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Years 3 and 4 Japanese

The nature of the learners At this level, children are developing awareness of their social worlds and of their memberships of various groups, including of the Japanese class. They are further developing literacy capabilities in English, and while this …

Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Years 5 and 6 Japanese

The nature of the learners At this level, students are widening their social networks, experiences and communication repertoires in both their first language and Japanese. They continue to need guidance and participate in structured, collaborative tasks …

Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

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

Years 9 and 10 Japanese

The nature of the learners At this level, students bring to their learning existing knowledge of Japanese language and culture and a range of learning strategies. They are increasingly aware of the world beyond their own …

Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Achievement Standard Japanese Years 5 and 6

By the end of Year 6, students use formulaic and modelled language in classroom interactions to carry out transactions and to share or convey information about daily routines, activities and events, using time expressions such as まい日、ときどき. They …

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 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 …

ACLJAC130

Locate and process specific points of information in familiar types of written, spoken, multimodal and digital texts associated with people, places and objects[Key concepts: information, research, data; Key processes: locating, collecting, classifying, …

Elaborations ScOT Terms

ACLJAC169

Create a range of spoken, written and multimodal texts that involve imaginary characters, places and experiences to entertain others[Key concepts: mood, drama, effect, audience; Key processes: creating, performing, composing]

Elaborations ScOT Terms

Elaboration ACLJAC150

discussing key messages in print, digital or multimodal texts, such as the moral of a folk story, ideas or values expressed in songs or characterisation in anime, and comparing their treatment across cultural contexts and time

Elaboration (1) ACLJAC155

creating multimodal texts that represent elements of their own identity, such as personal emblems/mottos, self-profile, photo journal, or caricature/self-portrait, and considering how Japanese children of the same age might respond to these

Elaboration (1) ACLJAC167

researching a Japanese cultural event, such as ゆきまつり、おしょうがつ、花見(はなみ)、お月見(つきみ), and creating an informative multimodal text that communicates key elements of that event for other learners of Japanese

Elaboration (1) ACLJAC171

producing bilingual texts in print or multimodal formats to promote school events such as multicultural activities, Japanese performances or Languages Week activities

Elaboration (1) ACLJAC173

creating written, spoken or multimodal texts such as identity maps, timelines, digital presentations or family trees with captions to describe significant life influences such as key people, events, educational experiences, community affiliations or travel …

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