Achievement Standard Japanese Years 7 and 8
By the end of Year 8, students interact with one another and the teacher in classroom routines and activities, exchanging greetings, wishes and information about their personal and social worlds. They use gestures and formulaic expressions appropriately, …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (4) ACLJAU013
understanding the use of basic Japanese punctuation marks such as a まる (。) 、 てん (、) and katakana long vowel mark (ー), for example, in a student’s name such as サリー
Elaboration (4) | ACLJAU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (7) ACLJAU013
understanding that each individual kanji represents meaning as well as sound, such as 日 (‘sun’, ‘day’), and that some kanji come from pictographs, for example, 山
Elaboration (7) | ACLJAU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (18) ACLJAU014
understanding the use of the prefixes お and ご before some words to indicate respect, for example, おなまえは？、ごかぞく
Elaboration (18) | ACLJAU014 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAU015
understanding how to create textual cohesion, using elements such as paragraphing or conjunctions to sequence and link ideas and to maintain the flow of expression, for example, そして、それから、 でも
Elaboration (3) | ACLJAU015 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (4) ACLJAU030
understanding that changes occur in kanji readings, for example, 一月(がつ)、 月(げつ)曜日
Elaboration (4) | ACLJAU030 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLJAU033
applying their understanding of the function of cohesive devices such as conjunctions to sequence and link ideas and actions, for example, verb て form, だから、 しかし、 それに、 けれども
Elaboration | ACLJAU033 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (4) ACLJAU036
understanding that language carries cultural associations, for example, the ordering of information on Japanese business cards, such as じこしょうかい (company, title, surname, given name), indicates priorities in regard to individual, collective and family …
Elaboration (4) | ACLJAU036 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (6) ACLJAU014
understanding how to use いand な adjectives in the present tense in basic sentences such as たのしい、 たのしくない、 ゆうめいな、 ゆうめいじゃない
Elaboration (6) | ACLJAU014 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (8) ACLJAU014
understanding different question words such as 何(なに), どこ、 何(なん)よう日(び)、 どんな、 いつ、 いくら、 だれ
Elaboration (8) | ACLJAU014 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (11) ACLJAU014
understanding and responding to formulaic expressions that use て form, such as 見(み)て ください。 トイレに 行(い)っても いい ですか 。
Elaboration (11) | ACLJAU014 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (19) ACLJAU014
understanding that the words for family members are different for one’s own family and for other people’s families, for example, お母(かあ)さん、母(はは)
Elaboration (19) | ACLJAU014 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAU017
understanding that languages and cultures change continuously due to contact with one another and in response to new needs, ideas and developments in communications and technology, and considering why some types of words and expressions are more frequently …
Elaboration (2) | ACLJAU017 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAU018
understanding that the Japanese language has many ways of expressing values such as consideration and respect, for example, どうぞ, >どうも、 すみません、 おくれて すみません、 しつれいします、 and using indirect forms of refusal and softening responses, for example, ちょっと…。あんまり…。
Elaboration (3) | ACLJAU018 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (4) ACLJAU032
understanding and using a range of particles such as: か (or) に (purpose, indirect object, location)で (location of action, by means such as ペンで、 日本語で)
Elaboration (4) | ACLJAU032 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (7) ACLJAU032
understanding and using verbてforms to express a range of ideas, for example, ～ている、 ～てもいいです、 ～てはいけません、 ～てはだめです
Elaboration (7) | ACLJAU032 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (13) ACLJAU032
understanding Japanese counting systems using units of 10, 100, 1000 and 10,000 and associated kanji, for example, 百(ひゃく) 、 千(せん)、 万(まん)
Elaboration (13) | ACLJAU032 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (1) ACLJAU014
understanding the rule that Japanese sentences end with a predicate and that there are three types of predicates, noun plus copula, adjective plus copula, and verb: subject は noun です。 subjectは adjective です。subject は objectを verb …
Elaboration (1) | ACLJAU014 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLJAU016
understanding and explaining variation in language use based on the age, relationship, and level of familiarity between participants, for example, 母(はは)/お母(かあ)さん and ～先生(せんせい)/～さん、 avoiding あなた when showing politeness
Elaboration | ACLJAU016 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAU014
understanding and using a range of particles to perform different functions, for example: は (subject, topic marker) が (subject, topic marker: ～が好(す)きです、 ～がいます/あります) を (object) に (time, destination) へ (direction) で (transport) …
Elaboration (3) | ACLJAU014 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum