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Result list

• VCJAC112

  Locate items of information in simple texts such as charts, songs, rhymes, video clips and anime to complete guided tasks

  Elaborations

  • listening for key words in stories, rhymes or songs, using visual cues such as gestures and facial expressions to assist understanding
  • recognising simple kanji, hiragana or words in familiar contexts such as labels and titles
  • demonstrating early Japanese literacy skills by selecting the correct hiragana or kanji through labelling, matching, clicking and dragging, drawing, mime and actions
  • listening to and/or viewing texts to obtain information such as colour (あか、あお、しろ、くろ、きいろ), size (おおきい、ちいさい) and shape (まる、さんかく、しかく), and using this information in guided activities such as drawing, building or collecting
  • listening to information about Japan, and demonstrating understanding by responding to questions such as 日本(にほん)　です　か。しんかんせん　です　か。すし　です　か。はい/いいえ, for example, by pointing to places on a map, such as Japan, Tokyo or Mount Fuji, or at pictures of different types of food

  VCJAC112 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCJAC129

  Follow teacher instructions and directions by responding to questions and requests, and use simple questions and statements to ask permission and to show interest and appreciation

  Elaborations

  • participating in classroom interactions, for example, by responding with comments such as Matt くん　は　いません。Todd くん　と　Sally さん　は　やすみ　です。Ella さん　も　やすみ　です。
  • using appropriate formulaic expressions and gestures to contribute to interactions, for example, しつれいします。 おねがいします。
  • asking for help or clarification, for example, すみません。もういちど。, and negotiating turn-taking, for example, ちょっと　まって。 Matilda さん　の　ばん。どうぞ 。
  • responding to teacher instructions such as ペア　に　なって　ください。三人　グループ　に　なって　ください。ならんで　ください。大きいこえで。
  • recognising and rehearsing interjections or fillers in conversations, for example, ええとすみません 。ほんとう? そうですね 。

  VCJAC129 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCJAC184

  Analyse ideas presented in a range of texts, identifying context, purpose and intended audience

  Elaborations

  • identifying underlying values, cultural references and the purpose and intended audience of different types of community texts such as advertisements or posters
  • summarising the gist and some specific details of media texts such as documentary features or community notices
  • comparing and evaluating perspectives and intentions reflected in texts such as public information notices or street signs in Japanese and Australian contexts, identifying words, expressions or images that suggest cultural similarities or differences
  • scanning websites of Japanese schools or clubs, discussing and comparing choices they would make in relation to offered activities if they were students in that context
  • identifying culture-specific terms and representations in Japanese promotional materials such as travel brochures, symbols on maps, magazine features or online resources, for example, 小学校(しょうがっこう)の新聞(しんぶん)
  • planning a real or imagined trip to a selected region of Japan, using resources such as internet sites and travel brochures to map out elements such as transport, itineraries and selected events, for example, しんかんせんにのりたいですね。 広島(ひろしま)に行きましょうか。
  • analysing key perspectives or themes reflected in interview data collected from Japanese speakers discussing roles and responsibilities in home, school and community contexts, and comparing with their own views on the topics

  VCJAC184 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCJAC110

  Participate in guided group activities such as games, songs and simple tasks, using movement, gestures and pictures to support understanding and to convey meaning

  Elaborations

  • singing and responding to action songs such as むすんでひらいて, ひげじいさん, きらきらぼし, おおきなくりのきのしたで、 or tongue twisters (早(はや)口(くち)言(こと)葉(ば)) such as なまむぎなまごめなまたまご、 あかパジャマきパジャマちゃパジャマ
  • playing じゃんけんぽん and using it in interactions such as turn-taking
  • participating in games, tasks and activities that involve guessing, matching and choosing objects, such as Bingo, Snap or Go Fish, using modelled questions and responses, for example,
    うさぎ　です　か。はい/いいえ。はい、うさぎ　です。
    いいえ、うさぎ　じゃない　です。
  • using formulaic phrases related to playing games, for example, つぎ、　はい！、　かった、 まけた、ざんねん、あたり、はずれ
  • using rehearsed language to collaborate in craft activities, for example, のり　を　ください。はい、どうぞ。

  VCJAC110 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCJAC165

  Interact in whole-class and small group activities that involve seeking information from peers or the teacher, asking and responding to questions, making requests, and asking for and providing clarification

  Elaborations

  • using modelled structures in simple and compound sentences, and cohesive devices such as だから, でも to state opinions, make suggestions or provide clarification
  • asking and responding to questions such as テストはいつですか。 きょうゲームをしますか。 ロッカーに行ってもいいですか。何(なん)ページですか。
  • participating in class activities such as word, board or digital games, using phrases such as わたしの　ばん、みぎ、ひだり、ざんねん、つぎは　だれ?
  • obtaining additional information from the teacher and peers by requesting repetition or clarification or by asking how to say something in Japanese, for example, 日本語(にほんご)で何(なん)ですか。
  • expressing their responses to learning and using Japanese, such as by detailing preferences, likes and dislikes in relation to aspects of the experience, for example, かんじはむずかしいですが、おもしろいです。
  • enquiring about and describing the location of classroom items and materials using prepositions, for example, ワークシートはどこにありますか。テーブルのうえにあります。

  VCJAC165 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCJAC011

  Collate and present information in print, digital or online formats about self and peers to share with others, and notice own and one another’s ways of expressing identity

  Elaborations

  • identifying elements of identity that may be important across all cultures, for example, family, community, location, language, religion, age, gender
  • sharing reactions to intercultural experiences, and considering whether their individual background, age and interests contribute to attitudes and/or beliefs that impact on the experience
  • preparing a digital class profile to exchange with Japanese-speaking students, showing the cultural backgrounds, interests and personalities of each class member using images, captions and symbols
  • creating a print or digital personal ‘cultural ID profile’ to exchange with Japanese-speaking peers, making decisions about what points of information will be of most interest, for example, by creating a family tree with associated links to cultural connections, languages spoken, interests and activities
  • comparing and reflecting on how identity is expressed across cultures and languages, considering the idea of ‘belonging’ and the relative importance of group or family membership as expressed in different languages

  VCJAC011 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCJAC026

  Translate familiar social and community texts, such as emails, chat room posts, public signs and notices, from Japanese into English and vice versa, considering the role of culture when transferring meaning from one language to another

  Elaborations

  • creating glossaries to explain concepts encountered in Japanese social texts and interactions that reflect cultural values or experiences, for example, よろしくおねがいします。いらっしゃいませ。ただいま。おかえりなさい。
  • explaining why some terms cannot be used interchangeably in Japanese as they can in English, for example, すみません/ごめんなさい。ください/おねがいします。こんにちは/もしもし。
  • examining literal translations of everyday social interactions in Japanese and identifying culturally significant concepts, for example, sayingごちそうさま。 after meals, orすみません。 in a restaurant, or terms used for apologising or excusing
  • evaluating the effectiveness of electronic translators, for example, by comparing back-translations of short texts or formulaic phrases, identifying instances of non-equivalence and noticing the potential pitfalls of literal translation
  • using print, electronic and online dictionaries effectively by taking context into account when interpreting the meaning of words or phrases, for example, ただいま、おかえり、ねます (go to bed), あし (foot/leg)
  • considering differences between Japanese and English language used to describe people, for example, 目(め)がほそい。はながたかい 。
  • finding and using Japanese equivalents for conversation fillers such as ‘um’ and ‘yes’, for example, ええとあのうはいうん
  • translating texts such as public signs, notices or advertisements from Japanese into English and vice versa, comparing elements such as levels of politeness or degree of directness, for example, ましょう form in Japanese, ‘Keep clean (きれいにしましょう)’ translates into ‘Do not litter’ in English

  VCJAC026 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCJAC119

  Use simple statements and gestures to express aspects of self, such as membership of family, friendship, gender, school/class or cultural groups

  Elaborations

  • making simple statements about themselves, such as their name and age, for example, ぼく　は　Sam 　です、9 さい　です 。
  • identifying themselves as part of a family, class or peer group ぼく　は　おとうと　です。おねえさん　は 15 さい　で す。, for example, by representing these relationships through drawing pictures or a family tree, adding captions to photos or creating digital presentations
  • noticing and comparing their own use of words or expressions from different languages when communicating in English

  VCJAC119 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCJAC025

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

  Elaborations

  • presenting a day in the life of an imaginary or real character from familiar anime, manga or film, incorporating elements such as humour or surprise to express different characteristics
  • using digital technologies to create a design for an Australian theme park, shopping centre or sports arena to attract young Japanese visitors to Australia
  • creating short texts such as skits, raps or haiku, and using a range of digital technologies to design, perform and/or record these to amuse, entertain and engage other learners of Japanese
  • working collaboratively to compose and perform a skit such as a manzai based on an imagined scenario that allows for experimentation with expressive language
  • creating a digital persona or avatar in a Japanese-speaking fantasy world, incorporating communicative styles and behaviours observed in Japanese texts

  VCJAC025 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCJAC118

  Notice and describe some ways in which Japanese language and communicative behaviour are similar or different to own language(s) and cultural forms of expression

  Elaborations

  • comparing Japanese ways of showing respect and being polite with how this is done in their own language(s), for example, by using titles such as Sensei, bowing, and accepting objects with both hands
  • comparing aspects of Australian and Japanese children’s lifestyles, such as ways of playing games じゃんけん、eating food (using chopsticks and formulaic language) or addressing family members and friends
  • experimenting with using Japanese in spontaneous interactions, for example, いたい、 すごい、 ぺこぺこ、がんばれ,、noticing any changes in the use of voice or body language and communicating how this feels

  VCJAC118 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCJAC171

  Work collaboratively to design bilingual resources to convey information to the school community

  Elaborations

  • creating bilingual subtitles, captions or commentaries for texts such as brochures, slideshows or digital video clips that inform the school community of aspects of Japanese culture such as mealtime protocols, festivals, or social behaviours
  • producing bilingual texts in print or multimodal formats to promote school events such as multicultural activities, Japanese performances or Languages Week activities
  • composing menus or programs for Japanese-themed events, with key items and information in Japanese and explanatory footnotes or glossaries in English
  • creating bilingual texts that involve subtitles or captions to introduce non-Japanese speakers to aspects of Japanese cultural expression, such as celebrations, the exchange of gifts and wishes, or aspects of hospitality
  • creating digital texts such as songs, dialogues or instructions, with options for displaying in either Japanese or English

  VCJAC171 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCJAC002

  Engage in transactions and collaborative activities that involve planning and making arrangements, such as obtaining goods and organising performances

  Elaborations

  • working together to create displays, presentations or performances to showcase their Japanese learning for family, friends or school community
  • following instructions, for example, following a recipe to make やきそば, おこのみやき、まきずし or making origami
  • making arrangements using language related to place, time and activity, for example,　火(か)よう日(び)に　テニスを　しますか。火(か)よう日(び)は　ちょっと…。
  • participating in scenarios that involve ordering and purchasing goods such as food and drink, for example, すしを　ください。おちゃ、おねがいします。いくらですか。
  • participating in class activities such as word, board or electronic games, using set phrases in Japanese such as わたしの　ばん、みぎ、ひだ、かった！、まけた、ざんねん、だめだった、だいじょうぶ？、がんばって！、 つぎは　だれ？、いち、に、さん！

  VCJAC002 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCJAC170

  Translate short texts such as signs, simple dialogues or phone conversations from Japanese into English and vice versa, noticing when it is difficult to transfer meaning from one language to the other

  Elaborations

  • creating captions to translate short segments of a video clip or アニメ, noticing when direct translation is not possible
  • identifying Japanese words and expressions that involve cultural meanings which are difficult to translate into English, such as もしもし、よろしくおねがいします
  • comparing translations of short Japanese texts such as signs, conversations, audio messages or digital texts, identifying differences and similarities between their tone and style and that of equivalent texts in English
  • reflecting on challenges associated with transferring meaning from one language to another
  • translating short conversational exchanges between Australian or Japanese speakers, comparing content and style of communication and discussing how to translate culturally embedded terms

  VCJAC170 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCJAC006

  Listen to, read and view texts such as folk stories, video clips and television commercials, share reactions and describe aspects such as characters and contexts

  Elaborations

  • reading and viewing texts such as anime, manga, video clips or lyrics of J-pop, responding to questions about characters, lyrics or events, for example, だれ　ですか。名(な)まえは　何(なん)　ですか。何(なん)の　イベント　ですか。どこ　ですか。、 or re-creating elements by means of a storyboard, timeline or original performance
  • responding to structured stimulus questions about characters, places, events or effects in imaginative texts such as stories, films and anime, using modelled language and formulaic expressions to express reactions, for example, やさしい 人(ひと)せが　たかい　です。おもしろい　はなし　ですね。ちょっと　こわい　です。かなしい　です。たのしかった　です。びっくり　しました。どきどき　しました。
  • comparing and reflecting on ideas, values and key messages in Japanese texts, such as the moral of a story or folk tale, identifying ideas and themes that may be similar or different across cultures, for example, Japanese concepts of おんがえし、 working hard, consideration of others and humility
  • discussing which animals often feature in Japanese folk tales and what characteristics are attributed to them, for example, つる in つるのおんがえし、さる and かに in さるかにがっせん、 and comparing with animals that feature in folk stories from other languages and cultures from the Asia-Pacific region, such as Australian Aboriginal and Torres Strait Islander stories
  • exploring the idea of changing values and behaviours as represented in contemporary imaginative and creative texts such as television shows and/or commercials, video clips, jingles and computer games

  VCJAC006 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCJAC151

  Create and present or perform imaginative texts for a variety of purposes and audiences

  Elaborations

  • creating and performing a presentation for a particular audience, for example, a puppet show or play for a buddy class or a performance for the school or community
  • designing and presenting a commercial for a new or existing product likely to appeal to consumers in their age group
  • creating a rap or song that involves experimentation with rhyme and rhythm
  • teaching younger children songs that involve repetitive phrases and actions, for example, songs from popular anime films
  • using familiar and modelled language to create imaginative digital texts, such as a photo story, an e-book or profile of an imagined avatar, for example, これ　は　たからじま　です。大きい　とりい　と、小(ちい)さい　とりい　が 　あります。じてんしゃ　で、大きい　とりい　に　いきます。大きい　とりい　の 下(した)　にはこ　が　あります。はこ　の　中(なか)　に 金(きん)　が　あります。
  • producing and presenting picture books/Big Books/mini books or short scripted scenarios for younger students, incorporating elements of Japanese language and culture that are likely to be unfamiliar, engaging or challenging

  VCJAC151 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCJAC008

  Translate and interpret short texts such as self-introductions or conversations, noticing and explaining aspects that are similar or different in Japanese and English versions

  Elaborations

  • collaborating with peers and the teacher to translate and interpret familiar texts in Japanese such as emails and phone conversations between friends or self-introductions, noticing similarities and differences between Japanese interactions and their own communicative style
  • interpreting words and expressions encountered in simple Japanese texts such as greeting cards, menus or stories that do not translate easily into English and that reflect aspects of Japanese culture, for example, ていしょく、いただきます、 the use of ‘happy’ in English compared to おめでとう in Japanese, しつれいします、はじめまして、どうぞよろしく
  • comparing own translations of simple texts with peers’, explaining why words or expressions were translated in particular ways and considering reasons for any differences
  • learning to use dictionaries and electronic translation tools, identifying issues such as multiple meanings of words and the need to consider context
  • comparing the meaning and use of emoticons in Japanese and English

  VCJAC008 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCJAC130

  Locate and process specific points of information in familiar types of written, spoken, multimodal and digital texts associated with people, places and objects

  Elaborations

  • finding examples of Japanese language at home or in the community to create a class collection, display or digital database of terms related to recipes, toys, gadgets or menus
  • viewing or listening to a simple community text such as a weather report, recognising key words such as はれ、くもり
  • identifying features of seasons and tracking the progress of seasonal weather changes on a map of Japan, for example, reports of さくら、つゆ、こうよう
  • gathering information about one another’s home life and activities, for example, by surveys on pets, sports, activities, families, or likes and dislikes, using graphs to display results
  • viewing or reading simple print or digital texts such as advertisements, catalogues, menus or packaging to locate key points of information in relation to elements such as product, number, price, target audience or capacity for recycling

  VCJAC130 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCJAC007

  Reinterpret or create and perform imaginative texts such as video clips, raps or skits using modelled language and supporting resources

  Elaborations

  • creating imaginative texts to share with others, for example, a commercial for a new or existing product, a comic strip, a jingle, song or rap
  • producing short scripted plays or video clips to perform or present to others who are learning Japanese, experimenting with rhyme, rhythm and onomatopoeia
  • composing and performing an imagined scenario or skit designed to support intercultural understanding and involving elements such as comedy, emotion or surprise, for example, いただきます。いってらっしゃい。もしもし。こんにちは。
  • creating imaginative stories using a variety of resources and modes of presentation such as video clips or digital photo montages
  • designing texts for real or imagined special occasions that include the expression of culturally appropriate behaviour, for example, ねんがじょう、母(はは)の日(ひ)M

  VCJAC007 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCJAC133

  Create and present imaginative texts for a range of audiences that use familiar expressions and modelled language and allow for exploration and enjoyment of language, cultural expression and performance

  Elaborations

  • creating imaginary characters, places or animals, and presenting them through performance, digital display or visual representation, for example, みみ　が　大きい　です。かわ　に　います。food/ object　を　たべます。とても　こわい　です。おばけやしき　です。たくさん　おばけ　が　います。目　が　大きい　です。あし　が　ありません。
  • incorporating onomatopoeic sounds such as どきどき、ぺこぺこ、ぴかぴか、にこにこ into written/performed texts to enrich the texts and to entertain others
  • taking on the role of a character from a story, manga or anime, and responding to questions such as すきな　たべもの　は　なん　です　か。 noun　が　すき　です　か。なんさい　です　か。
  • creating, performing and presenting imaginative texts such as skits, songs and raps

  VCJAC133 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCJAC114

  Participate in shared listening to, viewing and reading of imaginative texts, and respond through singing, chanting, miming, play-acting, drawing, action and movement

  Elaborations

  • performing songs such as あたまかたひざあし、むすんでひらいて, rhymes, chants or simple stories that include repeated phrases and rhythms and non-verbal forms of expression such as clapping, gestures and facial expressions
  • using simple language structures and supporting drawings or actions to describe and respond to imaginary characters or experiences, for example, おばけ/おに/かっぱ/たぬき/ようかい　です。
  • participating in shared reading and viewing of print and digital imaginative texts, sharing opinions and responding to prompt questions such as 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。
  • making 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
  • responding to Japanese versions of familiar children’s stories and folk tales, comparing expressions at key points in the story with English-language versions, and re-enacting with puppets, props or actions

  VCJAC114 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Communicating | Creating