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 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, 父 は せがたかい です。; ケイトリンは かみがながいです。; 母 は 目 が 大 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。; 兄 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 行 きたいです。; およぎたくないです。; かいものに 行 きましょう。; きょうとでなっとうを 食 べました。
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
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。
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
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
Creating
Respond to traditional and/or contemporary imaginative texts by summarising, expressing opinions, or modifying aspects, such as characters, events and/or ideas
Create own imaginative texts in different modes and formats, using imaginary characters, to inform or entertain, or to convey experiences or express ideas
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, reflecting on how interaction involves culture as well as language and being aware of audience and context
Reflect on the experience of learning and using Japanese and how it might add further dimension to own identity
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, 食 べましょうか
Convey meaning by appropriately selecting and combining hiragana, katakana and kanji characters
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 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 何 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, 百 、 千 、 万
- extending the use of counter classifiers, for example, 〜 円 、 ～ 分 、 ～まい、 ～ 本 、 ～つ、 ～ 日 (date)
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
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 ways in which language and culture are used to establish relationships, indicate social values and enhance intercultural exchange
Achievement standard
At standard, students use mostly familiar language when participating in spoken and written interactions in Japanese to exchange personal information and descriptions and discuss routines and leisure activities. They identify and present information and ideas, opinions and views in Japanese texts, to inform or interest others and convey these considering audience, purpose and context. They attempt to modify aspects of Japanese imaginative texts and adapt familiar language to create own imaginative texts that convey experiences and ideas, to inform or entertain. When translating and interpreting texts, students identify how culture is embedded in language and they describe differences in meaning. They identify aspects of language, culture, personal identity and experiences of learning Japanese, and how these may help when engaging with Japanese speakers and texts.
Students identify the basic intonation and phrasing patterns of spoken Japanese and convey meaning by mostly selecting and combining hiragana, katakana and kanji characters appropriately. When speaking or writing texts in Japanese, they use familiar vocabulary related to routines and leisure activities, and use elements of grammar, kana and kanji writing and punctuation, with a satisfactory level of accuracy. Students use some metalanguage to describe grammatical forms and functions. They describe the relationship between text structures and language features in texts. Students identify varying ways Japanese language and culture are used to establish relationships and in intercultural exchange.
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.