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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

Elaboration (2) ACLJAU156

knowing that the hiragana spelling of a particular particle does not match its pronunciation, for example, ‘wa’ for は , ‘e’ for へ, ‘o/wo’ for を

Elaboration (3) ACLJAC109

using formulaic Japanese phrases for everyday interactions such as giving and receiving, thanking, apologising and offering wishes or congratulations, for example, どうぞ、(どうも) ありがとう、すみません、がんばって

Elaboration (3) ACLJAC110

using formulaic phrases related to playing games, for example, つぎ、　はい！、　かった、まけた、ざんねん、あたり、はずれ

Elaboration (3) ACLJAC111

requesting classroom objects, for example, noun　を　ください、えんぴつ　が　あります　か。はい、どうぞ。

Elaboration (3) ACLJAC112

listening to and/or viewing texts to obtain information such as colour (あか、あお、しろ、くろ、きいろ), size (おおきい、ちいさい) and shape (まる、さんかく、しかく), and using this information in guided activities such as drawing, building or collecting

Elaboration (3) ACLJAC113

expressing factual information about qualities such as colour あか、あお、しろ、くろ、きいろ、 number 一(いち)～百(ひゃく)、size おおきい、ちいさい and shape まる、さんかく、しかく

Elaboration (3) ACLJAC114

making simple statements about favourite characters in stories or songs, for example, やさしいかわいいこわいつよい

Elaboration (3) ACLJAC116

finding examples of Japanese words used in English, for example, ‘sushi’, ‘karate’, ‘origami’, and explaining what they mean

Elaboration (3) ACLJAC117

creating sets of word cards in English and Japanese and playing matching games such as Memory or Snap

Elaboration (3) ACLJAU120

noticing that statements and questions have different intonation patterns

Elaboration (3) ACLJAU121

recognising some kanji, for example, numbers and 象形文字(しょうけいもじ) (pictographs) such as 山(やま)、川(かわ)、口(くち)、目(め)、上(うえ)

Elaboration (3) ACLJAU122

understanding basic word order in simple sentences, for example, noun　が　すきです。りんご　が　すき　です。, adjective + noun　です。おおきい　いぬ　です。

Elaboration (3) ACLJAU123

noticing how texts such as storybooks are sequenced and organised, for example, by identifying the main title and the connections between pictures and text

Elaboration (3) ACLJAU124

understanding that language used in particular interactions can vary between cultural contexts, for example, the use of titles in Japanese (～さん、～せんせい) compared to the informal use of names in Australian English

Elaboration (3) ACLJAU125

creating a class record of Japanese words that are used in English and other languages, such as ‘judo’, ‘origami’, ‘sushi’ and ‘manga’, and comparing how these words are pronounced in the two languages

Elaboration (3) ACLJAU126

understanding that culture and cultural behaviours are woven into languages and cannot be separated from them, for example, it is possible to bow without a spoken greeting in Japanese but not to greet without bowing

Elaboration (3) ACLJAC127

showing interest in and respect for others, such as by expressing praise or encouragement, using formulaic expressions, for example, だいじょうぶ？たいへん？むずかしい？すごい（です）ね、やさしいね、おもしろいね、じょうずですね、かっこいいね、たのしかった？

Elaboration (3) ACLJAC128

preparing, rehearsing and conducting presentations and performances, such as a Japanese item for assembly or a digital presentation about a significant event

Elaboration (3) ACLJAC129

responding to teacher instructions such as ペア　に　なって　ください。三人　グループ　に　なって　ください。ならんで　ください。大きいこえで。

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Cross Curriculum Priorities