k10outline - Year 4 Syllabus

Year 4 SyllabusTest

Year 4 Syllabus

Year Level Description

Year 4 Japanese: Second Language builds on the skills, knowledge and understanding required to communicate in the Japanese language developed in Year 3 and focuses on extending the oral and written communication skills of students.

Students communicate in Japanese, interacting and socialising with the teacher and peers to exchange information about aspects of their personal world, including their daily routines at home and school, and their interests. They participate in collaborative class activities and transactions that involve solving problems and sharing decisions. Students engage with a range of Japanese imaginative texts and identify key language and cultural behaviours in them. They create, perform and present imaginative texts for different audiences that allow for the exploration and enjoyment of language.

Students become familiar with the systems of the Japanese language, continuing to learn context-related vocabulary and generating new language for a range of purposeful interactions such as using time expressions and using verbs in the past such as the ました and ませんでした form. They read and write words in hiragana and high frequency kanji with support and scaffolding. Students are supported to reflect on Japanese language protocols that relate to their personal worlds. They begin to develop a metalanguage in Japanese for talking about language, using terms similar to those used in English.

In Year 4 students continue to require extensive support with their language learning. Purposeful communicative activities and experiences are planned, models and examples are provided, along with support for self-monitoring and reflection. Language experience and input include authentic texts that may require some modification to ensure familiar vocabulary and simple sentence structures. Students continue to be encouraged to use Japanese as much as possible for social interactions and in learning tasks.

Communicating

Socialising

Interact and socialise with the teacher and peers, using simple descriptive or expressive modelled language, to exchange information about aspects of their personal worlds, including their daily routines at home and school and their interests, for example, サッカー　を　しますか。いつ　しますか。
土よう日　に　サッカー　を　します。
サッカーがすき　ですか。ぼく　も
すき　です。

Recount past activities, for example,
まち　に　いきました
(ACLJAC127)

Contribute collaboratively to class experiences, activities and transactions that involve asking for help, clarification and permission, solving a problem and sharing decisions, such as creating a display or conducting a role play or scenario, science experiments, cooking, origami or other craft activities
(ACLJAC128)

Informing

Locate and process factual information from familiar types of written, spoken, digital and multimodal texts, related to their personal and social worlds
(ACLJAC130)

Gather and convey factual information, simple statements and short descriptions from familiar texts related to their personal and social worlds
(ACLJAC131)

Creating

View a range of imaginative texts, for example, Japanese television programs for children and identify key words, familiar phrases and cultural expressions and behaviours
(ACLJAC132)

Create and perform short, imaginative texts that allow for exploration and enjoyment of language, cultural expression and performance, using familiar expressions, simple statements and modelled language, for example, くち　が　大きい　です。にく　をたべます。かわ　に　すんでいます。とても　こわい　です。
(ACLJAC133)

Translating

Explain features of Japanese language protocols such as the use of formulaic expressions, for example, いってきます/ただいま； counter classifiers; the indication of politeness by using です

Use visual, print or online dictionaries, word lists and pictures to translate simple familiar texts such as labels or captions
(ACLJAC134)

Reflecting

Notice and describe how language reflects cultural practices and norms
(ACLJAC137)

Understanding

Systems of language

Understand that hiragana symbols can be combined to represent words

Understand that vowel length can differentiate words in Japanese, for example, いいえiie for ‘no’ and いえie for ‘house’
(ACLJAU138)

Commence writing their own words, structures and phrases in hiragana with the support of a hiragana chart and word lists

Recognise and write frequently-used kanji

Learn to read and write words using hiragana
(ACLJAU139)

Notice and use context-related vocabulary and apply elements of grammar in simple spoken and written texts to generate language for a range of purposes, including:

using verbs in past tense
～ました/ませんでした
beginning to use counters in Japanese, for example, ～人、～さい、～月
indicating time and frequency using expressions such as まいにち、ときどき
telling time using ～じ/～じはん　です
なんじ　ですか
understanding words and expressions indicating direction or means of transportation, for example,
くるま　で　がっこう　に　いきます

Begin to develop a metalanguage in Japanese for talking about language, using terms similar to those used in English
(ACLJAU140)

Notice differences in familiar texts such as personal, informative and imaginative texts, and explain how particular features of such texts help to achieve their purpose
(ACLJAU141)

Language variation and change

Understand and demonstrate how language use varies according to the participants’ age, gender, relationship and the context of use, for example, おはよう/おはようございます；はし/おはし；
なまえ/おなまえ
(ACLJAU142)

Role of language and culture

Understand that Japanese is a standardised language and that there are different dialects spoken in different regions of Japan

Understand that Japanese borrows from and influences other languages
(ACLJAU143)

Make connections between culture and language use by identifying vocabulary and expressions that reflect different cultural values, traditions or practices
(ACLJAU144)

Achievement standard

At standard, students interact and socialise in Japanese with their teacher and each other through class experiences, activities and transactions, to exchange information about aspects of their personal worlds, daily routines at home and school and their interests. They use simple descriptive or expressive modelled language, with guidance, to provide information, ask questions and make statements, such asサッカー　を　しますか。いつ　しますか。土よう日　に　サッカー　を　します。Students locate, process and convey some factual information and simple statements from familiar texts related to their personal and social worlds. They view a range of imaginative texts, identifying most key words and some familiar phrases, cultural expressions and behaviours. They create and perform short imaginative texts, using familiar expressions, simple statements and modelled language. Students explain some features of Japanese language protocols such as the use of formulaic expressions, counter classifiers and the indication of politeness by using です. They use dictionaries with guidance, word lists and pictures to translate simple familiar texts. Students make some comments about how language reflects cultural practices and norms.

Students become familiar with the systems of the Japanese language, explaining that hiragana symbols can be combined to represent words and that vowel length can differentiate words in Japanese. Students commence writing, with a satisfactory level of accuracy, their own words, structures and phrases in hiragana with visual supports. They write some frequently-used kanji and read and write words using hiragana with a satisfactory level of accuracy. Students use vocabulary and expressions, and apply elements of grammar, with a satisfactory level of accuracy, in simple spoken and written texts. They use verbs in the past tense ～ました/ませんでした and indicate time and frequency using expressions such as まいにち、ときどき. Students tell the time using ～じ/～じはん　ですなんじですか and use words and expressions indicating direction or means of transportation. They begin to describe how the Japanese language works, using terms similar to those used in English. Students make some simple comparisons between features of familiar texts and explain, with guidance, how particular features of such texts help to achieve their purpose. Students show how language use varies according to the participant, relationships and the context of use. They state, with guidance, that Japanese is a standardised language with regional dialects and lists its connections with several other languages. Students make some connections between language and culture use by identifying vocabulary and expressions that reflect different cultural values, traditions or practices.