Search

Elaboration (3) ACLJAC007

creating imaginative stories using a variety of resources and modes of presentation such as video clips or digital photo montages

Elaboration (3) ACLJAC009

creating bilingual menus, signs or brochures for the school or local community, such as information about caring for the environment or school resources

further developing metalanguage to describe and apply grammatical concepts and language elements, and to organise learning resources such as verb charts and lists of vocabulary and sentence structures

Elaboration (1) ACLJAC005

planning and preparing short spoken, written or digital presentations on aspects of daily life and social/cultural practices in Japan or Australia, such as school, leisure, daily routines, celebrations or festivals, using supporting resources such as …

Elaboration ACLJAC009

creating written or digital bilingual resources to support their language learning, such as captions for photo stories or displays, glossaries or personal Japanese–English dictionaries, with examples and explanations of terms or expressions that have …

Elaboration (1) ACLJAU012

accurately pronouncing all combinations of hiragana and katakana, including voiced and unvoiced forms and all combined sounds (contractions and blends)

Elaboration (1) ACLJAU034

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 discussing popular culture, for example, ‘J-rock’, ‘J-pop’, ‘fast food’

Elaboration (3) ACLJAC010

observing live or recorded interactions in different Japanese-language contexts, identifying aspects that they find confusing or surprising, for example, gestures (おじぎ), levels of politeness, ways of requesting, thanking or greeting, or the exchange of …

Elaboration (1) ACLJAC028

noticing cultural cues when interacting with Japanese speakers or resources that suggest differences in traditions, ideas or values, for example, ways of expressing feelings or emotions, maintaining harmony by avoiding direct replies to a question by …

Elaboration (3) ACLJAU018

understanding that the Japanese language has many ways of expressing values such as consideration and respect, for example, どうぞ, >どうも、すみません、おくれて　すみません、しつれいします、 and using indirect forms of refusal and softening responses, for example, ちょっと…。あんまり…。

Elaboration (7) ACLJAU032

understanding and using verbてforms to express a range of ideas, for example, ～ている、～てもいいです、～てはいけません、～てはだめです

Elaboration (15) ACLJAU032

expressing superlative forms using 一番(いちばん)、 for example, 一番好きなかもくは日本語です。

Elaboration (17) ACLJAU032

understanding and using plain or polite forms as appropriate to context, for example, understanding the concept of uchi-soto (内(うち)/外(そと)) for making appropriate choices of register

Elaboration (1) ACLJAC010

describing and demonstrating differences in ways of showing consideration for others in Japanese, for example, using particular terms of address, register and body language in greetings, such asおはよう。 versus おはようございます。、 or forms of respect or apology when …

Elaboration ACLJAU034

examining how language choices reflect social relations and priorities, for example, the concept of 内(うち)/外(そと)、 using ご/お prefixes and plain or polite forms, and using expressions that deflect praise of self or of own family to show modesty, such as …

Elaboration (1) ACLJAU016

identifying language use associated with gender, age, social status or the purpose of interaction, for example, ぼく、わたし、はい、うん、こんにちは、ハロー、さようなら、バイバイ、 and recognising the importance of using appropriate forms of address when interacting with different …

Elaboration ACLJAC020

engaging in social transactions such as presenting gifts, accepting and declining invitations, making excuses and apologising, using appropriate protocols such as forms of politeness and respect, for example, 土曜(よう)日はひまですか。土曜日はちょっと…。日曜日はどうですか。日よう日にえいがを見(み)に行きませんか。 …

Elaboration (2) ACLJAU034

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 …

Curriculum Types

Curriculum Elements Types

Cross Curriculum Priorities