ACLJAC119
Use simple statements and gestures to express aspects of self, such as membership of family, friendship, gender, school/class or cultural groups[Key concepts: identity, self, group, communication; Key processes: describing, explaining, identifying]
Elaborations ScOT Terms
ACLJAC119 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAU123
Understand that language is organised as ‘text’, and that different types of texts, such as storybooks, songs, chants, labels or rhymes, have different features[Key concepts: text, meaning, genre, metalanguage; Key processes: recognising, identifying, …
Elaborations ScOT Terms
ACLJAU123 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAU124
Recognise that there are differences in how language is used in different cultural and social contexts, such as ways of greeting and addressing people[Key concepts: variation, context, culture; Key processes: exploring, identifying, comparing]
Elaborations ScOT Terms
ACLJAU124 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAU126
Understand that language and culture are closely connected[Key concepts: language, culture, meaning; Key processes: noticing, reflecting, questioning]
Elaborations ScOT Terms
ACLJAU126 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC133
Create and present imaginative texts for a range of audiences that use familiar expressions and modelled language and allow for exploration and enjoyment of language, cultural expression and performance[Key concepts: fantasy, imagination, dramatisation; …
Elaborations ScOT Terms
ACLJAC133 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC134
Interpret and explain simple interactions in Japanese, noticing linguistic and cultural features[Key concepts: meaning, culture, translation, interpretation; Key processes: identifying, explaining, interpreting, comparing]
Elaborations ScOT Terms
ACLJAC134 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC135
Create bilingual versions of familiar texts such as songs, conversations, picture dictionaries, captions for images and displays, or photo stories[Key concepts: bilingualism, expression, code-mixing; Key processes: translating, performing, creating, …
Elaborations ScOT Terms
ACLJAC135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC136
Notice what is similar or different to own language and culture when interacting in Japanese in different contexts and situations[Key concepts: respect, culture, similarity and difference, communication; Key processes: identifying, explaining, experimenting, …
Elaborations ScOT Terms
ACLJAC136 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC137
Notice how ways of communicating and behaving reflect identity and relationships[Key concepts: identity, community, family, culture; Key processes: selecting, creating, representing, comparing]
Elaborations ScOT Terms
ACLJAC137 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAU141
Recognise that texts such as stories, games and conversations have particular language features and textual conventions[Key concepts: text, genre, language features, mode; Key processes: comparing, analysing, recognising]
Elaborations ScOT Terms
ACLJAU141 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAU142
Understand that language varies according to the age and relationship of those using it, and according to the situation in which it is being used[Key concepts: register, context, variation; Key processes: observing, recognising, reflecting]
Elaborations ScOT Terms
ACLJAU142 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAU144
Understand that the ways people use language reflect where and how they live and what is important to them[Key concepts: cultural expression, values, respect, gestures; Key processes: observing, comparing, discussing, interpreting]
Elaborations ScOT Terms
ACLJAU144 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC151
Create and present or perform imaginative texts for a variety of purposes and audiences[Key concepts: performance, audience, rhythm, digital text; Key processes: creating, performing, designing]
Elaborations ScOT Terms
ACLJAC151 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC152
Explain aspects of spoken, written and non-verbal communication in Japanese interactions that require interpretation and carry cultural meaning[Key concepts: meaning, culture, interpretation, equivalence; Key processes: explaining, interpreting, demonstrating, …
Elaborations ScOT Terms
ACLJAC152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC153
Create bilingual texts and learning resources such as displays, websites, posters, picture books, games, word banks and menus[Key concepts: bilingualism, learning resources, translation; Key processes: classifying, glossing, annotating, composing]
Elaborations ScOT Terms
ACLJAC153 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC154
Reflect on the experience of learning and using Japanese, and identify how language reflects cultural practices and norms[Key concepts: language, culture, similarity and difference, values; Key processes: identifying, analysing, comparing, reflecting …
Elaborations ScOT Terms
ACLJAC154 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC155
Discuss the experience of speaking and interacting in a different language, what they understand by ‘identity’, and whether learning Japanese has any effect on their sense of self[Key concepts: identity, communication, stereotype, protocol; Key processes: …
Elaborations ScOT Terms
ACLJAC155 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAU159
Recognise the use of formulaic expressions and textual features in familiar texts such as emails, letters, postcards or telephone conversations[Key concepts: textual features, context, variation; Key processes: recognising, identifying, explaining, r …
Elaborations ScOT Terms
ACLJAU159 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAU160
Understand that different ways of using Japanese language shape and reflect different relationships, such as deciding to be formal or informal[Key concepts: register, context, tenor; Key processes: observing, reflecting, comparing]
Elaborations ScOT Terms
ACLJAU160 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC163
Interact with others to share interests and experiences, exchange information and express opinions and feelings[Key concepts: lifestyle, communication, experience, opinion; Key processes: interacting, recounting, responding, elaborating]
Elaborations ScOT Terms
ACLJAC163 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum