Foundation to Year 2 Japanese
The nature of the learners Children enter the early years of schooling with established communication skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate …
Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
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
ACLJAC110
Participate in guided group activities such as games, songs and simple tasks, using movement, gestures and pictures to support understanding and to convey meaning[Key concepts: play, action learning, collaboration; Key processes: participating, turn-taking, …
Elaborations ScOT Terms
ACLJAC110 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC113
Convey factual information about self, family, friends and significant objects, using simple statements, gestures and support materials[Key concepts: self, family, immediate environment; Key processes: naming, labelling, presenting, describing]
Elaborations ScOT Terms
ACLJAC113 | 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 (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
Elaboration (4) | ACLJAC113 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (5) ACLJAC109
describing friends, favourite things and objects, using visual, concrete and digital support material, for example, これ は ねずみ です。ちいさい です。かわいい です。 はいいろ です。 すいか です。おいしい です。 ちいさい 目(め) です。
Elaboration (5) | ACLJAC109 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum