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• 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

• VCJAU014

  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

  Elaborations

  • developing metalanguage for communicating about language, using terms such as ‘noun’, ‘pronoun’, ‘verb’, ‘adjective’ and ‘conjunction’, and cross-referencing with knowledge of English-language syntax and parts of speech
  • understanding the rule that Japanese sentences end with a predicate and that there are three types of predicates, noun plus copula, adjective plus copula, and verb:
    • subject は noun　です。
    • subjectは adjective　です。
    • subject は　objectを　verb ます。
  • understanding that pronouns are used far less frequently in Japanese than in English
  • understanding and using a range of particles to perform different functions, for example:
    • は (subject, topic marker)
    • が (subject, topic marker: ～が好(す)きです、 ～がいます/あります)
    • を (object)
    • に (time, destination)
    • へ (direction)
    • で (transport)
    • の (possession)
    • と (and, with)
    • も (also)
  • understanding the role of sentence-ending particles such as かand ね
  • understanding that the word order of noun phrases is not important as long as they appear before the verb and are accompanied by correct particles
  • understanding how to use いand な adjectives in the present tense in basic sentences such as たのしい、 たのしくない、 ゆうめいな、 ゆうめいじゃない
  • understanding the rules of verb conjugation, for example, ～ます、 ～ましょう、 ～ました、 ～ません、 ～ませんでした
  • understanding different question words such as 何(なに), どこ、 何(なん)よう日(び)、 どんな、 いつ、 いくら、 だれ
  • describing locations of homes, people and things using basic structures such as noun は　place に　あります。 noun は　place に　います。
  • using a range of verbs related to daily activities, for example, 行(い)きます、 見(み)ます、 たべます、 かきます、 よみます、 ききます、 はなします、 します
  • understanding and responding to formulaic expressions that use て form, such as 見(み)て　ください。 トイレに　行(い)っても　いい　ですか 。
  • creating cohesion and flow using conjunctions, for example, そして、 それから、 でも
  • knowing how to count 一(いち)～千(せん)
  • using common counters and classifiers such as ～人、 ～さい、 ～がつ、 ～時(じ)
  • understanding the use of こそあどseries in concrete contexts, for example, これ、 それ、 あれ、 どれ
  • using basic time expressions such as days of the week and months, for example, まい日(にち)、 ときどき
  • building vocabulary that relates to familiar environments such as the classroom, family and personal world and that can be used for cross-curricular content learning
  • understanding the use of the prefixes お and ご before some words to indicate respect, for example,
    おなまえは？、ごかぞく　
  • understanding that the words for family members are different for one’s own family and for other people’s families, for example, お母(かあ)さん、母(はは)
  • identifying similarities and differences in Japanese and English grammatical rules relating to word order or the use of elements such as pronouns

  VCJAU014 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCJAC135

  Create bilingual versions of familiar texts such as songs, conversations, picture dictionaries, captions for images and displays, or photo stories

  Elaborations

  • including some Japanese words, exclamations or phrases when interacting in English in simple games or exchanges that involve feelings or reactions, for example, いたい, あぶない, oh that was fun, でも　まけた。 Anne さん, that was すごい！
  • performing bilingual versions of familiar songs such as ‘If You’re Happy and You Know It …’, alternating between the two languages and switching key words in repeated phrases
  • creating personal print or digital bilingual dictionaries that include visual cues and representations
  • creating simple activities or action songs that involve alternating or combining repeated words or phrases in Japanese and English, such as verbs, question words or months of the year, for example, せんせい says

  VCJAC135 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCJAU156

  Engage with authentic spoken language, recognising how words blend and understanding the relationship between sounds, words and meaning

  Elaborations

  • knowing how to pronounce all the sounds in the kana chart, including voiced and unvoiced sounds (てんてん and まる), combined and long vowel sounds and double consonants, for example, きって and りょうり
  • understanding that the sounds of hiragana and katakana are identical even though the associated scripts are different
  • knowing that the hiragana spelling of a particular particle does not match its pronunciation, for example, ‘wa’ for は , ‘e’ for へ, ‘o/wo’ for を
  • noticing that certain combinations of two moras make one rhythm unit (foot), for example, the copula です and the verb suffix ます

  VCJAU156 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• 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

• 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

• 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

• VCJAC021

  Develop classroom language to participate in interactions such as clarifying, apologising, showing appreciation, complimenting, and reflecting on their learning experiences

  Elaborations

  • interacting in classroom routines using appropriate language to apologise, for example, すみません、しゅくだいをわすれました。、 to request clarification, for example, テストは何日(なんにち)ですか。ゆっくり言ってください。、 and to ask and respond to questions, for example, ～は英語(えいご)で何ですか。この漢(かん)字(じ)はどう読(よ)みますか。
  • further developing metalanguage to communicate about language and about their experience of learning Japanese, using Japanese for terms such as verbs (どうし), adjectives (けいようし) and nouns (めいし)
  • enquiring about and describing the location of classroom items and materials by using appropriate prepositions, for example, げんこうようしはどこにありますか。テーブルの上(うえ)にあります。学校の左(ひだり)にあります 。
  • participating in class discussion by eliciting or offering opinions, for example, どうおもいますか。つまらないです 。、 and by asking questions or making suggestions, for example, つぎはだれですか。 いっしょにしましょうか。
  • discussing their language-learning experience, for example, 日本語はやさしいですね。かんじはむずかしいです。でも、おもしろいです。
  • showing appreciation and complimenting one another, for example, よくできました。うたがじょうずですね。

  VCJAC021 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCJAU158

  Recognise the systematic nature of Japanese grammatical rules and apply these to generate new language for a range of purposes

  Elaborations

  • expanding metalanguage for communicating about language, using additional terms such as ‘pronoun’ and ‘conjunction’
  • understanding and identifying elements of different sentence structures and the use of particles such as へ、で
  • understanding the use of ～が　あります/います。to refer to inanimate/animate objects
  • describing locations of homes, people, animals and items, using basic structures, for example, noun　は　place　に　 あります。 noun　は　place　に　います。
  • knowing how to use prepositions to describe the position of objects, for example, つくえ　の　上　に, いす　の　下　 に
  • understanding the use of こそあど series in concrete contexts, for example, これ、それ、あれ、どれ
  • using the verb て form as a formulaic expression, such as when giving instructions or seeking permission, for example, 見て　ください。トイレ　に　いっても　いい　です　か。
  • knowing how to use common counters and classifiers such as ～こ、～ひき/ びき/ ぴき、～えん
  • understanding Japanese numerical place order: 一、十、百(ひゃく)、千(せん)、万(まん)
  • understanding location words and expressions indicating direction or means of transportation, for example, くるま　で　がっこう　に　いきます。
  • understanding different question words such as いくら、どれ
  • using conjunctions such as そして、それから to link ideas

  VCJAU158 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• 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

• 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