Interact with the teacher and peers through
action-related talk and structured play, to exchange greetings such as おはよう、さようなら、
じゃあね

Introduce and share information about themselves, for example, name です； 五さい　です
(ACLJAC109)

Respond to praise, support and respect for others using formulaic expressions modelled by the teacher, for example,

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

(ACLJAC127)

Participate in shared action with the teacher and peers using simple, repetitive key words, images, gestures, movement and songs, for example,

むすんでひらいて、ひげじいさん、
しあわせならてをたたこう

(ACLJAC110)

Respond to teacher talk and instruction, for example,

たってください；うたいましょう

(ACLJAC111)

Recognise symbols, key words and phrases of spoken and written Japanese in rhymes, songs, labels, titles and captions in their environment and related to their personal worlds, for example,
男の子、女の子、トイレ
(ACLJAC112)

Convey factual information about their personal worlds, using pictures, labels, captions, songs, rhymes, gestures and familiar words, for example,

あか、おおきい
(ACLJAC113)

Engage by listening to and viewing a range of short, imaginative texts and respond through action, dance, singing, drawing, movement and other forms of expression, for example,

あたまかたひざポン、こぶたたぬききつね、
キャベツの中から

Make simple statements about favourite characters in stories or songs, for example,

やさしい、 かわいい、こわい、つよい
(ACLJAC114)

Participate in the shared performance of songs or rhymes, playing with sound patterns, verbal and non-verbal forms of expression
(ACLJAC115)

Share with others the meaning of simple expressions related to their day, for example,

どうぞ；おはようございます；いただきます；ありがとう

(ACLJAC116)

Begin noticing how Japanese feels/sounds different when speaking, singing a song or hearing it spoken by others compared with using and hearing their own language(s)
(ACLJAC119)

Recognise and experiment with reproducing sounds and rhythms of spoken Japanese by singing, reciting and repeating words and phrases in context
(ACLJAU120)

Recognise that the Japanese language uses three different scripts, depending on word origin and the context of language use

Notice that Japanese can be written vertically or horizontally

Recognise simple kanji, using early language strategies, for example, making play dough kanji characters over a template
(ACLJAU121)

Notice and use context-related vocabulary to generate language

Recognise some first elements of grammar, including:

• knowing common forms of greetings and noticing the different levels of formality, for example, おはようございます/おはよう
• understanding different question words such as だれ/なに/どこ and the sentence-ending particle か
• understanding that Japanese uses name + suffix instead of pronouns when referring to other people, for example, Johnくん/はなこさん/
  Grant せんせい
• building vocabulary to describe and label familiar and immediate objects and environments
  (ACLJAU122)

Recognise that language is organised as ‘text’ that can be spoken, written, digital, visual or multimodal
(ACLJAU123)

Recognise that in Japanese, as in English and other languages, there are different ways of greeting, addressing and interacting with people and that greetings vary according to the time of day or the occasion, for example,
おはよう、こんにちは、こんばんは
(ACLJAU124)

Recognise that Japanese is one of many languages spoken in Australia including Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages
(ACLJAU125)

Interact with the teacher and peers, using simple modelled language and gestures, to share information about themselves and to talk about their favourite things, for example,

ちいさい　目　です；ねずみ　です；ちいさい です；かわいい　です；はいいろ　です；すいか　です；おいしい　です； いちご　が　すきです；

へび　が　すきじゃないです
(ACLJAC109)

Express praise, support and respect for others, using formulaic expressions such as おめでとう
がんばって、じょうず

(ACLJAC127)

Participate in guided group activities, using simple repetitive language in songs, rhymes, games such as じゃんけんぽん, transactions, gestures and pictures, to support understanding and to convey meaning
(ACLJAC110)

Respond to teacher talk and instruction, for example,

はい、います；Tiaさん　は、いません；
おやすみ　です；おくれて　すみません
(ACLJAC111)

Locate key words, simple kanji or hiragana and information in simple spoken and written texts such as charts, lists, anime, rhymes and songs related to their personal worlds
(ACLJAC112)

Convey factual information about their personal worlds using pictures, labels, captions, familiar words and simple statements, for example,
ぼく　の　えんぴつ　です；いぬ　が　すき　です
(ACLJAC113)

Participate in listening to and viewing a range of short, imaginative texts and respond through action, dance, singing, drawing, collaborative retelling and responding to prompt questions, for example,

だれ　ですか；ちいさい　ですか；おおきい  ですか；かわいい　ですか

Use simple language structures and supporting drawings or actions to describe and respond to imaginary characters or experiences, for example, おに　は　こわい！；いっすんぼうし　は ちいさい　です；ももたろう　は　つよい  です
(ACLJAC114)

Re-enact or retell simple stories or interactions with puppets, props, actions or gestures, using modelled language, for example,

おむすびころりん
(ACLJAC115)

Identify key words in children’s stories or songs and provide English translations or explanations of meaning, for example,
むかしむかし；おわり

Find examples of Japanese words used in English and explain what they mean, for example, sushi, karate, origami
(ACLJAC116)

Notice ways of talking in Japanese that appear different to their own ways and notice how voice, behaviour and body language may change when speaking Japanese
(ACLJAC119)

Recognise and reproduce the sounds and rhythms of spoken Japanese

Learn how sounds are produced and represented in the three different scripts
(ACLJAU120)

Recognise, trace and copy some hiragana

Recognise that kanji and hiragana have stroke order, for example, using tai chi to demonstrate stroke order

Understand that each individual kanji represents meaning as well as sounds, for example,
月　Moon, 一月 January

Recognise sequence of hiragana あ to ん, for example, through singing a hiragana rap song
(ACLJAU121)

Notice and use context-related vocabulary and some first elements of grammar to generate language for a range of purposes, including:

• understanding basic word order in simple sentences, for example, noun　が　すき　です；りんご　が　すき　です；adjective + nounです；おおきい  　いぬ　です
• referring to numbers of things using cardinal numbers 0–10, for example、二、三
• recognising that numbers 4, 7 and 9 have more than one reading
• learning to describe the colour, size and shape of things, for example, みどり　です；おおきい　です；まる/しかく/ほし　です
• recognising and responding to a request using verb ください, for example, すわってください

(ACLJAU122)

Understand that language is organised as ‘text’ and that different types of texts have different features
(ACLJAU123)

Understand that in Japanese, as in English and other languages, there are different ways of greeting, addressing and interacting with people, and that particular interactions can vary between cultural contexts, for example, the use of titles in Japanese ～さん/～せんせい compared with the informal use of names in Australian English
(ACLJAU124)

Recognise that Australia is a multilingual society with speakers of many different languages, including Japanese, and that Japanese and English borrow words and expressions from each other and from other languages, for example, sushi, origami, anime and manga
(ACLJAU125)

Interact with the teacher and peers, using simple formulaic structures, expressions and gestures to talk about friends and family members, for example, 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。
(ACLJAC109)

Participate in guided group activities, simple tasks, transactions and games, using simple, repetitive language
(ACLJAC110)

Respond to teacher talk and instruction, for example, たって/すわって/かいて/みて/よんで/きいてください
(ACLJAC111)

Identify specific points of information from familiar types of simple spoken, written or digital texts to complete guided tasks related to their personal worlds
(ACLJAC112)

Convey factual information about their personal worlds using simple statements, modelled language and support materials
(ACLJAC113)

Respond to Japanese versions of familiar children’s stories and Japanese folk tales, comparing expressions at key points in the stories with
English-language versions or other known stories, and re-enacting with puppets, props or actions, for example, おおきなかぶ、ももたろう
(ACLJAC114)

Create or recreate simple songs, poems and rhymes using familiar words and modelled language utilising non-verbal forms of support, such as clapping, gestures and facial expressions
(ACLJAC115)

Identify Japanese expressions that do not translate readily into English, for example,

おべんとう、せんせい、～さん/くん

Identify Japanese cultural practices that are not commonly used by English speakers, for example, using two hands for giving and receiving and まる/ばつ (○×)
(ACLJAC116)

Recognise similarities and differences between aspects of Japanese and Australian cultural practices and related language use
(ACLJAC119)

Reproduce sounds, rhythms and intonation patterns of spoken Japanese

Produce and represent basic units of sound in the three different scripts
(ACLJAU120)

Recognise and copy the 46 basic hiragana, using support such as mnemonic clues

Identify known hiragana within a word and use that to predict the meaning

Recognise and copy a few high-frequency kanji and kana such as numbers and pictographs (basic, high frequency kanji where the picture reflects the meaning) such as 山、川、口、目、上
(ACLJAU121)

Notice and use context-related vocabulary and understand some first elements of grammar to generate language for a range of purposes, including:

• indicating affirmative and negative responses using はい/ いいえ；ちがいます
• using some culturally specific parallel phrases related to giving and receiving, for example,
  どうぞ；ありがとう
• learning to use common onomatopoeia such as ぺこぺこ、わんわん
• beginning to use counters in Japanese, for example, ～人、～さい、
• understanding how to specify items using the possessive particle の, for example, わたし  の  かぞく；おばあさん  の　いえ
• describing people, animals, places and things using adjective–noun phrases, for example, 大きい　目；おいしい　もも

(ACLJAU122)

Understand that language is organised as ‘text’ that takes different forms and uses different structures and features to achieve its purpose
(ACLJAU123)

Understand that Japanese speakers use language differently in different situations and according to cultural norms, such as when at home with the family or in the classroom, for example,
おはよう/おはようございます；

いってらっしゃい；いってきます；ただいま；

おかえり；なに?/なんですか
(ACLJAU124)

Recognise that all languages, including Japanese, change continuously through contact with each other and through changes in society
(ACLJAU125)

Interact with the teacher and peers, using formulaic structures and expressions, to participate in routine exchanges such asasking each other how they are, offering wishes and talking about events in the day and over the year, for example,
土よう日　に　ともだち　と　うみ　に　いきます；たん生日　に　ケーキ　を　たべます／たべません
(ACLJAC127)

Participate in class experiences, activities and everyday transactions that involve following instructions, asking questions and making statements
(ACLJAC128)

Locate specific points of information in a range of written, spoken, multimodal and digital texts, related to their personal worlds
(ACLJAC130)

Convey factual information about their personal worlds in simple statements, short descriptions and modelled texts using graphic and digital support
(ACLJAC131)

Participate in and respond to imaginative texts, acting out events, identifying and comparing favourite elements and making simple statements about characters or themes
(ACLJAC132)

Create and perform short, imaginative texts that use familiar expressions and modelled language, as well as simple visual supports, for example,

すきな　たべもの　は　なん　ですか；
なんさい　ですか
(ACLJAC133)

Explain and model culture-specific practices and formulaic language, such as apologising for being late by waiting at the entrance/door, bowing and using the expression おくれて　すみません。
しつれいします

Demonstrate and explain hand gestures, body language or facial expressions that work with language or stand alone in Japanese communication, such as beckoning with fingers pointing downwards, or waving a hand in front of the face to signal a negative response
(ACLJAC134)

Notice what looks or feels similar or different to their own language(s) and culture when interacting in Japanese
(ACLJAC137)

Recognise that there are 19 distinct consonants
(k, g, s, sh, z, j, t, ch, ts, d, n, h, f, b, p, m, y, r, w) and five vowels (a, i, u, e, o)

Understand the system of basic Japanese sound combinations, that a vowel can be attached to most consonants to produce a hiragana character
(ACLJAU138)

Use a hiragana chart as a framework for reading and writing

Commence basic hiragana script writing

Begin to read and write words using hiragana
(ACLJAU139)

Notice and use context-related vocabulary and apply elements of grammar in simple spoken and written texts to generate language for a range of purposes, including:

• using verbs in ます and negative form ません
• describing actions using verb ます form, for example, すし　を　たべます
• understanding the rules of Japanese word order (subject + object + verb), the use of associated particles は/を/と/も/に, and the use of が in formulaic expressions, for example, noun がすきです
• understanding time words associated with days of the week, months of the year and seasons
• beginning to use general counters in Japanese, for example, ひとつ、ふたつ
• seeking information using question words なに/なん/いつ/どこ/ だれ and the sentence-ending particle か, for example, なに　が　すき　ですか；なんさい　ですか

Begin to develop a metalanguage in Japanese for talking about language, using terms similar to those used in English
(ACLJAU140)

Recognise the particular language features and textual conventions in simple, familiar, spoken, written and multimodal Japanese texts
(ACLJAU141)

Understand that different ways of using Japanese language reflect different regions, different relationships and different ways of making meaning
(ACLJAU142)

Understand that Japanese is the official language of Japan and one of the major languages of the
Asia-Pacific region, a world language and an Australian community language
(ACLJAU143)

Notice differences between Japanese, Australian and other cultures’ practices and how these are reflected in language
(ACLJAU144)

Interact and socialise with the teacher and peers, using simple descriptive or expressive modelled language, to exchange information about aspects of their personal worlds, including their daily routines at home and school and their interests, for example, サッカー　を　しますか。いつ　しますか。
土よう日　に　サッカー　を　します。
サッカー  が  すき　ですか。ぼく　も
すき　です。

Recount past activities, for example,
まち　に　いきました
(ACLJAC127)

Contribute collaboratively to class experiences, activities and transactions that involve asking for help, clarification and permission, solving a problem and sharing decisions, such as creating a display or conducting a role play or scenario, science experiments, cooking, origami or other craft activities
(ACLJAC128)

Locate and process factual information from familiar types of written, spoken, digital and multimodal texts, related to their personal and social worlds
(ACLJAC130)

Gather and convey factual information, simple statements and short descriptions from familiar texts related to their personal and social worlds
(ACLJAC131)

View a range of imaginative texts, for example, Japanese television programs for children and identify key words, familiar phrases and cultural expressions and behaviours
(ACLJAC132)

Create and perform short, imaginative texts that allow for exploration and enjoyment of language, cultural expression and performance, using familiar expressions, simple statements and modelled language, for example, くち　が　大きい　です。にく　を たべます。かわ　に　すんでいます。とても　こわい　です。
(ACLJAC133)

Explain features of Japanese language protocols such as the use of formulaic expressions, for example, いってきます/ただいま； counter classifiers; the indication of politeness by using です

Use visual, print or online dictionaries, word lists and pictures to translate simple familiar texts such as labels or captions
(ACLJAC134)

Notice and describe how language reflects cultural practices and norms
(ACLJAC137)

Understand that hiragana symbols can be combined to represent words

Understand that vowel length can differentiate words in Japanese, for example, いいえiie for ‘no’ and いえie for ‘house’
(ACLJAU138)

Commence writing their own words, structures and phrases in hiragana with the support of a hiragana chart and word lists

Recognise and write frequently-used kanji

Learn to read and write words using hiragana
(ACLJAU139)

Notice and use context-related vocabulary and apply elements of grammar in simple spoken and written texts to generate language for a range of purposes, including:

• using verbs in past tense
  ～ました/ませんでした
• beginning to use counters in Japanese, for example, ～人、～さい、～月
• indicating time and frequency using expressions such as まいにち、ときどき
• telling time using ～じ/～じはん　です
  なんじ　ですか
• understanding words and expressions indicating direction or means of transportation, for example,
  くるま　で　がっこう　に　いきます

Begin to develop a metalanguage in Japanese for talking about language, using terms similar to those used in English
(ACLJAU140)

Notice differences in familiar texts such as personal, informative and imaginative texts, and explain how particular features of such texts help to achieve their purpose
(ACLJAU141)

Understand and demonstrate how language use varies according to the participants’ age, gender, relationship and the context of use, for example, おはよう/おはようございます；はし/おはし；
なまえ/おなまえ
(ACLJAU142)

Understand that Japanese is a standardised language and that there are different dialects spoken in different regions of Japan

Understand that Japanese borrows from and influences other languages
(ACLJAU143)

Make connections between culture and language use by identifying vocabulary and expressions that reflect different cultural values, traditions or practices
(ACLJAU144)

Initiate interactions with the teacher and peers, using descriptive and expressive language to exchange information about their home, neighbourhood and local community, for example, うみ  に  いきました；たのしかった  です；へや　に　ふとん　が　あります；だいどころ　に　おかあさん　が　います；まっすぐ　いって、みぎ　に　まがって、としょかん　が
あります；がっこう　に　いきましょう；
はい、いきましょう/いいえ、ちょっと
(ACLJAC145)

Participate in guided tasks related to organising displays, planning outings and conducting events such as performances, or activities such as building models and completing transactions in places such as a café or a market
(ACLJAC146)

Gather and compare information and supporting details from a range of written, spoken, digital and multimodal texts, related to their personal and social worlds
(ACLJAC148)

Gather and convey information and ideas in different formats from a range of texts related to their personal and social worlds
(ACLJAC149)

Share responses to characters, events and ideas in imaginative texts such as anime, folk stories and manga, making connections with personal experiences and feelings
(ACLJAC150)

Create or reinterpret, present or perform imaginative texts for different audiences, based on or adapted from events, characters or settings in other imaginative texts
(ACLJAC151)

Collect, use and explain Japanese words and expressions that do not translate easily into English such as  おかえり；いらっしゃいませ；
ごちそうさま

Use visual, print or online dictionaries, word lists and pictures to translate simple familiar texts such as labels or captions
(ACLJAC152)

Compare ways of communicating in Australian and Japanese-speaking contexts and identify ways in which culture influences language use
(ACLJAC155)

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, きって and りょうり

Understand that the sounds of hiragana and katakana are identical, even though the associated scripts are different
(ACLJAU156)

Read and write all hiragana, including voiced, combined and long vowel sounds and double consonants using a hiragana chart for support

Understand the use of basic Japanese punctuation marks such as まる(。) and てん(、)

Read and write words, phrases and sentences using hiragana and simple kanji, for example, わたし　の　本；わたし　の　かぞく　です
(ACLJAU157)

Use context-related vocabulary and develop and apply knowledge of the systematic nature of Japanese grammatical rules in simple spoken and written texts to generate language for a range of purposes, including:

• using verbs to indicate – let’s…, ～ましょう
• understanding and identifying elements of different sentence structures and the use of particles such as へ/で
• understanding the use of ～が　あります/
  いますto refer to inanimate/animate objects
• describing locations of homes, people, animals and items, using basic structures, for example, noun　は　place　に  あります； noun　は　place　に　います
• knowing how to use prepositions to describe the position of objects, for example, つくえ　の　上　に  本  が  あります
• knowing how to use common counters and classifiers such as こ/ひき/びき/ぴき/えん
• understanding Japanese numerical place order, for example 一、十、百、千、万
• understanding different question words such as いくら/どれ

Build a metalanguage in Japanese to talk about language
(ACLJAU158)

Recognise the use of formulaic expressions, including the word order for writing the date and textual features in familiar texts such as opening and closing emails, letters, postcards, or telephone conversations
(ACLJAU159)

Notice differences in interaction styles in situations in Japanese and Australian contexts, for example, in buying something from a shop
(ACLJAU160)

Understand that there are large Japanese-speaking communities in Hawaii and Brazil, and that Japanese is taught in many countries, including those in the Asia-Pacific region and is changing constantly due to contact with other languages
(ACLJAU161)

Reflect on how their own and others’ language use is shaped by and reflects communities’ ways of thinking and behaving and may be differently interpreted by others
(ACLJAU162)

Initiate interactions with others, using descriptive and expressive language to exchange information and relate experiences about free time and to show interest in and respect for them, for example,
サッカー　を　しますか；いつ　しますか；
サッカー  が  とくい　ですか；
けんくん　は　テニス　が　じょうずです；
父　は　サッカー　が　とくい　です

Negotiate an invitation for a shared experience, for example, 日よう日　に　うみ　に　いきませんか；
いいえ、日よう 日　は　ちょっと；
じゃあ、土よう日　に　いきましょう
(ACLJAC145)

Collaborate with peers in guided tasks to plan events or activities to showcase their progress in learning and using Japanese, developing projects or budgeting for a shared event
(ACLJAC146)

Gather, compare and respond to information and supporting details from a range of written, spoken, digital and multimodal texts, related to their personal and social worlds
(ACLJAC148)

Convey information, ideas and opinions related to their personal and social worlds, selecting appropriate written, spoken, digital and multimodal texts to suit specific audiences and contexts
(ACLJAC149)

Share and compare key messages in imaginative texts, such as the moral of a folk story, ideas or values expressed in songs or characterisation in anime and compare their treatment across cultural contexts and time
(ACLJAC150)

Create or reinterpret, present or perform alternative versions of imaginative texts for different audiences, adapting stimulus, theme, characters, places, ideas and events to suit different modes or contexts
(ACLJAC151)

Demonstrate and explain elements of non-verbal Japanese communication that require interpretation for non-Japanese speakers, such as hand gestures, eye contact and counting systems

Experiment with bilingual dictionaries and/or online translators, considering relative advantages or limitations of each resource
(ACLJAC152)

Engage in intercultural experiences, describing aspects of language and culture that are unfamiliar and discussing their own reactions and adjustments
(ACLJAC155)

Engage with authentic spoken language, recognising how words blend

Understand the relationship between sounds, words and meaning such as noticing that certain combinations of two moras make one rhythm unit (foot), for example, the copula です and the verb suffix ます
(ACLJAU156)

Recognise and make meaning of some single and whole word katakana with the support of a katakana chart

Apply the basic principles of stroke order to write all hiragana and high-frequency kanji

Write simple texts using hiragana and kanji on familiar topics
(ACLJAU157)

Use context-related vocabulary and develop and apply knowledge of the systematic nature of Japanese grammatical rules in simple spoken and written texts to generate language for a range of purposes, including:

• using verbs to indicate – Would you…?
  Shall we …? ～ませんか； ～ましょうか
• understanding the use of これ/それ/あれ/どれ
• using the verb て form as a formulaic expression, such as when giving instructions or seeking permission, for example, 見てください；トイレ　に　いっても　いい　ですか
• knowing how to use common counters and classifiers such as こ/ひき/ まい/ ぴき/えん
• using conjunctions such as そして、それから to link ideas

Build a metalanguage in Japanese to talk about language
(ACLJAU158)

Apply formulaic expressions and understand the significance of textual features in texts such as letters or telephone conversations and how the composition of texts reflects cultural values
(ACLJAU159)

Understand that language use reflects respect and social distance such as expressing familiarity with friends by using first names instead of surnames or showing respect for authority figures, for example,

しつれいします；よろしく　おねがいします
(ACLJAU160)

Explore how the Japanese language is both influenced by and in turn influences other languages and cultures, for example, in relation to food, music, sport and technology
(ACLJAU161)

Understand that language and culture are integral to the nature of identity and communication
(ACLJAU162)

Initiate and participate in spoken and written interactions with peers and known adults, using rehearsed descriptive and expressive language to talk about, give opinions, share thoughts and feelings on people, social events and school experiences, for example, パースのなつはとてもあついですよ；あのレストランはおいしいです。
だから、いきましょう。；わたしはうちからがっこうまであるきます。でも、友だちはバスで行きます。
(ACLJAC163)

Engage in tasks and activities that involve planning, such as hosting a Japanese class or visitor, an excursion to a Japanese restaurant, or preparing for a real or virtual event, trip or excursion, considering options, negotiating arrangements and participating in transactions, for example, 六時半に学校であいましょう；バスでえんそくに行きます
(ACLJAC164)

Access and summarise key information and supporting details from texts related to aspects of their personal and social worlds
(ACLJAC166)

Organise and present information and ideas on texts related to aspects of their personal and social worlds, using descriptive and expressive language and modes of presentation to suit different audiences and contexts
(ACLJAC167)

Respond to a range of imaginative texts by expressing opinions about the themes and key ideas, values and techniques used to engage and entertain audiences
(ACLJAC168)

Create and present simple, individual and shared imaginative texts such as songs, poems, plays or stories that involve imagined characters, places and experiences, to entertain peers and younger audiences
(ACLJAC169)

Translate texts and compare their own translation to classmates’, noticing when it is difficult to transfer meaning from one language to the other
(ACLJAC170)

Interact and engage with members of the
Japanese-speaking community to share and compare aspects of culture that affect communication and notice how their own culture impacts on language use, for example, ways of expressing feelings or politeness protocols associated with social events.

Consider how their biography, including personal experiences, family origins, traditions and beliefs, interests and experience, influences their identity and communication
(ACLJAC172) (ACLJAC173)

Recognise that katakana is used for loan words, and that these words must be pronounced within the combinations of available Japanese sounds

Recognise that in the copula desu and the verb suffix masu, the ‘u’ is devoiced in normal speech
(ACLJAU174)

Recognise all katakana, including voiced, unvoiced, contracted and blended sounds using the kana chart

Write words and phrases using both kana and kanji, for example, 大きい車； 小さい木

Use furigana to support the reading of unfamiliar kanji
(ACLJAU175)

Understand and control context-related vocabulary and develop understanding of how to control elements of the Japanese grammatical system, including;

• understanding the different functions of a range of particles such as が (topic marker), を (object marker), に (time, date, place, destination, for)
  と (and, with), で (location, action, means),
  へ (direction, destination), ～から ～まで (from, as far as, distances)
• describing daily routines and schedules for a week, using a range of particles to form sentences, for example, 六時にうちで兄とごはんを食べます
• using い and な adjectives in the present tense in negative forms, for example, おいしくないです；しずかじゃないです
• using noun phrases with an adjective, for example, きれいなうみです；おいしいレストランです
• understanding that the exact word order of noun phrases is not important as long as they appear before the verb and are accompanied by correct particles
• understanding the role of sentence-ending particles in conversation, such as ね for confirming or expecting a response and よ for emphasis
• using adverbs as formulaic expressions, for example, いつも、ときどき
• creating cohesion and flow by using conjunctions, for example, でも
• understanding how to indicate politeness using ご and お prefixes, for example, お名前；先生のごかぞく

Continue to build a metalanguage in Japanese to describe and increase control of grammatical concepts and language elements
(ACLJAU176)

Understand how and why different scripts are used in different types of texts
(ACLJAU177)

Understand variations in Japanese language use that reflect different levels of formality, authority and status
(ACLJAU178)

Understand that the Japanese language has evolved and developed through different periods of influence and change
(ACLJAU179)

Understand that Japanese language and culture, like all languages and cultures, are interrelated, both shaping and reflecting each other
(ACLJAU180)

Initiate and maintain spoken and written interactions with peers and known adults, using both rehearsed and spontaneous language to discuss and share ideas, views, opinions and experiences of significant social events, special occasions or milestones, for example, ボクシングデーにかいものに行きます。だから、はやくおきます。
(ACLJAC163)

Engage in tasks that involve planning of experiences and activities, such as a birthday party, Christmas or New Year’s Eve festivities, or community festivals, considering options, negotiating arrangements, solving problems and participating in transactions that include purchasing goods and services, for example,イースターにビーチに行きましょうか。ビーチは、ちょっと…； キャンプはどうですか。；このT シャツはL サイズですね。ちょっと 大きい です。M サイズをください。
(ACLJAC164)

Access, summarise and share key ideas from a range of texts related to aspects of their personal and social worlds and present them in different formats for the intended audience
(ACLJAC166)

Organise and present information and ideas to raise awareness of and inform others about texts related to aspects of their personal and social worlds, using descriptive and expressive language to compare perspectives and experiences
(ACLJAC167)

Respond to a range of imaginative texts, analysing ideas, themes, values and techniques used to engage and entertain audiences and make connections with personal experiences and other imaginative texts in their own language and culture
(ACLJAC168)

Create and present a range of simple texts that involve imagined contexts and characters such as raps, poems, picture books or cartoons, selecting appropriate language, rhythms and images to enrich the visual or listening experience
(ACLJAC169)

Translate and interpret texts, including those that use language with colloquial or cultural association, and consider why there might be differences in interpretation and how language reflects elements of culture
(ACLJAC170)

Participate in intercultural interactions, with members of the Japanese-speaking community to discuss cultural practices, demonstrating awareness
of the importance of shared understanding and reflecting on adjustments made as a result of reactions and responses.

Consider how their own biography influences their identity and communication and shapes their own intercultural experiences
(ACLJAC172) (ACLJAC173)

Understand that katakana is used for loan words and use available combinations of katakana to experiment with Japanese pronunciation of unfamiliar loan words, for example, ホワイトボード
(ACLJAU174)

Read and write all katakana, including voiced, unvoiced, contracted and blended sounds using the kana chart

Understand the relationship in texts between hiragana, katakana and kanji
(ACLJAU175)

Increase control of context-related vocabulary and elements of the Japanese grammatical system to express a range of ideas and experiences in written and spoken forms, including:

• using verbs to indicate – I want to ～たいです
• using い and な adjectives in present and past tenses in negative forms such as たのしくなかったです/しずかじゃなかったです
• using both affirmative and negative forms of particular grammatical elements in different tenses
• creating cohesion and flow by using conjunctions, for example, だから、それで、それに
• using counter classifiers, for example,
  ～時、～分、～つ、～まい、～本
• using superlatives, for example,
  一ばん好きです
• using adverbs and intensifiers such as
  ぜんぜん、たいてい

Continue to build a metalanguage in Japanese to describe and increase control of grammatical concepts and language elements
(ACLJAU176)

Identify the structures and key features of familiar texts in Japanese, such as announcements, tickets, advertisements, public signs or manga, to explain the relationship between the language and structure used and the purpose of the text
(ACLJAU177)

Apply variations in Japanese language use that reflect different levels of formality, authority and status
(ACLJAU178)

Understand that Japanese, like other languages, is constantly expanding to include new words and expressions in response to influences such as globalisation and exposure to other languages and cultures
(ACLJAU179)

Analyse the ways in which choices in everyday Japanese language use reflect cultural practices and values
(ACLJAU180)

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)

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)

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)

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)

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)

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)

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)

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

Initiate and participate in sustained interactions, using descriptive and expressive language in formal and informal exchanges to discuss young people’s experiences and interest in contemporary culture and social issues, for example, 日本のリサイクルはかなりきびしいです。けれども、かんきょうにいいと思います。； J-pop と K-pop にきょうみがありますから、しょうらい、日本とかん国に行くつもりです。

Express feelings and justify opinions, for example,  あ、それはいいですね；どう思いますか；それはどうですか
(ACLJAC181)

Sustain and extend exchanges about contemporary culture and social issues, for example, differences between school and house rules in Australia and Japan, part-time jobs, to raise awareness, exchange resources and information, solve problems and manage diverse views, for example,

食べ物をのこすのはもったいないです；日本では家の中でくつをはいてはいけません
(ACLJAC182)

Compare and evaluate ideas and information from a range of perspectives on contemporary culture and social issues, identifying how context and culture affect how information is presented
(ACLJAC184)

Convey information, comments, perspectives and experiences on different contemporary culture and social issues, using different modes of presentation to suit different audiences or to achieve different purposes
(ACLJAC185)

Identify how imaginative texts create humorous, emotional or aesthetic effects that reflect cultural values or experiences, such as poems, songs, dance, street art and performance
(ACLJAC186)

Create and present a range of imaginative texts on themes of personal or social relevance, to express ideas or to reflect cultural values, social issues or experiences
(ACLJAC187)

Consider the nature of translating and interpreting, explaining how cultural perspectives and concepts have been represented when transferring meaning from one language to another, for example, おじゃまします
(ACLJAC188)

Reflect on the experience of learning and using Japanese, considering how intercultural communication involves taking responsibility for contributing to mutual understanding, by modifying language and behaviours in relation to cultural perspectives

Explore and express their own cultural identity and ability to act as a cultural mediator between Japanese speakers and Australians
(ACLJAC190) (ACLJAC191)

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、新しい、新聞、聞きます
(ACLJAU192)

Use knowledge of familiar kanji to predict meaning of unknown words
(ACLJAU193)

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

• using character charts as a systematic framework for recognising patterns for verb conjugation and applying the formation rules of each verb group
• requesting and giving permission and expressing prohibition using verb て form, for example,
  ～てもいいです；～てはいけません；～てはだめです
• using verb stems with grammatical features such as ～やすい／にくいです
• exploring how to use plain forms in authentic contexts such as conversations with peers, for example, 食べる？/見る？
• expressing opinions, intentions and thoughts using the plain form, for example, plain verb つもりです, verb /adjective とおもいます
• using adverbs and intensifiers such as かなり
• increasing cohesion within paragraphs by using conjunctions, for example, それに、それで
• indicating the status of actions using adverbs such as まだ and もう
• understanding the concept of uchi-soto 内と外 for making appropriate choices of register, for example, 食べる？/食べますか？

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)

Identify, analyse and compare textual features and conventions in Japanese and English texts that characterise social and informative media
(ACLJAU195)

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

Explain changes to Japanese and other languages and cultures and understand that language use has the power to influence social and cultural relationships and practices
(ACLJAU197)

Explore cultural concepts embedded in Japanese language that embody core values and behaviours and for which there is no direct English translation
(ACLJAU198)