Search results

Result list

• 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

• 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

• VCJAC004

  Locate key points of information in a range of texts and resources and use the information in new ways

  Elaborations

  • identifying key information such as names of people and places, times and activities in familiar types of texts such as conversations, profiles, emails and announcements
  • gathering, classifying and summarising results of class surveys on topics such as students’ likes and interests, family, neighbourhood, activities or habits, and presenting findings to others, for example, ひるごはんに 何(なに)を　食(た)べますか。日(にち)よう日(び)に　何(なに)を　しますか。しゅうまつに　どこに　行(い)きますか。
  • listening to and reading texts and reorganising information to present in new ways, for example, by sequencing activities chronologically by completing a timetable or timeline, chart, table or itinerary
  • reading, listening to and viewing texts such as video clips, brochures, websites, menus, labels and packaging to obtain information about aspects of Japanese culture, for example, daily routines, food, writing systems, significant places or geography
  • locating, interpreting, classifying and listing factual information from modified texts such as notices, timetables, announcements, advertisements or signs
  • identifying cultural values reflected in a range of texts, such as the use of symbols, signs or images in advertising
    

  VCJAC004 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• 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

• Languages | Japanese: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | Japanese

• Japanese - F–10 Sequence: 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,...

  Level description | Languages | Japanese | F–10 Sequence

• Languages | Japanese: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | Japanese

• VCJAC164

  Engage in activities that involve collaboration, planning, organising, negotiating and transacting

  Elaborations

  • participating in scenarios related to accepting and declining invitations, planning, making arrangements and negotiating details, using language related to place, time and activity, for example, 月よう日に　日本のレストランに行きましょうか。月よう日は、ちょっと…。火よう日は　どうですか。
  • budgeting for virtual shopping expeditions, consulting online catalogues and websites, comparing prices and value, and discussing intended purchases, for example, ゲームが/を　 かいたいです。二千円(にせんえん)　あります。どれが一ばんやすいですか。
  • participating in authentic or simulated transactions that involve making requests, considering options, buying, selling or ordering, for example, この　T シャツは　L サイズですね。ちょっと　大きいです。M サイズを　ください。
  • creating displays, presentations or performances for family, friends or the school community to showcase their progress in learning and using Japanese
  • giving and following instructions to play games, follow recipes, or carry out traditional Japanese activities such as calligraphy, origami or martial arts, using language forms and vocabulary associated with sequencing, such as さいしょに、つぎに、それから、そして

  VCJAC164 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• Japanese - 7–10 Sequence: Levels 7 and 8 achievement standards

  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...

  Level description | Languages | Japanese | 7–10 Sequence | Levels 7 and 8

• VCJAC134

  Interpret and explain simple interactions in Japanese, noticing linguistic and cultural features

  Elaborations

  • explaining features of Japanese language protocols such as the use of formulaic expressions, for example, いってきます、ただいま, counter classifiers, and the indication of politeness by using です
  • explaining and modelling culture-specific practices and formulaic language, such as apologising for being late by waiting at the entrance/door, bowing and using the expression おくれて　すみません。しつれいします。
  • demonstrating and explaining hand gestures, body language or facial expressions that work with language or stand alone in Japanese communication, such as beckoning with fingers pointing downwards, or waving a hand in front of the face to signal a negative response
  • using visual, print or online dictionaries, word lists and pictures to translate simple familiar texts such as labels or captions

  VCJAC134 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCJAC011

  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

  Elaborations

  • identifying elements of identity that may be important across all cultures, for example, family, community, location, language, religion, age, gender
  • sharing reactions to intercultural experiences, and considering whether their individual background, age and interests contribute to attitudes and/or beliefs that impact on the experience
  • preparing a digital class profile to exchange with Japanese-speaking students, showing the cultural backgrounds, interests and personalities of each class member using images, captions and symbols
  • creating a print or digital personal ‘cultural ID profile’ to exchange with Japanese-speaking peers, making decisions about what points of information will be of most interest, for example, by creating a family tree with associated links to cultural connections, languages spoken, interests and activities
  • comparing and reflecting on how identity is expressed across cultures and languages, considering the idea of ‘belonging’ and the relative importance of group or family membership as expressed in different languages

  VCJAC011 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCJAC114

  Participate in shared listening to, viewing and reading of imaginative texts, and respond through singing, chanting, miming, play-acting, drawing, action and movement

  Elaborations

  • performing songs such as あたまかたひざあし、むすんでひらいて, rhymes, chants or simple stories that include repeated phrases and rhythms and non-verbal forms of expression such as clapping, gestures and facial expressions
  • using simple language structures and supporting drawings or actions to describe and respond to imaginary characters or experiences, for example, おばけ/おに/かっぱ/たぬき/ようかい　です。
  • participating in shared reading and viewing of print and digital imaginative texts, sharing opinions and responding to prompt questions such as だれ　です　か。ちいさい　です　か。おおきい　です　か。かわいい　です　か。
  • making simple statements about favourite characters in stories or songs, for example, やさしいかわいい こわいつよい
  • responding to Japanese versions of familiar children’s stories and folk tales, comparing expressions at key points in the story with English-language versions, and re-enacting with puppets, props or actions

  VCJAC114 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCJAC191

  Reflect on cultural differences between Japanese- and English-language communication styles and on how these affect intercultural interactions

  Elaborations

  • reflecting on elements of the experience of learning Japanese that have involved adopting styles of communication that have been challenging, easy or memorable
  • sharing with peers examples of successful interactions with other Japanese speakers, for example, when gestures or communication styles have been well received and clearly understood and have strengthened the relationship
  • creating a reflective self-profile or autobiography in formats such as journal entries, articles, captioned photo stories, digital accounts or short films, including episodes related to the experience of learning Japanese language and culture that have impacted on their understanding, attitudes, or sense of identity
  • composing a ‘cultural ID profile’, blog or digital diary to exchange with other Japanese speakers, making decisions about what points of information should be included

  VCJAC191 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCJAC166

  Access, summarise and reorganise information obtained from a range of texts on a variety of topics, and present it in different formats

  Elaborations

  • gathering, classifying and summarising information from class surveys, realia, notices, timetables and announcements, and presenting findings in formats such as digital presentations, posters, wall charts or oral summaries
  • identifying key details, expressions and information in authentic or modified texts, for example, signs, weather reports, print advertisements, menus, packaging, brochures or websites, and using the information to create their own texts for specific purposes and audiences
  • listening for key points of information and cultural references in short spoken or recorded texts such as phone messages, announcements or weather reports, and transposing them to note form for their own reference or to communicate to others
  • collating information from sources such as magazine articles, recorded interviews or website postings about high-profile individuals or events to edit and represent in timelines or profiles on a shared database
  • drawing on content, language, images and presentation formats from a range of Japanese media resources to design posters or leaflets on topics such as environmental sustainability or youth-related issues

  VCJAC166 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• 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

• VCJAC112

  Locate items of information in simple texts such as charts, songs, rhymes, video clips and anime to complete guided tasks

  Elaborations

  • listening for key words in stories, rhymes or songs, using visual cues such as gestures and facial expressions to assist understanding
  • recognising simple kanji, hiragana or words in familiar contexts such as labels and titles
  • demonstrating early Japanese literacy skills by selecting the correct hiragana or kanji through labelling, matching, clicking and dragging, drawing, mime and actions
  • listening to and/or viewing texts to obtain information such as colour (あか、あお、しろ、くろ、きいろ), size (おおきい、ちいさい) and shape (まる、さんかく、しかく), and using this information in guided activities such as drawing, building or collecting
  • listening to information about Japan, and demonstrating understanding by responding to questions such as 日本(にほん)　です　か。しんかんせん　です　か。すし　です　か。はい/いいえ, for example, by pointing to places on a map, such as Japan, Tokyo or Mount Fuji, or at pictures of different types of food

  VCJAC112 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | 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