Years 1 to 2
Languages
ASLANJAPF10Y12
Years 1 to 2 Japanese Achievement Standard
8 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 2, students use Japanese language to interact and share information related to the classroom and themselves. They use cues to respond to questions and instructions, and use simple formulaic language. They locate and convey key items of information in texts using non-verbal, visual and contextual cues to help make meaning. They use familiar words and modelled language to create text. They copy some kana script and single, high-frequency kanji appropriate to context.
Students imitate the sounds and rhythms of Japanese and demonstrate understanding that Japanese has rules for non-verbal communication, pronunciation and writing and identify the 3 different scripts. They give examples of similarities and differences between some features of Japanese and English. They understand that language is connected with culture, and notice how this is reflected in their own language(s) and culture(s).
Foundation to Year 10 sequence
The 8 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 2, students use Japanese language to interact and share information related to the classroom and themselves.
Content descriptorAC9LJ2C01 Communicating meaning in Japanese
recognise and respond to modelled classroom-related greetings, instructions and routines; and personal introductions
Elaborations (7)
- Elaboration greeting others using simple language, phrases and appropriate gestures, for example, bowing, sitting Japanese style, and taking shoes off, せんせい、おはようございます、おはよう、さようなら、こんにちは、もしもし、またあした、じゃまた、 バイバイ
- Elaboration using culturally appropriate titles, forms of address and levels of politeness in everyday interactions with others, for example, Smith せんせい、 Tom くん、 Alisa さん、 Belinda ちゃん、おはようございます、おはよう
- Elaboration following simple classroom instructions for playing games, completing work or getting ready for or finishing class, for example, ‘Sensei says’ or ‘follow the leader’ games, たってください、すわってください、みてください、きいてください、しずかにしてください。
- Elaboration recognising and responding to Japanese for everyday routines and interactions such as the roll call, はい、います／いいえ、いません, eating いだだきます、おいしい、ごちそうさま, entering and leaving the class いってきます、 returning ただいま、 yes and no はい、いいえ, expressing reactions すばらしい！ かわいい！、 feelings うれしい and ownership わたしの～
- Elaboration introducing themselves in a first meeting scenario using appropriate gestures such as bowing, and set language, はじめまして, last name, first name です。どうぞよろしく。、 using specific pronouns わたし、ぼく, or exchanging a created めいし and indicating self by touching nose
- Elaboration using modelled structures to share basic personal information (name, age, nationality, family details, etc.) ハリーです。 オーストラリア人です with others
- Elaboration using digital tools and rehearsed language, matching target language to pictures such as 七さいです、 かぞくは五人です。
They use cues to respond to questions and instructions, and use simple formulaic language.
Content descriptorAC9LJ2C01 Communicating meaning in Japanese
recognise and respond to modelled classroom-related greetings, instructions and routines; and personal introductions
Elaborations (7)
- Elaboration greeting others using simple language, phrases and appropriate gestures, for example, bowing, sitting Japanese style, and taking shoes off, せんせい、おはようございます、おはよう、さようなら、こんにちは、もしもし、またあした、じゃまた、 バイバイ
- Elaboration using culturally appropriate titles, forms of address and levels of politeness in everyday interactions with others, for example, Smith せんせい、 Tom くん、 Alisa さん、 Belinda ちゃん、おはようございます、おはよう
- Elaboration following simple classroom instructions for playing games, completing work or getting ready for or finishing class, for example, ‘Sensei says’ or ‘follow the leader’ games, たってください、すわってください、みてください、きいてください、しずかにしてください。
- Elaboration recognising and responding to Japanese for everyday routines and interactions such as the roll call, はい、います／いいえ、いません, eating いだだきます、おいしい、ごちそうさま, entering and leaving the class いってきます、 returning ただいま、 yes and no はい、いいえ, expressing reactions すばらしい！ かわいい！、 feelings うれしい and ownership わたしの～
- Elaboration introducing themselves in a first meeting scenario using appropriate gestures such as bowing, and set language, はじめまして, last name, first name です。どうぞよろしく。、 using specific pronouns わたし、ぼく, or exchanging a created めいし and indicating self by touching nose
- Elaboration using modelled structures to share basic personal information (name, age, nationality, family details, etc.) ハリーです。 オーストラリア人です with others
- Elaboration using digital tools and rehearsed language, matching target language to pictures such as 七さいです、 かぞくは五人です。
Content descriptorAC9LJ2C02 Communicating meaning in Japanese
participate in a range of guided, play-based language activities using formulaic expressions, visual and spoken cues
Elaborations (5)
- Elaboration participating in games, tasks and activities that involve guessing, matching and choosing objects such as Bingo, Snap or Go Fish, using modelled questions and responses, for example, うさぎですか。はい／いいえ。はい、うさぎです／いいえ、うさぎじゃないです。object がすきですか。はい／いいえ。
- Elaboration engaging in a group くみたいそう exercise routine with a ‘leader’ repeating words and exercises, or making own routines in groups using simple words, numbers and movements
- Elaboration singing and responding to action songs in a group, for example, singing むすんでひらいて、 ひげじいさん、きらきらぼし、 おおきなくりのきのしたで, or practising tongue twisters 早口言葉 such as なまむぎなまごめなまたまご、 あかパジャマきパジャマちゃパジャマ and ラジオたいそう
- Elaboration taking part in a guided role-play or skit in a shop or at the market, for example, バナナをください。はい、５０えんです。どうぞ。ありがとうございます。
- Elaboration teaching a song or simple game to a buddy class or visitors, using familiar language and actions, for example, じゃんけんぽん
Content descriptorAC9LJ2C04 Communicating meaning in Japanese
notice that language carries cultural meaning in classroom-related greetings, introductions, instructions and routines
Elaborations (5)
- Elaboration translating words and familiar phrases used in everyday situations from Japanese into English and vice versa, noticing how some words are shared between Japanese and English or do not have a direct translation, for example, ごちそうさまでした and comparing this type of expression with other languages present within the classroom
- Elaboration differentiating between some formal and familiar language, for example, using おはようございます with the teacher and おはよう with classmates
- Elaboration creating bilingual wall charts or picture dictionaries for Japanese words and expressions that have particular cultural meaning, such as いただきます or ただいま, using images, labels and drawings
- Elaboration discussing respect and politeness in Japan and why titles, suffixes and formal/informal greetings are used, depending on the relationship between participants
- Elaboration performing simple presentations for the school community that involve both Japanese and English language elements, such as a video demonstrating culturally appropriate, formal greetings, for example, みなさん、おはようございます and explaining these elements to others
They locate and convey key items of information in texts using non-verbal, visual and contextual cues to help make meaning.
Content descriptorAC9LJ2C03 Communicating meaning in Japanese
locate, with support, key information in familiar texts, and respond using gestures, images, words and formulaic phrases
Elaborations (7)
- Elaboration identifying words and characters written in Japanese by matching images with words or characters to sound, for example, ‘あ’ with ‘a’ in a range of activities and texts
- Elaboration recognising key words and points in a variety of texts, using visual cues such as gestures and facial expressions to assist understanding, for example, listening to a teacher or older student read a book out loud and responding to questions, なに、なん、いつ、どこ and だれですか。
- Elaboration listening to, and/or locating information in texts, (colour, あか、あお、しろ、くろ、きいろ, size おおきい、ちいさい and shape まる、さんかく、しかく, etc.) and using it in guided drawing, building, or collecting activities, for example, building a tower with coloured blocks in the order of colours they hear
- Elaboration recognising that gesture and body language are integral to communicating in language for First Nations Australians, and showing examples of how this is also reflected in Japanese, and the language(s) they speak at home
- Elaboration listening to a song or story with some unfamiliar language and guessing the meaning based on the context, for example, “What do you think ほんとうに might mean?”
- Elaboration responding to simple statements about self, friends, likes/dislikes, family and pets, for example, make a group according to statement, 六さいの人 、かぞく五人の人
- Elaboration using information from print or digital texts and sequencing pictures, keywords, or simple sentences in the order that events occurred or retelling a story by creating a storyboard, diagram or digital display
They use familiar words and modelled language to create text.
Content descriptorAC9LJ2C05 Communicating meaning in Japanese
with support, use words, familiar phrases and modelled language to create spoken, written and multimodal texts, copying some kana and single high-frequency kanji appropriate to context
Elaborations (10)
- Elaboration linking movement to meaning by creating a dance or actions matching spoken language or songs
- Elaboration using simple language structures and supporting drawings or actions to describe and respond to imaginary characters or experiences, for example, おばけ、おに、かっぱ、たぬき、ようかいです。
- Elaboration creating bilingual resources for the classroom, for example, collectively creating a simple class story and recording students’ voices reading the story to produce an audio file
- Elaboration matching bilingual captions/labels to images of First Nations Country/Place locations in their local area or elsewhere in Australia
- Elaboration creating and illustrating class ‘Big Books’ about familiar topics using simple, modelled structures, for example, writing and drawing favourite animals, かえるです。みどりです, and practising reading aloud
- Elaboration creating their own short print or digital story modelled on shared reading, for example, a だるまさんが story, with images and labels in hiragana
- Elaboration using simple sentence structures, familiar vocabulary and concrete materials, create an informative ‘about me’ poster or profile with images or photos to be displayed in the classroom
- Elaboration using some simple expressions, formulaic language and techniques to enhance texts, for example, speech bubbles, basic onomatopoeia and exclamation marks
- Elaboration beginning to copy/write hiragana and kanji, such as 人、木、山、川、月、日、三, and short hiragana words to create simple texts such as comic strips, labels, captions and posters
- Elaboration using craft items (string, rice, playdough, etc.) or digital tools (interactive whiteboard, etc.) to make, trace or copy hiragana words and kanji characters
They copy some kana script and single, high-frequency kanji appropriate to context.
Content descriptorAC9LJ2C05 Communicating meaning in Japanese
with support, use words, familiar phrases and modelled language to create spoken, written and multimodal texts, copying some kana and single high-frequency kanji appropriate to context
Elaborations (10)
- Elaboration linking movement to meaning by creating a dance or actions matching spoken language or songs
- Elaboration using simple language structures and supporting drawings or actions to describe and respond to imaginary characters or experiences, for example, おばけ、おに、かっぱ、たぬき、ようかいです。
- Elaboration creating bilingual resources for the classroom, for example, collectively creating a simple class story and recording students’ voices reading the story to produce an audio file
- Elaboration matching bilingual captions/labels to images of First Nations Country/Place locations in their local area or elsewhere in Australia
- Elaboration creating and illustrating class ‘Big Books’ about familiar topics using simple, modelled structures, for example, writing and drawing favourite animals, かえるです。みどりです, and practising reading aloud
- Elaboration creating their own short print or digital story modelled on shared reading, for example, a だるまさんが story, with images and labels in hiragana
- Elaboration using simple sentence structures, familiar vocabulary and concrete materials, create an informative ‘about me’ poster or profile with images or photos to be displayed in the classroom
- Elaboration using some simple expressions, formulaic language and techniques to enhance texts, for example, speech bubbles, basic onomatopoeia and exclamation marks
- Elaboration beginning to copy/write hiragana and kanji, such as 人、木、山、川、月、日、三, and short hiragana words to create simple texts such as comic strips, labels, captions and posters
- Elaboration using craft items (string, rice, playdough, etc.) or digital tools (interactive whiteboard, etc.) to make, trace or copy hiragana words and kanji characters
Students imitate the sounds and rhythms of Japanese and demonstrate understanding that Japanese has rules for non-verbal communication, pronunciation and writing and identify the 3 different scripts.
Content descriptorAC9LJ2U01 Understanding language and culture
recognise and imitate the sounds and rhythms of Japanese and learn how sounds are produced and represented in different scripts
Elaborations (7)
- Elaboration singing songs or repeating language after the teacher with a focus on practising and producing the 5 vowel sounds, and the consonant plus vowel sounds, using the hiragana chart and image-based mnemonics as reference
- Elaboration recognising the concept of the basic unit of sound in Japanese ‘mora’: モーラ or 拍はく, for example, いいえ has 3 moras, which can be recognised as syllables in English, for example, clapping out the number of sounds in focus language, and guessing the number of syllables in a Japanese word by closing eyes and holding up one finger per syllable
- Elaboration understanding that the independent nasal sound ‘n’ ん has a mora of its own, for example, こんにちは
- Elaboration learning that statements and questions have different intonation patterns and using gestures to indicate the intonation patterns they hear, for example, the arm moving up when the intonation rises
- Elaboration using mnemonic devices, and also making up their own, to remember the sounds and shapes of hiragana by associating them with pictures, for example, こ for coin
- Elaboration understanding that one kana represents a basic unit of Japanese sound, for example, showing on the hiragana chart how each character represents one sound
- Elaboration understanding that when pronouncing Japanese, it is important to keep the length of each mora even
Content descriptorAC9LJ2U02 Understanding language and culture
recognise that hiragana, katakana and kanji are used to construct meaning in Japanese texts
Elaborations (9)
- Elaboration recognising that a Japanese sentence is formed by using scripts and that simple statements end in です and questions end in か
- Elaboration understanding that Japanese uses 3 different scripts for varied purposes, and that they look different depending on word origins and context
- Elaboration recognising that adjectives are used to describe people, places and things, for example, matching simple adjective words to a picture, おおきい、ちいさい
- Elaboration applying basic stroke order, with support, when copying, tracing and writing some hiragana and simple kanji, for example, numbering strokes or using different coloured pencils
- Elaboration using basic particles as part of formulaic language and being exposed to particles written in hiragana
- Elaboration noticing that Japanese texts can be presented in different ways, for example, finding texts that are right to left then top to bottom, or top to bottom then left to right
- Elaboration counting in Japanese from 1–20 and using numbers with counters to express age and number of family members さい、人
- Elaboration using これ and か as formulaic language to ask and respond to questions such as これはなんですか。これはねこです。
- Elaboration recognising some familiar kana words and kanji, for example, numbers and 象形文字 (しょうけいもじ) pictographs such as 山、川、口、目、上, and using visual and oral clues to predict the meaning
They give examples of similarities and differences between some features of Japanese and English.
Content descriptorAC9LJ2U03 Understanding language and culture
notice that Japanese has features that may be similar to or different from English
Elaborations (5)
- Elaboration recognising and naming the 3 Japanese scripts and understanding that English uses an alphabet that has different rules for writing and pronunciation
- Elaboration recognising that Japanese uses many loan words from English and other languages, such as ケーキ、テレビ、ピンク, and that these are written in katakana and pronounced differently in Japanese
- Elaboration comparing basic sentence word order and writing or saying English sentences with sentence word order in Japanese, for example, ‘The dog brown is’ or ‘I soccer play’
- Elaboration reading familiar texts in Japanese and comparing text structure and language differences, for example, 'Once upon a time' versus むかしむかし, noting the presentation of texts, writing orientations, page progression and use of rhyme
- Elaboration brainstorming Japanese words that they may use or hear (tofu, manga, anime, emoji, tsunami, karaoke, etc.), and comparing pronunciation, and, with support, making a class poster using words in kana
They understand that language is connected with culture, and notice how this is reflected in their own language(s) and culture(s).
Content descriptorAC9LJ2U04 Understanding language and culture
notice that people use language in ways that reflect cultural practices
Elaborations (7)
- Elaboration exploring the meaning of ‘culture’ and how it involves visible elements (ways of eating or symbols used in flags, etc.) and invisible elements (how people live, how they think about themselves and others, how they relate to their environment, etc.)
- Elaboration noticing that Japanese has different language for polite and informal interactions, for example, hearing the difference between ありがとう and ありがとうございます
- Elaboration understanding that learning and using Japanese language involves becoming familiar with some other ways of communicating, for example, いただきます、ごちそうさま, and also involves some ways of thinking about things and behaving that may be unfamiliar
- Elaboration exploring symbols used by First Nations Australians and those used in Japanese-speaking communities in a range of contexts, for example, finding out what the symbols on flags represent
- Elaboration understanding that culture and cultural behaviours are woven into languages and cannot be separated from them, for example, it is possible to bow without a spoken greeting in Japanese culture, but not to greet without bowing
- Elaboration becoming aware of Japanese ways of showing respect and politeness, and comparing with how this is done in their own language(s) and culture(s), for example, using titles such as せんせい, bowing, and accepting objects with both hands
- Elaboration comparing aspects of lifestyles of children living in Australia and Japan, such as ways of playing games, じゃんけん, mealtime etiquette, or addressing family members and friends
This achievement standard describes the expected learning for Years 1 to 2 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 |
|---|---|---|---|
| Communicating meaning in Japanese | Interacting in Japanese | 2 | 12 |
| Communicating meaning in Japanese | Mediating meaning in and between languages | 2 | 12 |
| Communicating meaning in Japanese | Creating text in Japanese | 1 | 10 |
| Understanding language and culture | Understanding systems of language | 3 | 21 |
| Understanding language and culture | Understanding the interrelationship of language and culture | 1 | 7 |
| Total | 9 | 62 | |
Frequently Asked Questions
What should students know by the end of Years 1 to 2 Japanese?
By the end of Year 2, students use Japanese language to interact and share information related to the classroom and themselves. They use cues to respond to questions and instructions, and use simple formulaic language. Read the full standard
How many Content Descriptors support this standard?
9 Content Descriptors support this Achievement Standard (Communicating meaning in Japanese: 5, Understanding language and culture: 4).
How does this compare to Foundation?
The Foundation Japanese standard (ASLANJAPF10FY) covers the preceding curriculum level. Standards build progressively, with Years 1 to 2 expectations extending what was introduced in Foundation.
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.