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• 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

• 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

• VCJAC009

  Create simple bilingual texts and resources such as learning support materials, menus, brochures, signs, digital presentations, displays and captions

  Elaborations

  • creating written or digital bilingual resources to support their language learning, such as captions for photo stories or displays, glossaries or personal Japanese–English dictionaries, with examples and explanations of terms or expressions that have cultural associations
  • preparing bilingual captions for texts such as a newsletter item for the school community or for Japanese-speaking peers, exploring how to convey specific ideas in two different languages
  • interpreting aspects of spoken Japanese texts for others, for example, providing an English commentary on a Japanese item at a class, school or community event, assembly or parent evening, explaining culturally significant expressions and gestures
  • creating bilingual menus, signs or brochures for the school or local community, such as information about caring for the environment or school resources

  VCJAC009 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• 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

• VCJAC004

  Locate key points of information in a range of texts and resources and use the information in new ways

  Elaborations

  • identifying key information such as names of people and places, times and activities in familiar types of texts such as conversations, profiles, emails and announcements
  • gathering, classifying and summarising results of class surveys on topics such as students’ likes and interests, family, neighbourhood, activities or habits, and presenting findings to others, for example, ひるごはんに 何(なに)を　食(た)べますか。日(にち)よう日(び)に　何(なに)を　しますか。しゅうまつに　どこに　行(い)きますか。
  • listening to and reading texts and reorganising information to present in new ways, for example, by sequencing activities chronologically by completing a timetable or timeline, chart, table or itinerary
  • reading, listening to and viewing texts such as video clips, brochures, websites, menus, labels and packaging to obtain information about aspects of Japanese culture, for example, daily routines, food, writing systems, significant places or geography
  • locating, interpreting, classifying and listing factual information from modified texts such as notices, timetables, announcements, advertisements or signs
  • identifying cultural values reflected in a range of texts, such as the use of symbols, signs or images in advertising
    

  VCJAC004 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCJAC153

  Create bilingual texts and learning resources such as displays, websites, posters, picture books, games, word banks and menus

  Elaborations

  • creating shared bilingual learning resources such as print or digital word banks or glossaries of Japanese and English expressions used in formal and informal everyday interactions
  • performing a role-play or skit for an audience, using Japanese for the performance and English for supporting explanations
  • using dictionaries and electronic translation tools to compose bilingual texts such as captions, menus, posters or invitations, comparing results and identifying how bilingual texts support intercultural communication
  • creating bilingual texts for the classroom or school community, for example, invitations to attend class or school assembly performances, posters advertising Languages Day

  VCJAC153 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• 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

• 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

• Japanese - F–10 Sequence: Levels 5 and 6 description

  Students observe the relationship between stress, pacing and meaning, and use appropriate intonation patterns to exclaim, make a statement or ask a question. They continue to acquire a wider range of vocabulary and to build grammatical and textual knowledge. They use verbs, nouns and adjectives...

  Level description | Languages | Japanese | F–10 Sequence

• Languages | Japanese: Learning in Japanese

  Japanese Language Learning

  Japanese is the official language of Japan, a nation of islands located in the East Asia region. The Japanese language is also widely used by communities of speakers in Hawaii, Peru and Brazil, and learnt as an additional language by large numbers of students in the Republic...

  Overview material | Japanese

• Japanese - F–10 Sequence: Levels 3 and 4 achievement standards

  By the end of Level 4, students interact with the teacher and peers in regular classroom routines and structured interactions. They understand and respond to instructions related to classroom organisation and activities, for example, ペア　に　なって　ください。大きい　こえ　で　いって　ください。. They use formulaic and rehearsed...

  Level description | Languages | Japanese | F–10 Sequence | Levels 3 and 4

• Japanese - F–10 Sequence: Levels 7 and 8 description

  Students expand their range of vocabulary to subjects beyond their immediate world and familiar experiences. They develop broader grammatical knowledge, using verbs and い/な adjectives, negative conjugations, various particles, counters, superlatives and conjunctions, to describe and sequence events...

  Level description | Languages | Japanese | F–10 Sequence

• Japanese - 7–10 Sequence: Levels 7 and 8 description

  Students become familiar with the sounds and patterns of spoken Japanese, including pronunciation, rhythm and intonation. They identify words borrowed from English, observing differences in pronunciation and spelling. They use Japanese in classroom interactions and short communicative tasks. They...

  Level description | Languages | Japanese | 7–10 Sequence

• Languages | Japanese: Rationale and Aims

  The VCAA has published the Victorian Curriculum F–10 Version 2.0. To view the curriculum, familiarisation resources and support material, go to the Victorian Curriculum F–10 Version 2.0 website.
  
  Go to the VCAA website to explore the timeline for familiarisation and implementation of...

  Overview material | Japanese

• VCJAC152

  Explain aspects of spoken, written and non-verbal communication in Japanese interactions that require interpretation and carry cultural meaning

  Elaborations

  • providing explanations or interpretations of formulaic expressions such as おめでとう used in a range of situations and celebrations, for example, congratulations おめでとう　ございます and birthday wishes おたんじょうび 　おめでとう
  • collecting, using and explaining Japanese words and expressions that do not translate easily into English, such as おかえり、いらっしゃいませ、ごちそうさま
  • demonstrating and explaining elements of non-verbal Japanese communication that require interpretation for non-Japanese speakers, such as hand gestures, eye contact and counting systems
  • experimenting with bilingual dictionaries and/or online translators, considering relative advantages or limitations of each resource

  VCJAC152 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• 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

• 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

• VCJAC149

  Convey information on specific topics using formats such as oral or digital presentations, displays, diagrams, timelines and guided descriptions

  Elaborations

  • organising and presenting information relating to aspects of Japanese culture, for example, fashion, famous landmarks/icons or festivals, using supporting resources such as sound, visuals or graphics, and providing a structured summary, for example, ふじさん　です。高い　です。そして、ゆうめい　です。かざん　です。or さっぽろ　です。さっぽろ　は　とても　さむい　です。ゆき　が　ふります。ふゆ　に　ゆきまつり　が　あります。
  • creating a profile in digital format of a context, situation or event for a specified audience, such as a virtual tour of the school or classroom for an intending exchange student group or sister school
  • creating a class book or digital display about topics that connect with other curriculum areas and are relevant to their own lives, such as sports, environmental sustainability, transport or health
    

  VCJAC149 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCJAC166

  Access, summarise and reorganise information obtained from a range of texts on a variety of topics, and present it in different formats

  Elaborations

  • gathering, classifying and summarising information from class surveys, realia, notices, timetables and announcements, and presenting findings in formats such as digital presentations, posters, wall charts or oral summaries
  • identifying key details, expressions and information in authentic or modified texts, for example, signs, weather reports, print advertisements, menus, packaging, brochures or websites, and using the information to create their own texts for specific purposes and audiences
  • listening for key points of information and cultural references in short spoken or recorded texts such as phone messages, announcements or weather reports, and transposing them to note form for their own reference or to communicate to others
  • collating information from sources such as magazine articles, recorded interviews or website postings about high-profile individuals or events to edit and represent in timelines or profiles on a shared database
  • drawing on content, language, images and presentation formats from a range of Japanese media resources to design posters or leaflets on topics such as environmental sustainability or youth-related issues

  VCJAC166 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCJAC183

  Develop language to reflect on the experience of learning and using Japanese

  Elaborations

  • using reflective language to discuss the experience of learning and using Japanese, for example, ぶんぽうはちょっとむずかしいと思います。
  • evaluating Japanese learning resources such as textbooks, websites or dictionaries, for example, じしょはとてもべんりですが、オンラインじしょはもっとべんりです。
  • building and using metalanguage to discuss language and language learning, for example, めいし、けいようし、どうし、ぶん
  • engaging in peer and self-reflection activities, such as providing evaluations or giving and receiving compliments using culturally appropriate language, for example, ～くんは会話(かいわ)が上手(じょうず)ですね。いいえ、まあまあです。

  VCJAC183 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising