Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "english as a second language" returned 175 result(s)
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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

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 9 and 10

By the end of Year 10, students use Japanese to share information, experiences and views related to their social worlds using rehearsed and spontaneous language. They use correct pronunciation, including that of borrowed words, and adopt appropriate …

Achievement Standard | Achievement Standards | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLJAU143

understanding the status of Japanese as the official language of Japan, a major language in the Asia-Pacific region, a world language and an Australian community language

asia-australia

Elaboration | ACLJAU143 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAC116

Translate words and familiar phrases used in everyday situations from Japanese into English and vice versa, noticing how some words are shared between Japanese and English[Key concepts: meaning, translation, explanation; Key processes: translating, demonstrating, …

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLJAC116 | Content Descriptions | Foundation to Year 2 | Years F–10 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

ACLJAU143

Recognise that Japanese is the official language of Japan and one of the major languages of the Asia-Pacific region[Key concepts: language status, standard language, multilingualism; Key processes: recognising, comparing, classifying]

literacy critical-creative intercultural-understanding aboriginal-torres asia-australia Elaborations ScOT Terms

ACLJAU143 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (3) ACLJAC116

finding examples of Japanese words used in English, for example, ‘sushi’, ‘karate’, ‘origami’, and explaining what they mean

Elaboration (3) | ACLJAC116 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (3) ACLJAC117

creating sets of word cards in English and Japanese and playing matching games such as Memory or Snap

Elaboration (3) | ACLJAC117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLJAC119

noticing and comparing their own use of words or expressions from different languages when communicating in English

Elaboration (2) | ACLJAC119 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (1) ACLJAC153

performing a role-play or skit for an audience, using Japanese for the performance and English for supporting explanations

Elaboration (1) | ACLJAC153 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLJAC171

composing menus or programs for Japanese-themed events, with key items and information in Japanese and explanatory footnotes or glossaries in English

Elaboration (2) | ACLJAC171 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (4) ACLJAC171

creating digital texts such as songs, dialogues or instructions, with options for displaying in either Japanese or English

Elaboration (4) | ACLJAC171 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLJAC188

comparing English translations and interpretations of Japanese texts such as song lyrics, proverbs and advertisements that contain cultural elements and references

Elaboration | ACLJAC188 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLJAC189

creating oral commentaries that switch between English and Japanese for a bilingual audience at a sporting or performing arts event

Elaboration (2) | ACLJAC189 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLJAU144

noticing how politeness and respect are conveyed in Japanese language and behaviour, such as how body language and gestures can replace language, for example, bowing as an apology or as a request to be excused

Elaboration (2) | ACLJAU144 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAU126

Understand that language and culture are closely connected[Key concepts: language, culture, meaning; Key processes: noticing, reflecting, questioning]

literacy critical-creative personal-social ethical-understanding intercultural-understanding sustainability Elaborations ScOT Terms

ACLJAU126 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLJAU121

understanding that the Japanese language uses three different scripts depending on word origins and the context of language use

Elaboration | ACLJAU121 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLJAC154

reflecting on the experience of using Japanese language, gestures and body language, and considering how their responses reflect their own attitudes and experience

Elaboration (2) | ACLJAC154 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLJAU125

recognising that English loan words in Japanese are written in katakana and sound like a familiar word in English, for example, レモン、ピザ、アイスクリーム

Elaboration (2) | ACLJAU125 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

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