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• VCJAU160

  Understand that different ways of using Japanese language shape and reflect different relationships, such as deciding to be formal or informal

  Elaborations

  • noticing that language can be made casual or ‘softer’ by adding particular endings, such as そうですね。すみません。 ちょっと。
  • observing how language use reflects respect and social distance, such as 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。, or expressing familiarity with friends by using first names rather than surnames
  • noticing differences in interaction styles in some familiar situations in Japanese and Australian contexts, such as interactions in classrooms or shops

  VCJAU160 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCJAU156

  Engage with authentic spoken language, recognising how words blend and understanding the relationship between sounds, words and meaning

  Elaborations

  • knowing how to 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
  • understanding that the sounds of hiragana and katakana are identical even though the associated scripts are different
  • knowing that the hiragana spelling of a particular particle does not match its pronunciation, for example, ‘wa’ for は , ‘e’ for へ, ‘o/wo’ for を
  • noticing that certain combinations of two moras make one rhythm unit (foot), for example, the copula です and the verb suffix ます

  VCJAU156 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCJAC155

  Discuss the experience of speaking and interacting in a different language, what they understand by ‘identity’, and whether learning Japanese has any effect on their sense of self

  Elaborations

  • identifying elements of identity that are important across all cultures, for example, family, community, location
  • creating multimodal texts that represent elements of their own identity, such as personal emblems/mottos, self-profile, photo journal, or caricature/self-portrait, and considering how Japanese children of the same age might respond to these
  • exploring the idea of stereotypes and how people think about others from different cultural backgrounds
  • practising formulaic expressions such as those exchanged before and after meals or when giving or receiving gifts or food, for example, いただきます、ごちそうさまでした, and reflecting on the experience of using such exchanges
  • considering whether learning and using Japanese impacts on their sense of identity or influences their behaviour in or out of the classroom, for example, when playing Japanese games online, eating in Japanese restaurants and reading signs or menus

  VCJAC155 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCJAU158

  Recognise the systematic nature of Japanese grammatical rules and apply these to generate new language for a range of purposes

  Elaborations

  • expanding metalanguage for communicating about language, using additional terms such as ‘pronoun’ and ‘conjunction’
  • 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, いす　の　下　 に
  • understanding the use of こそあど series in concrete contexts, for example, 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/ びき/ ぴき、～えん
  • understanding Japanese numerical place order: 一、十、百(ひゃく)、千(せん)、万(まん)
  • understanding location words and expressions indicating direction or means of transportation, for example, くるま　で　がっこう　に　いきます。
  • understanding different question words such as いくら、どれ
  • using conjunctions such as そして、それから to link ideas

  VCJAU158 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• Japanese - F–10 Sequence: Levels 5 and 6 achievement standards

  By the end of Level 6, students use formulaic and modelled language in classroom interactions to carry out transactions and to share or convey information about daily routines, activities and events, using time expressions such as まい日、ときどき. They ask and respond to questions in familiar contexts...

  Level description | Languages | Japanese | F–10 Sequence | Levels 5 and 6

• Japanese - F–10 Sequence: Levels 5 and 6 description

  Students observe the relationship between stress, pacing and meaning, and use appropriate intonation patterns to exclaim, make a statement or ask a question. They continue to acquire a wider range of vocabulary and to build grammatical and textual knowledge. They use verbs, nouns and adjectives...

  Level description | Languages | Japanese | F–10 Sequence

• VCJAU159

  Recognise the use of formulaic expressions and textual features in familiar texts such as emails, letters, postcards or telephone conversations

  Elaborations

  • recognising the order for writing the components of the date in Japanese, for example, 年(ねん)、月、日、よう日
  • understanding the significance of features of different types of texts, such as opening and closing emails, letters or phone conversations, for example, ～さんへ、～より、もしもし
  • considering how the composition of texts in different languages reflects cultural values, such as the ordering of information on Japanese ID cards or when kanji or Arabic numerals are used in Japanese texts
  • understanding conventions associated with using げんこうようし、for example, the size of small characters, the position in the square and the placing of punctuation

  VCJAU159 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCJAU161

  Recognise that the Japanese language is both influenced by in turn influences other languages and cultures

  Elaborations

  • exploring how the Japanese language is influenced by other languages and cultures, for example, in relation to food パン、スパゲッティー、クレープ、ハンバーガー, music and sport ミュージカル、ロック、ダンス、サッカー、バスケットボール, and technology パソコン、メール、インターネット
  • investigating the influence of Japanese language and culture on their own language and experience, for example, by creating a glossary of Japanese words and expressions used in fields such as martial arts (‘judo’, ‘karate’, ‘sensei’, ‘sumo’), food (‘sushi’, ‘tofu’, ‘wasabi’) or communication/culture (‘haiku’, ‘anime’, ‘manga’, ‘sudoku’)
  • understanding that there are Japanese-speaking communities outside Japan, for example, in Hawaii and South America, and that Japanese is widely taught in many countries around the world, including Australia and other countries of the Asia-Pacific region
  • understanding that all languages change, that some are constantly growing and expanding while others are disappearing or being revived, for example, many indigenous languages, including Aboriginal languages and Torres Strait Islander languages

  VCJAU161 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCJAU157

  Recognise some single and whole word katakana and develop the ability to use hiragana and kanji in a single text

  Elaborations

  • reading and writing all hiragana (including voiced, combined and long vowel sounds and double consonants) using the kana chart
  • learning that kanji were brought from China and that hiragana was formed by simplifying the form of kanji, while katakana was formed using a part of kanji
  • learning to apply the basic principles of stroke order to write all hiragana and high-frequency kanji such as 月、日、木、人
  • recognising frequently used katakana words such as オーストラリア
  • reading and writing words, phrases and sentences using kana, for example, わたし　の　本、これ　は　かぞく　です。
  • understanding the use of basic Japanese punctuation marks such as まる(。) and てん(、), and katakana long vowel marks, for example, in a student’s name such as ルーク
  • understanding the use of furigana as a reading aid

  VCJAU157 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCJAC154

  Reflect on the experience of learning and using Japanese, and identify how language reflects cultural practices and norms

  Elaborations

  • identifying frequently used Japanese phrases and behaviours in everyday social exchanges that reflect cultural traditions or values that appear different to their own, for example, おてがみ　ありがとう　ございます。いらっしゃいませ。
  • comparing their own and one another’s reactions to the experience of learning Japanese, and considering whether their attitudes or understandings have changed in relation to cultural diversity and intercultural experience
  • reflecting on the experience of using Japanese language, gestures and body language, and considering how their responses reflect their own attitudes and experience
  • noticing aspects of communication and cultural expression represented in Japanese stories, songs or audio/visual media, responding to teacher prompts such as ‘What do you see?’ ‘What do you notice about …?’ ‘Why do you think …?’ ‘How is this similar/different to …?’

  VCJAC154 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCJAU162

  Make connections between cultural practices and values and language use, such as formulaic expressions, and consider how these affect intercultural communication

  Elaborations

  • noticing ways in which Japanese language and behaviour reflect values and traditions, for example, reluctance to volunteer or compete for attention in class, responding to compliments じょうず　です　ね。いいえ, and prioritising the group rather than the individual
  • understanding that people ‘read’ intercultural experiences in different ways depending on their cultural perspective, recognising the validity of different perspectives and questioning notions of ‘right’ or ‘wrong’ ideas
  • imagining potential challenges for a visiting Japanese student spending time in an Australian classroom, and identifying phrases, expressions and behaviours that may need explaining, and elements of interaction, such as the use of personal space or volume of voice, that may appear inappropriate
  • reflecting on how different languages and cultures represented in the classroom influence ways of communicating about or relating to social and physical environments, for example, Aboriginal and Torres Strait Islander traditions in relation to place, language and culture
  • identifying and comparing traditional and contemporary cultural images used in Japanese and Australian print and media advertising and tourist brochures, considering when they are used and what message they convey
  • noticing similarities and differences between their own ways of communicating and observed interactions between young Japanese speakers in contexts such as everyday social situations or online forums, for example, responding to offers of food or drink, turn-taking in conversations

  VCJAU162 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture