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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。

identifying variations in spoken and written informative and persuasive texts, for example, print, television and online advertisements, noticing differences in language according to intended audience

Elaboration (3) ACLJAC023

creating texts to inform others about or promote events, places or experiences, such as a poster or flier for a multicultural event or a brochure about their school for a Japanese audience, for example, ミュージカルにきてください。私の学校にようこそ。

Elaboration (3) ACLJAC024

adapting an imaginative text such as a story or computer game, for example, by resequencing events, adding a new element or changing the location or era

Elaboration (3) ACLJAC025

working collaboratively to compose and perform a skit such as a manzai based on an imagined scenario that allows for experimentation with expressive language

Elaboration (3) ACLJAC026

evaluating the effectiveness of electronic translators, for example, by comparing back-translations of short texts or formulaic phrases, identifying instances of non-equivalence and noticing the potential pitfalls of literal translation

Elaboration (3) ACLJAC027

designing and maintaining a bilingual website with a Japanese sister school or another group of Japanese learners in Australia, considering the best use of each language depending on the context and nature of the information or interaction

Elaboration (3) ACLJAC028

discussing incidences in Japanese-language exchanges when miscommunication has occurred, and reflecting on why or how this happened

Elaboration (3) ACLJAC029

examining the impact of cultural stereotypes and expectations in relation to cultural identity and intercultural communication

Elaboration (3) ACLJAU030

understanding how to make appropriate pauses in a sentence, dividing the sentence into cohesive chunks to allow for the use of あいづち

Elaboration (3) ACLJAU032

using character charts as a systematic framework that enables recognition of verb conjugation patterns, and applying the formation rules of each verb group

Elaboration (3) ACLJAU033

using appropriate textual conventions to shape simple texts such as letters or menus, for example, introductions, linked paragraphs, summaries and sequencing strategies

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 (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

Elaboration (3) ACLJAU036

investigating language associated with events such as national holidays, for example, お正月(しょうがつ) and ゴールデンウィーク、 and identifying how it reflects associations between holidays and family values

Elaboration (2) ACLJAU032

understanding that verbs can be divided into three groups according to the way they are conjugated: Group 1 (five-step verbs), Group 2 (one-step verbs) and Group 3 (irregular verbs)

Curriculum Types

Curriculum Elements Types