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Japanese: 7–10 Sequence

Japanese: 7–10 Sequence Level 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...

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Japanese: 7–10 Sequence 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)

Japanese: 7–10 Sequence 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 ...

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Japanese: F–10 Sequence

Japanese: F–10 Sequence Level 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...

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Japanese: F–10 Sequence 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)

Japanese: F–10 Sequence 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...

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