Search

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 …

ACLJAC168

Analyse and respond to a range of imaginative texts, noticing cultural elements and comparing with English-language texts created for similar audiences[Key concepts: representation, culture, context, values, expression; Key processes: identifying, evaluating, …

Elaborations ScOT Terms

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

Elaboration (4) ACLJAC163

introducing themselves to other Japanese speakers, じこしょうかい, using appropriate formulaic expressions such as はじめまして、 (school name) の　デニス　です。 and culturally appropriate gestures

Elaboration (2) ACLJAC166

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

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 (2) ACLJAC169

creating and performing texts that reflect cultural behaviours which are associated with Japanese contexts and communities and which contrast with their own cultural experience

Elaboration (1) ACLJAC170

identifying Japanese words and expressions that involve cultural meanings which are difficult to translate into English, such as もしもし、よろしくおねがいします

Elaboration (4) ACLJAC170

translating short conversational exchanges between Australian or Japanese speakers, comparing content and style of communication and discussing how to translate culturally embedded terms

Elaboration (3) ACLJAC171

creating bilingual texts that involve subtitles or captions to introduce non-Japanese speakers to aspects of Japanese cultural expression, such as celebrations, the exchange of gifts and wishes, or aspects of hospitality

Elaboration (1) ACLJAC172

making a list of perceived benefits of learning Japanese and developing an intercultural capacity, for example, access to different perspectives and experiences, and insights into their own language and cultural experience

Elaboration (3) ACLJAC172

making appropriate language choices for particular social situations in different cultural contexts, for example, using appropriate familial terms to refer to their own or to others’ family members

Elaboration (4) ACLJAC172

reflecting on how their own cultural etiquette and behaviour may be interpreted when interacting with Japanese people, noticing their own body language and modifying gestures, such as beckoning with the palm facing upwards or downwards, or avoiding eye …

Elaboration ACLJAC173

reflecting on their own response to learning and participating in cultural behaviours such as bowing and using respectful language, identifying degrees of comfort, discomfort, challenge and enjoyment

Elaboration (4) ACLJAC173

sharing and comparing cultural and intercultural experiences and language capabilities, and exchanging views on the benefits of speaking more than one language, such as having a larger vocabulary to draw on, additional insights and perspectives, and opportunities …

Elaboration ACLJAU180

explaining language associated with familiar routines that reflects cultural values, for example, きりつ、れい and しつれいします。

Elaboration (2) ACLJAU180

reflecting on the cultural significance of the presentation of information in simple Japanese texts, for example, じこしょうかい, how the ordering of information on business cards (company, title, surname, given name) reflects the relative importance of company/collective, …

Elaboration (5) ACLJAU180

comparing core cultural concepts reflected in Japanese language, such as 和(わ) (‘harmony’), with similarly significant cultural concepts reflected in some Australian terms or expressions, for example, mateship

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities