Japanese: Second Language — Year 7 to Year 10

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Japanese: Second Language — Year 7 to Year 10

Year 7 Syllabus

Year Level Description

Students begin their study of Japanese in secondary school with little to no prior experience of the Japanese language and culture. Many will have learnt an additional language in primary school and bring existing language learning strategies, textual knowledge and intercultural awareness to the new experience of learning Japanese. Skills in analysing, comparing and reflecting on language and culture in the languages are mutually supportive. Students may need encouragement to take risks in learning a new language at this stage in their social development and to consider issues of how the experience influences their first language and culture.

In Year 7, students communicate in Japanese, interacting with peers and known adults to exchange information about self, family and friends, and interests. They engage in individual and collaborative tasks that involve working together to highlight their language learning for family, friends and their school community. Students identify topic, gist and specific points of information from texts related to aspects of their personal and social worlds, convey the information and ideas and use them in new ways. They respond to imaginative texts by discussing aspects, such as characters, events and/or key ideas. Students create simple own or shared imaginative texts by reinterpreting or adapting familiar texts and/or using modelled structures and language.

Students become familiar with the systems of the Japanese language when encountered in simple spoken and written texts. They use features of the Japanese sound system to convey meaning, including pitch, accent, rhythm and intonation, pronounce all the sounds in the kana chart, and become familiar with how sounds are produced and represented in the three different character-based scripts katakana, hiragana and kanji. Students recognise the relationship between the three different scripts and apply the basic principles of stroke order to read and write simple texts using all hiragana, and simple high frequency kanji. They generate language for a range of purposes in spoken and written texts by recognising and using context-related vocabulary and elements of the Japanese grammatical system, including a range of particles to perform different functions, い and な adjectives in the present tense in basic sentences, and the rule that Japanese sentences end with a predicate. They build a metalanguage in Japanese to talk about vocabulary and grammar concepts. Students reflect on their and others’ responses to interactions and intercultural experiences, and use these reflections to improve intercultural communication.

In Year 7, students learn Japanese through rich and varied language input, and the provision of experiences that are challenging, but achievable. English is predominantly used for discussion, clarification, explanation, analysis and reflection. To assist students in the language learning process, support is provided from the classroom teacher in the form of scaffolding, modelling and monitoring, explicit instruction and feedback, structured opportunities for understanding and practising new language, and the chance to revisit, recycle and review.

Communicating

Socialising

Interact with peers and known adults orally and in writing to exchange information about self, family and friends and interests, for example,  ~先生(せんせい)、おはよう。; さようなら、Simonさん。; じゃあね name です。おはようございます。;こんにちは。はじめまして。どうぞよろしく(with bowing and appropriate eye contact). わたしの ともだちは おもしろい です。;かぞく は 六人(ろくにん) です。おとうさん と おかあさん と おねえさん と ぼく と いもうと と あかちゃん です。; いもうと  は 五才(ごさい) です。; おかあさん は やさしい です。;おとうさん は くるま が すきです。

(ACLJAC001)

Engage in individual and collaborative tasks that involve working together to create displays, presentations or performances to showcase their language learning for family, friends and their school community

(ACLJAC002)

Participate in classroom routines and interactions by responding to teacher talk, following instructions, asking and answering questions, requesting assistance or permission, asking others how they are and offering wishes, for example, きりつ, れい, ちゃくせき、はい、います。; いません。;  だいじょうぶ?; たいへん?; すごい!;  よくできました; ありがとうございます; ありがとう。; はい、わかりました。;  いいえ、ちょっと わかりません。; 日本語 (にほんご)(なん) ですか。; すみません、もう いちど。;  たって/すわって/かいて /みて/よんで/きいて ください。

(ACLJAC003)

Informing

Identify topic, gist and specific points of information from a range of spoken and written texts related to aspects of their personal and social worlds, and use the information in new ways

(ACLJAC004)

Convey information and ideas from a range of texts related to aspects of their personal and social worlds, using different modes of presentation

(ACLJAC005)

Creating

Respond to imaginative texts by describing aspects, such as characters, events and/or key ideas

(ACLJAC006)

Create simple own or shared imaginative texts by reinterpreting or adapting familiar texts and/or using modelled structures and language

(ACLJAC007)

Translating

Translate and interpret phrases and short texts from Japanese to English and vice versa, noticing which words or phrases translate easily and which do not

(ACLJAC008)

Reflecting

Reflect on own and others’ responses to interactions and intercultural experiences, and use these reflections to improve intercultural communication

(ACLJAC010)

Reflect on experiences of learning and using another language, and share aspects of own identity, such as age, interests and family background, reflecting on how these impact on intercultural communication

(ACLJAC011)

Understanding

Systems of language

Recognise and reproduce features of the Japanese sound system, including pitch, accent, rhythm and intonation

Become familiar with how sounds are produced and represented in the three different scripts katakana, hiragana and kanji

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, たって and
りょうり

(ACLJAU012)

Recognise the relationship between the character-based scripts of hiragana, katakana and kanji

Apply the basic principles of stroke order to read and write simple texts using all hiragana, and simple high frequency kanji, for example, (じん・にん)(さい)(がつ) 、and numbers 1 to 10

Recognise all hiragana, including voiced, contracted and blended sounds, combined and long vowel sounds and double consonants, using the kana chart

Use furigana to support the reading of unfamiliar kanji

(ACLJAU013)

Generate language for a range of purposes in simple spoken and written texts, by recognising and using  context-related vocabulary and elements of the Japanese grammatical system, including:

  • understanding the rule that Japanese sentences end with a predicate and that there are three types of predicates, noun plus copula, adjective plus copula, and verb, for example,
    • subject は noun  です。
    • subject は adjective  です。
    • subject が います。
  • recognising that pronouns are used far less frequently in Japanese than in English
  • understanding and using a range of particles to perform different functions, for example,
    • が (subject, topic marker: ~が () きです、
      ~がいます)
    • の (possession)
    • と (and, with)
    • も (also)
  • understanding the role of sentence-ending particles, such as か and ね
  • understanding that the word order of noun phrases is not important as long as they appear before the verb and are accompanied by correct particles
  • understanding how to use い and な adjectives in the present tense in basic sentences, such as たのしいです。; ゆうめいです。
  • understanding and responding to formulaic expressions that use て form, such as () て ください。; トイレに () っても いい ですか
  • creating cohesion and flow using conjunctions, for example, そして、 それから、 でも
  • counting from 1 to 1000 (いち)(せん)
  • using common counters and classifiers, such as ~ (にん) 、 ~ (さい) 、 ~ (がつ) 、~ ()
  • understanding the use of こそあどseries in concrete contexts, for example, これ、 それ、 あれ、 どれ
  • building vocabulary that relates to familiar environments, such as self, the family and personal world
  • understanding the use of the prefixes お and ご before some words to indicate respect, for example, おなまえは?、ごかぞく
  • identifying similarities and differences in Japanese and English grammatical rules relating to word order or the use of elements, such as pronouns

Build metalanguage to talk about vocabulary and grammar concepts

(ACLJAU014)

Identify and use text structures and language features of common spoken, written and multimodal texts, and compare with structures and features of similar texts in English

(ACLJAU015)

Language variation and change

Examine linguistic features in texts to develop an understanding that languages vary according to elements, such as register

Understand that Japanese, like all languages, varies according to participants, roles and relationships, situations and cultures

(ACLJAU016)

Recognise that Japanese is a standardised language and that there are different dialects spoken in different regions of Japan and Japanese-speaking communities in Hawaii and Brazil

(ACLJAU017)

Role of language and culture

Explore the relationship between language and culture

(ACLJAU018)

Achievement Standard

To be developed in 2021 using (assessment) work sample evidence to ‘set’ standards through paired comparisons.



Year 8 Syllabus

Year Level Description

Year 8 Japanese: Second Language builds on the skills, knowledge and understanding required of students to communicate in Japanese developed in Year 7 and focuses on extending their oral and written communication skills and their understandings of the Japanese language and culture. Students may need encouragement to take risks in learning a language at this stage in their social development and to consider issues of how the experience impacts on the norms associated with their first language and culture.

Students communicate in Japanese, maintaining interactions with peers and known adults to exchange information and discuss aspects of home, school and social life, compare routines, interests and leisure activities. They engage in individual and collaborative tasks that involve making arrangements, or organising events or outings. Students identify key information and supporting details from texts related to aspects of their personal and social worlds, and use the information in new ways. They convey information and ideas from texts, using different modes of presentation to suit audience and context. Students respond to imaginative texts, describing and discussing aspects, such as characters, events and/or ideas. They create imaginative texts by experimenting with different modes and formats, and creating moods and effects suitable for different audiences.

Students become more familiar with the systems of the Japanese language when encountered in simple spoken and written texts. They use features of the Japanese sound system, engaging with authentic spoken language, recognising how words blend and pronouncing all the sounds in the kana chart. Students understand the relationship between the character-based scripts of hiragana, katakana and kanji, apply the basic principles of stroke order to read and write words and phrases using both kana and kanji, and use furigana to support the reading of unfamiliar kanji. They generate language for a range of purposes in spoken and written texts by using context-related vocabulary and applying elements of the Japanese grammatical system, including vocabulary that relates to familiar environments, such as the classroom, school and personal world, basic time expressions, particles to perform different functions, and a range of verbs related to daily activities. They continue to build a metalanguage in Japanese to talk about vocabulary and grammar concepts. Students engage with Japanese speakers and texts, reflecting on how interaction involves culture as well as language.

In Year 8, students are widening their social networks, experiences and communication repertoires in Japanese. The practice of reviewing and consolidating prior learning is balanced against the provision of engaging and relevant new experiences and connections. Students are supported to develop increasing autonomy as language learners and users, to self-monitor and peer-monitor, and to adjust language in response to their experiences in different contexts.

Communicating

Socialising

Maintain interactions with peers and known adults orally and in writing to exchange information and discuss aspects of home, school and social life, and compare routines, interests and leisure activities, for example, 何年生(なんねんせい)ですか。; 八年生(はちねんせい)です。;
すうがくが()きです。九時(くじ)に おきます。;
それから、あさごはんを たべます。えいがに()きます。; すしが()き です。でも、さしみが ()きじゃない です。すしが()き です。でも、さしみが ()きじゃない です。スポーツが ()き です。; スポーツが ()き です。; サッカー を しますか。; 何時(なんじ)に しますか。; 四時(よじ) に サッカー を します。サッカー  が  ()き ですか。; ぼく も ()き です。; 日本(にほん)のレストラン に ()きましょう。

(ACLJAC001)

Engage in individual and collaborative tasks, such as making arrangements to cater for events, celebrations or outings, for example, an excursion to a Japanese restaurant or organising a class event

(ACLJAC002)

Participate in classroom routines and interactions by asking and answering questions, requesting information, expressing personal preferences and responding to others’ contributions, for example,  Tia さん は いません。; はい、います。;  おやすみ です。; おくれて すみません。;  じょうず ですね。; いい ですね。;  よく できました。; すごい ですね。;  もうちょっと です。; がんばりましょう。

(ACLJAC003)

Informing

Identify key information and supporting details from a range of spoken and written texts related to aspects of their personal and social worlds, and use the information in new ways

(ACLJAC004)

Convey information and ideas from a range of texts related to aspects of their personal and social worlds, using different modes of presentation that take account of context and audience

(ACLJAC005)

Creating

Respond to imaginative texts by describing and discussing aspects, such as characters, events and/or ideas

(ACLJAC006)

Create own or shared imaginative texts by experimenting with different modes and formats, and creating moods and effects suitable for different audiences

(ACLJAC007)

Translating

Translate and interpret short texts from Japanese to English and vice versa, comparing different versions of a text and suggesting reasons for differences and mistranslations

(ACLJAC008)

Reflecting

Engage with Japanese speakers and texts, reflecting on how interaction involves culture as well as language

(ACLJAC010)

Reflect on own identity, including identity as a user and learner of Japanese, through connecting observations made about experiences or in attitudes to culture and intercultural communication

(ACLJAC011)

Understanding

Systems of language

Engage with authentic spoken language, recognising how words blend

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, サッカー and ジョギング

(ACLJAU012)

Understand the relationship between the  character-based scripts of hiragana, katakana and kanji

Apply the basic principles of stroke order to read and write words and phrases using both kana and kanji, for example, (わたし)十三才(じゅうさんさい)です。

Understand the use of basic Japanese punctuation marks, such asまる (。) 、 てん (、) and katakana long vowel mark (ー), for example, in a student’s name, such as サリー

Read and write all katakana, including voiced, unvoiced, contracted and blended sounds, combined and long vowel sounds and double consonants, using the kana chart

Use furigana to support the reading of unfamiliar kanji

(ACLJAU013)

Generate language for a range of purposes in simple spoken and written texts, by using context-related vocabulary and applying elements of the Japanese grammatical system, including:

  • using the rule that Japanese sentences end with a predicate and that there are three types of predicates; noun plus copula, adjective plus copula, and verb, for example,
    • subject は noun  です。
    • subject は adjective  です。
    • subject は object を verb ます。
  • understanding that pronouns are used far less frequently in Japanese than in English
  • understanding and using a range of particles to perform different functions, for example,
    • は (subject, topic marker)
    • が (subject, topic marker: ~が()きです、~がいます)
    • を (object)
    • に (time, destination)
    • で (transport)
    • の (possession)
    • と (and, with)
    • も (also)
  • using basic time expressions, such as clock times, months, for example, (いち)時、二月(じ、にがつ)
  • building vocabulary that relates to familiar environments, such as the classroom, school and personal world
  • understanding the rules of verb conjugation, for example, ます、 ~ましょう、 ~ました、~ません、 ~ませんでした
  • understanding different question words, such as (なに)、 どこ、 何時(なんじ)、 なにで、 どんな、いつ、だれ、 いくら
  • using a range of verbs related to daily activities, for example, ()きます、 ()ます、たべます、 かきます、よみます、ききます、  はなします、 します

Continue to build metalanguage to talk about vocabulary and grammar concepts

(ACLJAU014)

Identify, analyse and use text structures and language features of common spoken, written and multimodal texts, and explain how different types of texts are structured and use particular language features to suit different contexts, purposes and audiences

(ACLJAU015)

Language variation and change

Examine linguistic features in texts to understand that Japanese, like all languages, varies according to participants, roles and relationships, situations and cultures

(ACLJAU016)

Understand the dynamic nature of Japanese, and how it influences and is influenced by other languages and cultures

(ACLJAU017)

Role of language and culture

Explore the relationship between language and significant cultural values or practices in Japanese, English and other languages

(ACLJAU018)

Achievement Standard

To be developed in 2021 using (assessment) work sample evidence to ‘set’ standards through paired comparisons.



Year 9 Syllabus

Year Level Description

Year 9 Japanese: Second Language builds on the skills, knowledge and understanding required of students to communicate in Japanese developed in Year 8 and focuses on extending their oral and written communication skills and their understandings of Japanese language and culture. They expand the range and nature of their learning experiences, and the contexts within which they communicate with others.

Students communicate in Japanese, initiating and maintaining interactions with others to exchange personal information and descriptions, and discuss routines and leisure activities, such as when on holiday. They engage in individual and collaborative tasks that involve exchanging information, making arrangements or obtaining goods or services. Students identify information and ideas from texts related to aspects of their personal and social worlds, comparing views and presenting information to inform or interest others. They convey information, ideas and opinions using different modes of presentation that take account of context, purpose and audience. Students respond to traditional and/or contemporary imaginative texts by summarising, expressing opinions, or modifying aspects. They create imaginative texts to inform or entertain, or to convey experiences or express ideas.

Students better understand the systems of the Japanese language when encountered in spoken and written texts. They increase control of regular and irregular elements of the Japanese sound system, understanding the basic intonation and phrasing patterns of spoken Japanese, taking the form of a down turning curve and applying it when speaking, and identify the use of rising intonation when asking questions. Students convey meaning by appropriately selecting and combining hiragana, katakana and kanji characters. They generate language for a range of purposes in spoken and written texts by extending their understanding and use of context-related vocabulary and elements of the Japanese grammatical system, including building vocabulary that relates to their personal world, daily activities, routines and travel, time expressions, verb stems with grammatical features and beginning to use a range of particles. Students continue to build a metalanguage in Japanese to talk about vocabulary and grammar concepts. They engage with Japanese speakers and texts, reflecting on how interaction involves culture as well as language, and being aware of audience and context.

In Year 9 learning is characterised by consolidation and progression. Students work increasingly independently to analyse, reflect on and monitor their language learning and intercultural experiences; however, they still require guidance through modelling, scaffolding and monitoring.

Communicating

Socialising

Initiate and maintain interactions with others orally and in writing to exchange personal information and descriptions and discuss routines and leisure activities, such as when on holiday, for example, (ちち) は せがたかい です。; ケイトリンは かみがながいです。; (はは)()(おお) きくて、ちゃいろです。トムは スポーツが とくいです。; ケイトリンは りかが にがてです。;  トムは りょうりが できます。; ケイトリンは ぜんぜん ダンスが できません。; (あに) は くろいズボンを はいています。; ケイトリンは ピンクとしろのシャツを きています。; あしたはあめでしょう。; パースははれのちくもりでしょう。; うみに () きたいです。; およぎたくないです。; かいものに () きましょう。;  きょうとでなっとうを () べました。

(ACLJAC019)

Engage in individual and collaborative tasks, such as exchanging information, making arrangements or obtaining goods or services, for example, when travelling or in Japan, arranging an outing, purchasing items/souvenirs or using transport

(ACLJAC020)

Develop classroom language to contribute to structured discussions and reflect on learning experiences by making suggestions, asking questions for clarification and expressing agreement or disagreement, for example, いい ですね。;
いいえ、それは ちょっと。

(ACLJAC021)

Informing

Identify information and ideas from a range of texts related to aspects of their personal and social worlds, state opinions, compare views and present information in different formats to inform or interest others

(ACLJAC022)

Convey information, ideas and opinions on texts related to aspects of their personal and social worlds, using different modes of presentation that take account of context, purpose and audience

(ACLJAC023)

Creating

Respond to traditional and/or contemporary imaginative texts by summarising, expressing opinions, or modifying aspects, such as characters, events and/or ideas

(ACLJAC024)

Create own imaginative texts in different modes and formats, using imaginary characters, to inform or entertain, or to convey experiences or express ideas

(ACLJAC025)

Translating

Translate and interpret texts from Japanese to English and vice versa, identifying how cultural concepts are embedded in language and explaining differences in meaning

(ACLJAC026)

Reflecting

Engage with Japanese speakers and texts, reflecting on how interaction involves culture as well as language and being aware of audience and context

(ACLJAC028)

Reflect on the experience of learning and using Japanese and how it might add further dimension to own identity

(ACLJAC029)

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, for example, () べましょうか

(ACLJAU030)

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

(ACLJAU031)

Generate language for a range of purposes in spoken and written texts, by extending understanding and use of context-related vocabulary and elements of the Japanese grammatical system, including:

  • using more time expressions, such as days of the week
  • understanding and beginning to use a range of particles, for example,
    • へ (direction)
    • に (time, destination, purpose)
    • で (location of action, by means, such as  ペンで、 日本語 (にほんご) で)
  • understanding and using いand な adjectives in the present tense and negative form, such as 大きくないです。しずかじゃないです。
  • using verb stems with grammatical features, such as ~たい、 ~ たくない
  • creating cohesion and flow by using conjunctions, for example, だから、 それで、 それに、 だから、しかし、 それに、 けれども
  • asking and responding to questions, such as (なに) で? (what transport/what method) いくら/いくつ?
  • building vocabulary that relates to personal world, daily activities, routines and travel
  • understanding Japanese counting systems using units of 10, 100, 1000 and 10,000 and associated kanji, for example, (ひゃく)(せん)(まん)
  • extending the use of counter classifiers, for example, 〜 (えん) 、 ~ (ふん) 、 ~まい、 ~ (ほん) 、  ~つ、 ~ (にち) (date)

Continue to build metalanguage to talk about vocabulary and grammar concepts

(ACLJAU032)

Apply understanding of the interrelationship between text structures and language features to different types of texts, including simple narrative, informative and persuasive texts

(ACLJAU033)

Language variation and change

Analyse how Japanese is used in varying ways to achieve different purposes

(ACLJAU034)

Understand that language has power and changes over time as a result of influences, such as contact with other languages, globalisation and new technologies and knowledge

(ACLJAU035)

Role of language and culture

Explore the ways in which language and culture are used to establish relationships, indicate social values and enhance intercultural exchange

(ACLJAU036)

Achievement standard

To be developed in 2021 using (assessment) work sample evidence to ‘set’ standards through paired comparisons.



Year 10 Syllabus

Year Level Description

Year 10 Japanese: Second Language builds on the skills, knowledge and understanding required of students to communicate in Japanese developed in Year 9 and focuses on extending their oral and written communication skills and their understandings of the Japanese language and culture. Students have a growing awareness of the wider world, including the diversity of languages, cultures and forms of intercultural communication. They are considering future pathways and prospects, including how Japanese may feature in these.

Students communicate in Japanese, initiating and participating in sustained interactions with others to exchange and compare information related to home, school and places visited while travelling in Japan and/or Australia. They engage in individual and collaborative tasks that involve exchanging resources and information, making arrangements or obtaining goods or services. Students identify information and ideas from texts related to aspects of their personal and social worlds, and establish how culture and context influence the presentation of ideas. They convey information, ideas and experiences, and compare diverse perspectives on texts related to aspects of their personal and social worlds, using different modes of presentation that take account of context, purpose and audience. Students respond to traditional and/or contemporary imaginative texts by discussing ideas, and considering how these relate to contemporary society and their culture. They create imaginative texts in different modes and formats to entertain, or express ideas, attitudes and/or perspectives.

Students understand the systems of the Japanese language when encountered in spoken and written texts. They increase control of regular and irregular elements of the Japanese sound system, recognising multiple readings of familiar kanji in different compounds and that the pronunciation changes according to kanji compounds. Students use their understanding of kanji to predict meaning of unfamiliar words. They generate language for a range of purposes in spoken and written texts by continuing to extend their understanding and use of context-related vocabulary and elements of the Japanese grammatical system, including using character charts as a systematic framework for recognising patterns for verb conjugation and applying the formation rules of each verb group. Students continue to build a metalanguage in Japanese to talk about vocabulary and grammar concepts. They engage with Japanese speakers and texts, recognising how their own cultural assumptions, practices and beliefs influence language and content, and choosing whether and how to make adjustments.

In Year 10, students are expanding the range and nature of their learning experiences, and the contexts in which they communicate with others, and are challenged to engage with some independent learning experiences. While they are becoming increasingly autonomous when using Japanese in familiar contexts, they require continued scaffolding, modelling and monitoring when using the language in less familiar contexts.

Communicating

Socialising

Initiate and participate in sustained interactions with others orally and in writing to exchange and compare information related to home, school and places visited whilst travelling in Japan and/or Australia, for example, (わたし)のうちに プールが あります。; (あに)のしんしつは おふろばのとなりに あります。; ねこは (いえ)(なか)に います。; 日本(にほん)(いえ)に わしつが あります。; 学校(がっこう)に ばいてんが あります。; じゅぎょうちゅう、はなしてはいけません。; じゅぎょうちゅう、(みず)をのんでもいいです。; てんぷらを (ふた)つください。; コーヒーを ()はいのみました。; (ひと)五百三十円(ごひゃくさんじゅうえん)です。いつも 学校(がっこう)におべんとうを もって行きます。; あまり コーヒーを のみません。; 日本(にほん)は すごかった です。; バスでニセコへスキーをしに()きます。; 今日(きょう)は あつかった です。; 日本(にほん)に ()きたかった です。東京(とうきょう)から 大阪(おおさか)まで 新幹線(しんかんせん)で 三時間(さんじかん)ぐらい かかります。; あ、それはいいですね。; どう(おも)いますか。; それはどうですか。

(ACLJAC019)

Engage in individual and collaborative tasks, such as exchanging resources and information, making arrangements or obtaining goods or services, for example, when travelling or in Japan, arranging an outing, purchasing items/souvenirs or using transport

(ACLJAC020)

Use classroom language to question, elicit and offer opinions, compare ideas and participate in reflective activities and evaluations, for example, いい と おもいます。

(ACLJAC021)

Informing

Identify information and ideas from a range of texts related to aspects of their personal and social worlds, and establish how culture and context influence the presentation of ideas

(ACLJAC022)

Convey information, ideas and experiences, and compare diverse perspectives on texts related to aspects of their personal and social worlds, using different modes of presentation that take account of context, purpose and audience

(ACLJAC023)

Creating

Respond to traditional and/or contemporary imaginative texts by discussing ideas and considering how these relate to contemporary society and own culture

(ACLJAC024)

Create own imaginative texts in different modes and formats, using imaginary characters, places and/or experiences, to entertain, or express ideas, attitudes and/or perspectives

(ACLJAC025)

Translating

Translate and interpret texts from Japanese to English and vice versa, identifying how cultural concepts are embedded in language and explaining differences in meaning

(ACLJAC026)

Reflecting

Engage with Japanese speakers and texts, recognising how own cultural assumptions, practices and beliefs influence language and content, and choosing whether and how to make adjustments

(ACLJAC028)

Reflect on the experience of learning and using Japanese and how it might add further dimension to own sense of identity

(ACLJAC029)

Understanding

Systems of language

Recognise multiple readings of familiar kanji in different compounds, for example,
オーストラリア人/やさしい人 三人(さんにん);
(あに)/お(にい)さん/兄弟(きょうだい); (いえ)/家族(かぞく), and that the pronunciation changes according to kanji compounds

(ACLJAU030)

Use understanding of kanji to predict meaning of unfamiliar words

(ACLJAU031)

Generate language for a range of purposes in spoken and written texts, by continuing to extend understanding and use of context-related vocabulary and elements of the Japanese grammatical system, including:

  • using character charts as a systematic framework for recognising patterns for verb conjugation and applying the formation rules of each verb group
  • understanding and applying the rules of the te-form
  • 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
  • understanding and using verb て forms to express a range of ideas, such as requesting and giving permission and expressing prohibition, for example, ~てもいいです。;  ~てはいけません。;  ~てはだめです。
  • describing locations of homes, people and things using basic structures, such as, noun は place に あります。; noun は  place  に います。; place に noun が あります。; place に noun が います。
  • using a range of particles, for example,
    • が (subject, topic marker ~がいます /あります)
    • か (or)
    • に (purpose, indirect object, location)
    • で (location of action, by means, such as  ペンで、日本語(にほんご)で)
  • using いand な adjectives in the present and past tenses
  • using verb stems with grammatical features, such as ~たい、 ~ たくない、 ~ かった
  • asking and responding to questions, such as  どのぐらい?; いくつ?
  • increasing cohesion within paragraphs by using conjunctions, for example,それに/それで
  • elaborating ideas or statements using expressions, such as (こん)しゅう、 (せん)しゅう、 来年(らいねん)、いつも、 ぜんぜん、 あまり
  • expressing superlative forms using 一番(いちばん), for example, 一番好(いちばんす)きなかもくは日本語(にほんご)です
  • building vocabulary that relates to familiar environments, such as home and school, as well as places visited whilst travelling in Japan and/or Australia
  • understanding Japanese counting systems using units of 10, 100, 1000 and 10,000 and associated kanji, for example, (ひゃく)(せん)(まん)
  • extending the use of counter classifiers to include 〜(えん)、 ~(ふん)、 ~まい、 ~(ほん)、 ~つ、~(にち) (date)
  • expressing the location of items by using prepositions, such as (みぎ)(ひだり)(まえ)(うし)ろ、(うえ)(した)、 となり、 そば

Continue to build metalanguage to talk about vocabulary and grammar concepts

(ACLJAU032)

Apply understanding of the interrelationship between text structures and language features to different types of texts, including simple narrative, informative and persuasive texts

(ACLJAU033)

Language variation and change

Analyse how Japanese is used in varying ways to achieve different purposes, and changes over time and place

(ACLJAU034)

Understand that language has power and changes over time as a result of influences, such as contact with other languages, globalisation and new technologies and knowledge

(ACLJAU035)

Role of language and culture

Explore the nature of the relationship between language, culture and communication and how it impacts on attitudes and beliefs

(ACLJAU036)

Achievement standard

To be developed in 2021 using (assessment) work sample evidence to ‘set’ standards through paired comparisons.



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