Languages Japanese Foundation to Year 10 Scope and Sequence

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1 Languages Japanese Foundation to Year 10 Scope Sequence Communicating Str Sub str Description Thread Foundation to Year 2 Years 3 4 Years 5 6 Years 7 8 Years 9 10 Socialising Interacting orally in writing to exchange ideas, opinions, experiences, thoughts feelings; participating in planning, negotiating, deciding taking action Socialising interacting Taking action Exchange greetings introduce share information about self with the teacher peers using simple gestures Participate in guided group activities such as games, songs simple tasks, using movement, gestures pictures to support understing to convey meaning Interact with the teacher peers to exchange information about self, family, friends favourite things, likes dislikes, to express praise, support respect for others Participate in guided tasks that involve following instructions cooperating with peers, such as sports craft activities Interact with peers the teacher to describe aspects of daily life such as routines pastimes, or celebrations special days; to express preferences; to show interest in respect for others Collaborate with peers to plan conduct shared events or activities such as teaching working with a buddy class, organising a shared event, or rehearsing presenting a school performance Interact with others to share interests experiences, exchange information express opinions feelings Engage in activities that involve collaboration, planning, organising, negotiating transacting Engage in discussions comparisons of young people s interests, activities lifestyles Collaborate, plan manage activities, events or experiences, such as hosting a Japanese class or visitor, going to a restaurant, or preparing for a real or virtual event, trip or excursion Page 1 of 10

2 Communicating Str Sub str Description Thread Foundation to Year 2 Years 3 4 Years 5 6 Years 7 8 Years 9 10 Building the of classroom interaction Participate in classroom routines such as addressing responding to the teacher, opening closing of lessons, transition activities, following instructions, thanking asking for help, using appropriate gestures behaviour Follow teacher instructions directions by responding to questions requests, use simple questions statements to ask permission to show interest appreciation Participate in everyday classroom activities routines such as asking how to say or write something, asking for help or repetition, praising or complimenting one another, thanking, apologising expressing preferences Interact in whole-class small group activities that involve seeking information from peers or the teacher, asking responding to questions, making requests, asking for providing clarification Develop to reflect on the experience of learning using Japanese Informing Obtaining, processing, interpreting conveying information through a range of oral, written multimodal texts; developing applying knowledge Obtaining using information Conveying presenting information Locate items of information in simple texts such as charts, songs, rhymes, video clips anime to complete guided tasks Convey factual information about self, family, friends significant objects, using simple statements, gestures support materials Locate process specific points of information in familiar types of written, spoken, multimodal digital texts associated with people, places objects Present factual information relating to familiar home, community cultural contexts, using graphic digital support such as photos, tables, lists charts Gather, classify compare information from a range of sources related to concepts from other learning areas Convey information on specific topics using formats such as oral or digital presentations, displays, diagrams, timelines guided descriptions Access, summarise reorganise information obtained from a range of texts on a variety of topics, present it in different formats Present information about events, experiences or topics of shared interest, using modes of presentation such as charts, diagrams or digital displays to suit different audiences contexts Analyse ideas presented in a range of texts, identifying context, purpose intended audience Present different types of information for specific purposes contexts using appropriate formats styles of presentation Page 2 of 10

3 Communicating Str Sub str Description Thread Foundation to Year 2 Years 3 4 Years 5 6 Years 7 8 Years 9 10 Creating Engaging with imaginative experience by participating in responding to creating a range of texts, such as stories, songs, drama music Participating in responding to imaginative experience Participate in shared listening to, viewing reading of imaginative texts, respond through singing, chanting, miming, play-acting, drawing, action movement Participate in respond to imaginative texts such as interactive stories performances, for example by acting out responses or making simple statements to identify compare favourite characters elements Listen to, read view different imaginative texts such as anime, folk stories manga, describe give opinions about characters events, identify cultural elements Analyse respond to a range of imaginative texts, noticing cultural elements comparing with English- texts created for similar audiences Identify how expressive imaginative texts create humorous, emotional or aesthetic effects that reflect cultural values or experiences Creating expressing imaginative experience Participate in shared performances presentations of stories, songs, chants rhymes Create present imaginative texts for a range of audiences that use familiar expressions modelled allow for exploration enjoyment of, cultural expression performance Create present or perform imaginative texts for a variety of purposes audiences Create a range of spoken, written multimodal texts that involve imaginary characters, places experiences to entertain others Create a variety of imaginative texts to express ideas, attitudes values that suggest comparisons Translating Moving between s cultures orally in writing, recognising different interpretations explaining these to others Translating explaining Translate words familiar phrases used in everyday situations from Japanese into English vice versa, noticing how some words are shared between Japanese English Interpret explain simple interactions in Japanese, noticing linguistic cultural features Explain aspects of spoken, written nonverbal in Japanese interactions that require interpretation carry cultural meaning Translate short texts such as signs, simple dialogues or phone conversations from Japanese into English vice versa, noticing when it is difficult to transfer meaning from one to the other Compare translations of different types of texts, including versions obtained from digital translators, considering differences in interpretation how reflects elements of culture Page 3 of 10

4 Communicating Str Sub str Description Thread Foundation to Year 2 Years 3 4 Years 5 6 Years 7 8 Years 9 10 Creating bilingual texts Create simple print or digital bilingual texts for the classroom environment, such as captions, labels wall charts Create bilingual versions of familiar texts such as songs, conversations, picture dictionaries, captions for images displays, or photo stories Create bilingual texts learning resources such as displays, websites, posters, picture books, games, word banks menus Work collaboratively to design bilingual resources to convey information to the school community Create bilingual texts in Japanese English for a range of communicative informative purposes, incorporating oral, written visual elements Reflecting Participating in exchange, questioning reactions assumptions; considering how interaction shapes identity Experiencing Reflecting on identity in interaction Notice describe some ways in which Japanese communicative behaviour are similar or different to own (s) cultural forms of expression Use simple statements gestures to express aspects of self, such as membership of family, friendship, gender, school/class or cultural groups Notice what is similar or different to own culture when interacting in Japanese in different contexts situations Notice how ways of talking behaving reflect identity relationships Reflect on the experience of learning using Japanese, identify how reflects cultural practices norms Discuss the experience of speaking interacting in a different, what they underst by identity, whether learning Japanese has any effect on their sense of self Participate in interactions, identifying comparing aspects of culture that affect noticing how own culture impacts on use Consider how their own biography, including family origins, traditions, interests experiences, impacts on their sense of identity ways of communicating Monitor choices when using Japanese take responsibility for modifying behaviours to assist Reflect on cultural differences between Japanese- English styles on how these affect interactions Page 4 of 10

5 Understing Str Analysing understing culture as resources for interpreting shaping meaning in exchange. Sub str Description Thread Foundation to Year 2 Years 3 4 Years 5 6 Years 7 8 Years 9 10 Systems of Understing the system, including sound, writing, grammar text Sound systems Recognise sounds rhythms of spoken Japanese, learn how sounds are produced represented in the three different scripts Underst that hiragana symbols can be combined to represent words Engage with authentic spoken, recognising how words blend understing the relationship between sounds, words meaning Underst that katakana is used for loan words, that these words must be pronounced within the combinations of available Japanese sounds Underst intonation phrasing patterns in both informal formal speech, recognise multiple readings of familiar kanji in different compounds Writing systems Recognise copy some hiragana a few high-frequency kanji Recognise the systematic order within the hiragana character set; commence hiragana script writing recognise write frequently used kanji Recognise some single whole word katakana develop the ability to use hiragana kanji in a single text Recognise use all katakana underst the relationship in texts between hiragana, katakana kanji Use knowledge of familiar kanji to predict meaning of unknown words Grammatical vocabulary knowledge Underst the structure of basic sentences in Japanese recognise some key elements of Japanese grammar Underst identify elements of basic grammar sentence structure interaction patterns Recognise the systematic nature of Japanese grammatical rules apply these to generate new for a range of purposes Underst how to control elements of the Japanese grammatical system to express a range of ideas experiences in written spoken forms, recognise the systematic nature of verb conjugation Underst how sophistication in expression can be achieved by the use of a variety of verb adjective conjugations Text structure organisation Underst that is organised as text, that different types of texts, such as storybooks, songs, chants, labels or rhymes, have different features Recognise that texts such as stories, games conversations have particular features textual conventions Recognise the use of formulaic expressions textual features in familiar texts such as s, letters, postcards or telephone conversations Underst how why different scripts are used in different types of texts, such as announcements, tickets, advertisements, public signs or manga Identify, analyse compare textual features conventions that characterise social informative media in Japanese English Page 5 of 10

6 Understing Str Analysing understing culture as resources for interpreting shaping meaning in exchange. Sub str Description Thread Foundation to Year 2 Years 3 4 Years 5 6 Years 7 8 Years 9 10 Language variation change Understing how s vary in use (register, style, stard nonstard varieties) change over time from place to place Language variation in practice The dynamic influential nature of Recognise that there are differences in how is used in different cultural social contexts, such as ways of greeting addressing people Recognise that Japanese English borrow words expressions from each other from other s Underst that varies according to the age relationship of those using it, according to the situation in which it is being used Recognise that Japanese is the official of Japan one of the major s of the Asia- Pacific region Underst that different ways of using Japanese shape reflect different relationships, such as deciding to be formal or informal Recognise that the Japanese is both influenced by in turn influences other s cultures Explain variations in Japanese use that reflect different levels of formality, authority status Underst that the Japanese has evolved developed through different periods of influence change Analyse variations in use that reflect different social cultural contexts, purposes relationships Investigate changes to Japanese other s cultures, identifying factors such as education, media new technologies, popular culture exchange Role of culture Analysing understing the role of culture in the exchange of meaning The relationship of culture Underst that culture are closely connected Underst that the ways people use reflect where how they live what is important to them Make connections between cultural practices values use, such as formulaic expressions, consider how these affect Underst that Japanese culture, like all s cultures, are interrelated, both shaping reflecting each other Underst that the Japanese carries embedded cultural information assumptions that can be difficult for speakers of other s to interpret Page 6 of 10

7 Languages-Japanese-Years 7-10 (Year 7 entry) Sequence-Scope Sequence Communicating Str Sub str Description Thread Years 7 8 Years 9 10 Socialising Interacting orally in writing to exchange ideas, opinions, experiences, thoughts feelings; participating in planning, negotiating, deciding taking action Socialising interacting Taking action Building for classroom interaction Interact with peers the teacher to socialise to exchange information about self, personal worlds immediate environment, to express feelings, likes dislikes, using appropriate gestures Engage in transactions collaborative activities that involve planning making arrangements, such as obtaining goods organising performances Interact in classroom routines exchanges such as asking responding to questions, requesting help, repetition or permission, following instructions, or giving praise encouragement Initiate sustain interactions to share experiences, personal opinions, aspirations, thoughts feelings to discuss aspects of young people s experience Participate in activities that involve transacting, negotiating, planning participating in events experiences Develop classroom to participate in interactions such as clarifying, apologising, showing appreciation, complimenting, reflecting on their learning experiences Informing Obtaining, processing, interpreting conveying information through a range of oral, written multimodal texts; developing applying knowledge Obtaining using information Conveying presenting information Locate key points of information in a range of texts resources use the information in new ways Present factual information about aspects of Japanese Australian lifestyles in spoken, written digital forms Access ideas information from a range of spoken, print multimodal texts, compare views, state opinions, present information in different formats to inform or interest others Convey factual information, ideas opinions using different modes of presentation that take account of context, purpose audience Page 7 of 10

8 Communicating Str Sub str Description Thread Years 7 8 Years 9 10 Creating Engaging with imaginative experience by participating in responding to creating a range of texts, such as stories, songs, drama music Participating in responding to imaginative experience Creating expressing imaginative experience Listen to, read view texts such as folk stories, video clips television commercials, share reactions describe aspects such as characters contexts Reinterpret or create perform imaginative texts such as video clips, raps or skits using modelled supporting resources Listen to, read view a range of imaginative texts in multimodal formats, such as anime, manga or J-pop, describe settings, identify key ideas events, give opinions analyse cultural content Create own or shared texts in different modes formats to inform or entertain others, or express ideas, attitudes perspectives, using imaginary characters, places experiences Translating Moving between s cultures orally in writing, recognising different interpretations explaining these to others Translating explaining Creating bilingual texts Translate interpret short texts such as self-introductions or conversations, noticing explaining aspects that are similar or different in Japanese English versions Create simple bilingual texts resources such as learning support materials, menus, brochures, signs, digital presentations, displays captions Translate familiar social community texts, such as s, chat room posts, public signs notices, from Japanese into English vice versa, considering the role of culture when transferring meaning from one to another Create print, digital multimodal bilingual resources for the school wider community, such as notices instructions, announcements, promotional material invitations Reflecting Participating in exchange, questioning reactions assumptions; considering how interaction shapes Experiencing Reflect on the experience of learning using Japanese in different contexts, commenting on similarities to differences from their own use behaviour Participate in interactions, recognising how their own cultural norms impact on use that involves shared responsibility for meaningmaking Page 8 of 10

9 Communicating Str Sub str Description Thread Years 7 8 Years 9 10 identity Reflecting on identity in interaction Collate present information in print, digital or online formats about self peers to share with others, notice own one another s ways of expressing identity Reflect on own identity, including their identity as a learner user of Japanese, through connecting observations of experience over time Understing Str Analysing understing culture as resources for interpreting shaping meaning in exchange. Sub str Description Thread Years 7 8 Years 9 10 Systems of Understing the system, including sound, writing, grammar text Sound systems Recognise use principal features of the Japanese sound system, including pitch, accent, rhythm intonation Underst the intonation phrasing patterns of spoken Japanese; recognise that most kanji have more than one reading that the pronunciation changes according to kanji compounds Writing systems Recognise underst the relationship between the character-based scripts of hiragana, katakana kanji Convey meaning by appropriately selecting combining hiragana, katakana kanji characters, use understing of kanji to predict meaning of unfamiliar words Grammatical vocabulary knowledge Develop understing of the systematic nature of grammatical structures features of Japanese used to perform particular functions, such as describing people, objects places, indicating quantity Underst the systematic nature of Japanese grammatical forms, explore how to use/combine these elements to express complex ideas Page 9 of 10

10 Understing Str Analysing understing culture as resources for interpreting shaping meaning in exchange. Sub str Description Thread Years 7 8 Years 9 10 Text structure organisation Identify textual conventions of familiar spoken, written multimodal types of texts Use a range of textual conventions in spoken, written multimodal texts, underst how different scripts are used to convey meaning or effects Language variation change Understing how s vary in use (register, style, stard nonstard varieties) change over time from place to place Language variation in practice The dynamic influential nature of Underst that Japanese use varies according to the context situation of the interaction the relationship between participants Underst that the Japanese both influences is influenced by other s cultures Recognise variations in use that reflect different social cultural contexts, purposes relationships Underst that the Japanese has evolved developed through different periods of influence cultural societal change Role of culture Analysing understing the role of culture in the exchange of meaning The relationship of culture Explore connections between s cultures as exemplified in particular words, expressions communicative behaviours, noticing how meaning can be culture-specific difficult to transfer between s Recognise explain how the Japanese carries embedded cultural information, such as the prioritising of collective well-being, respect harmony Page 10 of 10

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