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• VCJAC137

  Notice how ways of communicating and behaving reflect identity and relationships

  Elaborations

  • using digital resources to create a self-profile such as an avatar or montage to exchange with a potential Japanese friend, selecting key words and simple expressions from word banks and modelled statements that capture their sense of themselves, and comparing their choices and how they think about their identity
  • sharing ideas about their family cultures, creating visual or digital representations of their families, friendship groups and communities, and listing key terms and expressions associated with each group
  • noticing and comparing their own and one another’s ways of communicating, identifying any elements that reflect cultural differences or influences of other languages, including those from the Asia region

  VCJAC137 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCJAC181

  Engage in discussions and comparisons of young people’s interests, activities and lifestyles

  Elaborations

  • engaging in face-to-face or online discussions with Japanese-speaking peers using descriptive and expressive language to describe significant events, special occasions or milestones in their lives, such as スクール・フォーマルでおどったり、写真(しゃしん)をとったりします。ですから、たくさん人が来るでしょう
  • exchanging ideas with peers or online Japanese-speaking contacts, presenting and expressing personal views on contemporary issues such as environmental sustainability, education or youth culture, considering the relationship between culture and context, 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(おも)います。J-pop と K-pop はオーストラリアで人気(にんき)があります。
  • initiating and sustaining conversation by using appropriate あいづち, inviting contributions or asking for clarification, using culturally appropriate patterns of language and interaction, for example, すみません。あ、それはいいですね。どう思いますか。それは～ですか/ね。
  • discussing their responsibilities at home and at school and comparing with those of young people in Japan, noting the importance of community and collaboration in Japan, for example, in relation to tasks such as cleaning classrooms after school

  VCJAC181 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | 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

• Japanese - 7–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students interact with one another and the teacher in classroom routines and activities, exchanging greetings, wishes and information about their personal and social worlds. They use gestures and formulaic expressions appropriately, for example, おくれて すみません。しつれいします。 They...

  Level description | Languages | Japanese | 7–10 Sequence | Levels 7 and 8

• 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

• VCJAU177

  Understand how and why different scripts are used in different types of texts, such as announcements, tickets, advertisements, public signs or manga

  Elaborations

  • recognising key features and structures of familiar texts in Japanese, such as lost child announcements, spoken commercials or print advertisements, for example, by identifying formulaic expressions, and comparing with expressions in similar texts in English
  • recognising the format of different Japanese texts and punctuation conventions in either たてがき or よこがき, and understanding how this varies according to the context, purpose and intended audience
  • understanding how to create textual cohesion, using elements such as paragraphing or conjunctions to sequence and link ideas and to maintain the flow of expression, for example, だから、それで、それに
  • comparing and contrasting the structures of a variety of authentic community texts in Japanese and English, exploring how the audience, purpose and context influence each language version

  VCJAU177 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• 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

• VCJAC150

  Listen to, read and view different imaginative texts such as anime, folk stories and manga, describe and give opinions about characters and events, and identify cultural elements

  Elaborations

  • discussing key messages in print, digital or multimodal texts, such as the moral of a folk story, ideas or values expressed in songs or characterisation in anime, and comparing their treatment across cultural contexts and time
  • recalling and/or illustrating main characters and events in stories, songs or anime, for example, by responding to questions such as だれ、いつ、どこ
  • responding to simple spoken, written or digital narratives such as folk tales, anime, manga or films that evoke positive or negative emotions such as happiness, amusement or affection, fear or anger, connecting these with their own experiences by using stem statements such as わくわく　します。だいすき　です 。こわい　です。どきどき　します。びっくり　しました。へん　です　ね 。

  VCJAC150 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• 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

• 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

• VCJAC023

  Convey factual information, ideas and opinions using different modes of presentation that take account of context, purpose and audience

  Elaborations

  • collecting and organising information to report significant events in their personal worlds, such as family celebrations, travel or personal milestones, to classmates, parents or peers, using formats such as schedules, timetables, graphs, tables or statistics
  • preparing multimodal presentations on aspects of Japanese lifestyles and cultural practices that invite comparison and contrast with their own experience, such as aspects of popular culture, for example, fashion, music or anime/manga, or ways of preparing and eating food in different regions and/or seasonal influences, for example, おこのみやき and なべ
  • preparing and presenting/publishing an article for a magazine, e-journal or website with a specified audience in mind, for example, a film review for young learners of Japanese or a digital travel guide for a proposed visit to Japan
  • creating texts to inform others about or promote events, places or experiences, such as a poster or flier for a multicultural event or a brochure about their school for a Japanese audience, for example, ミュージカルにきてください。私の学校にようこそ。

  VCJAC023 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCJAC173

  Consider how their own biography, including family origins, traditions, interests and experiences, impacts on their sense of identity and ways of communicating

  Elaborations

  • reflecting on their own response to learning and participating in cultural behaviours such as bowing and using respectful language, identifying degrees of comfort, discomfort, challenge and enjoyment
  • creating written, spoken or multimodal texts such as identity maps, timelines, digital presentations or family trees with captions to describe significant life influences such as key people, events, educational experiences, community affiliations or travel experiences, for example, そふは　イタリア人です。でも、そぼは　イギリス人です。1950 年(ねん)に　オーストラリアに　きました。
  • reflecting on the experience of learning and using Japanese, and considering whether own previous attitudes or assumptions in relation to Japan or the Japanese language and culture have changed
  • considering their identity as a ‘second language learner’ and whether it involves changes in aspirations, career considerations or social-networking opportunities
  • sharing and comparing cultural and intercultural experiences and language capabilities, and exchanging views on the benefits of speaking more than one language, such as having a larger vocabulary to draw on, additional insights and perspectives, and opportunities for new experiences

  VCJAC173 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• 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

• 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

• VCJAU196

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

  Elaborations

  • applying an understanding of Japanese values such as respect (内(うち)/外(そと)) by making appropriate language choices, for example, using ご/お prefixes, and plain or polite forms, and recognising characteristics of formal/informal registers
  • evaluating how language choices reflect social relations and priorities, such as using expressions that deflect praise of self or own family to show modesty, for example, 日本語がじょうずですね。いいえ、ぜんぜん。
  • noticing differences in text structure and grammar between formal and informal Japanese language use, such as abbreviations, dropping of particles and emphatic intonation in informal communication such as face-to-face interactions, blogs, emails and other forms of correspondence, for example, あした行く？/先生、あした行きますか。うん、わかった。/はい、わかりました。それは何？/山中(やまなか)さん、それは何ですか。
  • comparing verbal and non-verbal elements of communication in different languages and cultural contexts, such as ways of disagreeing or responding to thanks, or the use of gestures, facial expressions or あいづち/silence

  VCJAU196 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• 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

• VCJAU124

  Recognise that there are differences in how language is used in different cultural and social contexts, such as ways of greeting and addressing people

  Elaborations

  • exploring how language is used differently in Japanese to reflect different relationships, for example, parent–child exchanges おはよう、いってらっしゃい、いってきます、ただいま、おかえり, communication with peers なに？, and teacher–child interactions なんですか。
  • understanding that language use varies according to the context and situation, for example, こんにちは。and もしもし。
  • understanding that language forms such as 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
  • understanding that language used in particular interactions can vary between cultural contexts, for example, the use of titles in Japanese (～さん、～せんせい) compared to the informal use of names in Australian English

  VCJAU124 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCJAU175

  Recognise and use all katakana and understand the relationship in texts between hiragana, katakana and kanji

  Elaborations

  • reading and writing all katakana, including voiced, unvoiced, contracted and blended sounds, using the kana chart
  • understanding that many kanji are made up of more than one component and that radicals often represent meaning, for example, the radical 木 means something to do with ‘wood’
  • noticing that kanji can clearly differentiate the meanings of words that are pronounced identically, such as 火 and 日
  • learning to write words and phrases using both kana and kanji, for example, 大きい車(くるま)、小さい木
  • using furigana to support the reading of unfamiliar kanji

  VCJAU175 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCJAU123

  Understand that language is organised as ‘text’, and that different types of texts, such as storybooks, songs, chants, labels or rhymes, have different features

  Elaborations

  • understanding texts as different forms of communication that are spoken, written, digital or visual, and recognising that they can be very short, for example, たって, or much longer, for example, たって　ください。
  • recognising that different types of texts have different features, for example, repetition and rhythm in action songs and chants
  • beginning to use metalanguage to talk about texts, identifying and naming familiar types of texts, such as ‘story’, ‘list’, ‘song’, ‘rhyme’ and ‘tongue twister’, and describing features, for example, stories usually have a story starter (むかしむかし), while songs usually have rhyming and the repetition of words
  • noticing how texts such as storybooks are sequenced and organised, for example, by identifying the main title and the connections between pictures and text

  VCJAU123 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• 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