k10outline - Year 5 Syllabus

Year 5 SyllabusTest

Year 5 Syllabus

Year Level Description

Year 5 Japanese: Second Language builds on the skills, knowledge and understanding required of students to communicate in the Japanese language developed in Year 4 and focuses on extending their oral and written communication skills and their understanding of Japanese language and culture.

Students communicate in Japanese, initiating interactions and socialising with the teacher and peers to exchange information about their home, neighbourhood and local community. They participate in guided tasks, planning outings or conducting performances and completing transactions. Students gather and convey information and ideas from a range of texts related to personal and social worlds. They engage with a range of imaginative texts and explore the characters, events and ideas in them. Students create and perform imaginative texts such as puppet shows or plays for a specific audience.

Students become familiar with the systems of the Japanese language, reading and writing all hiragana with the support of a chart and starting to use basic Japanese punctuation. They use context-related vocabulary and develop and apply knowledge of the systematic nature of Japanese grammatical rules in simple spoken and written texts such as encouraging someone to join them in an activity using ～ましょう or describing the location of homes. Students build a metalanguage in Japanese to talk about language.

Students are encouraged to reflect on how their own and others’ ways of communicating and using language is shaped by the communities that they belong to.

In Year 5 students are widening their social networks, experiences and communication repertoires in both their first language and Japanese. They are supported to use Japanese as much as possible for classroom routines and interactions, structured learning tasks, and language experimentation and practice. English is predominantly used for discussion, clarification, explanation, analysis and reflection.

Communicating

Socialising

Initiate interactions with the teacher and peers, using descriptive and expressive language to exchange information about their home, neighbourhood and local community, for example, うみにいきました；たのしかったです；へや　に　ふとん　が　あります；だいどころ　に　おかあさん　が　います；まっすぐ　いって、みぎ　に　まがって、としょかん　が
あります；がっこう　に　いきましょう；
はい、いきましょう/いいえ、ちょっと
(ACLJAC145)

Participate in guided tasks related to organising displays, planning outings and conducting events such as performances, or activities such as building models and completing transactions in places such as a café or a market
(ACLJAC146)

Informing

Gather and compare information and supporting details from a range of written, spoken, digital and multimodal texts, related to their personal and social worlds
(ACLJAC148)

Gather and convey information and ideas in different formats from a range of texts related to their personal and social worlds
(ACLJAC149)

Creating

Share responses to characters, events and ideas in imaginative texts such as anime, folk stories and manga, making connections with personal experiences and feelings
(ACLJAC150)

Create or reinterpret, present or perform imaginative texts for different audiences, based on or adapted from events, characters or settings in other imaginative texts
(ACLJAC151)

Translating

Collect, use and explain Japanese words and expressions that do not translate easily into English such as おかえり；いらっしゃいませ；
ごちそうさま

Use visual, print or online dictionaries, word lists and pictures to translate simple familiar texts such as labels or captions
(ACLJAC152)

Reflecting

Compare ways of communicating in Australian and Japanese-speaking contexts and identify ways in which culture influences language use
(ACLJAC155)

Understanding

Systems of language

Pronounce all the sounds in the kana chart, including voiced and unvoiced sounds てんてん and まる, combined and long vowel sounds and double consonants, for example, きって and りょうり

Understand that the sounds of hiragana and katakana are identical, even though the associated scripts are different
(ACLJAU156)

Read and write all hiragana, including voiced, combined and long vowel sounds and double consonants using a hiragana chart for support

Understand the use of basic Japanese punctuation marks such as まる(。) and てん(、)

Read and write words, phrases and sentences using hiragana and simple kanji, for example, わたし　の　本；わたし　の　かぞく　です
(ACLJAU157)

Use context-related vocabulary and develop and apply knowledge of the systematic nature of Japanese grammatical rules in simple spoken and written texts to generate language for a range of purposes, including:

using verbs to indicate – let’s…, ～ましょう
understanding and identifying elements of different sentence structures and the use of particles such as へ/で
understanding the use of ～が　あります/
いますto refer to inanimate/animate objects
describing locations of homes, people, animals and items, using basic structures, for example, noun　は　place　にあります； noun　は　place　に　います
knowing how to use prepositions to describe the position of objects, for example, つくえ　の　上　に本があります
knowing how to use common counters and classifiers such as こ/ひき/びき/ぴき/えん
understanding Japanese numerical place order, for example 一、十、百、千、万
understanding different question words such as いくら/どれ

Build a metalanguage in Japanese to talk about language
(ACLJAU158)

Recognise the use of formulaic expressions, including the word order for writing the date and textual features in familiar texts such as opening and closing emails, letters, postcards, or telephone conversations
(ACLJAU159)

Language variation and change

Notice differences in interaction styles in situations in Japanese and Australian contexts, for example, in buying something from a shop
(ACLJAU160)

Role of language and culture

Understand that there are large Japanese-speaking communities in Hawaii and Brazil, and that Japanese is taught in many countries, including those in the Asia-Pacific region and is changing constantly due to contact with other languages
(ACLJAU161)

Reflect on how their own and others’ language use is shaped by and reflects communities’ ways of thinking and behaving and may be differently interpreted by others
(ACLJAU162)

Achievement standard

At standard, students initiate, with guidance, interactions in Japanese with their teacher and each other through guided tasks, class experiences, activities and transactions, to exchange information about their home, neighbourhood and local community. They use mostly familiar descriptive and expressive language to participate with guidance, in tasks or activities or to provide information, such asまっすぐ　いって、みぎ　に　まがって、としょかん　が. Students gather and compare most information and some supporting details, and convey information and ideas in different formats from a range of texts related to their personal and social worlds. They share simple responses to characters, events and ideas in imaginative texts and make simple connections with their own experience and feelings. They create and present, with guidance, imaginative texts for different audiences, based on or adapted from events, characters or settings. Students collect, use and explain Japanese words and expressions that do not translate easily into English. They use dictionaries, with guidance, word lists and pictures to translate simple familiar texts. Students identify ways in which culture influences language use, and provide simple examples when comparing ways of communicating in Australian and Japanese-speaking contexts.

Students are becoming more familiar with the systems of the Japanese language, pronouncing all the sounds in the kana chart with a satisfactory level of accuracy and explaining that the sounds of hiragana and katakana are identical, even though the associated scripts are different. Using a hiragana chart, students read and write all hiragana with a satisfactory level of accuracy. They know and use, with guidance, basic Japanese punctuation marks. They read and write words, phrases and sentences using hiragana and simple kanji with a satisfactory level of accuracy. Students use vocabulary and expressions and develop and apply knowledge of the systematic nature of Japanese grammatical rules in simple spoken and written texts. They use verbs to indicate – let’s…, ～ましょう, identify elements of different sentence structures and the use of particles. They understand the use of ～が　あります/ います to refer to inanimate/animate objects. Students use prepositions to describe the position of objects and describe locations of homes, people, animals and items, using basic structures, such as noun　は　place　にあります. Students use common counters and classifiers and understand Japanese numerical place order. They understand different question words such as いくら/どれ.They talk in Japanese, with guidance, about how the Japanese language works. They explain with guidance, the use of formulaic expressions and textual features in familiar texts. They discuss how their own and others’ language use is shaped by and reflects communities’ ways of thinking and behaving, and may be differently interpreted by others. They identify some ways that the Japanese language has changed over time through contact with other languages.