Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "information and communication technology " returned 18 result(s)
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Years 9 and 10 Japanese

The nature of the learners At this level, students bring to their learning existing knowledge of Japanese language and culture and a range of learning strategies. They are increasingly aware of the world beyond their own …

Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (3) ACLJAC190

reflecting on aspects of their own experiences of intercultural communication, such as instances of breakdowns or breakthroughs in communication, repair and recovery strategies, and responses to and insights gained through interactions

Elaboration (3) | ACLJAC190 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Achievement Standard Japanese Years 9 and 10

By the end of Year 10, students use Japanese to share information, experiences and views related to their social worlds using rehearsed and spontaneous language. They use correct pronunciation, including that of borrowed words, and adopt appropriate …

Achievement Standard | Achievement Standards | Years 9 and 10 | 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]

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

ACLJAC191 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLJAU197

exploring the influence of Japanese popular culture in Australia, the Asia region and around the world, such as the influence of Japanese design and technology and the popularity of J-pop, electronic games, anime, manga and cosplay

asia-australia

Elaboration (2) | ACLJAU197 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLJAC191

reflecting on elements of the experience of learning Japanese that have involved adopting styles of communication that have been challenging, easy or memorable

Elaboration | ACLJAC191 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (3) ACLJAU198

discussing their own and others’ attitudes towards cultural diversity and difference, including the use of stereotypes and generalisations, and considering how these affect communication

Elaboration (3) | ACLJAU198 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

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 (1) | ACLJAU197 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAC190

Monitor language choices when using Japanese and take responsibility for modifying language and behaviours to assist intercultural communication[Key concepts: reciprocity, intercultural experience; Key processes: reflecting, evaluating, exemplifying, …

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

ACLJAC190 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (3) ACLJAC187

creating a digital persona or avatar that combines elements of observed Japanese styles of communication with their usual ways of self-expression in their home-culture environment

Elaboration (3) | ACLJAC187 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (1) ACLJAC191

sharing with peers examples of successful interactions with other Japanese speakers, for example, when gestures or communication styles have been well received and clearly understood and have strengthened the relationship

Elaboration (1) | ACLJAC191 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

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 (3) | ACLJAU196 | Content Descriptions | Years 9 and 10 | 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]

literacy numeracy information-communication critical-creative personal-social ethical-understanding intercultural-understanding sustainability 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, …

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

ACLJAU198 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (3) ACLJAC191

composing a ‘cultural ID profile’, blog or digital diary to exchange with other Japanese speakers, making decisions about what points of information should be included

Elaboration (3) | ACLJAC191 | Content Descriptions | Years 9 and 10 | 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 (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 ACLJAC185

creating a personal profile or résumé for a real or imagined part-time job, including basic information such as age, experience, interests and skills, for example, 人と話(はな)すことが好きです。 一年間(ねんかん)、スーパーではたらきました。しゃしんにきょうみがあります 。

Elaboration | ACLJAC185 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

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