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

Achievement Standard Japanese Years 3 and 4

By the end of Year 4, students interact with the teacher and peers in regular classroom routines and structured interactions. They understand and respond to instructions related to classroom organisation and activities, for example, ペア　に　なって　ください。大きい　こえ　で　いって　ください。. …

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

Elaboration ACLJAU140

developing metalanguage for communicating about language, using concepts such as parts of speech, for example, ‘noun’, ‘verb’ and ‘adjective’

Elaboration | ACLJAU140 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAC132

Participate in and respond to imaginative texts such as interactive stories and performances, for example by acting out responses or making simple statements to identify and compare favourite characters and elements[Key concepts: response, expression; …

Elaborations ScOT Terms

ACLJAC132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

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

ACLJAC130 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAC129

Follow teacher instructions and directions by responding to questions and requests, and use simple questions and statements to ask permission and to show interest and appreciation[Key concepts: interaction, negotiation, response; Key processes: responding, …

Elaborations ScOT Terms

ACLJAC129 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAU144

Understand that the ways people use language reflect where and how they live and what is important to them[Key concepts: cultural expression, values, respect, gestures; Key processes: observing, comparing, discussing, interpreting]

Elaborations ScOT Terms

ACLJAU144 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLJAU139

learning how to use the character chart as a systematic framework for reading and writing

Elaboration | ACLJAU139 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAC133

Create and present imaginative texts for a range of audiences that use familiar expressions and modelled language and allow for exploration and enjoyment of language, cultural expression and performance[Key concepts: fantasy, imagination, dramatisation; …

Elaborations ScOT Terms

ACLJAC133 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLJAU141

recognising the role played by different elements in texts to contribute to meaning-making, for example, the layout, title, illustration and use of punctuation in a picture book or the use of speech bubbles in a cartoon

Elaboration (2) | ACLJAU141 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (9) ACLJAU140

beginning to use counters in Japanese, for example, ～人、～さい、～月

Elaboration (9) | ACLJAU140 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLJAU142

reflecting on how they communicate with their own family and friends and with people less close to them, noticing differences in language use and communicative behaviour

Elaboration (2) | ACLJAU142 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (1) ACLJAU140

understanding the rules of Japanese word order (subject + object + verb), the use of associated particles は、を、と、も、に, and the use of が in formulaic expressions, for example, noun　が　すき　です。

Elaboration (1) | ACLJAU140 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (3) ACLJAU141

recognising patterns in simple spoken or written texts in Japanese, for example, in relation to the use of particles, verb endings and other frequently occurring features

Elaboration (3) | ACLJAU141 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLJAU144

understanding that language carries information about the people who use it and that common expressions often reflect cultural values, for example, the importance of respect for older people is reflected in terms of address in Japanese

Elaboration | ACLJAU144 | Content Descriptions | Years 3 and 4 | 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 (2) ACLJAC136

noticing differences between Japanese and Australian-English language used in certain social situations, for example, いただきます、ごちそうさまでした, before and after meals, and ただいま、おかえりなさい, when leaving or returning home, including forms of address and the use of …

Elaboration (2) | ACLJAC136 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum