Year 10 SyllabusTest
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, 私のうちに プールが あります。; 兄のしんしつは おふろばのとなりに あります。; ねこは 家の中に います。; 日本の家に わしつが あります。; 学校に 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、水をのんでもいいです。; てんぷらを 二つください。; コーヒーを 二はいのみました。; 一つ五百三十円です。いつも 学校におべんとうを もって行きます。; あまり コーヒーを のみません。; 日本は すごかった です。; バスでニセコへスキーをしに行きます。; 今日は あつかった です。; 日本に 行きたかった です。東京から 大阪まで 新幹線で 三時間ぐらい かかります。; あ、それはいいですね。; どう思いますか。; それはどうですか。
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
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。
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
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
Creating
Respond to traditional and/or contemporary imaginative texts by discussing ideas and considering how these relate to contemporary society and own culture
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
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
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
Reflect on the experience of learning and using Japanese and how it might add further dimension to own sense of identity
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;
兄/お兄さん/兄弟; 家/家族, and that the pronunciation changes according to kanji compounds
Use understanding of kanji to predict meaning of unfamiliar words
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 今しゅう、 先しゅう、 来年、いつも、 ぜんぜん、 あまり
- expressing superlative forms using 一番, for example, 一番好きなかもくは日本語です
- 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, 百、 千、 万
- extending the use of counter classifiers to include 〜円、 ～分、 ～まい、 ～本、 ～つ、～日 (date)
- expressing the location of items by using prepositions, such as 右、 左、 前、後ろ、上、 下、 となり、 そば
Continue to build metalanguage to talk about vocabulary and grammar concepts
Apply understanding of the interrelationship between text structures and language features to different types of texts, including simple narrative, informative and persuasive texts
Language variation and change
Analyse how Japanese is used in varying ways to achieve different purposes, and changes over time and place
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
Role of language and culture
Explore the nature of the relationship between language, culture and communication and how it impacts on attitudes and beliefs
Achievement standard
To be developed in 2021 using (assessment) work sample evidence to ‘set’ standards through paired comparisons.
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.