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Result list

• 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

• VCJAC190

  Monitor language choices when using Japanese and take responsibility for modifying language and behaviours to assist intercultural communication

  Elaborations

  • reflecting and reporting on how learning Japanese provides insights into language and culture in general, and how their own assumptions about Japan or Asia have changed as a result of intercultural language learning
  • evaluating the nature and effectiveness of their own language and actions when interacting in Japanese
  • reflecting on how additional language experience supports and enhances first-language understanding and capabilities, for example, by identifying Japanese expressions, behaviours or attitudes that might enrich their own perspectives
  • reflecting on aspects of their own experiences of intercultural communication, such as instances of breakdowns or breakthroughs in communication, repair and recovery strategies, and responses to and insights gained through interactions

  VCJAC190 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• 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

• VCJAC028

  Participate in intercultural interactions, recognising how their own cultural norms impact on language use and that intercultural communication involves shared responsibility for meaning-making

  Elaborations

  • recognising that social values and reactions such as respect or displeasure can be expressed differently in different cultures, for example, noting the Japanese avoidance of direct refusal or eye contact, the desire to please by answering a question even if they do not know the answer, waiting to be invited to eat or drink, and the practice of smiling for different reasons in different contexts
  • noticing cultural cues when interacting with Japanese speakers or resources that suggest differences in traditions, ideas or values, for example, ways of expressing feelings or emotions, maintaining harmony by avoiding direct replies to a question by using それは　ちょっと…。、 and avoiding foregrounding the self with phrases such as (お先(さき)に) どうぞ。がんばります。
  • recognising the importance of active listening skills to conversational etiquette in Japanese, such as showing interest and attentiveness by using あいづち and nodding, repeating information heard, and confirming details at the end of a conversation
  • discussing incidences in Japanese-language exchanges when miscommunication has occurred, and reflecting on why or how this happened
  • reflecting on how their own language and communication style might be perceived by Japanese speakers, considering concepts such as culture, attitudes, assumptions and values
  • discussing Japanese cultural concepts such as 恩(おん) (owing a kindness), 義理(ぎり) (a sense of duty) and 和(わ) (harmony), and considering how the expression of these concepts in Japanese language and behaviour compares with the expression of similarly significant concepts in their own language(s) and culture(s)

  VCJAC028 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCJAU197

  Investigate changes to Japanese and other languages and cultures, identifying factors such as education, media and new technologies, popular culture and intercultural exchange

  Elaborations

  • finding examples of ways in which social and cultural influences impact on languages, for example, the abbreviation of borrowed words in Japanese, such as リモコン or スマホ, or the combination of borrowed words with る、ググる and サボる to make verbs
  • reflecting on changes in their own language(s) and cultures due to influences such as technology and social media, for example, the use of abbreviations in text messaging or the replacement of words by emoticons, and considering possible effects of such changes on kanji acquisition in Japanese and spelling in English
  • exploring the influence of Japanese popular culture in Australia, the Asia region and around the world, such as the influence of Japanese design and technology and the popularity of J-pop, electronic games, anime, manga and cosplay
  • investigating the state and nature of indigenous Japanese languages, considering issues such as language revival and reclamation, and drawing comparisons with Aboriginal languages and Torres Strait Islander languages in Australia

  VCJAU197 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCJAU121

  Recognise and copy some hiragana and a few high-frequency kanji

  Elaborations

  • understanding that the Japanese language uses three different scripts depending on word origins and the context of language use
  • understanding that one kana represents a basic unit of Japanese sound
  • understanding that each individual kanji represents meaning as well as sounds, for example, 日(ひ)、日(び)、日(にち), whereas one kana or one letter of the English alphabet does not represent individual meaning
  • recognising some kanji, for example, numbers and 象形文字(しょうけいもじ) (pictographs) such as 山(やま)、川(かわ)、口(くち)、目(め)、上(うえ)
  • recognising the 46 basic hiragana, using supports such as mnemonic clues
  • tracing and copying kanji and kana
  • tracing and copying their own name in katakana or hiragana
  • identifying known hiragana within a word and using that to predict the meaning
  • noticing that Japanese can be written vertically or horizontally

  VCJAU121 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCJAU160

  Understand that different ways of using Japanese language shape and reflect different relationships, such as deciding to be formal or informal

  Elaborations

  • noticing that language can be made casual or ‘softer’ by adding particular endings, such as そうですね。すみません。 ちょっと。
  • observing how language use reflects respect and social distance, such as showing respect for authority figures, for example, しつれいします。よろしく　おねがいします。, or expressing familiarity with friends by using first names rather than surnames
  • noticing differences in interaction styles in some familiar situations in Japanese and Australian contexts, such as interactions in classrooms or shops

  VCJAU160 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCJAU122

  Understand the structure of basic sentences in Japanese and recognise some key elements of Japanese grammar

  Elaborations

  • knowing common forms of greetings, for example, おはようございます、おはよう, and noticing the different levels of formality
  • identifying gender-specific pronouns わたし and ぼく
  • understanding the use of common suffixes such as さん or くん or titles such as せんせい to address and refer to other people, for example, Luke くん and White せんせい
  • understanding basic word order in simple sentences, for example, noun　が　すき です。りんご　が　すき　です。, adjective + noun　です。 おおきい　いぬ　です。
  • understanding how to specify items using the possessive particle の, for example, わたし　 の　 かぞく、 Sarah さん　の　ほん、おばあさん　 の　いえ
  • referring to numbers of things using cardinal numbers 0–100: 一(いち)、二(に)、三(さん) …百(ひゃく)
  • learning to describe the colour あお　です。size おおきい　です。 and shape まる　です。of things
  • understanding different question words such as だれ、なに、どこ and the sentence-ending particle か
  • recognising and responding to a request using verb 　ください, for example, きいて　ください。and すわって　ください。
  • indicating affirmative and negative responses using はい and いいえ
  • using some culturally specific parallel phrases related to giving and receiving, for example, どうぞ and ありがとう
  • learning to use common onomatopoeia such as ぺこぺこ and わんわん
  • building vocabulary to describe and label familiar and immediate objects and environments

  VCJAU122 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCJAU012

  Recognise and use features of the Japanese sound system, including pitch, accent, rhythm and intonation

  Elaborations

  • understanding the system of Japanese sound combinations, that Japanese has five vowels and that a vowel can be attached to all consonants except ‘ん’
  • accurately pronouncing all combinations of hiragana and katakana, including voiced and unvoiced forms and all combined sounds (contractions and blends)
  • understanding that the sounds of hiragana and katakana are identical even though the associated scripts are different
  • recognising that in the copula desu and the verb suffix masu, the ‘u’ is devoiced in normal speech
  • using available combinations of katakana to experiment with the Japanese pronunciation of loan words, for example, レストラン
  • recognising the basic unit of sound in Japanese (‘mora’: モーラ or 拍), for example, こんにちは has five moras
  • becoming familiar with the rhythm of Japanese, recognising the concept of the ‘foot’ (フット) as the minimum unit of rhythm, and that one foot in Japanese consists of two moras, for example, ごちそうさま is pronounced as a three-foot word

  VCJAU012 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCJAU176

  Understand how to control elements of the Japanese grammatical system to express a range of ideas and experiences in written and spoken forms, and recognise the systematic nature of verb conjugation

  Elaborations

  • further developing metalanguage to describe and increase control of grammatical concepts and language elements, such as noun modifiers or speech styles
  • creating learning resources such as verb and adjective charts and lists of vocabulary and sentence structures
  • understanding the different functions of a range of particles, such as:
    • が (topic marker)
    • を (object marker)
    • に (time, date, place, destination, for)
    • と (and, with)
    • で (location, action, means)
    • へ (direction, destination)
    • ～から ～まで (from,～as far as, distances)
  • describing daily routines and schedules for a week, using a range of particles to form sentences, for example, 六時(ろくじ)に　うちで　兄(あに)と　ごはんを　食(た)べます。
  • using い and な adjectives in the present tense, for example, おいしい、たのしい、しずかな、 and negative forms, for example, 高(たか)くない
  • using adverbs as formulaic expressions, for example, 早(はや)く、おそく
  • understanding that the exact word order of noun phrases is not important as long as they appear before the verb and are accompanied by correct particles
  • understanding the role of sentence-ending particles in conversation, such as ね for confirming or expecting a response and よ for emphasis
  • using both affirmative and negative forms of particular grammatical elements in different tenses
  • creating cohesion and flow by using conjunctions, for example, だから、それで、それに
  • understanding how to indicate politeness using ご and お prefixes, for example, お名(な)前(まえ)、先生の　ごかぞく
  • using counter classifiers: ～時、～分、～つ、～まい、～本
  • using superlatives, for example, 一ばん　好きです

  VCJAU176 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCJAU198

  Understand that the Japanese language carries embedded cultural information and assumptions that can be difficult for speakers of other languages to interpret

  Elaborations

  • providing examples of exchanges in Japanese that require cultural as well as literal interpretation, such as responses that deflect personal considerations (for example, replying positively to the enquiry お元気(げんき)ですか), or strategies to preserve values of humility and honour
  • discussing how the cultural value of 内(うち)/外(そと) is expressed through language, such as the use of prefixes and suffixes when referring to people outside the immediate ‘group’, the choice of informal or formal register, and decisions about what to share/not share in general conversation
  • exploring cultural concepts embedded in Japanese language which embody important core values and behaviours and for which there is no direct English translation, for example, えんりょ and 和(わ)
  • discussing their own and others’ attitudes towards cultural diversity and difference, including the use of stereotypes and generalisations, and considering how these affect communication
  • considering how contemporary expressions of individuality exemplified in some forms of contemporary Japanese youth culture relate to traditional concepts of conformity and collective identity

  VCJAU198 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCJAU194

  Understand how sophistication in expression can be achieved by the use of a variety of verb and adjective conjugations

  Elaborations

  • further developing metalanguage to describe and increase control of 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, the forms they are listed under 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 for recognising patterns for verb conjugation, and applying the formation rules of each verb group
  • using verb て form to connect events, for example, 朝(あさ)おきてジョギングをします。
  • understanding and using the different functions of verb て form
  • using present continuous tense using verb ています, for example, ラジオを聞いています。
  • requesting and giving permission and expressing prohibition using verb て form, for example, ～てもいいです。～てはいけません。～てはだめです。
  • using verb stems with grammatical features such as ～かった。～やすい／にくいです。～に行きます。
  • exploring how to use plain forms in authentic contexts such as conversations with peers, for example, 食べる？　見る？
  • expressing opinions, intentions and thoughts using the plain form, for example:
    • plain verb つもりです。
    • verb /adjective とおもいます。
    • ～たり～たりします。
  • using い and な adjectives in present and past tenses, for example:
    • おいしい ◊ おいしかったです。
    • たのしくない ◊ たのしくなかったです。
    • しずかな ◊ しずかでした。
  • using adverbs and intensifiers such as かなり, ぜんぜん, たいてい
  • sequencing actions, for example, 朝おきてジョギングをします。
  • increasing cohesion within paragraphs by using conjunctions, for example, ですから
  • indicating the status of actions using adverbs such as まだ and もう
  • understanding the concept of uchi-soto (内(うち)と外(そと)) for making appropriate choices of register, for example, 食べる？食べますか？

  VCJAU194 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• 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

• VCJAU142

  Understand that language varies according to the age and relationship of those using it, and according to the situation in which it is being used

  Elaborations

  • observing that Japanese expressions can be made more or less formal with very slight changes, for example, おはよう and おはようございます、はし and おはし、なまえ and おなまえ、to suit the relationship between speakers
  • noticing differences in the ways in which both Japanese and English speakers communicate with different people, for example, with young children, with unfamiliar adults or with elderly people
  • reflecting on how they communicate with their own family and friends and with people less close to them, noticing differences in language use and communicative behaviour
  • recognising that familial terms such as おじいさん and おばあさん are often used in place of ‘old man’ or ‘old woman’ in both folk tales and daily conversation, and considering why this might be so

  VCJAU142 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCJAU124

  Recognise that there are differences in how language is used in different cultural and social contexts, such as ways of greeting and addressing people

  Elaborations

  • exploring how language is used differently in Japanese to reflect different relationships, for example, parent–child exchanges おはよう、いってらっしゃい、いってきます、ただいま、おかえり, communication with peers なに？, and teacher–child interactions なんですか。
  • understanding that language use varies according to the context and situation, for example, こんにちは。and もしもし。
  • understanding that language forms such as greetings vary according to the time of day or the occasion, for example, おはよう、こんにちは、こんばんは
  • understanding that language used in particular interactions can vary between cultural contexts, for example, the use of titles in Japanese (～さん、～せんせい) compared to the informal use of names in Australian English

  VCJAU124 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCJAU015

  Identify textual conventions of familiar spoken, written and multimodal types of texts

  Elaborations

  • recognising structures and key features of familiar types of texts such as めいし、 emails, conversations, speeches, advertisements, stories and songs, identifying formulaic expressions and comparing with similar texts in English, for example, by comparing ways of answering the phone or starting and ending a letter
  • identifying how certain types of texts are typically constructed, for example, the use of particular layouts, visual images and grammatical features in advertisements, manga or brochures
  • understanding that the format of Japanese texts can include either たてがき or よこがき、 according to the context, purpose and intended audience
  • understanding how to create textual cohesion, using elements such as paragraphing or conjunctions to sequence and link ideas and to maintain the flow of expression, for example, そして、それから、 でも
  • understanding conventions associated with using げんこうようし、 for example, the size of small characters, the position in the square and the placing of punctuation

  VCJAU015 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCJAU120

  Recognise sounds and rhythms of spoken Japanese, and learn how sounds are produced and represented in the three different scripts

  Elaborations

  • recognising the concept of the basic unit of sound in Japanese (‘mora’: モーラ or 拍(はく)), for example, いいえ has three moras
  • understanding that the independent nasal sound ‘n’ (ん) has a mora of its own, for example, こんにちは
  • understanding that when pronouncing Japanese it is important to keep the length of each mora even
  • noticing that statements and questions have different intonation patterns

  VCJAU120 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCJAU179

  Understand that the Japanese language has evolved and developed through different periods of influence and change

  Elaborations

  • recognising words ‘borrowed’ by Japanese from other languages such as English, French or Portuguese, for example, パン、ズボン、and noting how these words are pronounced by Japanese speakers
  • recognising that all languages carry histories of contact with other cultures, such as the adoption of kanji from Chinese into Japanese
  • understanding that languages and cultures change continuously due to contact with one another and in response to new needs, ideas and developments in communications, design and technology; and considering why some types of words and expressions are most frequently borrowed, such as グローバル、パワーアップ、カラー
  • identifying words that have similar meanings and pronunciation across different languages, reflecting on the origins and associated cultures of such words, and how they came to be part of Japanese and other languages, for example, パスタ、エネルギー
  • discussing reasons for changes in the Japanese language, such as globalisation, exposure to other languages and cultures through media, travel, and digital communication forms and representations

  VCJAU179 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change