Elaboration (7) ACLJAU140

understanding time words associated with days of the week, months of the year and seasons

Elaboration (7) | ACLJAU140 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Years 3 and 4 Japanese

The nature of the learners At this level, children are developing awareness of their social worlds and of their memberships of various groups, including of the Japanese class. They are further developing literacy capabilities in English, and while this …

Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Context statement Japanese

The place of Japanese culture and language in Australia and in the world Japanese is the official language of Japan, Australia’s northern neighbour in the Asia region. It is also widely used by communities of speakers in Hawaii, Peru and …

Context statement | Japanese | Languages | F-10 curriculum

Elaboration (5) ACLJAU140

indicating time and frequency using expressions such as まいにち、ときどき

Elaboration (5) | ACLJAU140 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (10) ACLJAU140

telling time using ～じ/ ～じはん　です。なんじ　です　か。

Elaboration (10) | ACLJAU140 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAC029

Reflect on own identity, including their identity as a learner and user of Japanese, through connecting observations of experience over time[Key concepts: identity, perspective, change; Key processes: reviewing, presenting, reflecting]

Elaborations ScOT Terms

ACLJAC029 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLJAU124

understanding that language forms such as greetings vary according to the time of day or the occasion, for example, おはよう、こんにちは、こんばんは

Elaboration (2) | ACLJAU124 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLJAC150

discussing key messages in print, digital or multimodal texts, such as the moral of a folk story, ideas or values expressed in songs or characterisation in anime, and comparing their treatment across cultural contexts and time

Elaboration | ACLJAC150 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLJAU162

imagining potential challenges for a visiting Japanese student spending time in an Australian classroom, and identifying phrases, expressions and behaviours that may need explaining, and elements of interaction, such as the use of personal space or volume …

Elaboration (2) | ACLJAU162 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Achievement Standard Japanese Years 5 and 6

By the end of Year 6, students use formulaic and modelled language in classroom interactions to carry out transactions and to share or convey information about daily routines, activities and events, using time expressions such as まい日、ときどき. They …

Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (16) ACLJAU014

using basic time expressions such as days of the week and months, for example, まい日(にち)、 ときどき

Elaboration (16) | ACLJAU014 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

Achievement Standard Japanese Years 3 and 4

By the end of Year 4, students interact with the teacher and peers in regular classroom routines and structured interactions. They understand and respond to instructions related to classroom organisation and activities, for example, ペア　に　なって　ください。大きい　こえ　で　いって　ください。. …

Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Achievement Standard Japanese Years 7 and 8

By the end of Year 8, students use Japanese to interact with peers, the teacher and others to exchange information, recount experiences and express opinions. They use verb ましょう for planning and making arrangements and offering suggestions. They …

Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Achievement Standard Japanese Years 7 and 8

By the end of Year 8, students interact with one another and the teacher in classroom routines and activities, exchanging greetings, wishes and information about their personal and social worlds. They use gestures and formulaic expressions appropriately, …

Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

Achievement Standard Japanese Years 9 and 10

By the end of Year 10, students use written and spoken Japanese to interact with peers, the teacher and other Japanese speakers to exchange information and opinions about personal interests and experiences. With support they share information …

Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) 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 (2) ACLJAC131

labelling aspects of their daily routines, selecting captions or attaching word bubbles, including expressions of time, for example, waking in the morning with a clock displaying 七(しち/なな)じ and the words おはようございます。

Elaboration (2) | ACLJAC131 | Content Descriptions | Years 3 and 4 | 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 ACLJAC164

participating in scenarios related to accepting and declining invitations, planning, making arrangements and negotiating details, using language related to place, time and activity, for example, 月よう日に　日本のレストランに行きましょうか。月よう日は、ちょっと…。火よう日は　どうですか。

Elaboration | ACLJAC164 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLJAC001

exchanging greetings depending on the time of day, for example, おはよう　ございます。こんにちは。, using appropriate titles and terms of address, such as ～先生(せんせい) or Simon さん、 and gestures such as bowing to show respect

Elaboration | ACLJAC001 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum