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 (2) | ACLJAU156 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC145
using formulaic language to exchange emails with young Japanese speakers to provide personal information such as ～さんへ、～より、じゃあ また, their names, likes and dislikes, family members or leisure activities
Elaboration (3) | ACLJAC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC146
becoming familiar with the value of Japanese yen by carrying out real or simulated transactions and exchanges
Elaboration (3) | ACLJAC146 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC147
using appropriate language, actions and gestures to participate in interactions such as interrupting or asking for clarification, for example, 先生、すみません。 ちょっと わかりません。 ゆっくり (おねがいします) 。
Elaboration (3) | ACLJAC147 | 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 (3) ACLJAC151
teaching younger children songs that involve repetitive phrases and actions, for example, songs from popular anime films
Elaboration (3) | ACLJAC151 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC152
experimenting with bilingual dictionaries and/or online translators, considering relative advantages or limitations of each resource
Elaboration (3) | ACLJAC152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC153
creating bilingual texts for the classroom or school community, for example, invitations to attend class or school assembly performances, posters advertising Languages Day
Elaboration (3) | ACLJAC153 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC154
noticing aspects of communication and cultural expression represented in Japanese stories, songs or audio/visual media, responding to teacher prompts such as ‘What do you see?’ ‘What do you notice about …?’ ‘Why do you think …?’ ‘How is this similar/different …
Elaboration (3) | ACLJAC154 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC155
practising formulaic expressions such as those exchanged before and after meals or when giving or receiving gifts or food, for example, いただきます、ごちそうさまでした, and reflecting on the experience of using such exchanges
Elaboration (3) | ACLJAC155 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAU156
noticing that certain combinations of two moras make one rhythm unit (foot), for example, the copula です and the verb suffix ます
Elaboration (3) | ACLJAU156 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAU157
recognising frequently used katakana words such as オーストラリア
Elaboration (3) | ACLJAU157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAU158
describing locations of homes, people, animals and items, using basic structures, for example, noun は place に あります。 noun は place に います。
Elaboration (3) | ACLJAU158 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAU159
understanding conventions associated with using げんこうようし、for example, the size of small characters, the position in the square and the placing of punctuation
Elaboration (3) | ACLJAU159 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAU161
understanding that all languages change, that some are constantly growing and expanding while others are disappearing or being revived, for example, many indigenous languages, including Aboriginal languages and Torres Strait Islander languages
Elaboration (3) | ACLJAU161 | 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