Foundation to Year 2 Japanese

The nature of the learners Children enter the early years of schooling with established communication skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate …

Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Achievement Standard Japanese Foundation to Year 2

By the end of Year 2, students interact with the teacher and peers through play- and action-related language. They use formulaic expressions and appropriate gestures in everyday interactions such as exchanging greetings and farewells, for example, …

Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLJAU156

knowing that the hiragana spelling of a particular particle does not match its pronunciation, for example, ‘wa’ for は , ‘e’ for へ, ‘o/wo’ for を

Elaboration (2) | ACLJAU156 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAC117

Create simple print or digital bilingual texts for the classroom environment, such as captions, labels and wall charts[Key concepts: meaning, vocabulary, bilingualism; Key processes: creating, matching, selecting]

Elaborations ScOT Terms

ACLJAC117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (1) ACLJAC117

creating bilingual wall charts or picture dictionaries with captions, stickers and simple descriptions in English to explain Japanese words and expressions that have particular cultural meaning

Elaboration (1) | ACLJAC117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLJAC166

gathering, classifying and summarising information from class surveys, realia, notices, timetables and announcements, and presenting findings in formats such as digital presentations, posters, wall charts or oral summaries

Elaboration | ACLJAC166 | Content Descriptions | Years 7 and 8 | 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 (3) ACLJAC112

listening to and/or viewing texts to obtain information such as colour (あか、あお、しろ、くろ、きいろ), size (おおきい、ちいさい) and shape (まる、さんかく、しかく), and using this information in guided activities such as drawing, building or collecting

Elaboration (3) | ACLJAC112 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (3) ACLJAC113

expressing factual information about qualities such as colour あか、あお、しろ、くろ、きいろ、 number 一(いち)～百(ひゃく)、size おおきい、ちいさい and shape まる、さんかく、しかく

Elaboration (3) | ACLJAC113 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLJAC020

negotiating and making decisions about services, such as ordering in shops and restaurants, specifying size, number and colour where relevant, and commenting on products, for example, おこのみやきを二(ふた)つください。おいしそうですね。むらさきのLサイズをください。かわいいですね 。

Elaboration (2) | ACLJAC020 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum