AC9LJ10EC06 Years 9 to 10 Languages

Content descriptor create spoken, written and multimodal, informative and imaginative texts selecting vocabulary, expressions, grammatical structures and textual conventions for familiar and some unfamiliar contexts and purposes, to engage different audiences, and use a combination of kana and kanji

Elaborations

• • Elaboration using factual or imagined events and experiences to compose a range of multimodal text types, such as presentations, articles, journals, websites, to suit a range of audiences (family, friends, Japanese peers) and purposes (to inform, promote, invite)
• • Elaboration creating bilingual texts (subtitles, captions, brochures, posters, children’s books, etc.), for example, describing personal experiences, community events or depicting intercultural encounters relevant to the school’s local context
• • Elaboration working collaboratively to compose and perform skits or role-plays for imagined or real events and experiences, such as a Manzai 漫才, based on a scenario that allows for experimentation with expressive language and humour
• • Elaboration writing a journal entry, or contributing to a school newsletter in Japanese reflecting on the impact of a visit to a significant cultural location on a First Nations Country/Place, and, with permission, referring to cultural knowledge of the site
• • Elaboration applying understanding of the textual features of different text types to compose appropriate texts such as letters, notices, articles, and messages, noticing how the choice of language and text structure works to achieve each text’s purpose
• • Elaboration structuring texts effectively, for example, using introductions, linked paragraphs, logical sequence of ideas, examples, and conclusions
• • Elaboration independently using a variety of language elements appropriately, including plain or polite forms appropriate to context and audience, and appropriate punctuation

Show 3 more elaborations

• • Elaboration composing a range of informative texts in different tenses, using print or digital tools appropriate to context, purpose and audience, for example, composing a report about a recent excursion, a profile, a procedure, or a persuasive piece with interesting facts
• • Elaboration applying their understanding of cohesive devices, such as conjunctions, to sequence and link ideas and actions, for example, verb て form, だから、 しかし、 それに、 けれども
• • Elaboration creating texts in hiragana and katakana including the use of elongated vowels, double consonants, and contractions with known kanji for a variety of nouns, adjectives, verbs and adverbs, for example, 学校、時々、早い、何、好き、時、思う、見る、買う