Elaboration (15) ACLJAU194
indicating the status of actions using adverbs such as まだ and もう
Elaboration (15) | ACLJAU194 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (15) ACLJAU014
understanding the use of こそあどseries in concrete contexts, for example, これ、 それ、 あれ、 どれ
Elaboration (15) | ACLJAU014 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (15) ACLJAU032
expressing superlative forms using 一番(いちばん)、 for example, 一番好きなかもくは日本語です。
Elaboration (15) | ACLJAU032 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Years 5 and 6 Japanese
The nature of the learners At this level, students are widening their social networks, experiences and communication repertoires in both their first language and Japanese. They continue to need guidance and participate in structured, collaborative tasks …
Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (6) ACLJAC109
responding to questions and indicating ownership, for example, だれ の ですか。わたし の です。Ollie くん/ Sarah さん の です 。わたし の えんぴつ（です）。
Elaboration (6) | ACLJAC109 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (6) ACLJAU121
tracing and copying their own name in katakana or hiragana
Elaboration (6) | ACLJAU121 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (6) ACLJAU122
learning to describe the colour あお です。size おおきい です。 and shape まる です。of things
Elaboration (6) | ACLJAU122 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (6) ACLJAU140
describing people, animals, places and things using adjective–noun phrases, for example, 大きい 目、おいしい もも
Elaboration (6) | ACLJAU140 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (6) ACLJAC145
exchanging gifts using appropriate body language/gestures, such as giving and receiving with two hands and using expressions such as すみません。どうぞ 。どうも ありがとう ございます。
Elaboration (6) | ACLJAC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (6) ACLJAU157
understanding the use of furigana as a reading aid
Elaboration (6) | ACLJAU157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (6) ACLJAU158
using the verb て form as a formulaic expression, such as when giving instructions or seeking permission, for example, 見て ください。トイレ に いっても いい です か。
Elaboration (6) | ACLJAU158 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (6) ACLJAC163
using cohesive devices such as conjunctions when sequencing or elaborating an account of experiences, for example, 土よう日にかいものに行きます。だから、はやくおきます。
Elaboration (6) | ACLJAC163 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (6) ACLJAU176
understanding that the exact word order of noun phrases is not important as long as they appear before the verb and are accompanied by correct particles
Elaboration (6) | ACLJAU176 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (6) ACLJAC184
analysing key perspectives or themes reflected in interview data collected from Japanese speakers discussing roles and responsibilities in home, school and community contexts, and comparing with their own views on the topics
Elaboration (6) | ACLJAC184 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (6) ACLJAU194
using present continuous tense using verb ています, for example, ラジオを聞いています。
Elaboration (6) | ACLJAU194 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (6) ACLJAC001
expressing likes and dislikes, for example, スポーツが 好(す)き です。しゅくだいは ちょっと…。
Elaboration (6) | ACLJAC001 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (6) ACLJAU012
becoming familiar with the rhythm of Japanese, recognising the concept of the ‘foot’ (フット) as the minimum unit of rhythm, and that one foot in Japanese consists of two moras, for example, ごちそうさま is pronounced as a three-foot word
Elaboration (6) | ACLJAU012 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (6) ACLJAU013
knowing 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 (6) | ACLJAU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (6) ACLJAU014
understanding how to use いand な adjectives in the present tense in basic sentences such as たのしい、 たのしくない、 ゆうめいな、 ゆうめいじゃない
Elaboration (6) | ACLJAU014 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (6) ACLJAC019
using appropriate levels of formality for everyday exchanges such as greetings, introductions and apologies, for example, こんにちは。おそくなってすみません。ごめんね！、 and for thanking, inviting or congratulating one another, for example, メールをどうもありがとう。 いっしょにカラオケをしませんか。
Elaboration (6) | ACLJAC019 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum