Year level plan — English



Curriculum into the classroom (C2C)Band PlanLanguages: Japanese Band levelYears Prep to 2This plan is based on the Queensland Curriculum and Assessment Authority Languages — Japanese Band Plan for Prep to Year 2Curriculum intentLanguages learning areaPreambleThe Australian Curriculum: Languages is designed to enable all students to engage in learning a language in addition to English. Language, culture and learningThe interrelationship of language, culture and learning provides the foundation for the Australian Curriculum: Languages. In the Languages learning area the focus is on both language and culture, as students learn to communicate meaningfully across linguistic and cultural systems, and different contexts. This process involves reflection and analysis, as students move between the new language being learnt and their own existing language(s). It is a reciprocal and dynamic process which develops language use within intercultural dimensions of learning experiences. It is not a ‘one plus one’ relationship between two languages and cultures, where each language and culture stay separate and self-contained. Comparison and referencing between (at least) two languages and cultures build understanding of how languages ‘work’, how they relate to each other and how language and culture shape and reflect experience; that is, the experience of language using and language learning. The experience of being in two worlds at once involves noticing, questioning and developing awareness of how language and culture shape identity.Band statementThe 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 worlds of family, home, school, friends and neighbourhood. They are learning how to socialise with new people, share with others, and participate in structured routines and activities at school. Typically they have little to no experience of Japanese language and culture. Japanese language learning and use The initial focus is on listening to the sounds and patterns of Japanese through language-rich activities such as rhymes, songs, clapping and action games. Repetition and recycling help children to identify frequently used words, simple phrases and non-verbal communication strategies employed in greetings and other social interactions. Learners experiment with simple responses to prompts and cues.They are introduced to the scripts through initial exposure to high-frequency kanji, focusing on their ideographic nature before learning the associated Japanese sounds. They learn hiragana using a play-based approach that incorporates chanting, the use of mnemonics and a focus on the creative and crafted process of writing Japanese kana. As they learn to read hiragana they draw on first language literacy skills such as predicting the meaning of unfamiliar elements using contextual cues or by linking them to known elements.Reading skills begin with recognition of single kanji or hiragana and progress to reading whole words and familiar phrases. Writing skills progress from labelling pictures with single kanji and tracing and copying words in hiragana to scaffolded writing of words and short phrases.As they progress to using Japanese for functions such as asking and answering questions, responding to classroom instructions, singing songs, and taking turns in games and simple shared tasks, children begin to notice that language behaves differently in different situations and that Japanese speakers communicate in some ways that are different from their own. They practise and repeat formulaic expressions and gestures such as bowing that differ in Japanese from ways of communicating in English. Creative play provides opportunities for exploring these differences and for using Japanese for purposeful interaction. Contexts of interaction Children use Japanese to interact with one another and the teacher, with some access to wider school and community members. Information and communications technology (ICT) resources provide additional access to Japanese language and cultural experiences. Texts and resources Learners engage with a variety of spoken, visual and written texts. They listen and respond to teacher talk, share ideas, and join in stories, songs, plays and simple conversations. Written and digital texts include stories, wall charts, Big Books, and teacher-produced materials such as games, captions and flashcards.Features of Japanese language use Learners become familiar with the sound systems of the Japanese language, including pronunciation and rhythm. They learn to pronounce individual sounds and sound combinations. They understand basic word order in simple sentences, indicate affirmative or negative responses, respond to requests, and notice different levels of formality when addressing friends, family and teachers. They discuss similarities and differences that they notice between Japanese and their first language(s) and culture(s), such as adjective–noun patterns, adding か to ask a question, and ways of showing respect.Level of support Learning is supported through the provision of experiences that are challenging but achievable with appropriate scaffolding and support. This involves modelling and monitoring by the teacher, provision of rich and varied sources of input, opportunities for recycling and reviewing, and regular cues, feedback, response and encouragement. At this stage, play and imaginative activities, music, movement and familiar routines provide the essential scaffolding for language development.The role of EnglishWhile children are encouraged to use Japanese whenever possible, with the teacher providing rich and varied language input, English is used as a medium of instruction, and for explanation and discussion. This allows learners to discuss differences and similarities they notice between Japanese and their own language(s) and culture(s), to ask questions, and to express their reactions to the experience of learning and using an additional language.Achievement StandardsYears Foundation to 2 Achievement Standard 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, おはようございます、おはよう、こんにちは、さようなら、また、あした, thanking and apologising, and giving and receiving, for example, どうぞ、どうも. They use visual, non-verbal and contextual support such as pictures, gestures, facial expressions and props to make meaning of simple texts. When listening to simple repetitive spoken texts, they identify key words such as names or numbers of objects or people, and demonstrate comprehension by actions, drawing or labelling. They respond to instructions through actions, for example, きいて　ください。みて　ください 。, and respond to questions, for example, だれなに どこ with single words and set phrases and by selecting images or objects, for example, いぬ　です　か。ねこ　です　か 。. They present information about themselves, their family, friends and favourite things at word and simple sentence level, using formulaic and modelled language. They describe people and objects using adjectives to indicate colour, shape and size, for example, あかい　りんご、おおきい、まるい. They indicate ownership by using, for example, だれ　の　ですか。わたし/ぼく　の　です。 They mimic Japanese pronunciation, intonation and rhythm through shared reading and singing. Students recognise and begin to write single kanji, such as 人, 木, 山、川、月、日、一、ニ、三, the 46 hiragana symbols, and some hiragana words such as くち、ねこ、あお、しかく. They demonstrate understanding of hiragana as well as kanji by actions such as matching, labelling and sorting. They translate and interpret examples of everyday Japanese language use and cultural behaviours such as the exchange of greetings or thanks, terms of address and some formulaic expressions and behaviours.Students identify the three different scripts in Japanese, hiragana, kanji and katakana. They understand that hiragana represents the basic units of Japanese sound and apply that knowledge in their communication. They know that kanji represents meaning as well as sounds, and that katakana is used for borrowed words. They know that stroke order in writing characters is important. Students identify patterns in Japanese words and phrases and make comparisons between Japanese and English, for example, the word order in greetings, such as Smith せんせい、and in simple sentences, such as おりがみ　が　すきです。ぞう　は　おおきい　です。. They provide examples of different ways of addressing friends, family and teachers or other adults. They use pronouns, such as わたし/ぼく, and titles/suffixes, such as ～せんせい/～さん/～くん, to address different people. They identify Japanese words that are often used in English-speaking contexts, for example, ‘sushi’, ‘origami’ and ‘karate’. They give examples of Japanese words and phrases that have been borrowed from other languages, such as ピンク、テレビ、パン. They identify similarities and differences between Japanese and their own languages and cultures.Course OrganisationContent structureSequences of learningThe design of the Australian Curriculum: Languages takes account of different entry points into language learning across Foundation – Year 10, which reflects current practice in Languages. Content and achievement standards are described initially in a three-year band for Foundation–Year 2 followed by two-year bands of learning: Years 3–4; Years 5–6, Years 7–8 and Years 9–10. Strands and sub-strandsThe content of the Australian Curriculum: Languages is organised through two interrelated strands which realise the three aims. The two strands are:Communicating: using language for communicative purposes in interpreting, creating and exchanging meaningUnderstanding: analysing language and culture as a resource for interpreting and creating meaning.The strands reflect three important aspects of language learning:communicationanalysis of aspects of language and culturereflection that involves:reflection on the experience of communicatingreflection on comparative dimensions of the languages available in students’ repertoires (for example, the first language in relation to second language and self in relation to others).A set of sub-strands has been identified within each strand, which reflects dimensions of language use and the related content to be taught and learned. The strands and sub-strands do not operate in isolation but are integrated in relation to language use for different purposes in different contexts. The relative contribution of each sub-strand differs for described languages, pathways and bands of learning. The sub-strands are further differentiated according to a set of ‘threads’ that support the internal organisation of content in each sub-strand. These ‘threads’ are designed to capture (1) range and variety in the scope of learning and (2) a means for expressing the progression of content across the learning sequences.Implementation of Languages and the complete Australian CurriculumSchools will make decisions about how they provide all the Australian Curriculum learning areas and subjects, based on their local contexts and to best meet the needs of their students. In implementing the complete Australian Curriculum schools will be required to:provide programs to deliver eight learning areas some of which include multiple subjects retain the discipline-specific nature of each learning area/subject package learning areas/subjects into coherent school programs and timetables to deliver rigorous and engaging programs at each stage of schooling.In implementing Languages, schools will need to:take into account the full scope of the F(Prep) – 10 Australian Curriculum consider how Languages best fits within the whole curriculum note the Recommended curriculum time allocations for Queensland state schools 2014–2016 for Prep to Year 10.While state schools are required to provide a language in Years 5 to 8, they have autonomy to decide many aspects of curriculum delivery including time allocations. See the policy Languages in Queensland State Schools. Schools may either adopt or adapt C2C materials to suit local contexts and to differentiate teaching to meet student needs.Curriculum into the Classroom Band PlansThe Band plan for Languages: Japanese is organised to: provide an exemplar for planning which aligns with the Australian Curriculum: Languages — Japanese, which is organised in band levels for the Achievement Standard and for Content Descriptionsidentify opportunities for teaching, learning, assessment and feedback, organised in units according to bands, and developed using the Australian Curriculum: Languages — Japanese Content Descriptions and Achievement Standardprovide flexibility to enable schools to make decisions about how the subject will be implemented, based on local context and needs of students.Sequencing teaching and learningUnit OverviewUnit 1: A package from JapanUnit 2: Who am I? Unit 3: My mascotUnit 4: Sending greetings to JapanTime allocation:Unit 1 – 25% of total teaching time for the yearUnit 2 – 25% of total teaching time for the yearUnit 3 – 25% of total teaching time for the yearUnit 4 – 25% of total teaching time for the yearIn this unit, students begin to engage with Japanese language and culture. They explore similarities and differences in greeting others in a variety of familiar contexts.Students will:interact with others to exchange greetings and share information about themselvesparticipate in guided group activities such as games and songsinteract with simple texts to locate specific informationanalyse and understand the systems of language relating to script recognitionparticipate in intercultural experiences to notice how language is used in different cultural and social contexts.In this unit students reflect on similarities and differences in verbal and non-verbal ways of greeting, introducing and describing themselves in English and Japanese.Students will:participate in guided group activities such as games and songs convey factual information with simple words and phrases about self and otherstranslate meaning and create bilingual textsanalyse and understand the systems of language relating to pronunciation and script recognitionparticipate in intercultural experiences to reflect on similarities and differences in ways of introducing and giving information about oneself.In this unit students explore the Japanese concept of cultural representation through mascots. Students will:interact with others to exchange greetings and share information about themselvesconvey factual information with simple words and phrases to describe mascots analyse and understand the systems of language relating to pronunciation and script recognitionparticipate in intercultural experiences noticing ways character is represented through symbols such as mascots.In this unit students use language to greet, introduce and describe themselves to new Japanese friends. Student use language and gestures to exchange gifts across cultures. Students will:interact with others to express preferencesexpress preference for and convey information about a particular item to be included in a package to Japananalyse and understand the systems of language relating to pronunciation and script recognitionparticipate in intercultural experiences noticing perspectives on items of personal and national significance.All units are developed using the Australian Curriculum: Languages — Japanese Years Prep to 2 Content Descriptions and Achievement Standard.Please note: The Australian Curriculum: Languages has been developed across three years. C2C: Languages resources consist of four units per year level (twelve units across the band). C2C units 1 to 4 have been written for Prep, units 5 to 8 have been written for Year 1 and units 9 to 12 have been written for Year 2.General capabilities and cross-curriculum priorities150749020955000Opportunities to engage with: 150812520955000Opportunities to engage with: 171513521082000Opportunities to engage with: Opportunities to engage with: Key to general capabilities and cross-curriculum prioritiesLiteracy???Numeracy???ICT capability???Critical and creative thinking?? Personal and social capability ???Ethical behaviour???Intercultural understanding Aboriginal and Torres Strait Islander histories and cultures ?Asia and Australia’s engagement with Asia SustainabilitySequencing teaching and learningUnit overviewUnit 5: Who’s in my family?Unit 6: What’s in my lunch box?Unit 7: How do we celebrate special days?Unit 8: A day out with my familyTime allocation:Unit 5 – 25% of total teaching time for the yearUnit 6 – 25% of total teaching time for the yearUnit 7 – 25% of total teaching time for the yearUnit 8 – 25% of total teaching time for the yearIn this unit, students use language to communicate information about their families. Students will:present information and respond to questions about their families listen to information about Japanese familiesdemonstrate and identify language used to describe relationshipsanalyse and understand the systems of language relating to pronunciation and script recognitionparticipate in intercultural experiences to notice similarities and differences in the concept of family, group belonging and respect.In this unit, students use language to describe eating practices in Australia and Japan. Students will:inform others about the characteristics of and preferences for foods in their lunch boxesparticipate in shared reading identify language commonalities such as borrowed wordsanalyse and understand the systems of language relating to script recognitionparticipate in intercultural experiences to identify similarities and differences regarding the presentation of food and lunchtime eating practices. In this unit, students explore language and culture relating to special days and celebrations such as birthdays in Japan and Australia.Students will:listen to and respond to simple instructionsinteract with others using appropriate verbal and non-verbal language to participate in giving and receiving giftscomprehend and compose greeting cardsanalyse and understand the systems of language relating to pronunciation and script recognitionparticipate in intercultural experiences noticing similarities and differences relating to celebrating special days.In this unit, students use language to describe routines and cultural practices relating to family outings.Students will:present written information about a day out with their familylisten to information about Japanese families’ activities and outingscommunicate feelings and emotions associated with activitiesanalyse and understand the systems of language relating to script recognitionparticipate in intercultural experiences to notice similarities and differences in the ways people spend time together as a family.All units are developed using the Australian Curriculum: Languages — Japanese Years Prep to 2 Content Descriptions and Achievement Standard.Please note: The Australian Curriculum: Languages has been developed across three years. C2C: Languages resources consist of four units per year level (twelve units across the band). C2C units 1 to 4 have been written for Prep, units 5 to 8 have been written for Year 1 and units 9 to 12 have been written for Year 2.General capabilities and cross-curriculum prioritiesOpportunities to engage with: Opportunities to engage with: Opportunities to engage with: Opportunities to engage with: Key to general capabilities and cross-curriculum prioritiesLiteracy???Numeracy???ICT capability???Critical and creative thinking?? Personal and social capability ???Ethical behaviour???Intercultural understanding Aboriginal and Torres Strait Islander histories and cultures ?Asia and Australia’s engagement with Asia SustainabilitySequencing teaching and learningUnit overviewUnit 9: Getting ready for schoolUnit 10: Cute and coolUnit 11: Tell me a storyUnit 12: Our mascot’s adventureTime allocation:Unit 9 – 25% of total teaching time for the yearUnit 10 – 25% of total teaching time for the yearUnit 11 – 25% of total teaching time for the yearUnit 12 – 25% of total teaching time for the yearIn this unit, students use language to explain routines and preparations for school.Students will:listen to descriptions of stationery items in a school bagdemonstrate appropriate greetings in contextlisten to and compose descriptions about routines and ways to get to schoolanalyse and understand the systems of language relating to script recognitionparticipate in intercultural experiences to explore language and routines associated with school preparations and routines.In this unit, students will explore the importance of the concept of kawaii (cute) for Japanese children through language used to describe clothing and accessories.Students will:present oral descriptions of clothing in a fashion paradeconstruct posters to convey differences between clothing worn in different seasonsparticipate in play based games dressing mascotsanalyse and understand the systems of language relating to pronunciation and script recognitionparticipate in intercultural experiences to compare clothing and accessories worn in different seasons.In this unit, students use language to engage with simple traditional stories.Students will:listen to and view traditional stories in written forms such as かみしばいexpress preferences for scenes, storylines and or stylestranslate and interpret genre specific textsanalyse and understand the systems of language relating to script recognitionparticipate in intercultural experience to notice and compare the language and culture relating to traditional stories.In this unit, students use language to present a story using textual features of traditional stories.Students will:present a written and illustrated story about a class mascotdemonstrate appropriate register in contextcommunicate feelings and emotions associated with stories analyse and understand the systems of language relating to script recognitionparticipate in intercultural experience to notice and compare the language and culture relating to ways of presenting stories.All units are developed using the Australian Curriculum: Languages — Japanese Years Prep to 2 Content Descriptions and Achievement Standard.Please note: The Australian Curriculum: Languages has been developed across three years. C2C: Languages resources consist of four units per year level (twelve units across the band). C2C units 1 to 4 have been written for Prep, units 5 to 8 have been written for Year 1 and units 9 to 12 have been written for Year 2.General capabilities and cross-curriculum prioritiesOpportunities to engage with: Opportunities to engage with: Opportunities to engage with: Opportunities to engage with: Key to general capabilities and cross-curriculum prioritiesLiteracy???Numeracy???ICT capability???Critical and creative thinking?? Personal and social capability ???Ethical behaviour???Intercultural understanding Aboriginal and Torres Strait Islander histories and cultures ?Asia and Australia’s engagement with Asia SustainabilityAssessment overviewUnit 1: A package from JapanUnit 2: Who am I? Unit 3: My mascotUnit 4: Sending greetings to JapanNo summative assessment for this positionModes assessed: speakingThis assessment will gather evidence of the student’s ability to: present information about themselves at word and simple sentence level, using formulaic and modelled languagemimic Japanese pronunciation, intonation and position Modes assessed: speakingThis assessment will gather evidence of the student’s ability to:present information about favourite things at word leveldescribe people and objects using adjectives to indicate colour and sizemimic Japanese pronunciation, intonation and rhythm.No summative assessment for this unit.All unit assessment tasks provide evidence of student learning and provide opportunities for teachers to make judgments about whether students have met the Australian Curriculum: Languages — Japanese Years Foundation to 2 Achievement Standard.Aspects of the Achievement Standard listed in each unit assessment overview may be assessed through a single mode or through several modes depending on the task. Teachers are advised to refer to the Guide to Making Judgements for each assessment task for further details.Assessment overviewUnit 5: Who’s in my family?Unit 6: What’s in my lunch box?Unit 7: How do we celebrate special days?Unit 8: A day out with my familyNo summative assessment for this positionModes assessed: speaking, reflectingThis assessment will gather evidence of the student’s ability to:present information about their favourite things at word and simple sentence level, using formulaic and modelled languagedescribe objects using adjectives to indicate colour, shape and sizetranslate and interpret examples of everyday language useidentify Japanese words that are often used in English-speaking contextsgive examples of Japanese words and phrases that have been borrowed from other languages. No summative assessment for this positionModes assessed: writingThis assessment will gather evidence of the student’s ability to:present information about themselves, their family, friends and favourite things at word and simple sentence level, using formulaic and modelled language describe people and objects using adjectives indicate ownership begin to write single kanji, the 46 hiragana symbols, and some hiragana wordsknow that kanji represents meaning as well as sounds, and that katakana is used for borrowed wordsknow that stroke order in writing characters is importantidentify patterns in simple Japanese sentences.All unit assessment tasks provide evidence of student learning and provide opportunities for teachers to make judgments about whether students have met the Australian Curriculum: Languages — Japanese Years Foundation to 2 Achievement Standard.Aspects of the Achievement Standard listed in each unit assessment overview may be assessed through a single mode or through several modes depending on the task. Teachers are advised to refer to the Guide to Making Judgements for each assessment task for further details.Assessment overviewUnit 9: Getting ready for schoolUnit 10: Cute and coolUnit 11: Tell me a storyUnit 12: Our mascot’s adventureCollection of workModes assessed: listening, readingThis assessment will gather evidence of the student’s ability to:use visual, non-verbal and contextual support to make meaning of simple textsidentify key words such as names or numbers of objects or people, and demonstrate comprehension by actions, drawing or labellingrespond to questions with single words and set phrases and by selecting images or objectsindicate ownershipidentify the three different scripts in Japanese, hiragana, kanji and katakanaknow that kanji represents meaning as well as sounds, and that katakana is used for borrowed words.Collection of workModes assessed: speaking, writingThis assessment will gather evidence of the student’s ability to:use formulaic expressions and appropriate gestures in everyday interactions describe people and objects using adjectives to indicate colour, shape and sizeindicate ownership mimic Japanese pronunciation, intonation and rhythmtranslate and interpret examples of everyday Japanese language useunderstand that hiragana represents the basic units of Japanese sound and apply that knowledge in their communicationidentify Japanese words that are often used in English-speaking contextsgive examples of Japanese words and phrases that have been borrowed from other languages.Collection of workModes assessed: listening, reflectingThis assessment will gather evidence of the student’s ability to:listening to simple repetitive spoken texts, they identify key words such as names or numbers of objects or people, and demonstrate comprehension by actions, drawing or labellingtranslate and interpret examples of everyday Japanese language use and cultural behaviours provide examples of different ways of addressing friends, family and teachers or other adultsuse pronouns and titles/suffixes to address different peopleidentify similarities and differences between Japanese and their own languages and positionModes assessed: writing This assessment will gather evidence of the student’s ability to:describe people and objects using adjectives to indicate colour, shape and sizerecognise and begin to write single kanji, the 46 hiragana symbols, and some hiragana wordsknow that stroke order in writing characters is importantidentify patterns in Japanese words and phrases and make comparisons between Japanese and Englishprovide examples of different ways of addressing friends, family and teachers or other adultsuse titles/suffixes, to address different people.All unit assessment tasks provide evidence of student learning and provide opportunities for teachers to make judgments about whether students have met the Australian Curriculum: Languages — Japanese Years Foundation to 2 Achievement Standard.Aspects of the Achievement Standard listed in each unit assessment overview may be assessed through a single mode or through several modes depending on the task. Teachers are advised to refer to the Guide to Making Judgements for each assessment task for further details.Consistency of teacher judgmentsIdentify opportunities to moderate samples of student work at a school or cluster level to reach consensus and consistency.Content descriptions for Years Prep (Foundation) to Year 2 Languages — JapaneseReview for balance and coverage of content descriptionsYears Prep (F)-2 BandA package from JapanWho am I?My mascotSending greetings to JapanWho’s in my family?What’s in my lunch box?How do we celebrate special days?A day out with my familyGetting ready for schoolCute and coolTell me a storyOur mascot’s adventureUnit 1Unit 2Unit 3Unit 4Unit 5Unit 6Unit 7Unit 8Unit 9Unit 10Unit 11Unit 12Content descriptions — Communicating Strand: using language for communicative purposesSub-strand – SocialisingExchange greetings and introduce and share information about self with the teacher and peers using simple language and gestures (ACLJAC109)Participate in guided group activities such as games, songs and simple tasks, using movement, gestures and pictures to support understanding and to convey meaning (ACLJAC110)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 (ACLJAC111)Sub-strand – InformingLocate items of information in simple texts such as charts, songs, rhymes, video clips and anime to complete guided tasks (ACLJAC112)Convey factual information about self, family, friends and significant objects, using simple statements, gestures and support materials (ACLJAC113)Sub-strand – CreatingParticipate in shared listening to, viewing and reading of imaginative texts, and respond through singing, chanting, miming, play-acting, drawing, action and movement (ACLJAC114)Participate in shared performances and presentations of stories, songs, chants and rhymes (ACLJAC115)Sub-strand – TranslatingTranslate 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 (ACLJAC116)Create simple print or digital bilingual texts for the classroom environment, such as captions, labels and wall charts (ACLJAC117)Sub-strand – ReflectingNotice and describe some ways in which Japanese language and communicative behaviour are similar or different to own language(s) and cultural forms of expression (ACLJAC118)Use simple statements and gestures to express aspects of self, such as membership of family, friendship, gender, school/class or cultural groups (ACLJAC119)Content descriptions — Understanding Strand: analysing language and cultureSub-strand – Systems of languageRecognise sounds and rhythms of spoken Japanese, and learn how sounds are produced and represented in the three different scripts (ACLJAU120)Recognise and copy some hiragana and a few high-frequency kanji (ACLJAU121)Understand the structure of basic sentences in Japanese and recognise some key elements of Japanese grammar (ACLJAU122)Understand that language is organised as ‘text’, and that different types of texts, such as storybooks, songs, chants, labels or rhymes, have different features (ACLJAU123)Sub-strand – Language variation and changeRecognise that there are differences in how language is used in different cultural and social contexts, such as ways of greeting and addressing people (ACLJAU124)Recognise that Japanese and English borrow words and expressions from each other and from other languages (ACLJAU125)Sub-strand – Role of language and cultureUnderstand that language and culture are closely connected (ACLJAU126) ................
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