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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 (5) ACLJAU017

understanding that all languages change, that some are constantly growing and expanding and that others are disappearing or being revived, as in the case of many indigenous languages

Years 7 and 8 Japanese

The nature of the learners Students are beginning their study of Japanese and typically have had little prior exposure to the language and associated culture. Many will have learnt an additional language in primary school, while some have proficiency …

Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

Years 9 and 10 Japanese

The nature of the learners Students have prior experience of learning Japanese and bring a range of capabilities, strategies and knowledge that can be applied to new learning. They are expanding the range and nature of their learning experiences and …

Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

Elaboration (4) ACLJAC029

considering whether their sense of identity changes when they use different languages

Elaboration (4) ACLJAC011

comparing and reflecting on how identity is expressed across cultures and languages, considering the idea of ‘belonging’ and the relative importance of group or family membership as expressed in different languages

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

ACLJAU018

Explore connections between languages and cultures as exemplified in particular words, expressions and communicative behaviours, noticing how meaning can be culture-specific and difficult to transfer between languages[Key concepts: culture, language, …

Elaborations ScOT Terms

Elaboration (1) ACLJAC009

preparing bilingual captions for texts such as a newsletter item for the school community or for Japanese-speaking peers, exploring how to convey specific ideas in two different languages

Elaboration (2) ACLJAC029

considering the relationship between identity and language, with reference to the languages spoken by the students themselves, peers, and family or community members, including their own developing ability to communicate in Japanese

Elaboration (3) ACLJAU034

identifying how variations in language use and communicative behaviours reflect how emotions or attitudes such as respect, gratitude or embarrassment are differently expressed across languages and cultures

Elaboration ACLJAU035

understanding that each region of Japan has its own dialect and accents, and that Japan, like Australia, also has some indigenous languages

Elaboration (2) ACLJAU035

considering how globalisation has accelerated the introduction of English words and expressions into Japanese, and discussing possible benefits and disadvantages associated with the blending and mixing of languages

Elaboration (3) ACLJAU035

discussing possible reasons for changes in Japanese language use, such as exposure to other languages, changing attitudes to social practices, involvement in social media and digital communication

ACLJAU017

Understand that the Japanese language both influences and is influenced by other languages and cultures[Key concepts: language change, intercultural contact, loan words; Key processes: identifying, reflecting, making connections]

Elaborations ScOT Terms

Elaboration (5) ACLJAU034

comparing verbal and non-verbal elements of communication in different languages and cultural contexts, such as ways of disagreeing or responding to thanks, or the use of gestures, facial expressions or あいづち/silence

Achievement Standard Japanese Years 7 and 8

By the end of Year 8, students interact with one another and the teacher in classroom routines and activities, exchanging greetings, wishes and information about their personal and social worlds. They use gestures and formulaic expressions appropriately, …

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 (1) ACLJAU017

recognising the use of words ‘borrowed’ by Japanese from other languages such as English, French or Portuguese, for example, サッカー、ゴルフ、パン、 and noting how these are pronounced by Japanese speakers

Achievement Standard Japanese Years 9 and 10

By the end of Year 10, students use written and spoken Japanese to interact with peers, the teacher and other Japanese speakers to exchange information and opinions about personal interests and experiences. With support they share information …

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Cross Curriculum Priorities