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• VCJAC170

  Translate short texts such as signs, simple dialogues or phone conversations from Japanese into English and vice versa, noticing when it is difficult to transfer meaning from one language to the other

  Elaborations

  • creating captions to translate short segments of a video clip or アニメ, noticing when direct translation is not possible
  • identifying Japanese words and expressions that involve cultural meanings which are difficult to translate into English, such as もしもし、よろしくおねがいします
  • comparing translations of short Japanese texts such as signs, conversations, audio messages or digital texts, identifying differences and similarities between their tone and style and that of equivalent texts in English
  • reflecting on challenges associated with transferring meaning from one language to another
  • translating short conversational exchanges between Australian or Japanese speakers, comparing content and style of communication and discussing how to translate culturally embedded terms

  VCJAC170 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• 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

• VCJAC151

  Create and present or perform imaginative texts for a variety of purposes and audiences

  Elaborations

  • creating and performing a presentation for a particular audience, for example, a puppet show or play for a buddy class or a performance for the school or community
  • designing and presenting a commercial for a new or existing product likely to appeal to consumers in their age group
  • creating a rap or song that involves experimentation with rhyme and rhythm
  • teaching younger children songs that involve repetitive phrases and actions, for example, songs from popular anime films
  • using familiar and modelled language to create imaginative digital texts, such as a photo story, an e-book or profile of an imagined avatar, for example, これ　は　たからじま　です。大きい　とりい　と、小(ちい)さい　とりい　が 　あります。じてんしゃ　で、大きい　とりい　に　いきます。大きい　とりい　の 下(した)　にはこ　が　あります。はこ　の　中(なか)　に 金(きん)　が　あります。
  • producing and presenting picture books/Big Books/mini books or short scripted scenarios for younger students, incorporating elements of Japanese language and culture that are likely to be unfamiliar, engaging or challenging

  VCJAC151 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCJAC008

  Translate and interpret short texts such as self-introductions or conversations, noticing and explaining aspects that are similar or different in Japanese and English versions

  Elaborations

  • collaborating with peers and the teacher to translate and interpret familiar texts in Japanese such as emails and phone conversations between friends or self-introductions, noticing similarities and differences between Japanese interactions and their own communicative style
  • interpreting words and expressions encountered in simple Japanese texts such as greeting cards, menus or stories that do not translate easily into English and that reflect aspects of Japanese culture, for example, ていしょく、いただきます、 the use of ‘happy’ in English compared to おめでとう in Japanese, しつれいします、はじめまして、どうぞよろしく
  • comparing own translations of simple texts with peers’, explaining why words or expressions were translated in particular ways and considering reasons for any differences
  • learning to use dictionaries and electronic translation tools, identifying issues such as multiple meanings of words and the need to consider context
  • comparing the meaning and use of emoticons in Japanese and English

  VCJAC008 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• 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

• 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

• VCJAC133

  Create and present imaginative texts for a range of audiences that use familiar expressions and modelled language and allow for exploration and enjoyment of language, cultural expression and performance

  Elaborations

  • creating imaginary characters, places or animals, and presenting them through performance, digital display or visual representation, for example, みみ　が　大きい　です。かわ　に　います。food/ object　を　たべます。とても　こわい　です。おばけやしき　です。たくさん　おばけ　が　います。目　が　大きい　です。あし　が　ありません。
  • incorporating onomatopoeic sounds such as どきどき、ぺこぺこ、ぴかぴか、にこにこ into written/performed texts to enrich the texts and to entertain others
  • taking on the role of a character from a story, manga or anime, and responding to questions such as すきな　たべもの　は　なん　です　か。 noun　が　すき　です　か。なんさい　です　か。
  • creating, performing and presenting imaginative texts such as skits, songs and raps

  VCJAC133 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCJAC114

  Participate in shared listening to, viewing and reading of imaginative texts, and respond through singing, chanting, miming, play-acting, drawing, action and movement

  Elaborations

  • performing songs such as あたまかたひざあし、むすんでひらいて, rhymes, chants or simple stories that include repeated phrases and rhythms and non-verbal forms of expression such as clapping, gestures and facial expressions
  • using simple language structures and supporting drawings or actions to describe and respond to imaginary characters or experiences, for example, おばけ/おに/かっぱ/たぬき/ようかい　です。
  • participating in shared reading and viewing of print and digital imaginative texts, sharing opinions and responding to prompt questions such as だれ　です　か。ちいさい　です　か。おおきい　です　か。かわいい　です　か。
  • making simple statements about favourite characters in stories or songs, for example, やさしいかわいい こわいつよい
  • responding to Japanese versions of familiar children’s stories and folk tales, comparing expressions at key points in the story with English-language versions, and re-enacting with puppets, props or actions

  VCJAC114 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | 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

• 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

• 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

• VCJAC113

  Convey factual information about self, family, friends and significant objects, using simple statements, gestures and support materials

  Elaborations

  • using digital technologies to help label and name personal items, classroom objects and shared resources, for example, ほん、きょうしつ、つくえ、いす、まど
  • using simple sentence structures, familiar vocabulary, concrete materials and appropriate gestures to provide information about self and immediate environment, for example, ぼく　の　えんぴつ　です。いぬ　が　すき　です。
  • presenting spoken information related to significant objects, using phrases such as わたし/ぼく　の noun　です。 adjective　です。これ　は　noun　です。
  • expressing factual information about qualities such as colour あか、あお、しろ、くろ、きいろ、 number 一(いち)～百(ひゃく)、size おおきい、ちいさい and shape まる、さんかく、しかく
  • making simple spoken statements about friends, family or favourite characters, for example, げんき、やさしい、おもしろい、つよい、しずか, using images or support materials

  VCJAC113 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCJAC146

  Collaborate with peers to plan and conduct shared events or activities such as teaching and working with a buddy class, organising a shared event, or rehearsing and presenting a school performance

  Elaborations

  • planning and organising activities such as a class event, visit or performance, using language related to place, people, time and numbers and creating promotional materials, for example, たいこ　の　えんそう、木(もく)よう日(び)、十一時、たいいくかん
  • creating a skit, performance or action game to introduce a buddy class to aspects of Japanese language and culture, for example, introducing hiragana, individual words or expressions, or behaviours such as bowing appropriately or receiving a gift
  • participating in simulated transactions such as purchasing goods or ordering food, using appropriate gestures, formulaic expressions and relevant question–answer exchanges such as いらっしゃいませ。これ　を　ください 。いくら　です　か 。3000 円　です。はい、どうぞ。
  • becoming familiar with the value of Japanese yen by carrying out real or simulated transactions and exchanges
  • budgeting for virtual shopping expeditions, for example, by consulting online catalogues and menus, comparing prices and values, and discussing intended purchases, using formulaic expressions such as ちょっと 高(たか)い　です。でも、おいしそう　です。

  VCJAC146 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCJAC010

  Reflect on the experience of learning and using Japanese in different contexts, commenting on similarities to and differences from their own usual language use and behaviour

  Elaborations

  • adopting Japanese ways of communicating that reflect cultural values and practices such as the expression of respect or familiarity, for example, 母(はは)、ママ and お母(かあ)さん、～さん and ～せんせい
  • describing and demonstrating differences in ways of showing consideration for others in Japanese, for example, using particular terms of address, register and body language in greetings, such asおはよう。 versus おはようございます。、 or forms of respect or apology when entering a classroom しつれいします。、 at mealtimes いただきます。or when interrupting someoneすみません。
  • reflecting on aspects of the experience of using Japanese that highlight intercultural differences relating to social and communicative behaviours, for example, the use of personal space and body language, and ways of accepting or refusing an offer
  • observing live or recorded interactions in different Japanese-language contexts, identifying aspects that they find confusing or surprising, for example, gestures (おじぎ), levels of politeness, ways of requesting, thanking or greeting, or the exchange of business cards, and comparing to own cultural forms of expression and social interaction
  • developing language for expressing personal reactions to and feelings about intercultural experience, for example, いいですね。 あれ？ へえ すごい！びっくりした！すみません。
  • noticing that a focus on ‘self’ is avoided in Japanese by the minimal use of the pronoun ‘I’ in interactions

  VCJAC010 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• 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

• VCJAC188

  Compare translations of different types of texts, including versions obtained from digital translators, considering differences in interpretation and how language reflects elements of culture

  Elaborations

  • comparing English translations and interpretations of Japanese texts such as song lyrics, proverbs and advertisements that contain cultural elements and references
  • comparing translations of language associated with significant events, rituals or practices in Japan/Japanese-speaking communities, identifying examples of the relationship between language and cultural values and experience, for example, おじゃまします。
  • comparing own translations of newspaper headlines or email communications with peers’, noticing differences in interpretation or translation and considering reasons for such variations
  • evaluating and reviewing online translators

  VCJAC188 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | 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

• VCJAC127

  Interact with the teacher and peers to exchange information about self, family, friends and favourite things, and likes and dislikes, and to express praise, support and respect for others

  Elaborations

  • introducing self using formal spoken language and appropriate non-verbal language such as bowing, for example, はじめまして、 Julie　です、九(きゅう)さい　です、おんがく　が　すき　です、どうぞ　よろしく
  • exchanging information and building vocabulary to communicate about self, friends or family, using simple statements such as かぞく　は　六人　です。おとうさん　と　おかあさん　と　おねえさん　と　ぼく　と　いもうと　と　あかちゃん　です。いもうと　 は　五さい　 です。おかあさん　は　やさしい　です。
  • asking and answering factual questions relating to concepts such as time, place or number, using formulaic structures and familiar expressions, for example, かぞく　は　なんにん　です　か。3 人　です。いつ　です　か。五月(ごがつ)　です。なんじ　です　か。三じ　です。どこ　です　か。
  • showing interest in and respect for others, such as by expressing praise or encouragement, using formulaic expressions, for example, だいじょうぶ？たいへん？むずかしい？すごい（です）ね、やさしいね、おもしろいね、じょうずですね、かっこいいね、たのしかった？
  • communicating about activities and shared experiences, for example, place　に　いきました。 food を　たべました。 drink　を　のみます。 activity/sports　を　しましょう/しました。おいしかった　 です。

  VCJAC127 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCJAC117

  Create simple print or digital bilingual texts for the classroom environment, such as captions, labels and wall charts

  Elaborations

  • performing simple presentations for the school community that involve both Japanese and English language elements, such as a contribution to an assembly performance for Grandparents’ Day
  • creating bilingual wall charts or picture dictionaries with captions, stickers and simple descriptions in English to explain Japanese words and expressions that have particular cultural meaning
  • writing parallel captions in Japanese and English for a photographic display of a class event such as a sports carnival or pets’ day or about a topic such as caring for the school environment
  • creating sets of word cards in English and Japanese and playing matching games such as Memory or Snap

  VCJAC117 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• 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