Years 9 to 10
Languages
ASLANJAP7_10Y910
Years 9 to 10 Japanese Achievement Standard
11 statements aligned to content descriptors and elaborations
Achievement standard (as ACARA publishes it)
Achievement standard
Click any sentence to jump to its statement and linked content descriptors.
By the end of Year 10, students initiate and sustain Japanese language to exchange and compare ideas and experiences about their own and others’ personal world. They communicate using non-verbal, spoken and written language to collaborate, plan and reflect on activities and events. They interpret and analyse information and ideas in texts and demonstrate understanding of different perspectives. They synthesise information and respond in Japanese or English, adjusting language to convey meaning and to suit context, purpose and audience. They use structures and features of spoken and written Japanese to create texts. They use a combination of kana and a range of familiar kanji appropriate to context.
Students apply features of the Japanese sound system to enhance fluency. They demonstrate understanding of the sound system in spoken exchanges and scripts for written texts, and select and use sentence and grammatical structures to interact, make meaning and create texts. They identify multiple readings of familiar kanji in different compounds. They support discussion of structures and features of texts, using metalanguage. They reflect on their own language use and cultural identity, and draw on their experience of learning Japanese, to discuss how this learning influences their ideas and ways of communicating.
Years 7 to 10 sequence
The 11 achievement standard statements
Open a statement to see the content descriptors ACARA links to it, then open a descriptor's elaborations.
By the end of Year 10, students initiate and sustain Japanese language to exchange and compare ideas and experiences about their own and others’ personal world.
Content descriptorAC9LJ10EC01 Communicating meaning in Japanese
initiate and sustain interactions in familiar and some unfamiliar contexts to exchange ideas, experiences and opinions about their own and others’ personal world
Elaborations (6)
- Elaboration using appropriate levels of formality for everyday exchanges such as greetings, introductions and apologies, for example, こんにちは。おそくなってすみません。ごめんね！ and thanking, inviting or congratulating one another, for example, メールをどうもありがとう。 いっしょにカラオケをしませんか。
- Elaboration sharing information and expressing opinions and aspirations about teenage life, and significant or special events in their own life, such as celebrations, leisure activities, and future plans, and comparing with those of Japanese teenagers, for example, 土よう日はぼくのたん生日パーティーでした。どうでしたか。たくさん友だちが来て、たのしかったです。行きたいです。つまらないとおもいます。
- Elaboration communicating with one another and with teenage Japanese speakers, via email, online conferencing or school-based exchanges, about shared interests such as popular culture, sports and special events, and global issues such as sustainability, or comparing aspects of teenage life, for example, 私のしゅみはスポーツです。山川さんはスポーツをしますか。私はスーパーでアルバイトをしています。デービッドさんはアルバイトをしていますか。日本でリサイクルはきびしいですか。
- Elaboration providing evidence or reasons to justify own opinions, preferences, or planned actions, in response to others, for example, べんりだから／なので、コンビニで買いものをします、さかなはおいしいから、にくよりすしのほうが好きです。
- Elaboration developing strategies to initiate, sustain and extend interactions such as asking for clarification, confirmation or additional information いつしますか、だれとしますか、 どうですか, and acknowledging and showing interest using appropriate gestures and expressions such as あいづち, and interjections ああ、そうですか、いいですね、そうですね、へえ、はい、うん
- Elaboration interacting via different modes of written communication in print and digital form, for example, writing letters, text messages and emails, to exchange personal information, ideas and opinions はい、十時に行きます、 ～さんはどうですか。
Content descriptorAC9LJ10EC02 Communicating meaning in Japanese
use Japanese language in exchanges to question, offer opinions and compare and discuss ideas
Elaborations (5)
- Elaboration responding to and giving instructions regarding classroom routines and tasks, and enquiring about and describing the location of classroom items and materials by using appropriate prepositions, for example, げんこうようしはどこにありますか。先生のつくえの上にあります、ペットボトルをリサイクルしてください。
- Elaboration interacting in classroom routines using appropriate language to apologise, for example, すみません、しゅくだいをわすれました, to request clarification, for example, テストは何日ですか。ゆっくり言ってください、to ask and respond to questions, for example, ～はえい語で何ですか、このかんじはどうよみますか 、to elicit or offer opinions, for example, どうおもいますか。つまらないです、and to ask questions or make suggestions, for example, つぎはだれですか。 いっしょにしましょうか。
- Elaboration engaging in social transactions such as presenting gifts, accepting and declining invitations, making excuses and apologising, using appropriate protocols such as forms of politeness and respect, for example, 土よう日はひまですか。 土よう日はちょっと…、日よう日はどうですか。日よう日にえいがを見に行きませんか。いいですね、行きましょう。
- Elaboration discussing their language learning experience, for example, 日本語はやさしいですね。かんじはむずかしいですね。でも、おもしろいです。
- Elaboration showing appreciation and complimenting one another, for example, よくできました。かんじがじょうずですね。
They communicate using non-verbal, spoken and written language to collaborate, plan and reflect on activities and events.
Content descriptorAC9LJ10EC02 Communicating meaning in Japanese
use Japanese language in exchanges to question, offer opinions and compare and discuss ideas
Elaborations (5)
- Elaboration responding to and giving instructions regarding classroom routines and tasks, and enquiring about and describing the location of classroom items and materials by using appropriate prepositions, for example, げんこうようしはどこにありますか。先生のつくえの上にあります、ペットボトルをリサイクルしてください。
- Elaboration interacting in classroom routines using appropriate language to apologise, for example, すみません、しゅくだいをわすれました, to request clarification, for example, テストは何日ですか。ゆっくり言ってください、to ask and respond to questions, for example, ～はえい語で何ですか、このかんじはどうよみますか 、to elicit or offer opinions, for example, どうおもいますか。つまらないです、and to ask questions or make suggestions, for example, つぎはだれですか。 いっしょにしましょうか。
- Elaboration engaging in social transactions such as presenting gifts, accepting and declining invitations, making excuses and apologising, using appropriate protocols such as forms of politeness and respect, for example, 土よう日はひまですか。 土よう日はちょっと…、日よう日はどうですか。日よう日にえいがを見に行きませんか。いいですね、行きましょう。
- Elaboration discussing their language learning experience, for example, 日本語はやさしいですね。かんじはむずかしいですね。でも、おもしろいです。
- Elaboration showing appreciation and complimenting one another, for example, よくできました。かんじがじょうずですね。
Content descriptorAC9LJ10EC03 Communicating meaning in Japanese
use non-verbal, spoken and written exchanges to discuss, plan and reflect on activities, events and experiences with peers
Elaborations (5)
- Elaboration working collaboratively in pairs or a small group and planning and preparing for a real or online event, trip or excursion, such as a visit to Japan, reflecting on the experience and the language and processes used
- Elaboration making decisions about services, such as specifying size, number and colour where relevant, and commenting on products, for example, おこのみやきを二つください。おいしそうですね。むらさきのLサイズをください。かわいいですね。
- Elaboration expressing preferences in relation to shared plans, for example, それはいいですね。そうしましょう。and summarising and clarifying arrangements, for example, 金よう日のごご三時半に、えきの前で会いましょう。じゃあ、金よう日のごご三時半に、えきの前ですね。
- Elaboration planning and completing tasks involving authentic or simulated transactions that involve negotiating, and making shared decisions such as planning social events or holidays, purchasing goods, ordering food, making requests by email or text message, and role-playing scenarios related to travelling or living in Japan, for example, 八時に学校の前で会いましょう。それから学校のバスで行きましょう、八時ちょっと前に来てください。何をするよていですか。
- Elaboration reflecting on activities by offering and eliciting opinions about experiences, for example, どうでしたか、どう思いますか、たのしかったです、たのしそうですね。
They interpret and analyse information and ideas in texts and demonstrate understanding of different perspectives.
Content descriptorAC9LJ10EC04 Communicating meaning in Japanese
interpret information, ideas and perspectives in a wide range of spoken, written and multimodal texts and respond appropriately to cultural context, purpose and audience
Elaborations (7)
- Elaboration understanding the gist and recording specific details from texts (websites, newspaper articles, documentaries, reports, podcasts, etc.) on topics such as popular culture, recycling, sustainability and ‘zero waste’, school life, sports or leisure activities in Japan
- Elaboration obtaining information from a range of texts (written, spoken or multimodal), for example, finding information in letters, articles, television reports, interviews and video clips, and demonstrating comprehension through a range of presentation modes such as short answers, summaries, graphs, charts, diagrams and written or digital reports
- Elaboration synthesising factual information from a range of print, online/web-based travel and leisure texts and using it to compare options and make suggestions, for example, しんかんせんはとても高いですが、べんりだと思います。とうきょうからきょうとまで二時間半かかります。バスで八時間ぐらいかかります。
- Elaboration listening to or reading a First Nations Australian’s stories and discussing their opinions and ideas, and, in Japanese, presenting their personal profile to the class
- Elaboration responding to open-ended questions about characters, places, events or effects in a range of informative and imaginative written and digital texts (articles, stories, videos, etc.) to offer personal views and opinions on character and plot, recount and predict events and engage creatively with texts, and offer alternative endings, for example, どうして person は place に行きましたか。～してから、 thing/person はどう思いましたか、もし、あなたが～さんだったら、どうしますか。
- Elaboration analysing information from a range of authentic Japanese texts (email, travel brochure, article, review, journal/diary, etc.) to respond appropriately in Japanese according to context, audience and purpose, for example, inviting a friend on a holiday, persuading parents to allow them to attend a concert, reflecting on an imagined experience, and reviewing a video
- Elaboration identifying variations in spoken and written informative and persuasive texts (print, television, online advertisements, etc.) and noticing differences in language according to the intended audience, purpose and context
They synthesise information and respond in Japanese or English, adjusting language to convey meaning and to suit context, purpose and audience.
Content descriptorAC9LJ10EC05 Communicating meaning in Japanese
apply strategies to interpret and translate non-verbal, spoken and written interactions and texts to convey meaning and intercultural understanding in familiar and unfamiliar contexts
Elaborations (7)
- Elaboration explaining why some terms cannot be used interchangeably in Japanese as they can in English, for example, すみません／ごめんなさい。ください/おねがいします。こんにちは／もしもし。
- Elaboration using print, electronic and online dictionaries effectively by taking context into account when interpreting the meaning of words or phrases, for example, ただいま、おかえり、ねます (go to bed), あし (foot/leg)
- Elaboration evaluating the effectiveness of electronic translators, for example, comparing back-translations of short texts or formulaic phrases, identifying instances of non-equivalence and noticing the potential pitfalls of literal translation
- Elaboration translating texts such as public signs, notices or advertisements from Japanese into English and vice versa; comparing elements such as levels of politeness or degree of directness, for example, ましょう form in Japanese, ‘Keep clean’ きれいにしましょう translates into ‘Do not litter’ in English
- Elaboration considering differences between Japanese and English expressions and idioms (including loan words) used to describe characteristics or personality traits, for example, センスがいい、こころ大きい、あたまがいい、はながたかい and how these cannot be translated literally
- Elaboration discussing incidences in Japanese language exchanges when miscommunication has occurred, and reflecting on why or how this happened
- Elaboration applying understanding of cultural values such as humour and the importance of hierarchical status to convey appropriate cultural meanings in texts, for example, understanding how roles and relationships define interaction せんぱい、こうはい、ぼけ、つっこみ in Manzai (漫才)
They use structures and features of spoken and written Japanese to create texts.
Content descriptorAC9LJ10EC06 Communicating meaning in Japanese
create spoken, written and multimodal, informative and imaginative texts selecting vocabulary, expressions, grammatical structures and textual conventions for familiar and some unfamiliar contexts and purposes, to engage different audiences, and use a combination of kana and kanji
Elaborations (10)
- Elaboration using factual or imagined events and experiences to compose a range of multimodal text types, such as presentations, articles, journals, websites, to suit a range of audiences (family, friends, Japanese peers) and purposes (to inform, promote, invite)
- Elaboration creating bilingual texts (subtitles, captions, brochures, posters, children’s books, etc.), for example, describing personal experiences, community events or depicting intercultural encounters relevant to the school’s local context
- Elaboration working collaboratively to compose and perform skits or role-plays for imagined or real events and experiences, such as a Manzai 漫才, based on a scenario that allows for experimentation with expressive language and humour
- Elaboration writing a journal entry, or contributing to a school newsletter in Japanese reflecting on the impact of a visit to a significant cultural location on a First Nations Country/Place, and, with permission, referring to cultural knowledge of the site
- Elaboration applying understanding of the textual features of different text types to compose appropriate texts such as letters, notices, articles, and messages, noticing how the choice of language and text structure works to achieve each text’s purpose
- Elaboration structuring texts effectively, for example, using introductions, linked paragraphs, logical sequence of ideas, examples, and conclusions
- Elaboration independently using a variety of language elements appropriately, including plain or polite forms appropriate to context and audience, and appropriate punctuation
- Elaboration composing a range of informative texts in different tenses, using print or digital tools appropriate to context, purpose and audience, for example, composing a report about a recent excursion, a profile, a procedure, or a persuasive piece with interesting facts
- Elaboration applying their understanding 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 creating texts in hiragana and katakana including the use of elongated vowels, double consonants, and contractions with known kanji for a variety of nouns, adjectives, verbs and adverbs, for example, 学校、時々、早い、何、好き、時、思う、見る、買う
They use a combination of kana and a range of familiar kanji appropriate to context.
Content descriptorAC9LJ10EC06 Communicating meaning in Japanese
create spoken, written and multimodal, informative and imaginative texts selecting vocabulary, expressions, grammatical structures and textual conventions for familiar and some unfamiliar contexts and purposes, to engage different audiences, and use a combination of kana and kanji
Elaborations (10)
- Elaboration using factual or imagined events and experiences to compose a range of multimodal text types, such as presentations, articles, journals, websites, to suit a range of audiences (family, friends, Japanese peers) and purposes (to inform, promote, invite)
- Elaboration creating bilingual texts (subtitles, captions, brochures, posters, children’s books, etc.), for example, describing personal experiences, community events or depicting intercultural encounters relevant to the school’s local context
- Elaboration working collaboratively to compose and perform skits or role-plays for imagined or real events and experiences, such as a Manzai 漫才, based on a scenario that allows for experimentation with expressive language and humour
- Elaboration writing a journal entry, or contributing to a school newsletter in Japanese reflecting on the impact of a visit to a significant cultural location on a First Nations Country/Place, and, with permission, referring to cultural knowledge of the site
- Elaboration applying understanding of the textual features of different text types to compose appropriate texts such as letters, notices, articles, and messages, noticing how the choice of language and text structure works to achieve each text’s purpose
- Elaboration structuring texts effectively, for example, using introductions, linked paragraphs, logical sequence of ideas, examples, and conclusions
- Elaboration independently using a variety of language elements appropriately, including plain or polite forms appropriate to context and audience, and appropriate punctuation
- Elaboration composing a range of informative texts in different tenses, using print or digital tools appropriate to context, purpose and audience, for example, composing a report about a recent excursion, a profile, a procedure, or a persuasive piece with interesting facts
- Elaboration applying their understanding 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 creating texts in hiragana and katakana including the use of elongated vowels, double consonants, and contractions with known kanji for a variety of nouns, adjectives, verbs and adverbs, for example, 学校、時々、早い、何、好き、時、思う、見る、買う
Students apply features of the Japanese sound system to enhance fluency.
Content descriptorAC9LJ10EU01 Understanding language and culture
apply features of the Japanese sound system, including pitch, rhythm, stress, pronunciation and intonation, and show how these are represented in familiar and some unfamiliar contexts, and recognise multiple readings of familiar kanji in different compounds
Elaborations (8)
- Elaboration developing oral fluency, exploring how rhythm, pitch and the use of connectives, interjections and gestures contribute to maintaining momentum and increasing confidence and engagement
- Elaboration 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 understanding that many kanji have multiple readings and that there are 2 types of readings, that is, on-yomi (音; on ‘reading’ or ‘sound’), Chinese-style pronunciation, and kun-yomi (訓; kun ‘reading’ or ‘explanation’), Japanese style pronunciation; both on-yomi and kun-yomi can have multiple readings
- Elaboration explaining that some new notations have been devised over the years to account for the sounds of loan words, for example, ティ、ヴィ、ヴ
- Elaboration understanding and applying differences in the pronunciation of English and Japanese versions of loan words such as インターネット、セルフィ、ファストフード and pronouncing unfamiliar katakana words
- Elaboration using Japanese pitch and accent patterns, for example, practising high and low pitch type when pronouncing words and sentences, は↓し(chopstick) - high-low, は↑し(bridge) - low-high
- Elaboration recognising and applying patterns of intonation in Japanese, such as general formation of a down turning curve and a rising intonation when asking questions in plain or ましょう form, for example, 行く？、行きましょうか。
- Elaboration applying knowledge of the sounds of Japanese, using romaji input on a keyboard to type texts in script, and choosing kanji appropriate to context
They demonstrate understanding of the sound system in spoken exchanges and scripts for written texts, and select and use sentence and grammatical structures to interact, make meaning and create texts.
Content descriptorAC9LJ10EU02 Understanding language and culture
select and use structures and features of the Japanese grammatical and writing systems to enhance meaning and create spoken, written and multimodal texts
Elaborations (14)
- Elaboration identifying that kanji are used for nouns, stems of verbs and adjectives, and some adverbs, and that the addition of hiragana to the stem of verbs and adjectives is called okurigana
- Elaboration understanding and using a range of particles, including combined particles such as のは、のが、では
- Elaboration recognising that many kanji are made up of more than one component and that radicals often represent meaning, for example, the radical 力 means something to do with physical strength, and using this knowledge to predict meaning
- Elaboration understanding adjective groups and using い and な adjectives in the linking form, negative, present and past tense
- Elaboration understanding the use of furigana to read kanji and kanji compounds, to pronounce Japanese names, or to represent slang pronunciations, and romaji used in any context where Japanese text is targeted at non-Japanese speakers and to input Japanese into computers
- Elaboration using げんこうようし (typed or handwritten) appropriately to compose and respond to texts, for example, considering the size of small characters, the position in the square, starting new paragraphs, numbers, writing a title and name, and the placement of punctuation
- Elaboration applying multiple kanji stroke order rules, for example, recognising the order from top to bottom, and left to right, that horizontal goes first, and then the centre vertical before the symmetrical outside
- Elaboration developing strategies to guess the meaning of unknown words that contain familiar kanji, for example, 小学校、 中学校
- Elaboration explaining and applying the formation rules of verb groups such as the plain form (knowing that the basic form of all Japanese verbs ends in ‘-u’, ‘-eru’ or ‘-iru’, as listed in dictionaries), て form and plain past
- Elaboration understanding and using a variety of language structures using verb stem forms, verb て forms, plain form and plain past 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、～つもりです、～とおもいます、～たり～たりします、～たい、～たくない、～かった、～やすい／にくいです
- Elaboration elaborating ideas or statements using expressions such as 今週、先週、来年、いつも、ぜんぜん、あまり, and superlative forms using 一番、 for example, 一番好きなかもくは日本語です。
- Elaboration understanding that verbs can be divided into 3 groups according to the way they are conjugated: Group 1 (go-dan doushi), Group 2 (ichi-dan doushi) and Group 3 (fukisoku doushi)
- Elaboration understanding and using Japanese counting systems (units of 10, 100, 1,000 and 10,000) and associated kanji, for example, 百、千、万, and a wider range of counter classifiers ～円、～分、～まい、～本、～つ、～日、ぴき／びき／ひき
- Elaboration noticing differences in text structure and grammar between formal and informal Japanese language use such as abbreviations, dropping of particles and emphatic intonation in informal communication including face-to-face interactions, blogs, emails and other forms of correspondence, for example, あした行く？/先生、あした行きますか。、うん、わかった/はい、わかりました、それは何？/山中さん、それは何ですか。
They identify multiple readings of familiar kanji in different compounds.
Content descriptorAC9LJ10EU01 Understanding language and culture
apply features of the Japanese sound system, including pitch, rhythm, stress, pronunciation and intonation, and show how these are represented in familiar and some unfamiliar contexts, and recognise multiple readings of familiar kanji in different compounds
Elaborations (8)
- Elaboration developing oral fluency, exploring how rhythm, pitch and the use of connectives, interjections and gestures contribute to maintaining momentum and increasing confidence and engagement
- Elaboration 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 understanding that many kanji have multiple readings and that there are 2 types of readings, that is, on-yomi (音; on ‘reading’ or ‘sound’), Chinese-style pronunciation, and kun-yomi (訓; kun ‘reading’ or ‘explanation’), Japanese style pronunciation; both on-yomi and kun-yomi can have multiple readings
- Elaboration explaining that some new notations have been devised over the years to account for the sounds of loan words, for example, ティ、ヴィ、ヴ
- Elaboration understanding and applying differences in the pronunciation of English and Japanese versions of loan words such as インターネット、セルフィ、ファストフード and pronouncing unfamiliar katakana words
- Elaboration using Japanese pitch and accent patterns, for example, practising high and low pitch type when pronouncing words and sentences, は↓し(chopstick) - high-low, は↑し(bridge) - low-high
- Elaboration recognising and applying patterns of intonation in Japanese, such as general formation of a down turning curve and a rising intonation when asking questions in plain or ましょう form, for example, 行く？、行きましょうか。
- Elaboration applying knowledge of the sounds of Japanese, using romaji input on a keyboard to type texts in script, and choosing kanji appropriate to context
They support discussion of structures and features of texts, using metalanguage.
Content descriptorAC9LJ10EU03 Understanding language and culture
reflect on and evaluate Japanese texts, using metalanguage to discuss language structures and features
Elaborations (4)
- Elaboration developing metalanguage to describe and apply grammatical concepts and language elements, and organise learning resources such as verb charts and lists of vocabulary and sentence structures
- Elaboration reflecting on similarities and differences between English and Japanese ことわざ and how they cannot be directly translated
- Elaboration understanding the concept of borrowed and created language 外来語 (がいらいご) and 和製英語（わせいえいご）for example, スマホ、マスコミ、メル友、タイプする, to create new meanings, and understanding the reason for the emergence of such words, for example, changing attitudes to social practices, globalisation, social media and digital communication
- Elaboration discussing Japanese cultural concepts such as 恩 (owing a kindness), 義理 (a sense of duty) and 和 (harmony), and considering how the expression of these concepts in Japanese language and behaviour compares with the expression of similarly significant concepts in their own language(s) and culture(s)
They reflect on their own language use and cultural identity, and draw on their experience of learning Japanese, to discuss how this learning influences their ideas and ways of communicating.
Content descriptorAC9LJ10EU04 Understanding language and culture
reflect on and explain how identity is shaped by language(s), culture(s), beliefs, attitudes and values and how these affect ways of communicating
Elaborations (8)
- Elaboration 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 identifying ways of communicating and behaving that may appear unusual or inappropriate to Japanese speakers, for example, eating on the go, hugging or kissing on cheek, sitting on the floor or desk, using a phone on the train, speaking loudly and using direct eye contact
- Elaboration noticing cultural cues when interacting with Japanese speakers or resources that suggest differences in traditions, ideas or values, for example, acknowledging ways of expressing feelings or emotions, maintaining harmony by avoiding direct replies to a question by using それはちょっと…、 and avoiding foregrounding the self with phrases such as お先にどうぞ、がんばります。
- Elaboration reflecting on and explaining the protocols required to authentically co-create an Acknowledgement of Country/Place with a First Nations Australian, to present in Japanese for a group of Japanese-speaking visitors at a school assembly
- Elaboration recognising that social values and reactions, such as respect or displeasure, can be expressed differently in different cultures, for example, noting the Japanese avoidance of direct refusal or eye contact, the desire to please by answering a question even if they do not know the answer, waiting to be invited to eat or drink, and the practice of smiling for different reasons in different contexts
- Elaboration noticing how the cultural value of うち／そと is expressed through language, such as the use of prefixes and suffixes when referring to people outside the immediate ‘group’, the choice of informal or formal register, and decisions about what to share/not share in general conversation
- Elaboration identifying how variations in language use and communicative behaviours reflect how emotions or attitudes such as respect, gratitude, disappointment or embarrassment are expressed differently across languages and cultures
- Elaboration identifying the diverse cultural contexts of Australia and significant life events that are marked in Australia and/or Japan, for example, 七五三、 birthdays, 18th/21st birthdays and せいねんしき、おしょう月 and ゴールデンウィーク or marriage, differences between lunch boxes and obento, and considering how these provide insight into cultural values or traditions
This achievement standard describes the expected learning for Years 9 to 10 Japanese · Years 7 to 10 sequence. Use it to plan teaching and assessment with the Australian Curriculum v9.
At a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Communicating meaning in Japanese | Interacting in Japanese | 3 | 16 |
| Communicating meaning in Japanese | Mediating meaning in and between languages | 2 | 14 |
| Communicating meaning in Japanese | Creating text in Japanese | 1 | 10 |
| Understanding language and culture | Understanding systems of language | 3 | 26 |
| Understanding language and culture | Understanding the interrelationship of language and culture | 1 | 8 |
| Total | 10 | 74 | |
Frequently Asked Questions
What should students know by the end of Years 9 to 10 Japanese?
By the end of Year 10, students initiate and sustain Japanese language to exchange and compare ideas and experiences about their own and others’ personal world. They communicate using non-verbal, spoken and written language to collaborate, plan and reflect on activities and events. Read the full standard
How many Content Descriptors support this standard?
10 Content Descriptors support this Achievement Standard (Communicating meaning in Japanese: 6, Understanding language and culture: 4).
How does this compare to Years 7 to 8?
The Years 7 to 8 Japanese standard (ASLANJAP7_10Y78) covers the preceding curriculum level. Standards build progressively, with Years 9 to 10 expectations extending what was introduced in Years 7 to 8.
Is this from the latest Australian Curriculum?
Yes, this Achievement Standard is from the Australian Curriculum version 9.0 (AC v9), the most current version published by ACARA.