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• VCJAC003

  Interact in classroom routines and exchanges such as asking and responding to questions, requesting help, repetition or permission, following instructions, or giving praise and encouragement

  Elaborations

  • using set phrases, formulaic expressions and appropriate gestures for regular classroom routines such as opening and closing lessons and responding to roll call, for example, きりつ, れい, ちゃくせき、はい、います。いません。
  • asking the meaning of words and how to say something in Japanese, requesting repetition and indicating whether or not they understand, for example, はい、わかりました。いいえ、ちょっと　わかりません。日本語(にほんご)で　何(なん) ですか。すみません、もう　いちど。
  • using formulaic expressions to ask for clarification (for example, ～は　えい語(ご)で　何(なん)　ですか。十四(じゅうよん)ページ　ですか。) or permission (for example,トイレに　行(い)っても　いい　ですか。), to apologise for lateness or interrupting (for example, すみません、ちょっと　いい　ですか。おくれて　すみません。), and to borrow classroom objects (for example,えんぴつを　かして　ください。けしゴム、ありますか。)
  • using appropriate language and behaviour when giving and receiving classroom objects, for example, どうぞ。ありがとう　ございます。
  • following instructions to complete an activity or to get organised, for example, たって　ください。三人(さんにん)グループに　なって　ください。
  • praising, complimenting and encouraging others, for example, じょうず　ですね。いい　ですね。よく　できました。すごい　ですね。もうちょっと　です。がんばりましょう。

  VCJAC003 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• 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

• VCJAC148

  Gather, classify and compare information from a range of sources related to concepts from other learning areas

  Elaborations

  • surveying and compiling information about young people’s interests and preferences in different contexts, such as favourite activities, television and websites, preferred means of transport or communication, or leisure activities at different times of the year, and presenting findings in formats such as flow charts, graphs, diagrams or oral presentations, for example, ぜんぶ　で　二十人　です。六人　は　ゲーム　が　すき　です。
  • extracting key points from a range of spoken, written or digital texts on topics such as healthy eating, school lunches, or home or school routines, discussing findings and comparing opinions, for example, 日本人　は　がっこう　で　そうじ　を　します。オーストラリア人　は　そうじ　を　しません。
  • identifying points of information in texts such as advertisements, conversations, brochures or announcements, and representing them in different formats, such as charts, concept maps, skits or digital presentations
  • viewing video clips or reading simple texts containing social interactions such as exchanges between parents and children or customers and shop assistants, identifying and recording new words and expressions for use in their own language production
  • identifying words, expressions and behaviours associated with important Japanese cultural activities or events, and comparing them with equivalent Australian expressions or behaviours, for example, locating あけまして　おめでとう　ございます on a New Year’s card (年(ねん)賀(が)状(じょう))

  VCJAC148 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• 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

• 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

• VCJAU176

  Understand how to control elements of the Japanese grammatical system to express a range of ideas and experiences in written and spoken forms, and recognise the systematic nature of verb conjugation

  Elaborations

  • further developing metalanguage to describe and increase control of grammatical concepts and language elements, such as noun modifiers or speech styles
  • creating learning resources such as verb and adjective charts and lists of vocabulary and sentence structures
  • understanding the different functions of a range of particles, such as:
    • が (topic marker)
    • を (object marker)
    • に (time, date, place, destination, for)
    • と (and, with)
    • で (location, action, means)
    • へ (direction, destination)
    • ～から ～まで (from,～as far as, distances)
  • describing daily routines and schedules for a week, using a range of particles to form sentences, for example, 六時(ろくじ)に　うちで　兄(あに)と　ごはんを　食(た)べます。
  • using い and な adjectives in the present tense, for example, おいしい、たのしい、しずかな、 and negative forms, for example, 高(たか)くない
  • using adverbs as formulaic expressions, for example, 早(はや)く、おそく
  • understanding that the exact word order of noun phrases is not important as long as they appear before the verb and are accompanied by correct particles
  • understanding the role of sentence-ending particles in conversation, such as ね for confirming or expecting a response and よ for emphasis
  • using both affirmative and negative forms of particular grammatical elements in different tenses
  • creating cohesion and flow by using conjunctions, for example, だから、それで、それに
  • understanding how to indicate politeness using ご and お prefixes, for example, お名(な)前(まえ)、先生の　ごかぞく
  • using counter classifiers: ～時、～分、～つ、～まい、～本
  • using superlatives, for example, 一ばん　好きです

  VCJAU176 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCJAU032

  Understand the systematic nature of Japanese language and grammatical forms, and explore how to use/combine these elements to express complex ideas

  Elaborations

  • further developing metalanguage to describe and apply grammatical concepts and language elements, and to organise learning resources such as verb charts and lists of vocabulary and sentence structures
  • understanding and applying the rules of the plain form, and knowing that the basic form of all Japanese verbs ends in -u, -eru or -iru, as listed in dictionaries
  • understanding that verbs can be divided into three groups according to the way they are conjugated: Group 1 (five-step verbs), Group 2 (one-step verbs) and Group 3 (irregular verbs)
  • using character charts as a systematic framework that enables recognition of verb conjugation patterns, and applying the formation rules of each verb group
  • understanding and using a range of particles such as:
    • か (or)
    • に (purpose, indirect object, location)
    • で (location of action, by means such as ペンで、 日本語で)
  • understanding and using いand な adjectives in the present and past tense
  • using verb stems with grammatical features such as ～たい、 ～ たくない、 ～ かった、 ～ やすい／にくいです
  • understanding and using verbてforms to express a range of ideas, for example, ～ている、 ～てもいいです、 ～てはいけません、 ～てはだめです
  • creating cohesion and flow by using conjunctions, for example, だから、 それで、 それに、 verbてform, だから、 しかし、 それに、 けれども
  • expressing opinions, intentions and thoughts using the plain form, for example, ～つもりです、 ～とおもいます、 ～たり～たりします
  • asking and responding to questions using 何で? どうして/なぜ？ どのぐらい? いくつ？
  • building vocabulary that relates to daily life and the world beyond school and home and that can be used for cross-curricular content learning
  • elaborating ideas or statements using expressions such as 今(こん)しゅう、 先(せん)しゅう、 来年(らいねん)、 いつも、 ぜんぜん、 あまり
  • understanding Japanese counting systems using units of 10, 100, 1000 and 10,000 and associated kanji, for example, 百(ひゃく) 、 千(せん)、 万(まん)
  • extending the use of counter classifiers to include ～円(えん)、 ～分、 ～まい、 ～本、 ～つ、 ～日 (date)
  • expressing superlative forms using 一番(いちばん)、 for example, 一番好きなかもくは日本語です。
  • expressing the location of items by using prepositions such as 右(みぎ)、 左(ひだり)、 前(まえ)、 後(うし)ろ、 上(うえ)、 下(した)、 となり、 そば　
  • understanding and using plain or polite forms as appropriate to context, for example, understanding the concept of uchi-soto (内(うち)/外(そと)) for making appropriate choices of register

  VCJAU032 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language