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• Languages | Japanese: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | Japanese

• Languages | Japanese: Structure

  Sequences of learning

  The Japanese curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language...

  Overview material | Japanese

• VCJAC171

  Work collaboratively to design bilingual resources to convey information to the school community

  Elaborations

  • creating bilingual subtitles, captions or commentaries for texts such as brochures, slideshows or digital video clips that inform the school community of aspects of Japanese culture such as mealtime protocols, festivals, or social behaviours
  • producing bilingual texts in print or multimodal formats to promote school events such as multicultural activities, Japanese performances or Languages Week activities
  • composing menus or programs for Japanese-themed events, with key items and information in Japanese and explanatory footnotes or glossaries in English
  • creating bilingual texts that involve subtitles or captions to introduce non-Japanese speakers to aspects of Japanese cultural expression, such as celebrations, the exchange of gifts and wishes, or aspects of hospitality
  • creating digital texts such as songs, dialogues or instructions, with options for displaying in either Japanese or English

  VCJAC171 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | 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

• Japanese - F–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students use Japanese to share information, experiences and views related to their social worlds using rehearsed and spontaneous language. They use correct pronunciation, including that of borrowed words, and adopt appropriate rhythm and phrasing to allow for others’ use of

  Level description | Languages | Japanese | F–10 Sequence | Levels 9 and 10

• VCJAC020

  Participate in activities that involve transacting, negotiating, planning and participating in events and experiences

  Elaborations

  • engaging in social transactions such as presenting gifts, accepting and declining invitations, making excuses and apologising, using appropriate protocols such as forms of politeness and respect, for example, 土曜(よう)日はひまですか。 土曜日はちょっと…。 日曜日はどうですか。日よう日にえいがを見(み)に行きませんか。 いいですね、行きましょう。
  • planning and completing tasks involving authentic or simulated transactions, for example, planning a holiday, purchasing goods, ordering food or making requests by email or text message
  • negotiating and making decisions about services, such as ordering in shops and restaurants, specifying size, number and colour where relevant, and commenting on products, for example, おこのみやきを二(ふた)つください。おいしそうですね。むらさきのLサイズをください。かわいいですね 。
  • creating a digital presentation or performance to present information about their own school to a Japanese sister school or Japanese visitors
  • planning social events, negotiating and making shared decisions, and creating associated texts, such as invitations or posters for an excursion or for activities for Languages Week, for example, 八時(はちじ)に学校(がっこう)の前(まえ)で会(あ)いましょう。それから学校のバスで行きましょう、 八時ちょっと前(まえ)に来(き)てください。
  • role-playing scenarios related to travelling or living in Japan, for example, interactions with a host family or using public transport

  VCJAC020 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• Japanese - 7–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students use written and spoken Japanese to interact with peers, the teacher and other Japanese speakers to exchange information and opinions about personal interests and experiences. With support they share information about broader topics of interest, such as education...

  Level description | Languages | Japanese | 7–10 Sequence | Levels 9 and 10

• 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