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 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 …

Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLJAC029

considering the relationship between identity and language, with reference to the languages spoken by the students themselves, peers, and family or community members, including their own developing ability to communicate in Japanese

Elaboration (2) | ACLJAC029 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLJAU032

further developing metalanguage to describe and apply grammatical concepts and language elements, and to organise learning resources such as verb charts and lists of vocabulary and sentence structures

Elaboration | ACLJAU032 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

ACLJAC022

Access ideas and information from a range of spoken, print and multimodal texts, compare views, state opinions, and present information in different formats to inform or interest others[Key concepts: information, representation, modality, audience; Key …

Elaborations ScOT Terms

ACLJAC022 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

Elaboration (1) ACLJAC021

further developing metalanguage to communicate about language and about their experience of learning Japanese, using Japanese for terms such as verbs (どうし), adjectives (けいようし) and nouns (めいし)

Elaboration (1) | ACLJAC021 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

ACLJAU034

Recognise variations in language use that reflect different social and cultural contexts, purposes and relationships[Key concepts: register, tenor, context, culture; Key processes: analysing, exemplifying, comparing]

Elaborations ScOT Terms

ACLJAU034 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

Elaboration (4) ACLJAC029

considering whether their sense of identity changes when they use different languages

Elaboration (4) | ACLJAC029 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

Elaboration (4) ACLJAC019

providing evidence or reasons to justify own opinions or planned actions, for example, べんりです。 だからコンビニで買(か)いものをします。

Elaboration (4) | ACLJAC019 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

ACLJAC028

Participate in intercultural interactions, recognising how their own cultural norms impact on language use and that intercultural communication involves shared responsibility for meaning-making[Key concepts: frames, norms, reciprocity, reflection; Key …

Elaborations ScOT Terms

ACLJAC028 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

ACLJAU031

Convey meaning by appropriately selecting and combining hiragana, katakana and kanji characters, and use understanding of kanji to predict meaning of unfamiliar words[Key concepts: script forms and functions, meaning; Key processes: decoding, identifying, …

Elaborations ScOT Terms

ACLJAU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

ACLJAU032

Understand the systematic nature of Japanese language and grammatical forms, and explore how to use/combine these elements to express complex ideas[Key concepts: syntax, verb conjugation, cohesion, classifiers; Key processes: describing, identifying, …

Elaborations ScOT Terms

ACLJAU032 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

ACLJAU033

Use a range of textual conventions in spoken, written and multimodal texts, and understand how different scripts are used to convey meaning or effects[Key concepts: text, mode, scripts; Key processes: composing, selecting, analysing, explaining]

Elaborations ScOT Terms

ACLJAU033 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLJAC019

developing strategies to initiate and sustain interactions, such as asking for clarification or confirmation, acknowledging and showing interest, using appropriate gestures and expressions such as あいづち, ああ　そうですか。いいですね。そうですね。 へえ。はい　うん。

Elaboration (2) | ACLJAC019 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLJAU031

developing strategies to guess the meaning of unknown words that contain familiar kanji, for example, 小学校(しょうがっこう)、 中学校(ちゅうがっこう)

Elaboration (2) | ACLJAU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

Elaboration (1) ACLJAU034

finding examples of informal forms of language used by young Japanese speakers, such as the use of abbreviations or emoticons when texting and the use of loan words when discussing popular culture, for example, ‘J-rock’, ‘J-pop’, ‘fast food’

Elaboration (1) | ACLJAU034 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLJAU036

exploring familiar types of Japanese community texts such as print or online advertisements, brochures, catalogues or memes that employ different representations of culture, for example, by analysing which products use traditional icons such as samurai …

Elaboration (2) | ACLJAU036 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

Elaboration (3) ACLJAU030

understanding how to make appropriate pauses in a sentence, dividing the sentence into cohesive chunks to allow for the use of あいづち

Elaboration (3) | ACLJAU030 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

Elaboration (3) ACLJAU034

identifying how variations in language use and communicative behaviours reflect how emotions or attitudes such as respect, gratitude or embarrassment are differently expressed across languages and cultures

Elaboration (3) | ACLJAU034 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

Elaboration (3) ACLJAU035

discussing possible reasons for changes in Japanese language use, such as exposure to other languages, changing attitudes to social practices, involvement in social media and digital communication

Elaboration (3) | ACLJAU035 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum