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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 (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 ACLJAU012

understanding the system of Japanese sound combinations, that Japanese has five vowels and that a vowel can be attached to all consonants except ‘ん’

Elaboration (1) ACLJAU012

accurately pronouncing all combinations of hiragana and katakana, including voiced and unvoiced forms and all combined sounds (contractions and blends)

Elaboration (2) ACLJAU012

understanding that the sounds of hiragana and katakana are identical even though the associated scripts are different

Elaboration (3) ACLJAU012

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

Elaboration (4) ACLJAU012

using available combinations of katakana to experiment with the Japanese pronunciation of loan words, for example, レストラン

Elaboration (5) ACLJAU012

recognising the basic unit of sound in Japanese (‘mora’: モーラ or 拍), for example, こんにちは has five moras

Elaboration (6) ACLJAU012

becoming familiar with the rhythm of Japanese, recognising the concept of the ‘foot’ (フット) as the minimum unit of rhythm, and that one foot in Japanese consists of two moras, for example, ごちそうさま is pronounced as a three-foot word

Elaboration ACLJAU013

understanding that the Japanese language uses three different scripts depending on word origins and on the context of language use

Elaboration (1) ACLJAU013

reading and writing all hiragana and katakana, including voiced, contracted and blended sounds, using the kana chart

Elaboration (2) ACLJAU013

using the kana chart as a systematic framework to support learning

Elaboration (3) ACLJAU013

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

Elaboration (4) ACLJAU013

understanding the use of basic Japanese punctuation marks such as a まる (。) 、てん (、) and katakana long vowel mark (ー), for example, in a student’s name such as サリー

Elaboration (5) ACLJAU013

applying the principles of stroke order to write all kana and high-frequency kanji such as 行(い)きます、月、大(おお)きい

Elaboration (6) ACLJAU013

knowing that kanji were brought from China and that hiragana was formed by simplifying the form of kanji, while katakana was formed using a part of kanji

Elaboration (7) ACLJAU013

understanding that each individual kanji represents meaning as well as sound, such as 日 (‘sun’, ‘day’), and that some kanji come from pictographs, for example, 山

Elaboration (8) ACLJAU013

learning to write high-frequency kanji, such as numbers, days of the week, family members, and basic adjectives and verbs, applying the basic principles for stroke order, for example, 父(ちち)、母(はは)、小(ちい)さい、見(み)ます、日本語(にほんご)

Elaboration (9) ACLJAU013

understanding the use of furigana as a tool to support reading

Elaboration ACLJAU014

developing metalanguage for communicating about language, using terms such as ‘noun’, ‘pronoun’, ‘verb’, ‘adjective’ and ‘conjunction’, and cross-referencing with knowledge of English-language syntax and parts of speech

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