Search

Elaboration (2) ACLJAU124

understanding that language forms such as greetings vary according to the time of day or the occasion, for example, おはよう、こんにちは、こんばんは

Elaboration (1) ACLJAU141

recognising differences between the layout and language features of different types of texts, including たてがき, よこがき

comparing the language profile of Japan with the multilingual nature of Australian society, which includes speakers of Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages

Elaboration ACLJAU144

understanding that language carries information about the people who use it and that common expressions often reflect cultural values, for example, the importance of respect for older people is reflected in terms of address in Japanese

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 (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 (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 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 (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) ACLJAC169

creating imaginative texts to entertain younger audiences, for example, audio Big Books, puppet plays, cartoons or short video clips, selecting language, rhythms and images that enrich the visual or listening experience

Elaboration (2) ACLJAC172

experiencing authentic or virtual interaction with Japanese language and culture, for example, through face-to-face or online interactions with other Japanese speakers through exchanges, excursions, school visits or web-chatting

Elaboration ACLJAC186

identifying how imaginative texts such as たなばた use structure, language and mood to build action, convey emotion and reflect cultural values

Elaboration (1) ACLJAU195

identifying features of familiar types of texts such as emails, songs, slogans or public signs, and noticing how the choice of language and structure works to achieve each text’s purpose

Elaboration (1) ACLJAC001

giving and receiving items using culturally appropriate gestures and language, for example, どうぞ。どうも　ありがとう。

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。

Elaboration (2) ACLJAC010

reflecting on aspects of the experience of using Japanese that highlight intercultural differences relating to social and communicative behaviours, for example, the use of personal space and body language, and ways of accepting or refusing an offer

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 (1) ACLJAU033

applying understanding of the textual features of different text types to construct simple narratives, messages, slogans or song lyrics, noticing how the choice of language and text structure works to achieve each text’s purpose

Elaboration (1) ACLJAU034

finding examples of informal forms of language used by young Japanese speakers, such as the use of abbreviations or emoticons when texting and the use of loan words when discussing popular culture, for example, ‘J-rock’, ‘J-pop’, ‘fast food’

Elaboration ACLKOC121

creating own version of a story by sequencing a series of pictures with captions or by creating a storyboard with labels using modelled language, for example, 안녕하세요?; … 있어요? 네, 있어요 / 아니요, 없어요; 고맙습니다

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities