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Elaboration (3) ACLJAC001

introducing themselves (じこしょうかい) using culturally appropriate formulaic expressions and gestures, はじめまして、どうぞ　よろしく。、 with bowing and appropriate eye contact

Elaboration (3) ACLJAC002

participating in scenarios that involve ordering and purchasing goods such as food and drink, for example, すしを　ください。おちゃ、おねがいします。いくらですか。

Elaboration (3) ACLJAC003

using appropriate language and behaviour when giving and receiving classroom objects, for example, どうぞ。ありがとう　ございます。

reading, listening to and viewing texts such as video clips, brochures, websites, menus, labels and packaging to obtain information about aspects of Japanese culture, for example, daily routines, food, writing systems, significant places or geography

Elaboration (3) ACLJAC005

creating a video clip to communicate specific information to a particular audience, such as a visual or virtual introduction to their family or neighbourhood or a glimpse into a week in the life of an Australian teenager for potential exchange student …

Elaboration (3) ACLJAC006

discussing which animals often feature in Japanese folk tales and what characteristics are attributed to them, for example, つる in つるのおんがえし、さる and かに in さるかにがっせん、 and comparing with animals that feature in folk stories from other languages and cultures …

Elaboration (3) ACLJAC007

creating imaginative stories using a variety of resources and modes of presentation such as video clips or digital photo montages

Elaboration (3) ACLJAC008

learning to use dictionaries and electronic translation tools, identifying issues such as multiple meanings of words and the need to consider context

Elaboration (3) ACLJAC009

creating bilingual menus, signs or brochures for the school or local community, such as information about caring for the environment or school resources

Elaboration (3) ACLJAC010

observing live or recorded interactions in different Japanese-language contexts, identifying aspects that they find confusing or surprising, for example, gestures (おじぎ), levels of politeness, ways of requesting, thanking or greeting, or the exchange of …

Elaboration (3) ACLJAC011

creating a print or digital personal ‘cultural ID profile’ to exchange with Japanese-speaking peers, making decisions about what points of information will be of most interest, for example, by creating a family tree with associated links to cultural connections, …

Elaboration (3) ACLJAU012

recognising that in the copula desu and the verb suffix masu, the ‘u’ is devoiced in normal speech

Elaboration (3) ACLJAU013

recognising that Japanese can be written vertically or horizontally and has various typefaces in printed form

Elaboration (3) ACLJAU014

understanding and using a range of particles to perform different functions, for example: は (subject, topic marker) が (subject, topic marker: ～が好(す)きです、～がいます/あります) を (object) に (time, destination) へ (direction) で (transport) …

Elaboration (3) ACLJAU015

understanding how to create textual cohesion, using elements such as paragraphing or conjunctions to sequence and link ideas and to maintain the flow of expression, for example, そして、それから、でも

Elaboration (3) ACLJAU017

identifying words that have similar meanings and pronunciation across different languages, and reflecting on the possible origins of such words and their associated cultures

Elaboration (3) ACLJAU018

understanding that the Japanese language has many ways of expressing values such as consideration and respect, for example, どうぞ, >どうも、すみません、おくれて　すみません、しつれいします、 and using indirect forms of refusal and softening responses, for example, ちょっと…。あんまり…。

Elaboration (3) ACLJAC019

maintaining and extending conversations by requesting additional information, asking appropriate questions, and using conversation fillers such as いつしますか。だれとしますか。どうですか。

Elaboration (3) ACLJAC020

creating a digital presentation or performance to present information about their own school to a Japanese sister school or Japanese visitors

Elaboration (3) ACLJAC021

participating in class discussion by eliciting or offering opinions, for example, どうおもいますか。つまらないです。、 and by asking questions or making suggestions, for example, つぎはだれですか。いっしょにしましょうか。

Curriculum Types

Curriculum Elements Types

Cross Curriculum Priorities