Elaboration (3) ACLJAU178
finding examples of informal forms of language used by young Japanese speakers, such as the use of abbreviations or emoticons when texting and the use of loan words when talking about popular culture, for example, ‘J-rock’, ‘J-pop’, ‘fast food’
Elaboration (3) | ACLJAU178 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLJAU180
explaining language associated with familiar routines that reflects cultural values, for example, きりつ、れい and しつれいします。
Elaboration | ACLJAU180 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (4) ACLJAU180
considering how and why Japanese speakers use conversational strategies to avoid conflict, such as using indirect or softened language, for example, もうすこし がんばりましょう。
Elaboration (4) | ACLJAU180 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (5) ACLJAU180
comparing core cultural concepts reflected in Japanese language, such as 和(わ) (‘harmony’), with similarly significant cultural concepts reflected in some Australian terms or expressions, for example, mateship
Elaboration (5) | ACLJAU180 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLJAC183
using reflective language to discuss the experience of learning and using Japanese, for example, ぶんぽうはちょっとむずかしいと思います。
Elaboration | ACLJAC183 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC191
creating a reflective self-profile or autobiography in formats such as journal entries, articles, captioned photo stories, digital accounts or short films, including episodes related to the experience of learning Japanese language and culture that have …
Elaboration (2) | ACLJAC191 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (1) ACLJAU196
evaluating how language choices reflect social relations and priorities, such as using expressions that deflect praise of self or own family to show modesty, for example, 日本語がじょうずですね。いいえ、ぜんぜん。
Elaboration (1) | ACLJAU196 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (7) ACLJAC001
using formulaic language to express feelings, for example, おなかが ぺこぺこ です。つかれました 。さむい です。どきどき します。
Elaboration (7) | ACLJAC001 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC010
observing live or recorded interactions in different Japanese-language contexts, identifying aspects that they find confusing or surprising, for example, gestures (おじぎ), levels of politeness, ways of requesting, thanking or greeting, or the exchange of …
Elaboration (3) | ACLJAC010 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (4) ACLJAC010
developing language for expressing personal reactions to and feelings about intercultural experience, for example, いいですね。 あれ？ へえ すごい！びっくりした！すみません。
Elaboration (4) | ACLJAC010 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (1) ACLJAC021
further developing metalanguage to communicate about language and about their experience of learning Japanese, using Japanese for terms such as verbs (どうし), adjectives (けいようし) and nouns (めいし)
Elaboration (1) | ACLJAC021 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (4) ACLJAC021
discussing their language-learning experience, for example, 日本語はやさしいですね。かんじはむずかしいです。でも、おもしろいです。
Elaboration (4) | ACLJAC021 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
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 (4) | ACLJAU036 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (5) ACLJAC028
discussing Japanese cultural concepts such as 恩(おん) (owing a kindness), 義理(ぎり) (a sense of duty) and 和(わ) (harmony), and considering how the expression of these concepts in Japanese language and behaviour compares with the expression of similarly significant …
Elaboration (5) | ACLJAC028 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLJAU124
exploring how language is used differently in Japanese to reflect different relationships, for example, parent–child exchanges おはよう、いってらっしゃい、いってきます、ただいま、おかえり, communication with peers なに？, and teacher–child interactions なんですか。
Elaboration | ACLJAU124 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLJAC128
participating in guided tasks involving instructions and peer cooperation, such as group/pair language activities, games and sports, for example, せんせい says, ふくわらい、じゃんけんぽん, What’s the time, Mr Wolf?
Elaboration | ACLJAC128 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLJAC145
communicating with peers and other Japanese speakers in local or online communities or digital forums, using strategies such as active listening skills, turn-taking cues, requests for clarification, and respectful language for agreeing or disagreeing, …
Elaboration | ACLJAC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC145
exchanging simple correspondence such as greeting cards in print or digital form based on modelled language such as おたんじょうび おめでとう(ございます)。あけまして おめでとう ございます。おかあさん、ありがとう。～へ～より
Elaboration (2) | ACLJAC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLJAC146
planning and organising activities such as a class event, visit or performance, using language related to place, people, time and numbers and creating promotional materials, for example, たいこ の えんそう、木(もく)よう日(び)、十一時、たいいくかん
Elaboration | ACLJAC146 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC147
using appropriate language, actions and gestures to participate in interactions such as interrupting or asking for clarification, for example, 先生、すみません。 ちょっと わかりません。 ゆっくり (おねがいします) 。
Elaboration (3) | ACLJAC147 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum