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Elaboration (3) ACLJAC116

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

Elaboration (4) ACLJAC116

identifying key words in children’s stories or songs, for example, むかしむかし、おわり, and providing English translations or explanations of meaning

Elaboration ACLJAC117

performing simple presentations for the school community that involve both Japanese and English language elements, such as a contribution to an assembly performance for Grandparents’ Day

Elaboration (1) ACLJAC117

creating bilingual wall charts or picture dictionaries with captions, stickers and simple descriptions in English to explain Japanese words and expressions that have particular cultural meaning

Elaboration (2) ACLJAC117

writing parallel captions in Japanese and English for a photographic display of a class event such as a sports carnival or pets’ day or about a topic such as caring for the school environment

Elaboration (3) ACLJAC117

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

Elaboration ACLJAC118

comparing Japanese ways of showing respect and being polite with how this is done in their own language(s), for example, by using titles such as Sensei, bowing, and accepting objects with both hands

Elaboration (1) ACLJAC118

comparing aspects of Australian and Japanese children’s lifestyles, such as ways of playing games じゃんけん、eating food (using chopsticks and formulaic language) or addressing family members and friends

Elaboration (2) ACLJAC118

experimenting with using Japanese in spontaneous interactions, for example, いたい、すごい、ぺこぺこ、がんばれ,、noticing any changes in the use of voice or body language and communicating how this feels

Elaboration ACLJAC119

making simple statements about themselves, such as their name and age, for example, ぼく　は　Sam 　です、9 さい　です。

identifying themselves as part of a family, class or peer group ぼく　は　おとうと　です。おねえさん　は, for example, by representing these relationships through drawing pictures or a family tree, adding captions to photos or creating digital presentations

Elaboration (2) ACLJAC119

noticing and comparing their own use of words or expressions from different languages when communicating in English

Elaboration ACLJAU120

recognising the concept of the basic unit of sound in Japanese (‘mora’: モーラ or 拍(はく)), for example, いいえ has three moras

Elaboration (1) ACLJAU120

understanding that the independent nasal sound ‘n’ (ん) has a mora of its own, for example, こんにちは

Elaboration (2) ACLJAU120

understanding that when pronouncing Japanese it is important to keep the length of each mora even

Elaboration (3) ACLJAU120

noticing that statements and questions have different intonation patterns

Elaboration ACLJAU121

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

Elaboration (1) ACLJAU121

understanding that one kana represents a basic unit of Japanese sound

Elaboration (2) ACLJAU121

understanding that each individual kanji represents meaning as well as sounds, for example, 日(ひ)、日(び)、日(にち), whereas one kana or one letter of the English alphabet does not represent individual meaning

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)

Curriculum Types

Curriculum Elements Types

Cross Curriculum Priorities