Elaboration (2) ACLJAC021
enquiring about and describing the location of classroom items and materials by using appropriate prepositions, for example, げんこうようしはどこにありますか。テーブルの上(うえ)にあります。学校の左(ひだり)にあります 。
Elaboration (2) | ACLJAC021 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC022
obtaining and using information from a range of media texts, including television weather reports, interviews and digital video clips, and summarising key points through presentation modes such as graphs, charts, diagrams, and written or digital repo …
Elaboration (2) | ACLJAC022 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC023
preparing and presenting/publishing an article for a magazine, e-journal or website with a specified audience in mind, for example, a film review for young learners of Japanese or a digital travel guide for a proposed visit to Japan
Elaboration (2) | ACLJAC023 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC024
reviewing a video clip, anime or film excerpt popular with Japanese students of the same age, identifying aspects that they enjoyed or disliked, for example, おもしろかったです。だから、また見(み)たいです。おもしろかったです。でも、ながかったです。
Elaboration (2) | ACLJAC024 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC025
creating short texts such as skits, raps or haiku, and using a range of digital technologies to design, perform and/or record these to amuse, entertain and engage other learners of Japanese
Elaboration (2) | ACLJAC025 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC026
examining literal translations of everyday social interactions in Japanese and identifying culturally significant concepts, for example, sayingごちそうさま。 after meals, orすみません。 in a restaurant, or terms used for apologising or excusing
Elaboration (2) | ACLJAC026 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC027
creating simple bilingual texts for English and Japanese speakers, such as community information leaflets, menus, timetables or brochures, that include contextual and visual support
Elaboration (2) | ACLJAC027 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC028
recognising the importance of active listening skills to conversational etiquette in Japanese, such as showing interest and attentiveness by using あいづち and nodding, repeating information heard, and confirming details at the end of a conversation
Elaboration (2) | ACLJAC028 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC029
considering the relationship between identity and language, with reference to the languages spoken by the students themselves, peers, and family or community members, including their own developing ability to communicate in Japanese
Elaboration (2) | ACLJAC029 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAU030
identifying the characteristic of rising intonation when asking questions in plain or ましょう form, for example, 行く？ 行きましょうか？
Elaboration (2) | ACLJAU030 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAU031
developing strategies to guess the meaning of unknown words that contain familiar kanji, for example, 小学校(しょうがっこう)、 中学校(ちゅうがっこう)
Elaboration (2) | ACLJAU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAU033
comparing language features of Japanese and English versions of familiar texts such as weather reports, phone conversations or text messages, for example, the use of abbreviations and emoticons, noting differences that appear to be culturally signifi …
Elaboration (2) | ACLJAU033 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAU034
noticing differences in text structure and grammar between formal and informal Japanese language use, such as abbreviations, dropping of particles and emphatic intonation in informal communication such as face-to-face interactions, blogs, emails and other …
Elaboration (2) | ACLJAU034 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAU035
considering how globalisation has accelerated the introduction of English words and expressions into Japanese, and discussing possible benefits and disadvantages associated with the blending and mixing of languages
Elaboration (2) | ACLJAU035 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAU036
exploring familiar types of Japanese community texts such as print or online advertisements, brochures, catalogues or memes that employ different representations of culture, for example, by analysing which products use traditional icons such as samurai …
Elaboration (2) | ACLJAU036 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
ACLJAU139
Recognise the systematic order within the hiragana character set; commence hiragana script writing and recognise and write frequently used kanji[Key concepts: character, kana and kanji, stroke order, font; Key processes: recognising, tracing, reading, …
Elaborations ScOT Terms
ACLJAU139 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (1) ACLJAU139
understanding that there is a stroke order for both kana and kanji
Elaboration (1) | ACLJAU139 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAU140
Understand and identify elements of basic grammar and sentence structure and interaction patterns[Key concepts: verb conjugation, particles, word order, vocabulary, counter; Key processes: describing, indicating, identifying, questioning]
Elaborations ScOT Terms
ACLJAU140 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAU157
Recognise some single and whole word katakana and develop the ability to use hiragana and kanji in a single text[Key concepts: scripts, characters, stroke order, punctuation; Key processes: reading, writing, recognising]
Elaborations ScOT Terms
ACLJAU157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAU013
Recognise and understand the relationship between the character-based scripts of hiragana, katakana and kanji[Key concepts: script, kana, kanji, hiragana, katakana, furigana, stroke order, pictograph; Key processes: recognising, copying, applying, di …
Elaborations ScOT Terms
ACLJAU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum