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  1. F–10 Sequence
  2. F-2
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  7. 7–10 Sequence
  8. 7-8
  9. 9-10

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 word order in simple sentences, indicate affirmative or negative responses, respond to requests, and notice different levels of formality when addressing friends, family and teachers. They discuss...

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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, だれ、なに、どこ with single words and set phrases and by selecting images or objects, for example, いぬ です か。ねこ です か 。. They present information about themselves, their family, friends and favourite things at word and simple sentence level, using formulaic and modelled language. They describe people and objects using adjectives to indicate colour, shape and size, for example, あかい、りんご、おおきい、まるい. They...

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F–10 Sequence Levels 3 and 4

Levels 3 and 4 Description

Students recognise the predictable nature of pronunciation in Japanese and apply their knowledge of sound–letter associations to spell new words. They recognise and use elements of grammar including simple verb forms, adjectives, interrogatives and some particles to understand and create simple spoken and written texts. Students use appropriate word order and sentence structures, including...

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Levels 3 and 4 Content Descriptions

Communicating

Socialising
  1. 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 (VCJAC127)
  2. Participate in guided tasks that involve following instructions and cooperating with peers, such as sports and craft activities (VCJAC128)
  3. Follow teacher instructions and directions by responding to questions and requests, and use simple questions and statements to ask permission and to show interest and appreciation (VCJAC129)
Informing
  1. Locate and process specific points of information in familiar types of written, spoken, multimodal and digital texts associated with people, places and objects (VCJAC130)
  2. Present factual information relating to familiar home, community and cultural contexts, using graphic and digital support such as photos, tables, lists and charts (VCJAC131)
Creating
  1. Participate in and respond to imaginative texts such as interactive stories and performances, for example by acting out responses or making simple statements to identify and compare favourite characters and elements (VCJAC132)
  2. 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 (VCJAC133)
Translating
  1. Interpret and explain simple interactions in Japanese, noticing linguistic and cultural features (VCJAC134)
  2. Create bilingual versions of familiar texts such as songs, conversations, picture dictionaries, captions for images and displays, or photo stories (VCJAC135)
Reflecting
  1. Notice what is similar or different to own language and culture when interacting in Japanese in different contexts and situations (VCJAC136)
  2. Notice how ways of communicating and behaving reflect identity and relationships (VCJAC137)

Understanding

Systems of language
  1. Understand that hiragana symbols can be combined to represent words (VCJAU138)
  2. Recognise the systematic order within the hiragana character set; commence hiragana script writing and recognise and write frequently used kanji (VCJAU139)
  3. Understand and identify elements of basic grammar and sentence structure and interaction patterns (VCJAU140)
  4. Recognise that texts such as stories, games and conversations have particular language features and textual conventions (VCJAU141)
Language variation and change
  1. 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 (VCJAU142)
  2. Recognise that Japanese is the official language of Japan and one of the major languages of the Asia-Pacific region (VCJAU143)
Role of language and culture
  1. Understand that the ways people use language reflect where and how they live and what is important to them (VCJAU144)

Levels 3 and 4 Achievement Standard

By the end of Level 4, students interact with the teacher and peers in regular classroom routines and structured interactions. They understand and respond to instructions related to classroom organisation and activities, for example, ペア に なって ください。大きい こえ で いって ください。. They use formulaic and rehearsed language to exchange information about their personal worlds and in familiar interactions such as praising or encouraging one another, for example, がんばって. They use language spontaneously in simple familiar communicative exchanges, for example, やったー!だいじょうぶ?. They respond to simple questions using short spoken statements, for example, いつ です か。なに が すき です か。. They use counter classifiers in response to questions such as なん人(にん)、なん月(がつ)、なんじ、なんさい. Students identify specific items of information, such as facts about or key characteristics of people, when listening to or viewing texts such as short stories, weather reports or video clips. They use cues such as context, visual images and familiar vocabulary to assist comprehension. They create short spoken informative and descriptive texts related to their personal world with the support of modelled language, scaffolded examples and resources...

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F–10 Sequence Levels 5 and 6

Levels 5 and 6 Description

Students observe the relationship between stress, pacing and meaning, and use appropriate intonation patterns to exclaim, make a statement or ask a question. They continue to acquire a wider range of vocabulary and to build grammatical and textual knowledge. They use verbs, nouns and adjectives, a variety of particles, prepositions, counters and conjunctions. They differentiate between animate...

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Levels 5 and 6 Content Descriptions

Communicating

Socialising
  1. 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 (VCJAC145)
  2. 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 (VCJAC146)
  3. Participate in everyday classroom activities and routines such as asking how to say or write something, asking for help or repetition, praising or complimenting one another, thanking, apologising and expressing preferences (VCJAC147)
Informing
  1. Gather, classify and compare information from a range of sources related to concepts from other learning areas (VCJAC148)
  2. Convey information on specific topics using formats such as oral or digital presentations, displays, diagrams, timelines and guided descriptions (VCJAC149)
Creating
  1. Listen to, read and view different imaginative texts such as anime, folk stories and manga, describe and give opinions about characters and events, and identify cultural elements (VCJAC150)
  2. Create and present or perform imaginative texts for a variety of purposes and audiences (VCJAC151)
Translating
  1. Explain aspects of spoken, written and non-verbal communication in Japanese interactions that require interpretation and carry cultural meaning (VCJAC152)
  2. Create bilingual texts and learning resources such as displays, websites, posters, picture books, games, word banks and menus (VCJAC153)
Reflecting
  1. Reflect on the experience of learning and using Japanese, and identify how language reflects cultural practices and norms (VCJAC154)
  2. Discuss the experience of speaking and interacting in a different language, what they understand by ‘identity’, and whether learning Japanese has any effect on their sense of self (VCJAC155)

Understanding

Systems of language
  1. Engage with authentic spoken language, recognising how words blend and understanding the relationship between sounds, words and meaning (VCJAU156)
  2. Recognise some single and whole word katakana and develop the ability to use hiragana and kanji in a single text (VCJAU157)
  3. Recognise the systematic nature of Japanese grammatical rules and apply these to generate new language for a range of purposes (VCJAU158)
  4. Recognise the use of formulaic expressions and textual features in familiar texts such as emails, letters, postcards or telephone conversations (VCJAU159)
Language variation and change
  1. Understand that different ways of using Japanese language shape and reflect different relationships, such as deciding to be formal or informal (VCJAU160)
  2. Recognise that the Japanese language is both influenced by in turn influences other languages and cultures (VCJAU161)
Role of language and culture
  1. Make connections between cultural practices and values and language use, such as formulaic expressions, and consider how these affect intercultural communication (VCJAU162)

Levels 5 and 6 Achievement Standard

By the end of Level 6, students use formulaic and modelled language in classroom interactions to carry out transactions and to share or convey information about daily routines, activities and events, using time expressions such as まい日、ときどき. They ask and respond to questions in familiar contexts using complete sentences and appropriate pronunciation, rhythm and intonation. They ask for clarification and assistance, negotiate turn-taking and follow instructions. They extend their answers by using conjunctions such as そして、それから. They show concern for and interest in others by making enquiries such as だいじょうぶ?, and apologise and express thanks using appropriate gestures. They read and write all hiragana, including voiced sounds, long vowel sounds, double consonants and blends, and high-frequency kanji, for example, 犬(いぬ), 小さい、雨(あめ). Students locate specific information and some supporting details in a range of spoken, written and multimodal texts on familiar topics. They express reactions to imaginative texts, such as by describing qualities of characters, for example, やさしい 人 です。. They create connected texts of a few sentences, such as descriptions, dialogues or skits. They structure...

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F–10 Sequence Levels 7 and 8

Levels 7 and 8 Description

Students expand their range of vocabulary to subjects beyond their immediate world and familiar experiences. They develop broader grammatical knowledge, using verbs and い/な adjectives, negative conjugations, various particles, counters, superlatives and conjunctions, to describe and sequence events. With support they create a range of texts and participate in information sharing and performances...

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Levels 7 and 8 Content Descriptions

Communicating

Socialising
  1. Interact with others to share interests and experiences, exchange information and express opinions and feelings (VCJAC163)
  2. Engage in activities that involve collaboration, planning, organising, negotiating and transacting (VCJAC164)
  3. Interact in whole-class and small group activities that involve seeking information from peers or the teacher, asking and responding to questions, making requests, and asking for and providing clarification (VCJAC165)
Informing
  1. Access, summarise and reorganise information obtained from a range of texts on a variety of topics, and present it in different formats (VCJAC166)
  2. Present information about events, experiences or topics of shared interest, using modes of presentation such as charts, diagrams or digital displays to suit different audiences and contexts (VCJAC167)
Creating
  1. Analyse and respond to a range of imaginative texts, noticing cultural elements and comparing with English-language texts created for similar audiences (VCJAC168)
  2. Create a range of spoken, written and multimodal texts that involve imaginary characters, places and experiences to entertain others (VCJAC169)
Translating
  1. 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 (VCJAC170)
  2. Work collaboratively to design bilingual resources to convey information to the school community (VCJAC171)
Reflecting
  1. Participate in intercultural interactions, identifying and comparing aspects of culture that affect communication and noticing how own culture impacts on language use (VCJAC172)
  2. Consider how their own biography, including family origins, traditions, interests and experiences, impacts on their sense of identity and ways of communicating (VCJAC173)

Understanding

Systems of language
  1. Understand that katakana is used for loan words, and that these words must be pronounced within the combinations of available Japanese sounds (VCJAU174)
  2. Recognise and use all katakana and understand the relationship in texts between hiragana, katakana and kanji (VCJAU175)
  3. 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 (VCJAU176)
  4. Understand how and why different scripts are used in different types of texts, such as announcements, tickets, advertisements, public signs or manga (VCJAU177)
Language variation and change
  1. Explain variations in Japanese language use that reflect different levels of formality, authority and status (VCJAU178)
  2. Understand that the Japanese language has evolved and developed through different periods of influence and change (VCJAU179)
Role of language and culture
  1. Understand that Japanese language and culture, like all languages and cultures, are interrelated, both shaping and reflecting each other (VCJAU180)

Levels 7 and 8 Achievement Standard

By the end of Level 8, students use Japanese to interact with peers, the teacher and others to exchange information, recount experiences and express opinions. They use verb ましょう for planning and making arrangements and offering suggestions. They ask and respond to a range of questions, for example, だれと、何(なん)で、いつ、どこで、using both rehearsed and some spontaneous language, giving opinions and making comparisons, for example, でも or が、わたしは フットボールが 好きです。でも、母は フットボールが 好きじゃないです。. Students apply rules of pronunciation, rhythm, stress and intonation to a range of sentence types and vocabulary, including double consonant and long vowel sounds and borrowed words. Students read and write hiragana, read katakana, and write familiar katakana words, including elongated vowels, double consonants and contractions. They read and write high-frequency kanji for verbs (for example, 行きます、見ます、来きます), nouns (for example, 先生、父、母、月よう日), adjectives (for example, 早い), and the pronoun . They read some compound words such as 日本語. They locate, analyse and summarise information from a range of spoken, written and multimodal texts, such as video clips, letters, posters, notices and advertisements. They plan, draft...

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F–10 Sequence Levels 9 and 10

Levels 9 and 10 Description

Students use more complex language in oral, written and multimodal forms. They expand their knowledge and control of grammatical elements including using the て form and plain form of verbs, for example, ~ています、~てもいい、~と思(おも)います、and ~たり~たり、and conjugation patterns for both verbs and adjectives. Students’ language production includes elements of interpreting, creating and performing. They...

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Levels 9 and 10 Content Descriptions

Communicating

Socialising
  1. Engage in discussions and comparisons of young people’s interests, activities and lifestyles (VCJAC181)
  2. 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 (VCJAC182)
  3. Develop language to reflect on the experience of learning and using Japanese (VCJAC183)
Informing
  1. Analyse ideas presented in a range of texts, identifying context, purpose and intended audience (VCJAC184)
  2. Present different types of information for specific purposes and contexts using appropriate formats and styles of presentation (VCJAC185)
Creating
  1. Identify how expressive and imaginative texts create humorous, emotional or aesthetic effects that reflect cultural values or experiences (VCJAC186)
  2. Create a variety of imaginative texts to express ideas, attitudes and values that suggest intercultural comparisons (VCJAC187)
Translating
  1. Compare translations of different types of texts, including versions obtained from digital translators, considering differences in interpretation and how language reflects elements of culture (VCJAC188)
  2. Create bilingual texts in Japanese and English for a range of communicative and informative purposes, incorporating oral, written and visual elements (VCJAC189)
Reflecting
  1. Monitor language choices when using Japanese and take responsibility for modifying language and behaviours to assist intercultural communication (VCJAC190)
  2. Reflect on cultural differences between Japanese- and English-language communication styles and on how these affect intercultural interactions (VCJAC191)

Understanding

Systems of language
  1. Understand intonation and phrasing patterns in both informal and formal speech, and recognise multiple readings of familiar kanji in different compounds (VCJAU192)
  2. Use knowledge of familiar kanji to predict meaning of unknown words (VCJAU193)
  3. Understand how sophistication in expression can be achieved by the use of a variety of verb and adjective conjugations (VCJAU194)
  4. Identify, analyse and compare textual features and conventions that characterise social and informative media in Japanese and English (VCJAU195)
Language variation and change
  1. Analyse variations in language use that reflect different social and cultural contexts, purposes and relationships (VCJAU196)
  2. Investigate changes to Japanese and other languages and cultures, identifying factors such as education, media and new technologies, popular culture and intercultural exchange (VCJAU197)
Role of language and culture
  1. Understand that the Japanese language carries embedded cultural information and assumptions that can be difficult for speakers of other languages to interpret (VCJAU198)

Levels 9 and 10 Achievement Standard

By the end of Level 10, students use Japanese to share information, experiences and views related to their social worlds using rehearsed and spontaneous language. They use correct pronunciation, including that of borrowed words, and adopt appropriate rhythm and phrasing to allow for others’ use of あいづち. They ask and respond to questions, elaborating responses by providing reasons or explanations, using a range of adjectives and adverbs such as ぜんぜん or かなり. Students begin to use plain form to communicate with their peers. They use kanji to read and write verbs, for example, 思います、来ます、聞きます、食べます、飲(の)みます, nouns, for example, 新聞、会話(かいわ), 外国語(がいこくご) and adjectives, for example, 早い、上手な、下手(へた). Students extract, analyse and evaluate information from extended spoken, written and multimodal texts, such as films, blogs, brochures, itineraries and journals. They predict the meaning of unfamiliar words and expressions from context, grammatical knowledge and familiar kanji, and by drawing on their knowledge of textual characteristics and features. Students produce informative and imaginative texts, appropriate to audience and purpose, using the form and plain form to express preferences,...

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7–10 Sequence Levels 7 and 8

Levels 7 and 8 Description

Students become familiar with the sounds and patterns of spoken Japanese, including pronunciation, rhythm and intonation. They identify words borrowed from English, observing differences in pronunciation and spelling. They use Japanese in classroom interactions and short communicative tasks. They listen to and read texts to obtain specific details or to understand general meaning. Students understand...

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Levels 7 and 8 Content Descriptions

Communicating

Socialising
  1. Interact with peers and the teacher to socialise and to exchange information about self, personal worlds and immediate environment, and to express feelings, likes and dislikes, using appropriate gestures (VCJAC001)
  2. Engage in transactions and collaborative activities that involve planning and making arrangements, such as obtaining goods and organising performances (VCJAC002)
  3. Interact in classroom routines and exchanges such as asking and responding to questions, requesting help, repetition or permission, following instructions, or giving praise and encouragement (VCJAC003)
Informing
  1. Locate key points of information in a range of texts and resources and use the information in new ways (VCJAC004)
  2. Present factual information about aspects of Japanese and Australian lifestyles in spoken, written and digital forms (VCJAC005)
Creating
  1. 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 (VCJAC006)
  2. Reinterpret or create and perform imaginative texts such as video clips, raps or skits using modelled language and supporting resources (VCJAC007)
Translating
  1. 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 (VCJAC008)
  2. Create simple bilingual texts and resources such as learning support materials, menus, brochures, signs, digital presentations, displays and captions (VCJAC009)
Reflecting
  1. 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 (VCJAC010)
  2. Collate and present information in print, digital or online formats about self and peers to share with others, and notice own and one another’s ways of expressing identity (VCJAC011)

Understanding

Systems of language
  1. Recognise and use features of the Japanese sound system, including pitch, accent, rhythm and intonation (VCJAU012)
  2. Recognise and understand the relationship between the character-based scripts of hiragana, katakana and kanji (VCJAU013)
  3. Develop understanding of the systematic nature of grammatical structures and features of Japanese used to perform particular functions, such as describing people, objects and places, and indicating quantity (VCJAU014)
  4. Identify textual conventions of familiar spoken, written and multimodal types of texts (VCJAU015)
Language variation and change
  1. Understand that Japanese language use varies according to the context and situation of the interaction and the relationship between participants (VCJAU016)
  2. Understand that the Japanese language both influences and is influenced by other languages and cultures (VCJAU017)
Role of language and culture
  1. 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 (VCJAU018)

Levels 7 and 8 Achievement Standard

By the end of Level 8, students interact with one another and the teacher in classroom routines and activities, exchanging greetings, wishes and information about their personal and social worlds. They use gestures and formulaic expressions appropriately, for example, おくれて すみません。しつれいします。 They comprehend and respond to familiar questions, such as だれ、 何(なに)、 どこ、 いつ、 何(なん)よう日(び)、 どんな、 and instructions, such as たって ください。三人の グループに なって ください。、 using rehearsed and some spontaneous language. They ask for assistance and clarification, for example, ~は 何 ですか。十四ページ ですね。. They pronounce voiced and unvoiced sounds, long vowels, blends, double consonants and high-frequency loan words with developing rhythm and intonation. They read and write texts in hiragana and katakana, with some kanji for numbers, days of the week and high-frequency nouns, adjectives and verbs, such as人、 先生(せんせい) 日本(にほん) 大(おお)きい、 小(ちい)さい、 友(とも)だち、 行(い)きます、 食(た)べます. Students identify key points of information in short predictable written, spoken and multimodal texts, understanding descriptions of people, objects, places and activities. They use non-verbal, visual and contextual cues to assist in making meaning. Students...

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7–10 Sequence Levels 9 and 10

Levels 9 and 10 Description

Students become more fluent and accurate in spoken and written language production. They gain greater control of grammatical and textual elements. They use expressive and descriptive language as appropriate for different purposes and demonstrate understanding of language variation and change. Students develop understanding of how Japanese phrases, which cannot be translated into English, convey...

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Levels 9 and 10 Content Descriptions

Communicating

Socialising
  1. Initiate and sustain interactions to share experiences, personal opinions, aspirations, thoughts and feelings and to discuss aspects of young people’s experience (VCJAC019)
  2. Participate in activities that involve transacting, negotiating, planning and participating in events and experiences (VCJAC020)
  3. Develop classroom language to participate in interactions such as clarifying, apologising, showing appreciation, complimenting, and reflecting on their learning experiences (VCJAC021)
Informing
  1. 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 (VCJAC022)
  2. Convey factual information, ideas and opinions using different modes of presentation that take account of context, purpose and audience (VCJAC023)
Creating
  1. Listen to, read and view a range of imaginative texts in multimodal formats, such as anime, manga or J-pop, describe settings, identify key ideas and events, give opinions and analyse cultural content (VCJAC024)
  2. 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 (VCJAC025)
Translating
  1. Translate familiar social and community texts, such as emails, chat room posts, public signs and notices, from Japanese into English and vice versa, considering the role of culture when transferring meaning from one language to another (VCJAC026)
  2. Create print, digital and multimodal bilingual resources for the school and wider community, such as notices and instructions, announcements, promotional material and invitations (VCJAC027)
Reflecting
  1. Participate in intercultural interactions, recognising how their own cultural norms impact on language use and that intercultural communication involves shared responsibility for meaning-making (VCJAC028)
  2. Reflect on own identity, including their identity as a learner and user of Japanese, through connecting observations of experience over time (VCJAC029)

Understanding

Systems of language
  1. Understand the intonation and phrasing patterns of spoken Japanese; and recognise that most kanji have more than one ‘reading’ and that the pronunciation changes according to kanji compounds (VCJAU030)
  2. Convey meaning by appropriately selecting and combining hiragana, katakana and kanji characters, and use understanding of kanji to predict meaning of unfamiliar words (VCJAU031)
  3. Understand the systematic nature of Japanese language and grammatical forms, and explore how to use/combine these elements to express complex ideas (VCJAU032)
  4. Use a range of textual conventions in spoken, written and multimodal texts, and understand how different scripts are used to convey meaning or effects (VCJAU033)
Language variation and change
  1. Recognise variations in language use that reflect different social and cultural contexts, purposes and relationships (VCJAU034)
  2. Understand that the Japanese language has evolved and developed through different periods of influence and cultural and societal change (VCJAU035)
Role of language and culture
  1. Recognise and explain how the Japanese language carries embedded cultural information, such as the prioritising of collective well-being, respect and harmony (VCJAU036)

Levels 9 and 10 Achievement Standard

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, travel, sport, teenage life and popular culture. When collaborating in shared tasks and activities, they use set phrases and modelled language to transact and make arrangements, for example, 来週(らいしゅう)の土曜日にサッカーをしませんか。土曜日はちょっと Students ask and respond to questions, such as どのぐらい、いくつ、 using spontaneous language. They provide explanations, opinions and reasons, for example, by using ~と思います、 ~からです. They maintain and extend interactions by requesting repetition or clarification and by using あいづち. They apply appropriate conventions of pronunciation, rhythm and phrasing in speech to allow for others’ use of あいづち. Students read and write hiragana and known kanji, read katakana, and write familiar katakana words, including elongated vowels, double consonants and contractions. They analyse and extract information from a range of spoken and written texts and multimodal sources. They understand...

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