ACLJAC109
Exchange greetings and introduce and share information about self with the teacher and peers using simple language and gestures[Key concepts: self, interaction, politeness, preferences; Key processes: greeting, interacting, introducing, describing]
Elaborations ScOT Terms
ACLJAC109 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC110
Participate in guided group activities such as games, songs and simple tasks, using movement, gestures and pictures to support understanding and to convey meaning[Key concepts: play, action learning, collaboration; Key processes: participating, turn-taking, …
Elaborations ScOT Terms
ACLJAC110 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC111
Participate in classroom routines such as addressing and responding to the teacher, opening and closing of lessons, transition activities, following instructions, thanking and asking for help, using appropriate gestures and behaviour[Key concepts: routines, …
Elaborations ScOT Terms
ACLJAC111 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC112
Locate items of information in simple texts such as charts, songs, rhymes, video clips and anime to complete guided tasks[Key concepts: information, meaning, text, context; Key processes: listening, identifying, demonstrating, making meaning]
Elaborations ScOT Terms
ACLJAC112 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC113
Convey factual information about self, family, friends and significant objects, using simple statements, gestures and support materials[Key concepts: self, family, immediate environment; Key processes: naming, labelling, presenting, describing]
Elaborations ScOT Terms
ACLJAC113 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC114
Participate in shared listening to, viewing and reading of imaginative texts, and respond through singing, chanting, miming, play-acting, drawing, action and movement[Key concepts: imagination, response, expression; Key processes: responding, performing, …
Elaborations ScOT Terms
ACLJAC114 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC115
Participate in shared performances and presentations of stories, songs, chants and rhymes[Key concepts: performance, narration, image, rhythm; Key processes: acting, creating, composing, expressing]
Elaborations ScOT Terms
ACLJAC115 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC116
Translate words and familiar phrases used in everyday situations from Japanese into English and vice versa, noticing how some words are shared between Japanese and English[Key concepts: meaning, translation, explanation; Key processes: translating, demonstrating, …
Elaborations ScOT Terms
ACLJAC116 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC117
Create simple print or digital bilingual texts for the classroom environment, such as captions, labels and wall charts[Key concepts: meaning, vocabulary, bilingualism; Key processes: creating, matching, selecting]
Elaborations ScOT Terms
ACLJAC117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC118
Notice and describe some ways in which Japanese language and communicative behaviour are similar or different to own language(s) and cultural forms of expression[Key concepts: language, culture, similarity and difference, respect; Key processes: noticing, …
Elaborations ScOT Terms
ACLJAC118 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC119
Use simple statements and gestures to express aspects of self, such as membership of family, friendship, gender, school/class or cultural groups[Key concepts: identity, self, group, communication; Key processes: describing, explaining, identifying]
Elaborations ScOT Terms
ACLJAC119 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAU120
Recognise sounds and rhythms of spoken Japanese, and learn how sounds are produced and represented in the three different scripts[Key concepts: mora, rhythm, intonation; Key processes: listening, distinguishing, recognising]
Elaborations ScOT Terms
ACLJAU120 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAU121
Recognise and copy some hiragana and a few high-frequency kanji[Key concepts: script, kana, kanji, phonemic awareness, meaning; Key processes: recognising, tracing, copying]
Elaborations ScOT Terms
ACLJAU121 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAU122
Understand the structure of basic sentences in Japanese and recognise some key elements of Japanese grammar[Key concepts: grammar, vocabulary, syntax; Key processes: recognising, describing, indicating]
Elaborations ScOT Terms
ACLJAU122 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAU123
Understand that language is organised as ‘text’, and that different types of texts, such as storybooks, songs, chants, labels or rhymes, have different features[Key concepts: text, meaning, genre, metalanguage; Key processes: recognising, identifying, …
Elaborations ScOT Terms
ACLJAU123 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAU124
Recognise that there are differences in how language is used in different cultural and social contexts, such as ways of greeting and addressing people[Key concepts: variation, context, culture; Key processes: exploring, identifying, comparing]
Elaborations ScOT Terms
ACLJAU124 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAU125
Recognise that Japanese and English borrow words and expressions from each other and from other languages[Key concepts: language, change, word borrowing; Key processes: noticing, recognising, classifying]
Elaborations ScOT Terms
ACLJAU125 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAU126
Understand that language and culture are closely connected[Key concepts: language, culture, meaning; Key processes: noticing, reflecting, questioning]
Elaborations ScOT Terms
ACLJAU126 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC127
Interact with the teacher and peers to exchange information about self, family, friends and favourite things, and likes and dislikes, and to express praise, support and respect for others[Key concepts: communication, information, self, family, respect; …
Elaborations ScOT Terms
ACLJAC127 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC128
Participate in guided tasks that involve following instructions and cooperating with peers, such as sports and craft activities[Key concepts: collaboration, participation, task, performance; Key processes: following instructions, rehearsing, performing, …
Elaborations ScOT Terms
ACLJAC128 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum