Elaboration (2) ACLJAU126

noticing similarities and differences between classroom interactions in Japanese and English, for example, referring to the teacher using only せんせい

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

ACLJAC109

Exchange greetings and introduce and share information about self with the teacher and peers using simple language and gestures[Key concepts: self, interaction, politeness, preferences; Key processes: greeting, interacting, introducing, describing]

Elaborations ScOT Terms

ACLJAC109 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAU123

Understand that language is organised as ‘text’, and that different types of texts, such as storybooks, songs, chants, labels or rhymes, have different features[Key concepts: text, meaning, genre, metalanguage; Key processes: recognising, identifying, …

Elaborations ScOT Terms

ACLJAU123 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAU124

Recognise that there are differences in how language is used in different cultural and social contexts, such as ways of greeting and addressing people[Key concepts: variation, context, culture; Key processes: exploring, identifying, comparing]

Elaborations ScOT Terms

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

Elaboration (2) ACLJAC109

introducing self, using formal spoken language and appropriate non-verbal language such as bowing, for example, はじめまして、Hana　です。どうぞよろしく。

Elaboration (2) | ACLJAC109 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

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

Elaboration (2) ACLJAC116

identifying Japanese expressions and practices that do not translate readily into English, for example, きもの、おべんとう、せんせい、～さん、～くん, using two hands for giving and receiving and まる/ばつ (○×)

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

Elaboration (2) ACLJAU121

understanding that each individual kanji represents meaning as well as sounds, for example, 日(ひ)、日(び)、日(にち), whereas one kana or one letter of the English alphabet does not represent individual meaning

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

Elaboration (4) ACLJAC110

using rehearsed language to collaborate in craft activities, for example, のり　を　ください。はい、どうぞ。

Elaboration (4) | ACLJAC110 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLJAC118

comparing Japanese ways of showing respect and being polite with how this is done in their own language(s), for example, by using titles such as Sensei, bowing, and accepting objects with both hands

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

Elaboration (1) ACLJAU124

understanding that language use varies according to the context and situation, for example, こんにちは。 and もしもし。

Elaboration (1) | ACLJAU124 | Content Descriptions | Foundation to Year 2 | Years F–10 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 (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 ACLJAU124

exploring how language is used differently in Japanese to reflect different relationships, for example, parent–child exchanges おはよう、いってらっしゃい、いってきます、ただいま、おかえり, communication with peers なに？, and teacher–child interactions なんですか。

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