identifying, differentiating, writing, reading]

literacy critical-creative Elaborations ScOT Terms

ACLJAU175 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAU178

Explain variations in Japanese language use that reflect different levels of formality, authority and status[Key concepts: register, tenor, respect; Key processes: differentiating, explaining, comparing]

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLJAU178 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAC172

Participate in intercultural interactions, identifying and comparing aspects of culture that affect communication and noticing how own culture impacts on language use[Key concepts: intercultural experience, perspective, insight, self-reflection; Key processes: …

literacy critical-creative personal-social ethical-understanding intercultural-understanding Elaborations ScOT Terms

ACLJAC172 | 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 (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 (4) | ACLJAU180 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

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 | ACLJAU178 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

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