Year 7 SyllabusTest
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、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 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 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。
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
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 で 何 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。
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
Convey information and ideas from a range of texts related to aspects of their personal and social worlds, using different modes of presentation
Creating
Respond to imaginative texts by describing aspects, such as characters, events and/or key ideas
Create simple own or shared imaginative texts by reinterpreting or adapting familiar texts and/or using modelled structures and language
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
Reflecting
Reflect on own and others’ responses to interactions and intercultural experiences, and use these reflections to improve intercultural communication
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
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
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, 人 、 才 、 月 、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
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 好 きです、
～がいます) - の (possession)
- と (and, with)
- も (also)
- が (subject, topic marker: ～が 好 きです、
- 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 見 て ください。; トイレに 行 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 一 ～ 千
- using common counters and classifiers, such as ～ 人 、 ～ 才 、 ～ 月 、～ 時
- 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
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
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
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
Role of language and culture
Explore the relationship between language and culture
Achievement Standard
At standard, students use familiar language when participating in spoken and written interactions to exchange information about self, family and friends, and interests, and in classroom tasks and routines. They identify and use some information, including topic, gist and some specific points of information in Japanese texts. Students convey, in a variety of ways, simple information and ideas from texts related to aspects of their personal and social worlds. They engage with, and describe, aspects of Japanese imaginative texts, and use modelled language to create simple texts adapted from familiar imaginative texts. Students translate, with a satisfactory level of accuracy, familiar phrases and short texts, identifying some words or phrases that do not translate easily across languages. They reflect on aspects of language, culture, personal identity and experiences of learning a language, and how these may impact on intercultural communication.
Students become familiar with the systems of Japanese, pronouncing all the sounds in the kana chart, with a satisfactory level of accuracy, and describing and recognising the relationships between sounds, words and meaning. They use a kana chart to read and write, with a satisfactory level of accuracy, short texts in Japanese. Students use familiar grammatical terms to talk about how language works. They use most features and structures associated with familiar text types, to make comparisons between similar text in Japanese and English. They identify examples of the relationship between language and culture, and the place of Japanese in the local, national and global context.
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.