Search

Elaboration (3) ACLJAC029

examining the impact of cultural stereotypes and expectations in relation to cultural identity and intercultural communication

exploring the influence of Japanese popular culture in Australia 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

Elaboration (4) ACLJAC028

reflecting on how their own language and communication style might be perceived by Japanese speakers, considering concepts such as culture, attitudes, assumptions and values

Elaboration (3) ACLJAU035

discussing possible reasons for changes in Japanese language use, such as exposure to other languages, changing attitudes to social practices, involvement in social media and digital communication

Elaboration (5) ACLJAU034

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) ACLJAC020

creating a digital presentation or performance to present information about their own school to a Japanese sister school or Japanese visitors

Elaboration (2) ACLJAC027

creating simple bilingual texts for English and Japanese speakers, such as community information leaflets, menus, timetables or brochures, that include contextual and visual support

Elaboration (2) ACLJAC022

obtaining and using information from a range of media texts, including television weather reports, interviews and digital video clips, and summarising key points through presentation modes such as graphs, charts, diagrams, and written or digital repo …

Elaboration ACLJAC023

collecting and organising information to report significant events in their personal worlds, such as family celebrations, travel or personal milestones, to classmates, parents or peers, using formats such as schedules, timetables, graphs, tables or s …

Elaboration (3) ACLJAC027

designing and maintaining a bilingual website with a Japanese sister school or another group of Japanese learners in Australia, considering the best use of each language depending on the context and nature of the information or interaction

Elaboration (2) ACLJAC028

recognising the importance of active listening skills to conversational etiquette in Japanese, such as showing interest and attentiveness by using あいづち and nodding, repeating information heard, and confirming details at the end of a conversation

Elaboration (3) ACLJAC019

maintaining and extending conversations by requesting additional information, asking appropriate questions, and using conversation fillers such as いつしますか。だれとしますか。どうですか。

Elaboration (4) ACLJAU036

understanding that language carries cultural associations, for example, the ordering of information on Japanese business cards, such as じこしょうかい (company, title, surname, given name), indicates priorities in regard to individual, collective and family …

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 …

Elaboration (1) ACLJAC019

sharing information about significant or special events in their own life and comparing with those of Japanese teenagers, such as birthdays, holidays, celebrations, sporting events and festivals, for example, 土曜日はぼくのたん生日パーティーでした。どうでしたか。たくさん友だちが来て、 …

Elaboration ACLJAC022

examining factual information from a range of print, online/web-based travel and leisure texts, using it to compare options and make suggestions, for example, しんかんせんはとても高いですが、べんりだと思(おも)います。東京(とうきょう)から京都(きょうと)まで二時間半(じかんはん)かかります。バスで八時間ぐらいかかります。

Curriculum Types

Curriculum Elements Types

Cross Curriculum Priorities