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Elaboration (1) ACLJAU140

understanding the rules of Japanese word order (subject + object + verb), the use of associated particles は、を、と、も、に, and the use of が in formulaic expressions, for example, noun　が　すき　です。

Elaboration (1) ACLJAU141

recognising differences between the layout and language features of different types of texts, including たてがき, よこがき

Elaboration (1) ACLJAU142

noticing differences in the ways in which both Japanese and English speakers communicate with different people, for example, with young children, with unfamiliar adults or with elderly people

Elaboration (1) ACLJAU143

understanding that there is a standardised form of Japanese, and that different dialects are spoken in different regions of Japan

exploring additional elements of ‘culture’, such as what is valued in different communities, contexts and environments, or different approaches to teaching and learning in school, understanding formulaic expressions that reflect cultural values, for example, …

Elaboration (1) ACLJAC145

showing interest in, respect and concern for others by asking questions such as だいじょうぶ　です　か。

Elaboration (1) ACLJAC146

creating a skit, performance or action game to introduce a buddy class to aspects of Japanese language and culture, for example, introducing hiragana, individual words or expressions, or behaviours such as bowing appropriately or receiving a gift

Elaboration (1) ACLJAC147

doing 日直(にっちょく), taking turns to lead the class in routines such as opening and closing lessons, for example, きり,つれい、ちゃくせき, using appropriate gestures

Elaboration (1) ACLJAC148

extracting key points from a range of spoken, written or digital texts on topics such as healthy eating, school lunches, or home or school routines, discussing findings and comparing opinions, for example, 日本人　は　がっこう　で　そうじ　を　します。オーストラリア人　は　そうじ　を　しません …

Elaboration (1) ACLJAC149

creating a profile in digital format of a context, situation or event for a specified audience, such as a virtual tour of the school or classroom for an intending exchange student group or sister school

Elaboration (1) ACLJAC150

recalling and/or illustrating main characters and events in stories, songs or anime, for example, by responding to questions such as だれ、いつ、どこ

Elaboration (1) ACLJAC151

designing and presenting a commercial for a new or existing product likely to appeal to consumers in their age group

Elaboration (1) ACLJAC152

collecting, using and explaining Japanese words and expressions that do not translate easily into English, such as おかえり、いらっしゃいませ、ごちそうさま

Elaboration (1) ACLJAC153

performing a role-play or skit for an audience, using Japanese for the performance and English for supporting explanations

Elaboration (1) ACLJAC154

comparing their own and one another’s reactions to the experience of learning Japanese, and considering whether their attitudes or understandings have changed in relation to cultural diversity and intercultural experience

Elaboration (1) ACLJAC155

creating multimodal texts that represent elements of their own identity, such as personal emblems/mottos, self-profile, photo journal, or caricature/self-portrait, and considering how Japanese children of the same age might respond to these

Elaboration (1) ACLJAU156

understanding that the sounds of hiragana and katakana are identical even though the associated scripts are different

Elaboration (1) ACLJAU157

learning that kanji were brought from China and that hiragana was formed by simplifying the form of kanji, while katakana was formed using a part of kanji

Elaboration (1) ACLJAU158

understanding and identifying elements of different sentence structures and the use of particles such as へ、で

Elaboration (1) ACLJAU159

understanding the significance of features of different types of texts, such as opening and closing emails, letters or phone conversations, for example, ～さんへ、～より、もしもし

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