Japanese
PRINT THIS PAGECurriculum F–10 Sequence
Foundation to Level 2
Levels 3 and 4
Levels 5 and 6
Levels 7 and 8
Levels 9 and 10
By the end of Level 2, students identify the different sounds and rhythms of the Japanese language by listening to and viewing a variety of texts. They compare these sounds with other languages, noticing how pronunciation changes and discovering how languages are influenced by each other. They explore Japanese through play, first imitating sounds and patterns, then replicating expressions and phrases, before producing responses using formulaic and familiar language. They recognise that Japanese uses 3 scripts: Hiragana, Katakana and Kanji. They can match words with images and combine them to create meaning. They develop and expand their vocabulary, from simple...
By the end of Level 4, students use Japanese to initiate structured interactions and share information related to the classroom and their personal worlds. They use modelled language to participate in spoken and written activities. They locate and respond to key items of information in texts, using strategies to help interpret and convey meaning in familiar contexts. They use modelled language and basic grammatical structures to create texts. They use Hiragana and some simple Katakana and frequently used Kanji with support, appropriate to context.
Students imitate the sounds, pronunciation and intonation patterns of spoken Japanese. They demonstrate their understanding that...
By the end of Level 6, students initiate and use strategies to maintain interactions in Japanese that are related to their immediate environment. They use appropriate combinations of sounds, intonation and rhythm in spoken texts. They collaborate in spoken and written activities to share information, preferences and ideas. They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in Japanese or English, adjusting their responses to context, purpose and audience.
Students use modelled structures when creating and responding in Japanese. They create texts, selecting and using a variety of vocabulary and sentence structures...
By the end of Level 8, students initiate and maintain Japanese-language interactions in familiar and some unfamiliar contexts related to a range of interests and experiences. They use Japanese to collaborate and problem-solve, and adjust their language in response to others. They interpret information, ideas and opinions in texts. They demonstrate understanding of the similarities and differences between languages, in both familiar and some unfamiliar contexts, by adjusting and reorganising responses. They sequence information and ideas, and select and use vocabulary, sentence structures and expressions to create texts in Hiragana, Katakana and some Kanji, which are appropriate to context, purpose...
By the end of Level 10, students contribute to and extend interactions in Japanese in increasingly unfamiliar contexts related to a wide range of interests and issues. They interpret texts by identifying and evaluating information, ideas and perspectives. They show understanding of how features of language can be used to influence audience response. They create texts, selecting and manipulating language for a range of contexts, purposes and audiences. They apply and use complex sentences and structures to create and respond to spoken and written texts. They use a variety of tenses to sequence events and use language structures and features...