Elaboration (3) ACLJAC185
composing individual and group contributions to different forms of social media, such as tweets, memes, blogs, shared websites or student newsletters on issues related to their own social worlds
Elaboration (3) | ACLJAC185 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC186
identifying and responding to key messages and values in traditional texts such as 花さかじいさん、かさじぞう, and considering their relevance in modern times
Elaboration (3) | ACLJAC186 | 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 (3) ACLJAC188
evaluating and reviewing online translators
Elaboration (3) | ACLJAC188 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC189
producing bilingual texts such as video clips with subtitles explaining Australian cultural practices, for example, New Year’s Eve or birthday celebrations
Elaboration (3) | ACLJAC189 | Content Descriptions | 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
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 (3) ACLJAU192
understanding that changes occur in kanji readings, for example, 新(あたら)しい、新聞(しんぶん)、聞(き)きます、オーストラリア人(じん)、(ひと)
Elaboration (3) | ACLJAU192 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAU193
writing some kanji compound words, for example, 外国語(がいこくご), 日本料理(にほんりょうり)
Elaboration (3) | ACLJAU193 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAU194
using character charts as a systematic framework for recognising patterns for verb conjugation, and applying the formation rules of each verb group
Elaboration (3) | ACLJAU194 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAU195
recognising textual conventions employed within a letter, email or article, identifying elements such as introductions, sequencing of ideas and the use of また to link paragraphs
Elaboration (3) | ACLJAU195 | 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
Elaboration (3) ACLJAU197
investigating the state and nature of indigenous Japanese languages, considering issues such as language revival and reclamation, and drawing comparisons with Aboriginal languages and Torres Strait Islander languages in Australia
Elaboration (3) | ACLJAU197 | 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 (3) ACLJAC001
introducing themselves (じこしょうかい) using culturally appropriate formulaic expressions and gestures, はじめまして 、どうぞ よろしく。、 with bowing and appropriate eye contact
Elaboration (3) | ACLJAC001 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC002
participating in scenarios that involve ordering and purchasing goods such as food and drink, for example, すしを ください。おちゃ、おねがいします。いくらですか。
Elaboration (3) | ACLJAC002 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC003
using appropriate language and behaviour when giving and receiving classroom objects, for example, どうぞ。ありがとう ございます。
Elaboration (3) | ACLJAC003 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC004
reading, listening to and viewing texts such as video clips, brochures, websites, menus, labels and packaging to obtain information about aspects of Japanese culture, for example, daily routines, food, writing systems, significant places or geography
Elaboration (3) | ACLJAC004 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC005
creating a video clip to communicate specific information to a particular audience, such as a visual or virtual introduction to their family or neighbourhood or a glimpse into a week in the life of an Australian teenager for potential exchange student …
Elaboration (3) | ACLJAC005 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC006
discussing which animals often feature in Japanese folk tales and what characteristics are attributed to them, for example, つる in つるのおんがえし、さる and かに in さるかにがっせん、 and comparing with animals that feature in folk stories from other languages and cultures …
Elaboration (3) | ACLJAC006 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum