Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "english as a second language" returned 30 result(s)
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Years 5 and 6 Japanese

The nature of the learners At this level, students are widening their social networks, experiences and communication repertoires in both their first language and Japanese. They continue to need guidance and participate in structured, collaborative tasks …

Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (1) ACLJAC153

performing a role-play or skit for an audience, using Japanese for the performance and English for supporting explanations

Elaboration (1) | ACLJAC153 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLJAC154

reflecting on the experience of using Japanese language, gestures and body language, and considering how their responses reflect their own attitudes and experience

Elaboration (2) | ACLJAC154 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLJAC153

creating shared bilingual learning resources such as print or digital word banks or glossaries of Japanese and English expressions used in formal and informal everyday interactions

Elaboration | ACLJAC153 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Achievement Standard Japanese Years 5 and 6

By the end of Year 6, students use formulaic and modelled language in classroom interactions to carry out transactions and to share or convey information about daily routines, activities and events, using time expressions such as まい日、ときどき. They …

Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAC154

Reflect on the experience of learning and using Japanese, and identify how language reflects cultural practices and norms[Key concepts: language, culture, similarity and difference, values; Key processes: identifying, analysing, comparing, reflecting …

literacy critical-creative personal-social ethical-understanding intercultural-understanding Elaborations ScOT Terms

ACLJAC154 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAU161

Recognise that the Japanese language is both influenced by in turn influences other languages and cultures[Key concepts: language contact, word borrowing, globalisation, technology, change; Key processes: identifying, classifying, reflecting]

literacy critical-creative intercultural-understanding aboriginal-torres asia-australia Elaborations ScOT Terms

ACLJAU161 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLJAU158

expanding metalanguage for communicating about language, using additional terms such as ‘pronoun’ and ‘conjunction’

Elaboration | ACLJAU158 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAU162

Make connections between cultural practices and values and language use, such as formulaic expressions, and consider how these affect intercultural communication[Key concepts: language, culture, expression, values, perspectives; Key processes: noticing, …

literacy information-communication critical-creative personal-social ethical-understanding intercultural-understanding aboriginal-torres asia-australia Elaborations ScOT Terms

ACLJAU162 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAU156

Engage with authentic spoken language, recognising how words blend and understanding the relationship between sounds, words and meaning[Key concepts: phonemic awareness, spelling, rhythm; Key processes: identifying, discriminating, pronouncing, spell …

literacy critical-creative Elaborations ScOT Terms

ACLJAU156 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAU158

Recognise the systematic nature of Japanese grammatical rules and apply these to generate new language for a range of purposes[Key concepts: metalanguage, grammar, counters; Key processes: identifying, explaining, discriminating, applying]

literacy numeracy critical-creative Elaborations ScOT Terms

ACLJAU158 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAU160

Understand that different ways of using Japanese language shape and reflect different relationships, such as deciding to be formal or informal[Key concepts: register, context, tenor; Key processes: observing, reflecting, comparing]

literacy critical-creative personal-social intercultural-understanding asia-australia Elaborations ScOT Terms

ACLJAU160 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (1) ACLJAC152

collecting, using and explaining Japanese words and expressions that do not translate easily into English, such as おかえり、いらっしゃいませ、ごちそうさま

Elaboration (1) | ACLJAC152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (1) ACLJAU161

investigating the influence of Japanese language and culture on their own language and experience, for example, by creating a glossary of Japanese words and expressions used in fields such as martial arts (‘judo’, ‘karate’, ‘sensei’, ‘sumo’), food (‘sushi’, …

Elaboration (1) | ACLJAU161 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAC155

Discuss the experience of speaking and interacting in a different language, what they understand by ‘identity’, and whether learning Japanese has any effect on their sense of self[Key concepts: identity, communication, stereotype, protocol; Key processes: …

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLJAC155 | Content Descriptions | Years 5 and 6 | 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, …

aboriginal-torres

Elaboration (3) | ACLJAU162 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

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