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Result list

• VCJAC007

  Reinterpret or create and perform imaginative texts such as video clips, raps or skits using modelled language and supporting resources

  Elaborations

  • creating imaginative texts to share with others, for example, a commercial for a new or existing product, a comic strip, a jingle, song or rap
  • producing short scripted plays or video clips to perform or present to others who are learning Japanese, experimenting with rhyme, rhythm and onomatopoeia
  • composing and performing an imagined scenario or skit designed to support intercultural understanding and involving elements such as comedy, emotion or surprise, for example, いただきます。いってらっしゃい。もしもし。こんにちは。
  • creating imaginative stories using a variety of resources and modes of presentation such as video clips or digital photo montages
  • designing texts for real or imagined special occasions that include the expression of culturally appropriate behaviour, for example, ねんがじょう、母(はは)の日(ひ)M

  VCJAC007 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | 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

• VCJAC191

  Reflect on cultural differences between Japanese- and English-language communication styles and on how these affect intercultural interactions

  Elaborations

  • reflecting on elements of the experience of learning Japanese that have involved adopting styles of communication that have been challenging, easy or memorable
  • sharing with peers examples of successful interactions with other Japanese speakers, for example, when gestures or communication styles have been well received and clearly understood and have strengthened the relationship
  • creating a reflective self-profile or autobiography in formats such as journal entries, articles, captioned photo stories, digital accounts or short films, including episodes related to the experience of learning Japanese language and culture that have impacted on their understanding, attitudes, or sense of identity
  • composing a ‘cultural ID profile’, blog or digital diary to exchange with other Japanese speakers, making decisions about what points of information should be included

  VCJAC191 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• 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

• VCJAC022

  Access ideas and information from a range of spoken, print and multimodal texts, compare views, state opinions, and present information in different formats to inform or interest others

  Elaborations

  • examining factual information from a range of print, online/web-based travel and leisure texts, using it to compare options and make suggestions, for example, しんかんせんはとても高いですが、べんりだと思(おも)います。東京(とうきょう)から京都(きょうと)まで二時間半(じかんはん)かかります。バスで八時間ぐらいかかります。
  • understanding the gist and recording specific details from texts such as websites, newspaper articles, documentaries, reports or podcasts on topics such as popular culture, schools, sports or leisure activities in Japan
  • obtaining and using information from a range of media texts, including television weather reports, interviews and digital video clips, and summarising key points through presentation modes such as graphs, charts, diagrams, and written or digital reports
  • identifying variations in spoken and written informative and persuasive texts, for example, print, television and online advertisements, noticing differences in language according to intended audience

  VCJAC022 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• 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

• 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

• VCJAU193

  Use knowledge of familiar kanji to predict meaning of unknown words

  Elaborations

  • understanding that kanji are used for nouns, stems of verbs and adjectives, and some adverbs, and that the addition of hiragana to the stem of verbs and adjectives is called okurigana
  • recognising that many kanji have multiple readings and that there are two types of readings, that is, on-yomi (音; on ‘reading’ or ‘sound’), Chinese-style pronunciation; and kun-yomi (訓; kun ‘reading’ or ‘explanation’), Japanese-style pronunciation
  • developing strategies to guess the meaning of unknown words that contain unfamiliar kanji, utilising clues such as radicals
  • writing some kanji compound words, for example, 外国語(がいこくご), 日本料理(にほんりょうり)

  VCJAU193 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCJAU195

  Identify, analyse and compare textual features and conventions that characterise social and informative media in Japanese and English

  Elaborations

  • identifying the use of cohesive devices such as conjunctions to sequence and link ideas and actions in both Japanese and English media texts, for example, verb て form, だから、それに、それで
  • identifying features of familiar types of texts such as emails, songs, slogans or public signs, and noticing how the choice of language and structure works to achieve each text’s purpose
  • comparing language features of Japanese and English versions of texts such as weather reports or text messages, including the use of abbreviations and emoticons, and noting differences that might be culturally significant
  • recognising textual conventions employed within a letter, email or article, identifying elements such as introductions, sequencing of ideas and the use of また to link paragraphs
  • comparing features of spoken and written versions of texts, for example, spoken and print advertisements, face-to-face conversations and emails, to understand how text mode shapes structure and helps a text achieve its purpose

  VCJAU195 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCJAU018

  Explore connections between languages and cultures as exemplified in particular words, expressions and communicative behaviours, noticing how meaning can be culture-specific and difficult to transfer between languages

  Elaborations

  • considering how Japanese language and interaction patterns around familiar routines such as mealtimes reflect traditional practices and values associated with family life, for example, using formulaic expressions such as いただきます。 いってきます。いってらっしゃい 。ただいま 。おかえり。
  • identifying changes in contemporary communication styles that reflect changes in Japanese and Australian cultures and social practices, for example, ハロー、 バイバイ and グッドラック
  • identifying and explaining phrases that require cultural knowledge in order to be understood in translation, for example, はじめまして。よろしく　おねがいします 。or that the question おげんき　ですか。is a genuine health enquiry rather than a greeting
  • understanding that the Japanese language has many ways of expressing values such as consideration and respect, for example, どうぞ, >どうも、 すみません、 おくれて　すみません、 しつれいします、 and using indirect forms of refusal and softening responses, for example, ちょっと…。あんまり…。

  VCJAU018 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• 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

• VCJAU178

  Explain variations in Japanese language use that reflect different levels of formality, authority and status

  Elaborations

  • explaining variation in language use between people of different ages and relationships, for example, 母(はは), お母(かあ)さん and ～先生, ～さん; avoiding あなた when showing politeness; the frequent use of わたし to avoid foregrounding oneself; using ～くん or ～さんwhen speaking with close friends, family members or other young people; and using surnames ～さん or ～先生 for adults
  • understanding that Japanese expressions can be made more or less formal with very slight changes, for example, the presence or absence of formal endings, such as the difference between 先生、ありがとう。 先生、ありがとうございました。 and おやすみ。おやすみなさい 。
  • analysing language used to express different levels of formality in a variety of texts such as conversations, letters, emails and text messages, noting differences between written and spoken texts
  • finding examples of informal forms of language used by young Japanese speakers, such as the use of abbreviations or emoticons when texting and the use of loan words when talking about popular culture, for example, ‘J-rock’, ‘J-pop’, ‘fast food’

  VCJAU178 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• 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