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

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

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

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, …

Elaboration (3) | ACLJAU162 | 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 (6) ACLJAC145

exchanging gifts using appropriate body language/gestures, such as giving and receiving with two hands and using expressions such as すみません。どうぞ 。どうも 　ありがとう　ございます。

Elaboration (6) | ACLJAC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLJAU162

noticing ways in which Japanese language and behaviour reflect values and traditions, for example, reluctance to volunteer or compete for attention in class, responding to compliments じょうず　です　ね。いいえ, and prioritising the group rather than the individu …

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

Elaboration ACLJAC145

communicating with peers and other Japanese speakers in local or online communities or digital forums, using strategies such as active listening skills, turn-taking cues, requests for clarification, and respectful language for agreeing or disagreeing, …

Elaboration | ACLJAC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLJAC145

exchanging simple correspondence such as greeting cards in print or digital form based on modelled language such as おたんじょうび　おめでとう(ございます)。あけまして　おめでとう　ございます。おかあさん、ありがとう。～へ～より

Elaboration (2) | ACLJAC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLJAC146

planning and organising activities such as a class event, visit or performance, using language related to place, people, time and numbers and creating promotional materials, for example, たいこ　の　えんそう、木(もく)よう日(び)、十一時、たいいくかん

Elaboration | 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 (1) ACLJAU160

observing how language use reflects respect and social distance, such as showing respect for authority figures, for example, しつれいします。よろしく　おねがいします。, or expressing familiarity with friends by using first names rather than surnames

Elaboration (1) | ACLJAU160 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLJAU161

exploring how the Japanese language is influenced by other languages and cultures, for example, in relation to food パン、スパゲッティー、クレープ、ハンバーガー, music and sport ミュージカル、ロック、ダンス、サッカー、バスケットボール, and technology パソコン、メール、インターネット

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