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• Languages | Japanese: Structure

  Sequences of learning

  The Japanese curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language...

  Overview material | Japanese

• VCJAC148

  Gather, classify and compare information from a range of sources related to concepts from other learning areas

  Elaborations

  • surveying and compiling information about young people’s interests and preferences in different contexts, such as favourite activities, television and websites, preferred means of transport or communication, or leisure activities at different times of the year, and presenting findings in formats such as flow charts, graphs, diagrams or oral presentations, for example, ぜんぶ　で　二十人　です。六人　は　ゲーム　が　すき　です。
  • extracting key points from a range of spoken, written or digital texts on topics such as healthy eating, school lunches, or home or school routines, discussing findings and comparing opinions, for example, 日本人　は　がっこう　で　そうじ　を　します。オーストラリア人　は　そうじ　を　しません。
  • identifying points of information in texts such as advertisements, conversations, brochures or announcements, and representing them in different formats, such as charts, concept maps, skits or digital presentations
  • viewing video clips or reading simple texts containing social interactions such as exchanges between parents and children or customers and shop assistants, identifying and recording new words and expressions for use in their own language production
  • identifying words, expressions and behaviours associated with important Japanese cultural activities or events, and comparing them with equivalent Australian expressions or behaviours, for example, locating あけまして　おめでとう　ございます on a New Year’s card (年(ねん)賀(が)状(じょう))

  VCJAC148 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• Languages | Japanese: Rationale and Aims

  Rationale

  Students acquire communication skills in Japanese. They develop  understanding about the role of language and culture in communication. Their reflections on  language use and language learning are applied in other learning contexts.

  Learning languages broadens students’...

  Overview material | Japanese

• Languages | Japanese: Learning in Japanese

  Japanese Language Learning

  Japanese is the official language of Japan, a nation of islands located in the East Asia region. The Japanese language is also widely used by communities of speakers in Hawaii, Peru and Brazil, and learnt as an additional language by large numbers of students in the Republic...

  Overview material | Japanese

• VCJAC189

  Create bilingual texts in Japanese and English for a range of communicative and informative purposes, incorporating oral, written and visual elements

  Elaborations

  • creating a bilingual digital database that groups words, for example, words and expressions associated with themes, fields or contexts, such as food, travel, the environment or school
  • producing bilingual texts such as travel advisories for exchange or study tour students, and reflecting on the process of working in both languages
  • creating oral commentaries that switch between English and Japanese for a bilingual audience at a sporting or performing arts event
  • producing bilingual texts such as video clips with subtitles explaining Australian cultural practices, for example, New Year’s Eve or birthday celebrations

  VCJAC189 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• 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

• VCJAU030

  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

  Elaborations

  • understanding that some new notations have been devised over the years to account for the sounds of loan words, for example, ティ、 ヴィ、 ヴ
  • recognising and applying the basic pattern of intonation in Japanese, marked by the formation of a downturning curve
  • identifying the characteristic of rising intonation when asking questions in plain or ましょう form, for example, 行く？ 行きましょうか？
  • understanding how to make appropriate pauses in a sentence, dividing the sentence into cohesive chunks to allow for the use of あいづち
  • understanding that changes occur in kanji readings, for example, 一月(がつ)、 月(げつ)曜日

  VCJAU030 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCJAC130

  Locate and process specific points of information in familiar types of written, spoken, multimodal and digital texts associated with people, places and objects

  Elaborations

  • finding examples of Japanese language at home or in the community to create a class collection, display or digital database of terms related to recipes, toys, gadgets or menus
  • viewing or listening to a simple community text such as a weather report, recognising key words such as はれ、くもり
  • identifying features of seasons and tracking the progress of seasonal weather changes on a map of Japan, for example, reports of さくら、つゆ、こうよう
  • gathering information about one another’s home life and activities, for example, by surveys on pets, sports, activities, families, or likes and dislikes, using graphs to display results
  • viewing or reading simple print or digital texts such as advertisements, catalogues, menus or packaging to locate key points of information in relation to elements such as product, number, price, target audience or capacity for recycling

  VCJAC130 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• Japanese - F–10 Sequence: Foundation to Level 2 achievement standards

  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...

  Level description | Languages | Japanese | F–10 Sequence | Foundation to Level 2

• VCJAC023

  Convey factual information, ideas and opinions using different modes of presentation that take account of context, purpose and audience

  Elaborations

  • collecting and organising information to report significant events in their personal worlds, such as family celebrations, travel or personal milestones, to classmates, parents or peers, using formats such as schedules, timetables, graphs, tables or statistics
  • preparing multimodal presentations on aspects of Japanese lifestyles and cultural practices that invite comparison and contrast with their own experience, such as aspects of popular culture, for example, fashion, music or anime/manga, or ways of preparing and eating food in different regions and/or seasonal influences, for example, おこのみやき and なべ
  • preparing and presenting/publishing an article for a magazine, e-journal or website with a specified audience in mind, for example, a film review for young learners of Japanese or a digital travel guide for a proposed visit to Japan
  • creating texts to inform others about or promote events, places or experiences, such as a poster or flier for a multicultural event or a brochure about their school for a Japanese audience, for example, ミュージカルにきてください。私の学校にようこそ。

  VCJAC023 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCJAC022

  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

  Elaborations

  • examining factual information from a range of print, online/web-based travel and leisure texts, using it to compare options and make suggestions, for example, しんかんせんはとても高いですが、べんりだと思(おも)います。東京(とうきょう)から京都(きょうと)まで二時間半(じかんはん)かかります。バスで八時間ぐらいかかります。
  • understanding the gist and recording specific details from texts such as websites, newspaper articles, documentaries, reports or podcasts on topics such as popular culture, schools, sports or leisure activities in Japan
  • obtaining and using information from a range of media texts, including television weather reports, interviews and digital video clips, and summarising key points through presentation modes such as graphs, charts, diagrams, and written or digital reports
  • identifying variations in spoken and written informative and persuasive texts, for example, print, television and online advertisements, noticing differences in language according to intended audience

  VCJAC022 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCJAU140

  Understand and identify elements of basic grammar and sentence structure and interaction patterns

  Elaborations

  • developing metalanguage for communicating about language, using concepts such as parts of speech, for example, ‘noun’, ‘verb’ and ‘adjective’
  • understanding the rules of Japanese word order (subject + object + verb), the use of associated particles は、を、と、も、に, and the use of が in formulaic expressions, for example, noun　が　すき　です。
  • describing actions using verb ます form, for example, すし　を　たべます。
  • understanding the rules for conjugating verbs, such as ～ます、～>ましょう、～ました、～ません
  • understanding that Japanese uses name + suffix instead of pronouns when referring to other people, for example, Johnくん、はなさん、Grant せんせい
  • indicating time and frequency using expressions such as まいにち、ときどき
  • describing people, animals, places and things using adjective–noun phrases, for example, 大きい　目、おいしい　もも
  • understanding time words associated with days of the week, months of the year and seasons
  • building vocabulary that relates to familiar environments in daily life and personal worlds and that can be used for cross-curricular content learning
  • beginning to use counters in Japanese, for example, ～人、～さい、～月
  • telling time using ～じ/ ～じはん　です。なんじ　です　か。
  • seeking information using question words such as なに、なん、いつ、どこ and だれ and the sentence-ending particle か, for example, なに　が　すき　です　 か。なんさい　です　 か。なんにん　です　 か。いつ　です　か。

  VCJAU140 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCJAC005

  Present factual information about aspects of Japanese and Australian lifestyles in spoken, written and digital forms

  Elaborations

  • creating and presenting a profile of a well-known Japanese or Australian person, including details, for example, とし、かぞく、 and 好(す)きなこと such as 食(た)べもの、スポーツ、 かもく、どうぶつ
  • planning and preparing short spoken, written or digital presentations on aspects of daily life and social/cultural practices in Japan or Australia, such as school, leisure, daily routines, celebrations or festivals, using supporting resources such as sound, images or graphics
  • reporting on events and activities in their immediate environment or personal worlds, such as through a personal blog, digital post, formal speech, diagrams, charts or illustrated schedules, for example, きのう　サッカーの　しあい　でした。わたしの　がっこうの　チームは　かちました。
  • creating a video clip to communicate specific information to a particular audience, such as a visual or virtual introduction to their family or neighbourhood or a glimpse into a week in the life of an Australian teenager for potential exchange student groups
  • creating a comparative report on aspects of Japanese and Australian lifestyles, such as climate, students’ interests or daily routines, using formats such as data displays, charts or graphs to identify similarities and differences, for example, オーストラリア人(じん)は　フットボールが　すき　です。でも、日本人(にほんじん)は　やきゅうが　すき　です。今(いま)　オーストラリアは　秋(あき)　です。でも、日本(にほん)は　春(はる)　です。

  VCJAC005 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCJAU194

  Understand how sophistication in expression can be achieved by the use of a variety of verb and adjective conjugations

  Elaborations

  • further developing metalanguage to describe and increase control of 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, the forms they are listed under 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 for recognising patterns for verb conjugation, and applying the formation rules of each verb group
  • using verb て form to connect events, for example, 朝(あさ)おきてジョギングをします。
  • understanding and using the different functions of verb て form
  • using present continuous tense using verb ています, for example, ラジオを聞いています。
  • requesting and giving permission and expressing prohibition using verb て form, for example, ～てもいいです。～てはいけません。～てはだめです。
  • using verb stems with grammatical features such as ～かった。～やすい／にくいです。～に行きます。
  • exploring how to use plain forms in authentic contexts such as conversations with peers, for example, 食べる？　見る？
  • expressing opinions, intentions and thoughts using the plain form, for example:
    • plain verb つもりです。
    • verb /adjective とおもいます。
    • ～たり～たりします。
  • using い and な adjectives in present and past tenses, for example:
    • おいしい ◊ おいしかったです。
    • たのしくない ◊ たのしくなかったです。
    • しずかな ◊ しずかでした。
  • using adverbs and intensifiers such as かなり, ぜんぜん, たいてい
  • sequencing actions, for example, 朝おきてジョギングをします。
  • increasing cohesion within paragraphs by using conjunctions, for example, ですから
  • indicating the status of actions using adverbs such as まだ and もう
  • understanding the concept of uchi-soto (内(うち)と外(そと)) for making appropriate choices of register, for example, 食べる？食べますか？

  VCJAU194 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | 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