Foundation
Languages
ASLANJAPF10FY
Foundation Japanese Achievement Standard
3 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 the Foundation year, students use play and imagination to interact and create Japanese texts, with support. They identify that Japanese and English look and sound different. They recognise that there are languages and cultures as well as their own, and that aspects of language and culture contribute to their own and others’ cultural identity.
Foundation to Year 10 sequence
The 3 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 the Foundation year, students use play and imagination to interact and create Japanese texts, with support.
Content descriptorAC9LJF01
with support, recognise and communicate meaning in Japanese
Elaborations (10)
- Elaboration responding to images showing different times of the day, greeting others at different times of the day, and verbalising which greeting is most appropriate and why
- Elaboration using appropriate forms of address and formal/informal greetings in games and everyday routines, for example, せんせい、おはようございます、ピータさん、おはよう、さようなら、バイバイ、こんにちは
- Elaboration copying gestures and body language, for example, bowing, using 2 hands to give and receive, gesturing to come, waving hand for ‘no’, pointing to nose to indicate ‘me’
- Elaboration playing and experimenting with language through participating in songs, dances, rhymes, games and creating mnemonic devices
- Elaboration participating in guided group activities and simple tasks such as games, crafts and role-plays, using movement, gestures, props, toys, images and/or digital tools to support understanding and convey meaning
- Elaboration using Japanese for everyday routines and interactions such as the roll call, はい、います／いいえ、いません and eating, いただきます、おいしい！
- Elaboration responding to spoken language and instructions through movement or creative expression, for example, counting with fingers to a number song, actions to match meaning, music, acting and miming
- Elaboration locating familiar key words and information in activities such as group reading, matching flashcards, drawing lines to images or objects, colouring, filling in the blanks
- Elaboration engaging in shared listening, reading and viewing texts and discussing reactions, themes, familiar keywords and phrases
- Elaboration participating in group performances (singing a song, a short skit with actions and movement, etc.) at assembly
They identify that Japanese and English look and sound different.
Content descriptorAC9LJF02
explore, with support, language features of Japanese noticing similarities and differences between Japanese and English
Elaborations (8)
- Elaboration pronouncing, copying or tracing modelled kana and kanji using support material, images and mnemonic devices
- Elaboration playing with, and using tactile materials to create Japanese script, for example, forming kanji numbers or kana using plasticine, chalk writing on the pavement, painting with water, and making pictures out of characters to be displayed around classroom
- Elaboration using visual cues and prompting, noticing differences and similarities among the spoken and written English alphabet, and hiragana, katakana and kanji, for example, “Hiragana is curly looking, kanji has straight lines and different parts, hiragana sounds different from abc”
- Elaboration recognising symbols and how pattern systems work, understanding how sound can be represented in different alphabets, for example, during class stories, pointing to text while reading
- Elaboration noticing when Japanese or English is being used in the classroom and developing active listening skills
- Elaboration discussing familiar words of Japanese origin that they may have encountered such as sushi, karate, anime, and how these words sound and look in Japanese and English
- Elaboration participating in a guided group activity, with students naming some similarities and differences between Japanese and English (appearance, sound, scripts, politeness), and the teacher presenting the responses in a Venn diagram or image to display in the classroom
- Elaboration responding to Japanese versions of familiar children’s stories and folk tales, comparing expressions and key points in the story with English language versions, and re-enacting with puppets, props or actions
They recognise that there are languages and cultures as well as their own, and that aspects of language and culture contribute to their own and others’ cultural identity.
Content descriptorAC9LJF03
explore connections between language and culture
Elaborations (8)
- Elaboration acknowledging and celebrating the language and cultural diversity of others, for example, listening to the different sounds and ways of saying common expressions, or celebrating different events
- Elaboration participating in whole class discussions about the meaning of ‘culture’ and ‘identity’, talking about their traditions, practices and what is important to them and their way of life
- Elaboration noticing how local names of streets, places and landmarks can have their origins in language(s) of First Nations Australians
- Elaboration using the Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS) map of the languages of Australia to notice the language(s) of First Nations Australians in their local area and/or across Australia
- Elaboration recognising that Japanese is another language and understanding that it is spoken by people in Japan as well as other countries, including Australia
- Elaboration exploring common Japanese symbols, mascots, ゆるキャラ Yuru Chara, emblems and characters and how they relate to culture, tradition and beliefs, for example, identifying the origami crane, cherry blossoms, Samurai, Kumamon, Miraitowa, Maneki neko, kimono
- Elaboration engaging actively in, and sharing the enjoyment of, language, culture and texts in a range of ways, for example, listening to, and responding to stories, cultural displays and experiences
- Elaboration observing similarities and differences between classroom interactions in Japanese and English, for example, referring to the teacher using only せんせい
This achievement standard describes the expected learning for Foundation Japanese · Foundation to Year 10 sequence. Use it to plan teaching and assessment with the Australian Curriculum v9.
At a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Foundation Japanese | — | 3 | 26 |
| Total | 3 | 26 | |
Frequently Asked Questions
What should students know by the end of Foundation Japanese?
By the end of the Foundation year, students use play and imagination to interact and create Japanese texts, with support. They identify that Japanese and English look and sound different. Read the full standard
How many Content Descriptors support this standard?
3 Content Descriptors support this Achievement Standard (Foundation Japanese: 3).
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.