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• VCJAU192

  Understand intonation and phrasing patterns in both informal and formal speech, and recognise multiple readings of familiar kanji in different compounds

  Elaborations

  • recognising the basic pattern of intonation in Japanese, taking the form of a downturning curve, and applying it when speaking
  • identifying the use of rising intonation when asking questions in casual speech or ましょう form, for example, 食べない？ 食べましょうか？
  • understanding how to make appropriate pauses in a sentence, that is, dividing up a sentence into cohesive chunks to allow for the use of あいづち
  • understanding that changes occur in kanji readings, for example, 新(あたら)しい、新聞(しんぶん)、聞(き)きます、オーストラリア人(じん)、人(ひと)

  VCJAU192 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCJAU034

  Recognise variations in language use that reflect different social and cultural contexts, purposes and relationships

  Elaborations

  • examining how language choices reflect social relations and priorities, for example, the concept of 内(うち)/外(そと)、 using ご/お prefixes and plain or polite forms, and using expressions that deflect praise of self or of own family to show modesty, such as 日本語がじょうずですね。いいえ、あんまり。
  • finding examples of informal forms of language used by young Japanese speakers, such as the use of abbreviations or emoticons when texting and the use of loan words when discussing popular culture, for example, ‘J-rock’, ‘J-pop’, ‘fast food’
  • 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。
  • identifying how variations in language use and communicative behaviours reflect how emotions or attitudes such as respect, gratitude or embarrassment are differently expressed across languages and cultures
  • comparing features of written and spoken Japanese that reflect different communicative purposes, such as formal grammatical structures in letters compared to conversational markers or interjections to support the flow of face-to-face conversation, for example, hesitation ええと、 えー
  • 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

  VCJAU034 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCJAU141

  Recognise that texts such as stories, games and conversations have particular language features and textual conventions

  Elaborations

  • recognising features of familiar genres of Japanese texts such as picture books, digital books or games, video clips or songs
  • recognising differences between the layout and language features of different types of texts, including たてがき, よこがき
  • recognising the role played by different elements in texts to contribute to meaning-making, for example, the layout, title, illustration and use of punctuation in a picture book or the use of speech bubbles in a cartoon
  • recognising patterns in simple spoken or written texts in Japanese, for example, in relation to the use of particles, verb endings and other frequently occurring features

  VCJAU141 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCJAU144

  Understand that the ways people use language reflect where and how they live and what is important to them

  Elaborations

  • understanding that language carries information about the people who use it and that common expressions often reflect cultural values, for example, the importance of respect for older people is reflected in terms of address in Japanese
  • exploring additional elements of ‘culture’, such as what is valued in different communities, contexts and environments, or different approaches to teaching and learning in school, understanding formulaic expressions that reflect cultural values, for example, いってきます、 いってらっしゃい、きをつけて
  • noticing how politeness and respect are conveyed in Japanese language and behaviour, such as how body language and gestures can replace language, for example, bowing as an apology or as a request to be excused
  • learning to discuss culture and language by responding to prompt questions such as ‘What do you notice?’ ‘Why do you think that …?’ ‘How is this similar / different …?’
  • identifying terms, expressions and ways of communicating associated with Australian contexts that might need explaining to Japanese children, for example, using first names when addressing adults, colloquial expressions such as ‘no worries’ or ‘footy’, and terms associated with Indigenous cultures, such as ‘the Dreaming’

  VCJAU144 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture

• VCJAU013

  Recognise and understand the relationship between the character-based scripts of hiragana, katakana and kanji

  Elaborations

  • understanding that the Japanese language uses three different scripts depending on word origins and on the context of language use
  • reading and writing all hiragana and katakana, including voiced, contracted and blended sounds, using the kana chart
  • using the kana chart as a systematic framework to support learning
  • recognising that Japanese can be written vertically or horizontally and has various typefaces in printed form
  • understanding the use of basic Japanese punctuation marks such as a まる (。) 、 てん (、) and katakana long vowel mark (ー), for example, in a student’s name such as サリー
  • applying the principles of stroke order to write all kana and high-frequency kanji such as 行(い)きます、 月、 大(おお)きい
  • knowing that kanji were brought from China and that hiragana was formed by simplifying the form of kanji, while katakana was formed using a part of kanji
  • understanding that each individual kanji represents meaning as well as sound, such as 日 (‘sun’, ‘day’), and that some kanji come from pictographs, for example, 山
  • learning to write high-frequency kanji, such as numbers, days of the week, family members, and basic adjectives and verbs, applying the basic principles for stroke order, for example, 父(ちち)、母(はは)、小(ちい)さい、 見(み)ます、日本語(にほんご)
  • understanding the use of furigana as a tool to support reading

  VCJAU013 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCJAU017

  Understand that the Japanese language both influences and is influenced by other languages and cultures

  Elaborations

  • recognising words of Japanese origin used in English, for example, ‘judo’, ‘karaoke’, ‘karate’, ‘obento’, ‘sushi’
  • recognising the use of words ‘borrowed’ by Japanese from other languages such as English, French or Portuguese, for example, サッカー、 ゴルフ、 パン、 and noting how these are pronounced by Japanese speakers
  • understanding that languages and cultures change continuously due to contact with one another and in response to new needs, ideas and developments in communications and technology, and considering why some types of words and expressions are more frequently borrowed, such as ラップトップ、 ダウンロード、 チャット
  • identifying words that have similar meanings and pronunciation across different languages, and reflecting on the possible origins of such words and their associated cultures
  • understanding that there are Japanese-speaking communities outside Japan, for example, in the United States, in particular Hawaii, and South America, and that Japanese is widely taught in many countries around the world and within the Asia-Pacific region, including Australia
  • understanding that all languages change, that some are constantly growing and expanding and that others are disappearing or being revived, as in the case of many indigenous languages

  VCJAU017 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCJAU178

  Explain variations in Japanese language use that reflect different levels of formality, authority and status

  Elaborations

  • explaining variation in language use between people of different ages and relationships, for example, 母(はは), お母(かあ)さん and ～先生, ～さん; avoiding あなた when showing politeness; the frequent use of わたし to avoid foregrounding oneself; using ～くん or ～さんwhen speaking with close friends, family members or other young people; and using surnames ～さん or ～先生 for adults
  • understanding that Japanese expressions can be made more or less formal with very slight changes, for example, the presence or absence of formal endings, such as the difference between 先生、ありがとう。 先生、ありがとうございました。 and おやすみ。おやすみなさい 。
  • analysing language used to express different levels of formality in a variety of texts such as conversations, letters, emails and text messages, noting differences between written and spoken texts
  • finding examples of informal forms of language used by young Japanese speakers, such as the use of abbreviations or emoticons when texting and the use of loan words when talking about popular culture, for example, ‘J-rock’, ‘J-pop’, ‘fast food’

  VCJAU178 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCJAU195

  Identify, analyse and compare textual features and conventions that characterise social and informative media in Japanese and English

  Elaborations

  • identifying the use of cohesive devices such as conjunctions to sequence and link ideas and actions in both Japanese and English media texts, for example, verb て form, だから、それに、それで
  • identifying features of familiar types of texts such as emails, songs, slogans or public signs, and noticing how the choice of language and structure works to achieve each text’s purpose
  • comparing language features of Japanese and English versions of texts such as weather reports or text messages, including the use of abbreviations and emoticons, and noting differences that might be culturally significant
  • recognising textual conventions employed within a letter, email or article, identifying elements such as introductions, sequencing of ideas and the use of また to link paragraphs
  • comparing features of spoken and written versions of texts, for example, spoken and print advertisements, face-to-face conversations and emails, to understand how text mode shapes structure and helps a text achieve its purpose

  VCJAU195 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCJAU175

  Recognise and use all katakana and understand the relationship in texts between hiragana, katakana and kanji

  Elaborations

  • reading and writing all katakana, including voiced, unvoiced, contracted and blended sounds, using the kana chart
  • understanding that many kanji are made up of more than one component and that radicals often represent meaning, for example, the radical 木 means something to do with ‘wood’
  • noticing that kanji can clearly differentiate the meanings of words that are pronounced identically, such as 火 and 日
  • learning to write words and phrases using both kana and kanji, for example, 大きい車(くるま)、小さい木
  • using furigana to support the reading of unfamiliar kanji

  VCJAU175 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCJAU161

  Recognise that the Japanese language is both influenced by in turn influences other languages and cultures

  Elaborations

  • exploring how the Japanese language is influenced by other languages and cultures, for example, in relation to food パン、スパゲッティー、クレープ、ハンバーガー, music and sport ミュージカル、ロック、ダンス、サッカー、バスケットボール, and technology パソコン、メール、インターネット
  • investigating the influence of Japanese language and culture on their own language and experience, for example, by creating a glossary of Japanese words and expressions used in fields such as martial arts (‘judo’, ‘karate’, ‘sensei’, ‘sumo’), food (‘sushi’, ‘tofu’, ‘wasabi’) or communication/culture (‘haiku’, ‘anime’, ‘manga’, ‘sudoku’)
  • understanding that there are Japanese-speaking communities outside Japan, for example, in Hawaii and South America, and that Japanese is widely taught in many countries around the world, including Australia and other countries of the Asia-Pacific region
  • understanding that all languages change, that some are constantly growing and expanding while others are disappearing or being revived, for example, many indigenous languages, including Aboriginal languages and Torres Strait Islander languages

  VCJAU161 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCJAU174

  Understand that katakana is used for loan words, and that these words must be pronounced within the combinations of available Japanese sounds

  Elaborations

  • accurately pronouncing all combinations of kana, including voiced and unvoiced elements, and all combined sounds (contractions and blends)
  • 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 Japanese pronunciation of unfamiliar loan words, for example, ホワイトボード
  • understanding that some new combinations of sounds have been devised to allow for pronunciation of loan words, for example, ティ

  VCJAU174 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCJAU138

  Understand that hiragana symbols can be combined to represent words

  Elaborations

  • recognising that there are 19 distinct consonants in Japanese (k, g, s, sh, z, j, t, ch, ts, d, n, h, f, b, p, m, y, r, w) and five vowels (a, i, u, e, o)
  • understanding the system of basic Japanese sound combinations, that is, a vowel can be attached to most consonants to produce a kana
  • understanding that vowel length can differentiate words in Japanese, for example, ‘e’ (え) for a picture and ‘ee’ (ええ) for ‘yeah’
  • recognising the concept of the minimum unit of rhythm in Japanese (‘foot’ or フット) 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 ごち・そう・さま
  • demonstrating understanding of the differences in pronunciation of English and Japanese versions of loan words such as バナナ、ペット、サッカー

  VCJAU138 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCJAU123

  Understand that language is organised as ‘text’, and that different types of texts, such as storybooks, songs, chants, labels or rhymes, have different features

  Elaborations

  • understanding texts as different forms of communication that are spoken, written, digital or visual, and recognising that they can be very short, for example, たって, or much longer, for example, たって　ください。
  • recognising that different types of texts have different features, for example, repetition and rhythm in action songs and chants
  • beginning to use metalanguage to talk about texts, identifying and naming familiar types of texts, such as ‘story’, ‘list’, ‘song’, ‘rhyme’ and ‘tongue twister’, and describing features, for example, stories usually have a story starter (むかしむかし), while songs usually have rhyming and the repetition of words
  • noticing how texts such as storybooks are sequenced and organised, for example, by identifying the main title and the connections between pictures and text

  VCJAU123 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• 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

• VCJAU031

  Convey meaning by appropriately selecting and combining hiragana, katakana and kanji characters, and use understanding of kanji to predict meaning of unfamiliar 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 familiar kanji, for example, 小学校(しょうがっこう)、 中学校(ちゅうがっこう)

  VCJAU031 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCJAU180

  Understand that Japanese language and culture, like all languages and cultures, are interrelated, both shaping and reflecting each other

  Elaborations

  • explaining language associated with familiar routines that reflects cultural values, for example, きりつ、れい and しつれいします。
  • interpreting the significance of differences in family kinship terms when referring to one’s own or others’ family, for example, 父(ちち)/お父(とう)さん、あね/おねえさん
  • reflecting on the cultural significance of the presentation of information in simple Japanese texts, for example, じこしょうかい, how the ordering of information on business cards (company, title, surname, given name) reflects the relative importance of company/collective, family and individual status
  • explaining language used in Japanese interactions that reflects humility or deference, for example, expressions used to refuse or deflect praise of self or family, or to defer to others
  • considering how and why Japanese speakers use conversational strategies to avoid conflict, such as using indirect or softened language, for example, もうすこし　がんばりましょう。
  • comparing core cultural concepts reflected in Japanese language, such as 和(わ) (‘harmony’), with similarly significant cultural concepts reflected in some Australian terms or expressions, for example, mateship

  VCJAU180 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCJAU157

  Recognise some single and whole word katakana and develop the ability to use hiragana and kanji in a single text

  Elaborations

  • reading and writing all hiragana (including voiced, combined and long vowel sounds and double consonants) using the kana chart
  • learning that kanji were brought from China and that hiragana was formed by simplifying the form of kanji, while katakana was formed using a part of kanji
  • learning to apply the basic principles of stroke order to write all hiragana and high-frequency kanji such as 月、日、木、人
  • recognising frequently used katakana words such as オーストラリア
  • reading and writing words, phrases and sentences using kana, for example, わたし　の　本、これ　は　かぞく　です。
  • understanding the use of basic Japanese punctuation marks such as まる(。) and てん(、), and katakana long vowel marks, for example, in a student’s name such as ルーク
  • understanding the use of furigana as a reading aid

  VCJAU157 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | 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

• VCJAU159

  Recognise the use of formulaic expressions and textual features in familiar texts such as emails, letters, postcards or telephone conversations

  Elaborations

  • recognising the order for writing the components of the date in Japanese, for example, 年(ねん)、月、日、よう日
  • understanding the significance of features of different types of texts, such as opening and closing emails, letters or phone conversations, for example, ～さんへ、～より、もしもし
  • considering how the composition of texts in different languages reflects cultural values, such as the ordering of information on Japanese ID cards or when kanji or Arabic numerals are used in Japanese texts
  • 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

  VCJAU159 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCJAU035

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

  Elaborations

  • understanding that each region of Japan has its own dialect and accents, and that Japan, like Australia, also has some indigenous languages
  • finding examples of ways in which social and cultural influences impact on language, for example, the abbreviation of borrowed words in Japanese, such as スマホ、 パソコン、 the combination of borrowed words + する、 オーガナイズ する、 and メル友 for e-pal
  • considering how globalisation has accelerated the introduction of English words and expressions into Japanese, and discussing possible benefits and disadvantages associated with the blending and mixing of languages
  • discussing possible reasons for changes in Japanese language use, such as exposure to other languages, changing attitudes to social practices, involvement in social media and digital communication
  • exploring the influence of Japanese popular culture in Australia 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

  VCJAU035 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change