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• VCJAC145

  Interact with peers and the teacher to describe aspects of daily life such as routines and pastimes, or celebrations and special days; to express preferences; and to show interest in and respect for others

  Elaborations

  • communicating with peers and other Japanese speakers in local or online communities or digital forums, using strategies such as active listening skills, turn-taking cues, requests for clarification, and respectful language for agreeing or disagreeing, for example, へー、そうですね、すみません、もういちど　おねがいします、ちょっと…
  • showing interest in, respect and concern for others by asking questions such as だいじょうぶ　です　か。
  • exchanging simple correspondence such as greeting cards in print or digital form based on modelled language such as おたんじょうび　おめでとう(ございます)。あけまして　おめでとう　ございます。おかあさん、ありがとう。～へ～より
  • using formulaic language to exchange emails with young Japanese speakers to provide personal information such as ～さんへ、～より、じゃあ　また, their names, likes and dislikes, family members or leisure activities
  • exchanging information with one another or with other Japanese-speaking students about school or home routines, leisure activities, interests or preferences, popular culture or sport, for example, サッカー　を　します　か。いつ　 します　か。土(ど)よう日(び)　に　サッカー　を　します。サッカー　 が　 すき　です　か。ぼく　も　すき　です。
  • recounting experiences with own family and friends, for example, 土(ど)よう日(び)　に　ともだち　と　うみ　に　いきました。たん生日(じょうび)　に　ケーキ　を　たべました。
  • exchanging gifts using appropriate body language/gestures, such as giving and receiving with two hands and using expressions such as すみません。どうぞ 。どうも 　ありがとう　ございます。

  VCJAC145 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | 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

• VCJAC019

  Initiate and sustain interactions to share experiences, personal opinions, aspirations, thoughts and feelings and to discuss aspects of young people’s experience

  Elaborations

  • comparing experiences of teenage life and expressing opinions and aspirations, for example, 行きたいです。先生になりたいです。 つまらないとおもいます 。
  • sharing information about significant or special events in their own life and comparing with those of Japanese teenagers, such as birthdays, holidays, celebrations, sporting events and festivals, for example, 土曜日はぼくのたん生日パーティーでした。 どうでしたか。 たくさん友だちが来て、 たのしかったです。
  • developing strategies to initiate and sustain interactions, such as asking for clarification or confirmation, acknowledging and showing interest, using appropriate gestures and expressions such as あいづち, ああ　そうですか。いいですね。そうですね。 へえ。はい　うん。
  • maintaining and extending conversations by requesting additional information, asking appropriate questions, and using conversation fillers such as いつしますか。だれとしますか。 どうですか。
  • providing evidence or reasons to justify own opinions or planned actions, for example, べんりです。 だからコンビニで買(か)いものをします。
  • communicating with one another and with other young Japanese speakers via email, online conferencing or school-based exchanges about shared interests such as popular culture, sports and special events, or comparing aspects of school or home life, for example, 私(わたし)のしゅみはスポーツです。山川(やまかわ)さんはスポーツをしますか。私はスーパーでアルバイトをしています。 デービッドさんはアルバイトをしていますか。 or ぶかつに入っていますか。
  • using appropriate levels of formality for everyday exchanges such as greetings, introductions and apologies, for example, こんにちは。おそくなってすみません。ごめんね！、 and for thanking, inviting or congratulating one another, for example, メールをどうもありがとう。 いっしょにカラオケをしませんか。

  VCJAC019 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCJAC025

  Create own or shared texts in different modes and formats to inform or entertain others, or express ideas, attitudes and perspectives, using imaginary characters, places and experiences

  Elaborations

  • presenting a day in the life of an imaginary or real character from familiar anime, manga or film, incorporating elements such as humour or surprise to express different characteristics
  • using digital technologies to create a design for an Australian theme park, shopping centre or sports arena to attract young Japanese visitors to Australia
  • creating short texts such as skits, raps or haiku, and using a range of digital technologies to design, perform and/or record these to amuse, entertain and engage other learners of Japanese
  • working collaboratively to compose and perform a skit such as a manzai based on an imagined scenario that allows for experimentation with expressive language
  • creating a digital persona or avatar in a Japanese-speaking fantasy world, incorporating communicative styles and behaviours observed in Japanese texts

  VCJAC025 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCJAC130

  Locate and process specific points of information in familiar types of written, spoken, multimodal and digital texts associated with people, places and objects

  Elaborations

  • finding examples of Japanese language at home or in the community to create a class collection, display or digital database of terms related to recipes, toys, gadgets or menus
  • viewing or listening to a simple community text such as a weather report, recognising key words such as はれ、くもり
  • identifying features of seasons and tracking the progress of seasonal weather changes on a map of Japan, for example, reports of さくら、つゆ、こうよう
  • gathering information about one another’s home life and activities, for example, by surveys on pets, sports, activities, families, or likes and dislikes, using graphs to display results
  • viewing or reading simple print or digital texts such as advertisements, catalogues, menus or packaging to locate key points of information in relation to elements such as product, number, price, target audience or capacity for recycling

  VCJAC130 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCJAC005

  Present factual information about aspects of Japanese and Australian lifestyles in spoken, written and digital forms

  Elaborations

  • creating and presenting a profile of a well-known Japanese or Australian person, including details, for example, とし、かぞく、 and 好(す)きなこと such as 食(た)べもの、スポーツ、 かもく、どうぶつ
  • planning and preparing short spoken, written or digital presentations on aspects of daily life and social/cultural practices in Japan or Australia, such as school, leisure, daily routines, celebrations or festivals, using supporting resources such as sound, images or graphics
  • reporting on events and activities in their immediate environment or personal worlds, such as through a personal blog, digital post, formal speech, diagrams, charts or illustrated schedules, for example, きのう　サッカーの　しあい　でした。わたしの　がっこうの　チームは　かちました。
  • creating a video clip to communicate specific information to a particular audience, such as a visual or virtual introduction to their family or neighbourhood or a glimpse into a week in the life of an Australian teenager for potential exchange student groups
  • creating a comparative report on aspects of Japanese and Australian lifestyles, such as climate, students’ interests or daily routines, using formats such as data displays, charts or graphs to identify similarities and differences, for example, オーストラリア人(じん)は　フットボールが　すき　です。でも、日本人(にほんじん)は　やきゅうが　すき　です。今(いま)　オーストラリアは　秋(あき)　です。でも、日本(にほん)は　春(はる)　です。

  VCJAC005 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | 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

• VCJAC029

  Reflect on own identity, including their identity as a learner and user of Japanese, through connecting observations of experience over time

  Elaborations

  • assembling and presenting an autobiography, including references to key experiences and significant events, interests and family origins, and identifying elements that may need explaining to Japanese speakers, for example, そふは七十六さいです。1951年(ねん)にイタリアからオ－ストラリアへ来ました。
  • identifying significant life events that are marked in Australia or Japan, for example, 七五三(しちごさん)、 birthdays, 18th/21st birthdays and 成人式(せいじんしき) or marriage, and considering how these provide insight into cultural values or traditions
  • considering the relationship between identity and language, with reference to the languages spoken by the students themselves, peers, and family or community members, including their own developing ability to communicate in Japanese
  • examining the impact of cultural stereotypes and expectations in relation to cultural identity and intercultural communication
  • considering whether their sense of identity changes when they use different languages

  VCJAC029 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• 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

• VCJAC182

  Collaborate, plan and manage activities, events or experiences, such as hosting a Japanese class or visitor, going to a restaurant, or preparing for a real or virtual event, trip or excursion

  Elaborations

  • expressing preferences in relation to shared plans, for example, それはいいですね。そうしましょう。and summarising and clarifying arrangements, for example, 金曜日のごご三時半に、えきの前で会(あ)いましょう。じゃあ、金曜日のごご三時半に、えきの前ですね。
  • planning and preparing for a real or virtual event, trip or excursion, such as a visit to Japan
  • participating in scenarios related to travelling and living in Japan, for example, interacting with a host family, using public transport, shopping, sightseeing or eating out
  • planning and making shared arrangements for Japanese visitors to the school or a homestay, for example, by preparing print or digital informative materials, such as filming an introduction to Australian school and home life, preparing welcome speeches, or conducting school tours
  • planning and completing tasks that involve asking for, giving and following directions to real or virtual locations, for example, すみません、としょかんはどこですか。, using resources such as digital devices, street or rail maps
  • planning and participating in learning experiences that combine linguistic and cultural elements, such as an excursion to a Japanese restaurant, exhibition, film festival or community event, by preparing and rehearsing language forms, structures and vocabulary and considering appropriate behaviours, for example, 六時半に学校(がっこう)の前で会って、バスで行きます。

  VCJAC182 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCJAC163

  Interact with others to share interests and experiences, exchange information and express opinions and feelings

  Elaborations

  • engaging in face-to-face or online discussions with peers and other Japanese-speaking contacts about shared interests and experiences, such as sport, food, study or music, for example, からてをしますか。いいえ、でも好(す)きです。
  • expressing opinions such as サーフィンはかっこいいです。 えいがはたのしいです。
  • recounting experiences such as holidays, special events or celebrations through email or face-to-face conversations, for example, どこでパーティーをしましたか。だれときましたか。
  • sharing and comparing information about teenage life, daily routines and responsibilities, for example, わたしはうちからがっこうまであるきます。でも、友(とも)だちはバスで行きます。
    にねます。 いつも父(ちち)とそうじをします。
  • introducing themselves to other Japanese speakers, じこしょうかい, using appropriate formulaic expressions such as はじめまして、(school name) の　デニス　です。 and culturally appropriate gestures
  • using formulaic language spontaneously in interactions to express feelings, for example, あー、つかれた、 えー、むずかしい、たのしかった、できた
  • using cohesive devices such as conjunctions when sequencing or elaborating an account of experiences, for example, 土よう日にかいものに行きます。だから、はやくおきます。
  • sustaining and extending conversations by seeking additional information or asking additional questions, for example, しゅみはなんですか。

  VCJAC163 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCJAU140

  Understand and identify elements of basic grammar and sentence structure and interaction patterns

  Elaborations

  • developing metalanguage for communicating about language, using concepts such as parts of speech, for example, ‘noun’, ‘verb’ and ‘adjective’
  • understanding the rules of Japanese word order (subject + object + verb), the use of associated particles は、を、と、も、に, and the use of が in formulaic expressions, for example, noun　が　すき　です。
  • describing actions using verb ます form, for example, すし　を　たべます。
  • understanding the rules for conjugating verbs, such as ～ます、～>ましょう、～ました、～ません
  • understanding that Japanese uses name + suffix instead of pronouns when referring to other people, for example, Johnくん、はなさん、Grant せんせい
  • indicating time and frequency using expressions such as まいにち、ときどき
  • describing people, animals, places and things using adjective–noun phrases, for example, 大きい　目、おいしい　もも
  • understanding time words associated with days of the week, months of the year and seasons
  • building vocabulary that relates to familiar environments in daily life and personal worlds and that can be used for cross-curricular content learning
  • beginning to use counters in Japanese, for example, ～人、～さい、～月
  • telling time using ～じ/ ～じはん　です。なんじ　です　か。
  • seeking information using question words such as なに、なん、いつ、どこ and だれ and the sentence-ending particle か, for example, なに　が　すき　です　 か。なんさい　です　 か。なんにん　です　 か。いつ　です　か。

  VCJAU140 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | 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