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
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
Elaboration ACLJAC116
explaining to others the meaning and use of simple expressions such as greetings that are used for different times and occasions, for example, おはようございます、いただきます
Elaboration | ACLJAC116 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAC116
finding examples of Japanese words used in English, for example, ‘sushi’, ‘karate’, ‘origami’, and explaining what they mean
Elaboration (3) | ACLJAC116 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (1) ACLJAC117
creating bilingual wall charts or picture dictionaries with captions, stickers and simple descriptions in English to explain Japanese words and expressions that have particular cultural meaning
Elaboration (1) | ACLJAC117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLJAC134
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
Elaboration | ACLJAC134 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (1) ACLJAC134
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。
Elaboration (1) | ACLJAC134 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum