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Elaboration (3) ACLJAC113

expressing factual information about qualities such as colour あか、あお、しろ、くろ、きいろ、 number 一(いち)～百(ひゃく)、size おおきい、ちいさい and shape まる、さんかく、しかく

Elaboration (3) ACLJAC114

making simple statements about favourite characters in stories or songs, for example, やさしいかわいいこわいつよい

Elaboration (3) ACLJAC116

finding examples of Japanese words used in English, for example, ‘sushi’, ‘karate’, ‘origami’, and explaining what they mean

Elaboration (3) ACLJAC117

creating sets of word cards in English and Japanese and playing matching games such as Memory or Snap

Elaboration (3) ACLJAU120

noticing that statements and questions have different intonation patterns

Elaboration (3) ACLJAU121

recognising some kanji, for example, numbers and 象形文字(しょうけいもじ) (pictographs) such as 山(やま)、川(かわ)、口(くち)、目(め)、上(うえ)

Elaboration (3) ACLJAU122

understanding basic word order in simple sentences, for example, noun　が　すきです。りんご　が　すき　です。, adjective + noun　です。おおきい　いぬ　です。

Elaboration (3) ACLJAU123

noticing how texts such as storybooks are sequenced and organised, for example, by identifying the main title and the connections between pictures and text

understanding that language used in particular interactions can vary between cultural contexts, for example, the use of titles in Japanese (～さん、～せんせい) compared to the informal use of names in Australian English

Elaboration (3) ACLJAU125

creating a class record of Japanese words that are used in English and other languages, such as ‘judo’, ‘origami’, ‘sushi’ and ‘manga’, and comparing how these words are pronounced in the two languages

Elaboration (3) ACLJAU126

understanding that culture and cultural behaviours are woven into languages and cannot be separated from them, for example, it is possible to bow without a spoken greeting in Japanese but not to greet without bowing

Elaboration (3) ACLJAC127

showing interest in and respect for others, such as by expressing praise or encouragement, using formulaic expressions, for example, だいじょうぶ？たいへん？むずかしい？すごい（です）ね、やさしいね、おもしろいね、じょうずですね、かっこいいね、たのしかった？

Elaboration (3) ACLJAC128

preparing, rehearsing and conducting presentations and performances, such as a Japanese item for assembly or a digital presentation about a significant event

Elaboration (3) ACLJAC129

responding to teacher instructions such as ペア　に　なって　ください。三人　グループ　に　なって　ください。ならんで　ください。大きいこえで。

Elaboration (3) ACLJAC130

gathering information about one another’s home life and activities, for example, by surveys on pets, sports, activities, families, or likes and dislikes, using graphs to display results

Elaboration (3) ACLJAC132

sequencing elements of imaginative texts such as cartoons or simple narratives, for example, by creating a storyboard using pictures and captions

Elaboration (3) ACLJAC133

creating, performing and presenting imaginative texts such as skits, songs and raps

Elaboration (3) ACLJAC134

using visual, print or online dictionaries, word lists and pictures to translate simple familiar texts such as labels or captions

Elaboration (3) ACLJAC135

creating simple activities or action songs that involve alternating or combining repeated words or phrases in Japanese and English, such as verbs, question words or months of the year, for example, せんせい says

Elaboration (3) ACLJAC136

considering how some aspects of Australian ways of communicating such as greetings, responding to thanks or using direct eye contact may be interpreted by people from a Japanese cultural background

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