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Elaboration ACLJAU195

identifying the use of cohesive devices such as conjunctions to sequence and link ideas and actions in both Japanese and English media texts, for example, verb て form, だから、それに、それで

The nature of the learners These years represent a transition to secondary school. Students in this sequence are continuing to study Japanese, bringing with them an established capability to interact in different situations, …

Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Years 9 and 10 Japanese

The nature of the learners At this level, students bring to their learning existing knowledge of Japanese language and culture and a range of learning strategies. They are increasingly aware of the world beyond their own …

Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Years 3 and 4 Japanese

The nature of the learners At this level, children are developing awareness of their social worlds and of their memberships of various groups, including of the Japanese class. They are further developing literacy capabilities in English, and while this …

Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Foundation to Year 2 Japanese

The nature of the learners Children enter the early years of schooling with established communication skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate …

Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Years 5 and 6 Japanese

The nature of the learners At this level, students are widening their social networks, experiences and communication repertoires in both their first language and Japanese. They continue to need guidance and participate in structured, collaborative tasks …

Years 5 and 6 | 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

Elaboration (2) ACLJAU177

understanding how to create textual cohesion, using elements such as paragraphing or conjunctions to sequence and link ideas and to maintain the flow of expression, for example, だから、それで、それに

Elaboration (3) ACLJAC116

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

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 (3) ACLJAC117

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

Elaboration (2) ACLJAC119

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

Elaboration (1) ACLJAC153

performing a role-play or skit for an audience, using Japanese for the performance and English for supporting explanations

Elaboration (2) ACLJAC171

composing menus or programs for Japanese-themed events, with key items and information in Japanese and explanatory footnotes or glossaries in English

Elaboration (4) ACLJAC171

creating digital texts such as songs, dialogues or instructions, with options for displaying in either Japanese or English

Elaboration (1) ACLJAC186

comparing lyrics and styles of Japanese- and English-language songs and performances, tracking similarities and differences in genres, themes and modes of emotional expression

Elaboration ACLJAC188

comparing English translations and interpretations of Japanese texts such as song lyrics, proverbs and advertisements that contain cultural elements and references

Elaboration (2) ACLJAC189

creating oral commentaries that switch between English and Japanese for a bilingual audience at a sporting or performing arts event

Achievement Standard Japanese Foundation to Year 2

By the end of Year 2, students interact with the teacher and peers through play- and action-related language. They use formulaic expressions and appropriate gestures in everyday interactions such as exchanging greetings and farewells, for example, …

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]