Elaboration (3) ACLJAC111
requesting classroom objects, for example, noun を ください、えんぴつ が あります か。 はい、どうぞ。
Elaboration (3) | ACLJAC111 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC112
listening to and/or viewing texts to obtain information such as colour (あか、あお、しろ、くろ、きいろ), size (おおきい、ちいさい) and shape (まる、さんかく、しかく), and using this information in guided activities such as drawing, building or collecting
Elaboration (3) | ACLJAC112 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC113
expressing factual information about qualities such as colour あか、あお、しろ、くろ、きいろ、 number 一(いち)～百(ひゃく)、size おおきい、ちいさい and shape まる、さんかく、しかく
Elaboration (3) | ACLJAC113 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC114
making simple statements about favourite characters in stories or songs, for example, やさしいかわいい こわいつよい
Elaboration (3) | ACLJAC114 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC116
finding examples of Japanese words used in English, for example, ‘sushi’, ‘karate’, ‘origami’, and explaining what they mean
Elaboration (3) | ACLJAC116 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC117
creating sets of word cards in English and Japanese and playing matching games such as Memory or Snap
Elaboration (3) | ACLJAC117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAU120
noticing that statements and questions have different intonation patterns
Elaboration (3) | ACLJAU120 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAU121
recognising some kanji, for example, numbers and 象形文字(しょうけいもじ) (pictographs) such as 山(やま)、川(かわ)、口(くち)、目(め)、上(うえ)
Elaboration (3) | ACLJAU121 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAU122
understanding basic word order in simple sentences, for example, noun が すき です。りんご が すき です。, adjective + noun です。 おおきい いぬ です。
Elaboration (3) | ACLJAU122 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAU123
noticing how texts such as storybooks are sequenced and organised, for example, by identifying the main title and the connections between pictures and text
Elaboration (3) | ACLJAU123 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAU124
understanding that language used in particular interactions can vary between cultural contexts, for example, the use of titles in Japanese (～さん、～せんせい) compared to the informal use of names in Australian English
Elaboration (3) | ACLJAU124 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAU125
creating a class record of Japanese words that are used in English and other languages, such as ‘judo’, ‘origami’, ‘sushi’ and ‘manga’, and comparing how these words are pronounced in the two languages
Elaboration (3) | ACLJAU125 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAU126
understanding that culture and cultural behaviours are woven into languages and cannot be separated from them, for example, it is possible to bow without a spoken greeting in Japanese but not to greet without bowing
Elaboration (3) | ACLJAU126 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC127
showing interest in and respect for others, such as by expressing praise or encouragement, using formulaic expressions, for example, だいじょうぶ？たいへん？むずかしい？すごい（です）ね、やさしいね、おもしろいね、じょうずですね、かっこいいね、たのしかった？
Elaboration (3) | ACLJAC127 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC128
preparing, rehearsing and conducting presentations and performances, such as a Japanese item for assembly or a digital presentation about a significant event
Elaboration (3) | ACLJAC128 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC129
responding to teacher instructions such as ペア に なって ください。三人 グループ に なって ください。ならんで ください。大きいこえで。
Elaboration (3) | ACLJAC129 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC130
gathering information about one another’s home life and activities, for example, by surveys on pets, sports, activities, families, or likes and dislikes, using graphs to display results
Elaboration (3) | ACLJAC130 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC132
sequencing elements of imaginative texts such as cartoons or simple narratives, for example, by creating a storyboard using pictures and captions
Elaboration (3) | ACLJAC132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC133
creating, performing and presenting imaginative texts such as skits, songs and raps
Elaboration (3) | ACLJAC133 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC134
using visual, print or online dictionaries, word lists and pictures to translate simple familiar texts such as labels or captions
Elaboration (3) | ACLJAC134 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum