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 (1) ACLJAU141

recognising differences between the layout and language features of different types of texts, including たてがき, よこがき

Elaboration (1) | ACLJAU141 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLJAU143

comparing the language profile of Japan with the multilingual nature of Australian society, which includes speakers of Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages

Elaboration (2) | ACLJAU143 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLJAU144

understanding that language carries information about the people who use it and that common expressions often reflect cultural values, for example, the importance of respect for older people is reflected in terms of address in Japanese

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

Elaboration (1) ACLJAC146

creating a skit, performance or action game to introduce a buddy class to aspects of Japanese language and culture, for example, introducing hiragana, individual words or expressions, or behaviours such as bowing appropriately or receiving a gift

Elaboration (1) | ACLJAC146 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (3) ACLJAC148

viewing video clips or reading simple texts containing social interactions such as exchanges between parents and children or customers and shop assistants, identifying and recording new words and expressions for use in their own language production

Elaboration (3) | ACLJAC148 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (5) ACLJAC151

producing and presenting picture books/Big Books/mini books or short scripted scenarios for younger students, incorporating elements of Japanese language and culture that are likely to be unfamiliar, engaging or challenging

Elaboration (5) | ACLJAC151 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLJAU160

noticing that language can be made casual or ‘softer’ by adding particular endings, such as そうですね。すみません。 ちょっと。

Elaboration | ACLJAU160 | 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 (3) ACLJAC169

creating imaginative texts to entertain younger audiences, for example, audio Big Books, puppet plays, cartoons or short video clips, selecting language, rhythms and images that enrich the visual or listening experience

Elaboration (3) | ACLJAC169 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLJAC172

experiencing authentic or virtual interaction with Japanese language and culture, for example, through face-to-face or online interactions with other Japanese speakers through exchanges, excursions, school visits or web-chatting

Elaboration (2) | ACLJAC172 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLJAC186

identifying how imaginative texts such as たなばた use structure, language and mood to build action, convey emotion and reflect cultural values

Elaboration | ACLJAC186 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (1) ACLJAU195

identifying features of familiar types of texts such as emails, songs, slogans or public signs, and noticing how the choice of language and structure works to achieve each text’s purpose

Elaboration (1) | ACLJAU195 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAU196

Analyse variations in language use that reflect different social and cultural contexts, purposes and relationships[Key concepts: 内(うち)/外(そと), respect, social relations, variation, register; Key processes: selecting, applying, comparing, evaluating]

Elaborations ScOT Terms

ACLJAU196 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLJAC127

introducing self using formal spoken language and appropriate non-verbal language such as bowing, for example, はじめまして、 Julie　です、九(きゅう)さい　です、おんがく　が　すき　です、どうぞ　よろしく

Elaboration | ACLJAC127 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (1) ACLJAC114

using simple language structures and supporting drawings or actions to describe and respond to imaginary characters or experiences, for example, おばけ/おに/かっぱ/たぬき/ようかい　です。

Elaboration (1) | ACLJAC114 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLJAC115

re-enacting or retelling simple stories or interactions with puppets, props, actions or gestures, using modelled language such as おむすびころりん、ももたろう

Elaboration | ACLJAC115 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (1) ACLJAC118

comparing aspects of Australian and Japanese children’s lifestyles, such as ways of playing games じゃんけん、eating food (using chopsticks and formulaic language) or addressing family members and friends

Elaboration (1) | ACLJAC118 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLJAC118

experimenting with using Japanese in spontaneous interactions, for example, いたい、 すごい、 ぺこぺこ、がんばれ,、noticing any changes in the use of voice or body language and communicating how this feels

Elaboration (2) | ACLJAC118 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (1) ACLJAC131

creating a display such as a chart, diorama, mini book or digital presentation to showcase elements of their Japanese language learning, for example, ぼく/わたし　の　ふでばこ、ぼく/わたし　の　かばん

Elaboration (1) | ACLJAC131 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum