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• Japanese - F–10 Sequence: Levels 3 and 4 description

  Students recognise the predictable nature of pronunciation in Japanese and apply their knowledge of sound–letter associations to spell new words. They recognise and use elements of grammar including simple verb forms, adjectives, interrogatives and some particles to understand and create...

  Level description | Languages | Japanese | F–10 Sequence

• VCJAU142

  Understand that language varies according to the age and relationship of those using it, and according to the situation in which it is being used

  Elaborations

  • observing that Japanese expressions can be made more or less formal with very slight changes, for example, おはよう and おはようございます、はし and おはし、なまえ and おなまえ、to suit the relationship between speakers
  • noticing differences in the ways in which both Japanese and English speakers communicate with different people, for example, with young children, with unfamiliar adults or with elderly people
  • reflecting on how they communicate with their own family and friends and with people less close to them, noticing differences in language use and communicative behaviour
  • recognising that familial terms such as おじいさん and おばあさん are often used in place of ‘old man’ or ‘old woman’ in both folk tales and daily conversation, and considering why this might be so

  VCJAU142 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCJAU144

  Understand that the ways people use language reflect where and how they live and what is important to them

  Elaborations

  • understanding that language carries information about the people who use it and that common expressions often reflect cultural values, for example, the importance of respect for older people is reflected in terms of address in Japanese
  • exploring additional elements of ‘culture’, such as what is valued in different communities, contexts and environments, or different approaches to teaching and learning in school, understanding formulaic expressions that reflect cultural values, for example, いってきます、 いってらっしゃい、きをつけて
  • noticing how politeness and respect are conveyed in Japanese language and behaviour, such as how body language and gestures can replace language, for example, bowing as an apology or as a request to be excused
  • learning to discuss culture and language by responding to prompt questions such as ‘What do you notice?’ ‘Why do you think that …?’ ‘How is this similar / different …?’
  • identifying terms, expressions and ways of communicating associated with Australian contexts that might need explaining to Japanese children, for example, using first names when addressing adults, colloquial expressions such as ‘no worries’ or ‘footy’, and terms associated with Indigenous cultures, such as ‘the Dreaming’

  VCJAU144 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture

• VCJAU140

  Understand and identify elements of basic grammar and sentence structure and interaction patterns

  Elaborations

  • developing metalanguage for communicating about language, using concepts such as parts of speech, for example, ‘noun’, ‘verb’ and ‘adjective’
  • 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。
  • describing actions using verb ます form, for example, すし　を　たべます。
  • understanding the rules for conjugating verbs, such as ～ます、～>ましょう、～ました、～ません
  • understanding that Japanese uses name + suffix instead of pronouns when referring to other people, for example, Johnくん、はなさん、Grant せんせい
  • indicating time and frequency using expressions such as まいにち、ときどき
  • describing people, animals, places and things using adjective–noun phrases, for example, 大きい　目、おいしい　もも
  • understanding time words associated with days of the week, months of the year and seasons
  • building vocabulary that relates to familiar environments in daily life and personal worlds and that can be used for cross-curricular content learning
  • beginning to use counters in Japanese, for example, ～人、～さい、～月
  • telling time using ～じ/ ～じはん　です。なんじ　です　か。
  • seeking information using question words such as なに、なん、いつ、どこ and 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。なんにん　です　 か。いつ　です　か。

  VCJAU140 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCJAU138

  Understand that hiragana symbols can be combined to represent words

  Elaborations

  • recognising that there are 19 distinct consonants in Japanese (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)
  • understanding the system of basic Japanese sound combinations, that is, a vowel can be attached to most consonants to produce a kana
  • understanding that vowel length can differentiate words in Japanese, for example, ‘e’ (え) for a picture and ‘ee’ (ええ) for ‘yeah’
  • recognising the concept of the minimum unit of rhythm in Japanese (‘foot’ or フット) and that one foot in Japanese consists of two moras, for example, ごちそうさま is pronounced as a three-foot word ごち・そう・さま
  • demonstrating understanding of the differences in pronunciation of English and Japanese versions of loan words such as バナナ、ペット、サッカー

  VCJAU138 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• Japanese - F–10 Sequence: Levels 3 and 4 achievement standards

  By the end of Level 4, students interact with the teacher and peers in regular classroom routines and structured interactions. They understand and respond to instructions related to classroom organisation and activities, for example, ペア　に　なって　ください。大きい　こえ　で　いって　ください。. They use formulaic and rehearsed...

  Level description | Languages | Japanese | F–10 Sequence | Levels 3 and 4

• VCJAU143

  Recognise that Japanese is the official language of Japan and one of the major languages of the Asia-Pacific region

  Elaborations

  • understanding the status of Japanese as the official language of Japan, a major language in the Asia-Pacific region, a world language and an Australian community language
  • understanding that there is a standardised form of Japanese, and that different dialects are spoken in different regions of Japan
  • comparing the language profile of Japan with the multilingual nature of Australian society, which includes speakers of Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages

  VCJAU143 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCJAU139

  Recognise the systematic order within the hiragana character set; commence hiragana script writing and recognise and write frequently used kanji

  Elaborations

  • learning how to use the character chart as a systematic framework for reading and writing
  • understanding that there is a stroke order for both kana and kanji
  • recognising that Japanese has various printed fonts and that handwritten forms of several characters differ from the printed versions in most fonts, for example, き、さ、ふ、ら、り
  • learning to read and write words using kana

  VCJAU139 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCJAC128

  Participate in guided tasks that involve following instructions and cooperating with peers, such as sports and craft activities

  Elaborations

  • participating in guided tasks involving instructions and peer cooperation, such as group/pair language activities, games and sports, for example, せんせい says, ふくわらい、じゃんけんぽん, What’s the time, Mr Wolf?
  • following procedures for activities such as cooking, model-making or origami, understanding instructions such as はんぶん　に　おって、ここ　に　おいて、あつめて
  • participating in classroom routines, such as taking the roll はい、います。いいえ、いません。, naming the months and days of the week and describing the weather, for example,きょう　は　月よう日　です。はれ　です。
  • preparing, rehearsing and conducting presentations and performances, such as a Japanese item for assembly or a digital presentation about a significant event
  • working collaboratively to adapt and perform action songs, for example, by changing lyrics (替(か)え歌(うた)) based on modelled patterns, rehearsing and performing songs with appropriate gestures and actions

  VCJAC128 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising