Elaboration (2) ACLJAU161

understanding that there are Japanese-speaking communities outside Japan, for example, in Hawaii and South America, and that Japanese is widely taught in many countries around the world, including Australia and other countries of the Asia-Pacific reg …

Elaboration (2) | ACLJAU161 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (3) ACLJAU161

understanding that all languages change, that some are constantly growing and expanding while others are disappearing or being revived, for example, many indigenous languages, including Aboriginal languages and Torres Strait Islander languages

Elaboration (3) | ACLJAU161 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLJAU162

noticing ways in which Japanese language and behaviour reflect values and traditions, for example, reluctance to volunteer or compete for attention in class, responding to compliments じょうず　です　ね。いいえ, and prioritising the group rather than the individu …

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

Elaboration (1) ACLJAU162

understanding that people ‘read’ intercultural experiences in different ways depending on their cultural perspective, recognising the validity of different perspectives and questioning notions of ‘right’ or ‘wrong’ ideas

Elaboration (1) | ACLJAU162 | 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

Elaboration (3) ACLJAU162

reflecting on how different languages and cultures represented in the classroom influence ways of communicating about or relating to social and physical environments, for example, Aboriginal and Torres Strait Islander traditions in relation to place, …

Elaboration (3) | ACLJAU162 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (4) ACLJAU162

identifying and comparing traditional and contemporary cultural images used in Japanese and Australian print and media advertising and tourist brochures, considering when they are used and what message they convey

Elaboration (4) | ACLJAU162 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (5) ACLJAU162

noticing similarities and differences between their own ways of communicating and observed interactions between young Japanese speakers in contexts such as everyday social situations or online forums, for example, responding to offers of food or drink, …

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

Elaboration ACLJAC163

engaging in face-to-face or online discussions with peers and other Japanese-speaking contacts about shared interests and experiences, such as sport, food, study or music, for example, からてをしますか。いいえ、でも好(す)きです。

Elaboration | ACLJAC163 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (1) ACLJAC163

expressing opinions such as サーフィンはかっこいいです。 えいがはたのしいです。

Elaboration (1) | ACLJAC163 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLJAC163

recounting experiences such as holidays, special events or celebrations through email or face-to-face conversations, for example, どこでパーティーをしましたか。だれときましたか。

Elaboration (2) | ACLJAC163 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (3) ACLJAC163

sharing and comparing information about teenage life, daily routines and responsibilities, for example, わたしはうちからがっこうまであるきます。でも、友(とも)だちはバスで行きます。にねます。 いつも父(ちち)とそうじをします。

Elaboration (3) | ACLJAC163 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (4) ACLJAC163

introducing themselves to other Japanese speakers, じこしょうかい, using appropriate formulaic expressions such as はじめまして、 (school name) の　デニス　です。 and culturally appropriate gestures

Elaboration (4) | ACLJAC163 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (5) ACLJAC163

using formulaic language spontaneously in interactions to express feelings, for example, あー、つかれた、 えー、むずかしい、たのしかった、できた

Elaboration (5) | ACLJAC163 | Content Descriptions | Years 7 and 8 | 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 (7) ACLJAC163

sustaining and extending conversations by seeking additional information or asking additional questions, for example, しゅみはなんですか。

Elaboration (7) | ACLJAC163 | Content Descriptions | Years 7 and 8 | 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 (1) ACLJAC164

budgeting for virtual shopping expeditions, consulting online catalogues and websites, comparing prices and value, and discussing intended purchases, for example, ゲームが/を　 かいたいです。二千円(にせんえん)　あります。どれが一ばんやすいですか。

Elaboration (1) | ACLJAC164 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLJAC164

participating in authentic or simulated transactions that involve making requests, considering options, buying, selling or ordering, for example, この　T シャツは　L サイズですね。ちょっと　大きいです。M サイズを　ください。

Elaboration (2) | ACLJAC164 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (3) ACLJAC164

creating displays, presentations or performances for family, friends or the school community to showcase their progress in learning and using Japanese

Elaboration (3) | ACLJAC164 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum