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

Elaboration ACLJAC148

surveying and compiling information about young people’s interests and preferences in different contexts, such as favourite activities, television and websites, preferred means of transport or communication, or leisure activities at different times of …

Elaboration | ACLJAC148 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAU161

Recognise that the Japanese language is both influenced by in turn influences other languages and cultures[Key concepts: language contact, word borrowing, globalisation, technology, change; Key processes: identifying, classifying, reflecting]

Elaborations ScOT Terms

ACLJAU161 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLJAC152

demonstrating and explaining elements of non-verbal Japanese communication that require interpretation for non-Japanese speakers, such as hand gestures, eye contact and counting systems

Elaboration (2) | ACLJAC152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAC145

Interact with peers and the teacher to describe aspects of daily life such as routines and pastimes, or celebrations and special days; to express preferences; and to show interest in and respect for others[Key concepts: communication, correspondence, …

Elaborations ScOT Terms

ACLJAC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAC147

Participate in everyday classroom activities and routines such as asking how to say or write something, asking for help or repetition, praising or complimenting one another, thanking, apologising and expressing preferences[Key concepts: roles, interaction, …

Elaborations ScOT Terms

ACLJAC147 | 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

ACLJAC155

Discuss the experience of speaking and interacting in a different language, what they understand by ‘identity’, and whether learning Japanese has any effect on their sense of self[Key concepts: identity, communication, stereotype, protocol; Key processes: …

Elaborations ScOT Terms

ACLJAC155 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAU162

Make connections between cultural practices and values and language use, such as formulaic expressions, and consider how these affect intercultural communication[Key concepts: language, culture, expression, values, perspectives; Key processes: noticing, …

Elaborations ScOT Terms

ACLJAU162 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLJAC153

using dictionaries and electronic translation tools to compose bilingual texts such as captions, menus, posters or invitations, comparing results and identifying how bilingual texts support intercultural communication

Elaboration (2) | ACLJAC153 | Content Descriptions | Years 5 and 6 | 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 | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLJAU161

exploring how the Japanese language is influenced by other languages and cultures, for example, in relation to food パン、スパゲッティー、クレープ、ハンバーガー, music and sport ミュージカル、ロック、ダンス、サッカー、バスケットボール, and technology パソコン、メール、インターネット

Elaboration | ACLJAU161 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (3) ACLJAC154

noticing aspects of communication and cultural expression represented in Japanese stories, songs or audio/visual media, responding to teacher prompts such as ‘What do you see?’ ‘What do you notice about …?’ ‘Why do you think …?’ ‘How is this similar/different …

Elaboration (3) | ACLJAC154 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (1) ACLJAU161

investigating the influence of Japanese language and culture on their own language and experience, for example, by creating a glossary of Japanese words and expressions used in fields such as martial arts (‘judo’, ‘karate’, ‘sensei’, ‘sumo’), food (‘sushi’, …

Elaboration (1) | ACLJAU161 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAC149

Convey information on specific topics using formats such as oral or digital presentations, displays, diagrams, timelines and guided descriptions[Key concepts: content, profile, audience, format; Key processes: presenting, profiling, referencing]

Elaborations ScOT Terms

ACLJAC149 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLJAC148

identifying points of information in texts such as advertisements, conversations, brochures or announcements, and representing them in different formats, such as charts, concept maps, skits or digital presentations

Elaboration (2) | ACLJAC148 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAC148

Gather, classify and compare information from a range of sources related to concepts from other learning areas[Key concepts: interests, behaviours, social interactions, cultural expression; Key processes: researching, compiling, presenting, identifyi …

Elaborations ScOT Terms

ACLJAC148 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLJAU159

considering how the composition of texts in different languages reflects cultural values, such as the ordering of information on Japanese ID cards or when kanji or Arabic numerals are used in Japanese texts

Elaboration (2) | ACLJAU159 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (3) ACLJAC145

using formulaic language to exchange emails with young Japanese speakers to provide personal information such as ～さんへ、～より、じゃあ　また, their names, likes and dislikes, family members or leisure activities

Elaboration (3) | ACLJAC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (4) ACLJAC145

exchanging information with one another or with other Japanese-speaking students about school or home routines, leisure activities, interests or preferences, popular culture or sport, for example, サッカー　を　します　か。いつ　 します　か。土(ど)よう日(び)　に　サッカー　を　します。サッカー　 が　 …

Elaboration (4) | ACLJAC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum