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Japanese

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  1. F–10 Sequence
  2. F-2
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  6. 9-10
  7. 7–10 Sequence
  8. 7-8
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F–10 Sequence Foundation to Level 2

Foundation to Level 2 Description

Students become familiar with the sound systems of the Japanese language, including pronunciation and rhythm. They learn to pronounce individual sounds and sound combinations. They understand basic...

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Foundation to Level 2 Content Descriptions

Communicating

Socialising
  1. Exchange greetings and introduce and share information about self with the teacher and peers using simple language and gestures (VCJAC109)
  2. Participate in guided group activities such as games, songs and simple tasks, using movement, gestures and pictures to support understanding and to convey meaning (VCJAC110)
  3. Participate in classroom routines such as addressing and responding to the teacher, opening and closing of lessons, transition activities, following instructions, thanking and asking for help, using appropriate gestures and behaviour (VCJAC111)
Informing
  1. Locate items of information in simple texts such as charts, songs, rhymes, video clips and anime to complete guided tasks (VCJAC112)
  2. Convey factual information about self, family, friends and significant objects, using simple statements, gestures and support materials (VCJAC113)
Creating
  1. Participate in shared listening to, viewing and reading of imaginative texts, and respond through singing, chanting, miming, play-acting, drawing, action and movement (VCJAC114)
  2. Participate in shared performances and presentations of stories, songs, chants and rhymes (VCJAC115)
Translating
  1. Translate words and familiar phrases used in everyday situations from Japanese into English and vice versa, noticing how some words are shared between Japanese and English (VCJAC116)
  2. Create simple print or digital bilingual texts for the classroom environment, such as captions, labels and wall charts (VCJAC117)
Reflecting
  1. Notice and describe some ways in which Japanese language and communicative behaviour are similar or different to own language(s) and cultural forms of expression (VCJAC118)
  2. Use simple statements and gestures to express aspects of self, such as membership of family, friendship, gender, school/class or cultural groups (VCJAC119)

Understanding

Systems of language
  1. Recognise sounds and rhythms of spoken Japanese, and learn how sounds are produced and represented in the three different scripts (VCJAU120)
  2. Recognise and copy some hiragana and a few high-frequency kanji (VCJAU121)
  3. Understand the structure of basic sentences in Japanese and recognise some key elements of Japanese grammar (VCJAU122)
  4. Understand that language is organised as ‘text’, and that different types of texts, such as storybooks, songs, chants, labels or rhymes, have different features (VCJAU123)
Language variation and change
  1. Recognise that there are differences in how language is used in different cultural and social contexts, such as ways of greeting and addressing people (VCJAU124)
  2. Recognise that Japanese and English borrow words and expressions from each other and from other languages (VCJAU125)
Role of language and culture
  1. Understand that language and culture are closely connected (VCJAU126)

Foundation to Level 2 Achievement Standard

By the end of Level 2, students interact with the teacher and peers through play- and action-related language. They use formulaic expressions and appropriate gestures in everyday interactions such as exchanging greetings and farewells, for example, おはようございます、おはよう、こんにちは、さようなら、また、あした, thanking and apologising, and giving and receiving, for example, どうぞ、どうも. They use visual, non-verbal and contextual support such as pictures, gestures, facial expressions and props to make meaning of simple texts. When listening to simple repetitive spoken texts, they identify key words such as names or numbers of objects or people, and demonstrate comprehension by actions, drawing or labelling. They respond to instructions through actions, for example, きいて ください。みて ください 。, and respond to questions, for example,

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