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Years 7 and 8 Japanese

The nature of the learners Students are beginning their study of Japanese and typically have had little prior exposure to the language and associated culture. Many will have learnt an additional language in primary school, while some have proficiency …

Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

Years 9 and 10 Japanese

The nature of the learners Students have prior experience of learning Japanese and bring a range of capabilities, strategies and knowledge that can be applied to new learning. They are expanding the range and nature of their learning experiences and …

Years 9 and 10 | Years 7–10 (Year 7 Entry) 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 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 …

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

ACLJAC026

Translate familiar social and community texts, such as emails, chat room posts, public signs and notices, from Japanese into English and vice versa, considering the role of culture when transferring meaning from one language to another[Key concepts: culture, …

Elaborations ScOT Terms

Elaboration (1) ACLJAC008

interpreting words and expressions encountered in simple Japanese texts such as greeting cards, menus or stories that do not translate easily into English and that reflect aspects of Japanese culture, for example, ていしょく、いただきます、 the use of ‘happy’ in English …

Elaboration (4) ACLJAC008

comparing the meaning and use of emoticons in Japanese and English

Elaboration ACLJAC009

creating written or digital bilingual resources to support their language learning, such as captions for photo stories or displays, glossaries or personal Japanese–English dictionaries, with examples and explanations of terms or expressions that have …

Elaboration (2) ACLJAC009

interpreting aspects of spoken Japanese texts for others, for example, providing an English commentary on a Japanese item at a class, school or community event, assembly or parent evening, explaining culturally significant expressions and gestures

Elaboration ACLJAU014

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

Elaboration (2) ACLJAU014

understanding that pronouns are used far less frequently in Japanese than in English

Elaboration (20) ACLJAU014

identifying similarities and differences in Japanese and English grammatical rules relating to word order or the use of elements such as pronouns

Elaboration ACLJAU015

recognising structures and key features of familiar types of texts such as めいし、 emails, conversations, speeches, advertisements, stories and songs, identifying formulaic expressions and comparing with similar texts in English, for example, by comparing …

Elaboration ACLJAU017

recognising words of Japanese origin used in English, for example, ‘judo’, ‘karaoke’, ‘karate’, ‘obento’, ‘sushi’

Elaboration (1) ACLJAU017

recognising the use of words ‘borrowed’ by Japanese from other languages such as English, French or Portuguese, for example, サッカー、ゴルフ、パン、 and noting how these are pronounced by Japanese speakers

Elaboration (1) ACLJAC026

explaining why some terms cannot be used interchangeably in Japanese as they can in English, for example, すみません/ごめんなさい。ください/おねがいします。こんにちは/もしもし。

Elaboration (5) ACLJAC026

considering differences between Japanese and English language used to describe people, for example, 目(め)がほそい。はながたかい。

Elaboration (7) ACLJAC026

translating texts such as public signs, notices or advertisements from Japanese into English and vice versa, comparing elements such as levels of politeness or degree of directness, for example, ましょう form in Japanese, ‘Keep clean (きれいにしましょう)’ translates …

Elaboration (2) ACLJAC027

creating simple bilingual texts for English and Japanese speakers, such as community information leaflets, menus, timetables or brochures, that include contextual and visual support

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General Capabilities