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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 (1) ACLJAC112

recognising simple kanji, hiragana or words in familiar contexts such as labels and titles

Elaboration ACLJAC117

performing simple presentations for the school community that involve both Japanese and English language elements, such as a contribution to an assembly performance for Grandparents’ Day

Elaboration (2) ACLJAC132

drawing their own versions of characters encountered in imaginative texts, and selecting simple descriptive modelled statements as captions to their pictures

Elaboration (3) ACLJAC132

sequencing elements of imaginative texts such as cartoons or simple narratives, for example, by creating a storyboard using pictures and captions

Elaboration (3) ACLJAC134

using visual, print or online dictionaries, word lists and pictures to translate simple familiar texts such as labels or captions

Elaboration (5) ACLJAC169

composing simple songs, jingles, posters and advertisements for real or imagined situations or products, such as an Australian product for the Japanese market

Elaboration (2) ACLJAC115

creating/re-creating simple songs, poems and rhymes using spoken and written language as well as non-verbal forms of support such as clapping, gestures and facial expressions

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) ACLJAC130

viewing or listening to a simple community text such as a weather report, recognising key words such as はれ、くもり

Elaboration (3) ACLJAU141

recognising patterns in simple spoken or written texts in Japanese, for example, in relation to the use of particles, verb endings and other frequently occurring features

Elaboration (3) ACLJAC114

making simple statements about favourite characters in stories or songs, for example, やさしいかわいいこわいつよい

Elaboration ACLJAC119

making simple statements about themselves, such as their name and age, for example, ぼく　は　Sam 　です、9 さい　です。

viewing or reading simple print or digital texts such as advertisements, catalogues, menus or packaging to locate key points of information in relation to elements such as product, number, price, target audience or capacity for recycling

Elaboration (3) ACLJAC135

creating simple activities or action songs that involve alternating or combining repeated words or phrases in Japanese and English, such as verbs, question words or months of the year, for example, せんせい says

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 ACLJAC165

using modelled structures in simple and compound sentences, and cohesive devices such as だから, でも to state opinions, make suggestions or provide clarification

Elaboration (2) ACLJAC168

reading or viewing simple むかしばなし, identifying key messages and values and comparing them to familiar folk tales or stories associated with their own early literacy experience

Elaboration (1) ACLJAC113

using simple sentence structures, familiar vocabulary, concrete materials and appropriate gestures to provide information about self and immediate environment, for example, ぼく　の　えんぴつ　です。いぬ　が　すき　です。

Elaboration (4) ACLJAC113

making simple spoken statements about friends, family or favourite characters, for example, げんき、やさしい、おもしろい、つよい、しずか, using images or support materials

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Curriculum Elements Types

Cross Curriculum Priorities