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Result list

• VCJAC116

  Translate words and familiar phrases used in everyday situations from Japanese into English and vice versa, noticing how some words are shared between Japanese and English

  Elaborations

  • explaining to others the meaning and use of simple expressions such as greetings that are used for different times and occasions, for example, おはようございます、いただきます
  • using classroom resources such as word banks, visual and online dictionaries, word lists and pictures to translate the meaning of single words and common expressions
  • identifying Japanese expressions and practices that do not translate readily into English, for example, きもの、おべんとう、せんせい、～さん、～くん, using two hands for giving and receiving and まる/ばつ (○×)
  • finding examples of Japanese words used in English, for example, ‘sushi’, ‘karate’, ‘origami’, and explaining what they mean
  • identifying key words in children’s stories or songs, for example, むかしむかし、おわり, and providing English translations or explanations of meaning

  VCJAC116 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCJAC134

  Interpret and explain simple interactions in Japanese, noticing linguistic and cultural features

  Elaborations

  • explaining 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, and the indication of politeness by using です
  • explaining and modelling 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。
  • demonstrating and explaining 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
  • using visual, print or online dictionaries, word lists and pictures to translate simple familiar texts such as labels or captions

  VCJAC134 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• 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

• VCJAC027

  Create print, digital and multimodal bilingual resources for the school and wider community, such as notices and instructions, announcements, promotional material and invitations

  Elaborations

  • creating an online bilingual class profile to send to a Japanese sister school or present to Japanese visitors to the school, including translations and/or explanation of key terms and expressions associated with events or school celebrations
  • providing bilingual subtitles or captions for a cartoon or comic that depicts intercultural encounters, for example, interactions between a Japanese exchange student and an Australian host family
  • creating simple bilingual texts for English and Japanese speakers, such as community information leaflets, menus, timetables or brochures, that include contextual and visual support
  • designing and maintaining a bilingual website with a Japanese sister school or another group of Japanese learners in Australia, considering the best use of each language depending on the context and nature of the information or interaction
  • creating bilingual texts for specific audiences, for example, songs or games for younger learners of Japanese, or a schedule for an event likely to interest both English and Japanese speakers, noticing how expression and representation need to be tailored to suit different audiences

  VCJAC027 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• 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

• VCJAC164

  Engage in activities that involve collaboration, planning, organising, negotiating and transacting

  Elaborations

  • participating in scenarios related to accepting and declining invitations, planning, making arrangements and negotiating details, using language related to place, time and activity, for example, 月よう日に　日本のレストランに行きましょうか。月よう日は、ちょっと…。火よう日は　どうですか。
  • budgeting for virtual shopping expeditions, consulting online catalogues and websites, comparing prices and value, and discussing intended purchases, for example, ゲームが/を　 かいたいです。二千円(にせんえん)　あります。どれが一ばんやすいですか。
  • participating in authentic or simulated transactions that involve making requests, considering options, buying, selling or ordering, for example, 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。
  • creating displays, presentations or performances for family, friends or the school community to showcase their progress in learning and using Japanese
  • giving and following instructions to play games, follow recipes, or carry out traditional Japanese activities such as calligraphy, origami or martial arts, using language forms and vocabulary associated with sequencing, such as さいしょに、つぎに、それから、そして

  VCJAC164 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCJAC146

  Collaborate with peers to plan and conduct shared events or activities such as teaching and working with a buddy class, organising a shared event, or rehearsing and presenting a school performance

  Elaborations

  • planning and organising activities such as a class event, visit or performance, using language related to place, people, time and numbers and creating promotional materials, for example, たいこ　の　えんそう、木(もく)よう日(び)、十一時、たいいくかん
  • creating a skit, performance or action game to introduce a buddy class to aspects of Japanese language and culture, for example, introducing hiragana, individual words or expressions, or behaviours such as bowing appropriately or receiving a gift
  • participating in simulated transactions such as purchasing goods or ordering food, using appropriate gestures, formulaic expressions and relevant question–answer exchanges such as いらっしゃいませ。これ　を　ください 。いくら　です　か 。3000 円　です。はい、どうぞ。
  • becoming familiar with the value of Japanese yen by carrying out real or simulated transactions and exchanges
  • budgeting for virtual shopping expeditions, for example, by consulting online catalogues and menus, comparing prices and values, and discussing intended purchases, using formulaic expressions such as ちょっと 高(たか)い　です。でも、おいしそう　です。

  VCJAC146 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCJAC172

  Participate in intercultural interactions, identifying and comparing aspects of culture that affect communication and noticing how own culture impacts on language use

  Elaborations

  • recognising the link between language and culture by reflecting on frequently used expressions such as しつれいします、おくれてすみません, and ways in which values and culture are embedded in the language
  • making a list of perceived benefits of learning Japanese and developing an intercultural capacity, for example, access to different perspectives and experiences, and insights into their own language and cultural experience
  • experiencing authentic or virtual interaction with Japanese language and culture, for example, through face-to-face or online interactions with other Japanese speakers through exchanges, excursions, school visits or web-chatting
  • making appropriate language choices for particular social situations in different cultural contexts, for example, using appropriate familial terms to refer to their own or to others’ family members
  • reflecting on how their own cultural etiquette and behaviour may be interpreted when interacting with Japanese people, noticing their own body language and modifying gestures, such as beckoning with the palm facing upwards or downwards, or avoiding eye contact when talking to older people

  VCJAC172 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCJAC001

  Interact with peers and the teacher to socialise and to exchange information about self, personal worlds and immediate environment, and to express feelings, likes and dislikes, using appropriate gestures

  Elaborations

  • exchanging greetings depending on the time of day, for example, おはよう　ございます。こんにちは。, using appropriate titles and terms of address, such as ～先生(せんせい) or Simon さん、 and gestures such as bowing to show respect
  • giving and receiving items using culturally appropriate gestures and language, for example, どうぞ。どうも　ありがとう。
  • exchanging personal details with Japanese-speaking peers via online or virtual forums, for example, providing name, age, school, and language(s) spoken at home
  • introducing themselves (じこしょうかい) using culturally appropriate formulaic expressions and gestures, はじめまして 、どうぞ　よろしく。、 with bowing and appropriate eye contact
  • describing aspects of their personal worlds, for example, friends, family, pets, teachers, school and interests, using expressions such as noun は　adjective　です。わたしの　ともだちは　おもしろい　です。
  • exchanging information about daily or leisure activities or events via face-to-face or online modes of communication such as blogs or virtual conversations, and comparing experiences with those of Japanese-speaking peers, using cohesive devices such as conjunctions when sequencing or elaborating, for example, 日(にち)よう日(び)に　えいがに行(い)きます。それから、かいものを　します。 or すしが好(す)き　です。でも、さしみが　好(す)きじゃない　です。
  • expressing likes and dislikes, for example, スポーツが　好(す)き　です。しゅくだいは　ちょっと…。
  • using formulaic language to express feelings, for example, おなかが　ぺこぺこ　です。つかれました 。さむい　です。どきどき　します。

  VCJAC001 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCJAU013

  Recognise and understand the relationship between the character-based scripts of hiragana, katakana and kanji

  Elaborations

  • understanding that the Japanese language uses three different scripts depending on word origins and on the context of language use
  • reading and writing all hiragana and katakana, including voiced, contracted and blended sounds, using the kana chart
  • using the kana chart as a systematic framework to support learning
  • recognising that Japanese can be written vertically or horizontally and has various typefaces in printed form
  • understanding the use of basic Japanese punctuation marks such as a まる (。) 、 てん (、) and katakana long vowel mark (ー), for example, in a student’s name such as サリー
  • applying the principles of stroke order to write all kana and high-frequency kanji such as 行(い)きます、 月、 大(おお)きい
  • knowing 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
  • understanding that each individual kanji represents meaning as well as sound, such as 日 (‘sun’, ‘day’), and that some kanji come from pictographs, for example, 山
  • learning to write high-frequency kanji, such as numbers, days of the week, family members, and basic adjectives and verbs, applying the basic principles for stroke order, for example, 父(ちち)、母(はは)、小(ちい)さい、 見(み)ます、日本語(にほんご)
  • understanding the use of furigana as a tool to support reading

  VCJAU013 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCJAC019

  Initiate and sustain interactions to share experiences, personal opinions, aspirations, thoughts and feelings and to discuss aspects of young people’s experience

  Elaborations

  • comparing experiences of teenage life and expressing opinions and aspirations, for example, 行きたいです。先生になりたいです。 つまらないとおもいます 。
  • sharing information about significant or special events in their own life and comparing with those of Japanese teenagers, such as birthdays, holidays, celebrations, sporting events and festivals, for example, 土曜日はぼくのたん生日パーティーでした。 どうでしたか。 たくさん友だちが来て、 たのしかったです。
  • developing strategies to initiate and sustain interactions, such as asking for clarification or confirmation, acknowledging and showing interest, using appropriate gestures and expressions such as あいづち, ああ　そうですか。いいですね。そうですね。 へえ。はい　うん。
  • maintaining and extending conversations by requesting additional information, asking appropriate questions, and using conversation fillers such as いつしますか。だれとしますか。 どうですか。
  • providing evidence or reasons to justify own opinions or planned actions, for example, べんりです。 だからコンビニで買(か)いものをします。
  • communicating with one another and with other young Japanese speakers via email, online conferencing or school-based exchanges about shared interests such as popular culture, sports and special events, or comparing aspects of school or home life, for example, 私(わたし)のしゅみはスポーツです。山川(やまかわ)さんはスポーツをしますか。私はスーパーでアルバイトをしています。 デービッドさんはアルバイトをしていますか。 or ぶかつに入っていますか。
  • using appropriate levels of formality for everyday exchanges such as greetings, introductions and apologies, for example, こんにちは。おそくなってすみません。ごめんね！、 and for thanking, inviting or congratulating one another, for example, メールをどうもありがとう。 いっしょにカラオケをしませんか。

  VCJAC019 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCJAC145

  Interact with peers and the teacher to describe aspects of daily life such as routines and pastimes, or celebrations and special days; to express preferences; and to show interest in and respect for others

  Elaborations

  • communicating with peers and other Japanese speakers in local or online communities or digital forums, using strategies such as active listening skills, turn-taking cues, requests for clarification, and respectful language for agreeing or disagreeing, for example, へー、そうですね、すみません、もういちど　おねがいします、ちょっと…
  • showing interest in, respect and concern for others by asking questions such as だいじょうぶ　です　か。
  • exchanging simple correspondence such as greeting cards in print or digital form based on modelled language such as おたんじょうび　おめでとう(ございます)。あけまして　おめでとう　ございます。おかあさん、ありがとう。～へ～より
  • using formulaic language to exchange emails with young Japanese speakers to provide personal information such as ～さんへ、～より、じゃあ　また, their names, likes and dislikes, family members or leisure activities
  • exchanging information with one another or with other Japanese-speaking students about school or home routines, leisure activities, interests or preferences, popular culture or sport, for example, サッカー　を　します　か。いつ　 します　か。土(ど)よう日(び)　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。
  • recounting experiences with own family and friends, for example, 土(ど)よう日(び)　に　ともだち　と　うみ　に　いきました。たん生日(じょうび)　に　ケーキ　を　たべました。
  • exchanging gifts using appropriate body language/gestures, such as giving and receiving with two hands and using expressions such as すみません。どうぞ 。どうも 　ありがとう　ございます。

  VCJAC145 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | 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

• 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

• VCJAC163

  Interact with others to share interests and experiences, exchange information and express opinions and feelings

  Elaborations

  • engaging in face-to-face or online discussions with peers and other Japanese-speaking contacts about shared interests and experiences, such as sport, food, study or music, for example, からてをしますか。いいえ、でも好(す)きです。
  • expressing opinions such as サーフィンはかっこいいです。 えいがはたのしいです。
  • recounting experiences such as holidays, special events or celebrations through email or face-to-face conversations, for example, どこでパーティーをしましたか。だれときましたか。
  • sharing and comparing information about teenage life, daily routines and responsibilities, for example, わたしはうちからがっこうまであるきます。でも、友(とも)だちはバスで行きます。
    にねます。 いつも父(ちち)とそうじをします。
  • introducing themselves to other Japanese speakers, じこしょうかい, using appropriate formulaic expressions such as はじめまして、(school name) の　デニス　です。 and culturally appropriate gestures
  • using formulaic language spontaneously in interactions to express feelings, for example, あー、つかれた、 えー、むずかしい、たのしかった、できた
  • using cohesive devices such as conjunctions when sequencing or elaborating an account of experiences, for example, 土よう日にかいものに行きます。だから、はやくおきます。
  • sustaining and extending conversations by seeking additional information or asking additional questions, for example, しゅみはなんですか。

  VCJAC163 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCJAU036

  Recognise and explain how the Japanese language carries embedded cultural information, such as the prioritising of collective well-being, respect and harmony

  Elaborations

  • discussing ways in which learning Japanese can lead to new ways of thinking, behaving, or interpreting experience and values, for example, noticing and responding to demonstrations of politeness and respect through the softening of negative responses, such asあしたはちょっと...。
  • considering the cultural significance of language associated with interactions such as issuing, accepting or declining invitations, leave-taking at social events, offering thanks, or giving and receiving gifts, for example, どうぞ。あまり…。どうもありがとうございます。、 and reflecting on how they react and adjust to such expressions of cultural values when interacting with Japanese speakers
  • exploring familiar types of Japanese community texts such as print or online advertisements, brochures, catalogues or memes that employ different representations of culture, for example, by analysing which products use traditional icons such as samurai in their advertisements and which use more contemporary images
  • investigating language associated with events such as national holidays, for example, お正月(しょうがつ) and ゴールデンウィーク、 and identifying how it reflects associations between holidays and family values
  • understanding that language carries cultural associations, for example, the ordering of information on Japanese business cards, such as じこしょうかい (company, title, surname, given name), indicates priorities in regard to individual, collective and family relationships
  • identifying Australian ways of communicating and behaving that may appear unusual or inappropriate to Japanese speakers, for example, eating in public places, sitting on the floor or desk, speaking loudly and using direct eye contact

  VCJAU036 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture