k10outline - Year 9 Syllabus

Year 9 SyllabusTest

Year 9 Syllabus

Year Level Description

Year 9 Japanese: Second Language builds on the skills, knowledge and understanding required of students to communicate in the Japanese language developed in Year 8 and focuses on extending their oral and written communication skills and their understandings of Japanese language and culture.

Students communicate in Japanese, initiating and participating in sustained interactions to share, compare and justify personal opinions about aspects of childhood, teenage life and relationships. They have a growing repertoire of formulaic expressions that are essential for everyday Japanese interactions. Japanese is also used to engage in shared activities such as planning and managing an event or experience. Students analyse ideas and information from a range of texts, identifying context, purpose and intended audience. They convey information and ideas and offer their own views on texts, using appropriate formats and styles of presentation. Students discuss how imaginative texts reflect Japanese cultural values or experiences. They create and present imaginative texts designed to engage different audiences that involve moods and effects.

Students understand the systems of the Japanese language, increasing control of context-related vocabulary and achieving a higher level of sophistication of expression through mastering the use of the plain form of verbs and the use of the verb て form. They build on their mastery of hiragana and katakana and understand sound variation in the pronunciation of borrowed words. Students further develop a metalanguage in Japanese to describe and increase control of grammatical concepts and language elements and to organise learning resources.

Students increasingly monitor language choices when using Japanese, considering their own and others’ responses and reactions in intercultural communication, questioning assumptions and values and taking responsibility for modifying language and behaviours in relation to different cultural perspectives.

In Year 9 learning is characterised by consolidation and progression. Students are provided with new challenges and engage in some independent learning experiences, always supported by modelling, scaffolding and monitoring.

Communicating

Socialising

Initiate and participate in sustained interactions, using informative and descriptive language, to share, compare and justify personal opinions about aspects of their childhood, teenage life and relationships, for example, 九年生のキャンプでゲームをしたり、おいしい食べものを食べたりします。；五才の時から、バレエをしています。しょうらい、ダンサーになりたいです。
(ACLJAC181)

Engage in shared activities such as planning and managing activities, events or experiences, exchanging resources and information, for example, plan a display or performance to illustrate their memories of aspects of their childhood, for example, 一番たのしかったりょこうについて、おしえてください；きょねん、マーガレットリバーに行って、ともだちとキャンプをしました。
(ACLJAC182)

Informing

Analyse ideas and information from a range of texts related to aspects of their personal and social worlds, identifying context, purpose and intended audience
(ACLJAC184)

Convey information and ideas and offer their own views on texts related to aspects of their personal and social worlds, using appropriate formats and styles of presentation
(ACLJAC185)

Creating

Discuss how imaginative texts reflect Japanese cultural values or experiences through structure, language and mood, to build action, develop character and position the reader/audience
(ACLJAC186)

Create and present imaginative texts designed to engage different audiences that involve moods and effects, for example, poems, songs, monologues or dialogues, animated stories or short films
(ACLJAC187)

Translating

Translate and/or interpret a range of texts and discuss how to convey concepts that do not translate easily across different linguistic and cultural contexts
(ACLJAC188)

Reflecting

Monitor language choices when using Japanese, considering their own and others’ responses and reactions in intercultural communication, questioning assumptions and values and taking responsibility for modifying language and behaviours in relation to different cultural perspectives.

Reflect on cultural differences between Japanese-language and English-language communication styles and on how these affect intercultural interactions
(ACLJAC190) (ACLJAC191)

Understanding

Systems of language

Understand the basic intonation and phrasing patterns of spoken Japanese, taking the form of a down turning curve, and applying it when speaking

Identify the use of rising intonation when asking questions in casual speech or ましょう form, for example, 食べる？ /食べましょうか
(ACLJAU192)

Convey meaning by appropriately selecting and combining hiragana, katakana and kanji characters

Use understanding of hiragana to predict meaning of unknown words
(ACLJAU193)

Increase control of context-related vocabulary and understand how sophistication in expression can be achieved by:

understanding and applying the rules of the plain form and knowing that the basic form of all Japanese verbs ends in -u, -eru or -iru, the forms they are listed under in dictionaries
understanding that verbs can be divided into three groups according to the way they are conjugated, 五だん verb (five-step verbs), 一だん verb (one-step verbs) and irregular verbs
using character charts as a systematic framework for recognising patterns for verb conjugation and applying the formation rules of each verb group
using verb て form to connect events, for example, 朝おきてジョギングをします
understanding and using the different functions of verb て form
using present continuous tense using verb
ています, for example, ラジオを聞いています
using verb stems with grammatical features such as ～に行きます。
expressing number of actions, for example,
たり～たりします
using adverbs as formulaic expressions, for example, 早く、おそく
increasing cohesion within paragraphs by using conjunctions, for example, ですから

Further develop a metalanguage to describe and increase control of grammatical concepts and language elements and to organise learning resources such as verb charts and lists of vocabulary and sentence structures
(ACLJAU194)

Compare textual features and conventions used in Japanese and English media texts such as slogans, public signs, emails, songs and conversations and notice how the choice of language and structure work to achieve each text’s purpose
(ACLJAU195)

Language variation and change

Analyse variations in language use that reflect different social and cultural contexts, purposes and relationships
(ACLJAU196)

Explore changes to both Japanese and Australian English and identify reasons for these changes such as education, media and new technologies, popular culture and intercultural exchange
(ACLJAU197)

Role of language and culture

Understand that the Japanese language carries embedded cultural information and assumptions that can be difficult for speakers of other languages to interpret
(ACLJAU198)

Achievement standard

At standard, students initiate, in part, and participate in sustained spoken and written interactions in Japanese with others through collaborative tasks, activities and transactions to exchange information on aspects of childhood, teenage life and relationships. They use familiar descriptive and some expressive language to share, compare and justify personal opinions, such as 九年生のキャンプでゲームをしたり、おいしい食べものを食べたりします。Students engage in shared activities, such as the planning and managing of activities, events or experiences, exchanging resources and information. Students analyse ideas and most information and, in part, identify context, purpose and intended audience, from a range of texts related to aspects of their personal and social worlds. They convey information and ideas and offer their views on texts, using some appropriate formats and styles of presentation. Students provide examples of how imaginative texts reflect Japanese cultural values or experiences through structure, language and mood, to build action, develop character and position the reader or audience. They create and present simple imaginative texts with moods and effects, in order to engage different audiences. Students translate and/or interpret, with some accuracy, a range of texts, and discuss how to convey concepts that do not translate easily across different linguistic and cultural contexts. Students monitor their language choices when using Japanese and, at times, consider their own and others’ responses and reactions in intercultural communication. They question some assumptions and values and occasionally modify language and behaviours in relation to different cultural perspectives. Students reflect on cultural differences between Japanese-language and English-language communication styles and discuss how these affect intercultural interactions.

Students better understand the system of the Japanese language, identifying the basic intonation and phrasing patterns of spoken Japanese, taking the form of a downward curve, and applying it when speaking, with a satisfactory level of accuracy. They identify and sometimes use rising intonation when asking questions in casual speech or ましょう form. Students convey meaning by appropriately selecting and combining hiragana, katakana and kanji characters and use understanding of familiar kanji to predict meaning of unknown words, with a satisfactory level of accuracy. They use familiar vocabulary and apply elements of grammar, with a satisfactory level of accuracy. Students understand and apply the rules of the plain form and know that the basic form of all Japanese verbs ends in -u, -eru or -iru, the forms they are listed under in dictionaries. They understand that verbs can be divided into three groups according to the way they are conjugated, 五だん verb (five-step verbs), 一だん verb (one-step verbs) and irregular verbs. Students use character charts as a systematic framework for recognising patterns for verb conjugation and applying the formation rules of each verb group. They use verb て form to connect events and understand and use the different functions of verb て form. Students use present continuous tense using verb ています, and use verb stems with grammatical features, such as ～に行きます。They express number of actions, for example, たり～たりします, use adverbs as formulaic expressions and increase cohesion within paragraphs by using conjunctions. Students describe grammatical concepts and language elements, using relevant metalanguage to organise resources. They compare textual features and conventions used in Japanese and English media texts, and identify how the choice of language and structure work to achieve each text’s purpose. Students analyse some variations in language use that reflect different social and cultural contexts, purposes and relationships. They explore changes to both Japanese and Australian English, and identify reasons for these changes. Students explore how the Japanese language carries embedded cultural information and assumptions that can be difficult for speakers of other languages to interpret.