Years 7 and 8 Japanese
The nature of the learners These years represent a transition to secondary school. Students in this sequence are continuing to study Japanese, bringing with them an established capability to interact in different situations, …
Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Achievement Standard Japanese Years 7 and 8
By the end of Year 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 …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Achievement Standard Japanese Years 9 and 10
By the end of Year 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 …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Achievement Standard Japanese Years 7 and 8
By the end of Year 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, …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Achievement Standard Japanese Years 9 and 10
By the end of Year 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 …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
ACLJAC119
Use simple statements and gestures to express aspects of self, such as membership of family, friendship, gender, school/class or cultural groups[Key concepts: identity, self, group, communication; Key processes: describing, explaining, identifying]
Elaborations ScOT Terms
ACLJAC119 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC131
Present factual information relating to familiar home, community and cultural contexts, using graphic and digital support such as photos, tables, lists and charts[Key concepts: family, relationships, routines; Key processes: describing, explaining, a …
Elaborations ScOT Terms
ACLJAC131 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC134
Interpret and explain simple interactions in Japanese, noticing linguistic and cultural features[Key concepts: meaning, culture, translation, interpretation; Key processes: identifying, explaining, interpreting, comparing]
Elaborations ScOT Terms
ACLJAC134 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC136
Notice what is similar or different to own language and culture when interacting in Japanese in different contexts and situations[Key concepts: respect, culture, similarity and difference, communication; Key processes: identifying, explaining, experimenting, …
Elaborations ScOT Terms
ACLJAC136 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC146
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[Key concepts: collaboration, performance, transaction; …
Elaborations ScOT Terms
ACLJAC146 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC152
Explain aspects of spoken, written and non-verbal communication in Japanese interactions that require interpretation and carry cultural meaning[Key concepts: meaning, culture, interpretation, equivalence; Key processes: explaining, interpreting, demonstrating, …
Elaborations ScOT Terms
ACLJAC152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAU158
Recognise the systematic nature of Japanese grammatical rules and apply these to generate new language for a range of purposes[Key concepts: metalanguage, grammar, counters; Key processes: identifying, explaining, discriminating, applying]
Elaborations ScOT Terms
ACLJAU158 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAU159
Recognise the use of formulaic expressions and textual features in familiar texts such as emails, letters, postcards or telephone conversations[Key concepts: textual features, context, variation; Key processes: recognising, identifying, explaining, r …
Elaborations ScOT Terms
ACLJAU159 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC171
Work collaboratively to design bilingual resources to convey information to the school community[Key concepts: bilingual text, glossary, meaning; Key processes: annotating, explaining]
Elaborations ScOT Terms
ACLJAC171 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAU178
Explain variations in Japanese language use that reflect different levels of formality, authority and status[Key concepts: register, tenor, respect; Key processes: differentiating, explaining, comparing]
Elaborations ScOT Terms
ACLJAU178 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAU179
Understand that the Japanese language has evolved and developed through different periods of influence and change[Key concepts: language change, word borrowing, intercultural exchange, globalisation; Key processes: identifying, analysing, explaining]
Elaborations ScOT Terms
ACLJAU179 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAU180
Understand that Japanese language and culture, like all languages and cultures, are interrelated, both shaping and reflecting each other[Key concepts: cultural expression, status, harmony, humility; Key processes: recognising, explaining, comparing]
Elaborations ScOT Terms
ACLJAU180 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC008
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[Key concepts: meaning, translation, equivalence, context; Key processes: translating, …
Elaborations ScOT Terms
ACLJAC008 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
ACLJAC009
Create simple bilingual texts and resources such as learning support materials, menus, brochures, signs, digital presentations, displays and captions[Key concepts: bilingualism, equivalence, context, meaning; Key processes: translating, reasoning, ex …
Elaborations ScOT Terms
ACLJAC009 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
ACLJAU018
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[Key concepts: culture, language, …
Elaborations ScOT Terms
ACLJAU018 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum