Years 3 to 4
Languages
ASLANJAPF10Y34
Years 3 to 4 Japanese Achievement Standard
10 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 4, students use Japanese language to initiate structured interactions to share information related to the classroom and their personal world. They use modelled language to participate in spoken and written activities that involve planning. 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 syntax to create texts. They use hiragana with support, and familiar kanji appropriate to context.
Students imitate hiragana sounds, pronunciation and intonation patterns of Japanese language. They demonstrate understanding that Japanese has non-verbal, spoken and written language conventions and rules to create and make meaning. They recognise that some terms have cultural meanings. They identify patterns in Japanese and make comparisons between Japanese and English. They understand that the Japanese language is connected with culture, and identify how this is reflected in their own language(s) and culture(s).
Foundation to Year 10 sequence
The 10 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 4, students use Japanese language to initiate structured interactions to share information related to the classroom and their personal world.
Content descriptorAC9LJ4C01 Communicating meaning in Japanese
initiate exchanges and respond to modelled questions about self, others, and classroom environment, using formulaic expressions
Elaborations (7)
- Elaboration interacting with others in social exchanges including previously learnt greetings おはようございます、こんにちは, and asking おげんきですか, giving possible answers はい、げんきです／まあまあです。 ～さんは？
- Elaboration using some formulaic expressions to express praise or encouragement, for example, in game playing, やった、だめ、じょうず、まけた、だいじょうぶ？、 たいへん、あぶない, “Oh, that was fun”, でも まけた。 “Anne さん, that was すごい！ たのしかった？、 ざんねん！”
- Elaboration responding to and beginning to use modelled classroom instructions to play games, completing work or getting ready for class, for example, role-playing teacher/student games, with students giving each other instructions: たってください、すわってください、かいてください、みてください、よんでください、まるになってください。
- Elaboration asking for permission or clarification and using appropriate formulaic expressions and gestures to match the context, for example, すみません。もういちど, negotiating turn-taking, for example, ちょっとまって、 つぎ、Matilda さんのばん。どうぞ 。 しつれいします, when entering the classroom, おねがいします。せんせい、はいってもいいですか、トイレにいってもいいですか。
- Elaboration introducing themselves using formal, spoken, modelled language and appropriate non-verbal communication such as bowing and eye contact, for example, はじめまして、わたし／ぼくのなまえは ～です。九さいです。四ねんせいです。～どしです。サッカーをします。おんがくがすきです。へびがすきじゃないです。どうぞよろしく。
- Elaboration exchanging information and building vocabulary about self, friends or family using formulaic language, including simple statements and responding to questions, for example, かぞくはなん人ですか。かぞくは六人です。ペットをかっていますか。はい、ねこをかっています。くろいです。
- Elaboration using modelled sentences, and participating in basic written exchanges, for example, exchanging post-it notes with familiar questions and replies おげんきですか、なまえはなんですか、どうぶつがすきですか。
They use modelled language to participate in spoken and written activities that involve planning.
Content descriptorAC9LJ4C02 Communicating meaning in Japanese
participate in activities that involve planning with others, using a range of familiar phrases and modelled structures
Elaborations (5)
- Elaboration participating in guided tasks involving instructions and peer cooperation such as group/pair games and sports, for example, creating a dance to a Japanese song in groups, group reading activities requiring turn-taking or creating a simple role-play based on modelled language
- Elaboration taking responsibility for にっちょく (class helper), assisting with roll call, distributing work and commencing and ending lessons きりつ、 れい、ちゃくせき、本をだして、～さん／くんいますか。
- Elaboration preparing for and contributing to shared presentations and performances such as a Japanese item for assembly or a digital presentation about a class event
- Elaboration planning for and conducting simple role-plays, for example, selling items such as origami or toys, using appropriate gestures, formulaic expressions and spending a set amount of money, いらっしゃいませ。これをください。いくらですか。500 円です。はい、どうぞ。ありがとうございます。
- Elaboration developing language activities for peers or a buddy class, for example, playing a game of ダルマおとし, teaching the order of colours and modelling game language やった！、かった、がんばって、あお、きいろ、あか
They locate and respond to key items of information in texts using strategies to help interpret and convey meaning in familiar contexts.
Content descriptorAC9LJ4C03 Communicating meaning in Japanese
locate and respond to key information related to familiar content obtained from spoken, written and multimodal texts
Elaborations (7)
- Elaboration accessing authentic simple print or digital text (advertisements, catalogues, menus, packaging, etc.) to locate key points of information in relation to elements such as product, number, price, target audience, and suitability to recycle
- Elaboration locating and translating simple texts about others, for example, cartoon illustrations of similar aged people with matching self-introduction text for students to read, translate and respond to
- Elaboration viewing or listening to a short weather report, recognising key words such as days of the week, 月よう日はくもりです, and drawing pictures to match the weather
- Elaboration learning that First Nations Australian languages change according to connections and relationships between people, and giving examples of how this occurs in Japanese
- Elaboration developing strategies and processes to locate key points of information in texts through the use of pictures, clues, diagrams and recognition of familiar key words, for example, viewing a story and noting words they recognise and inferring key messages
- Elaboration viewing or listening to a simple text such as a song or story, recognising and using key words to experiment and play with making their own sentences, わたしの／ぼくのしゅみはからてです。
- Elaboration using print and digital tools to gather and respond to information about one another’s home lives and activities, for example, conducting surveys on pets, sports, families, likes and dislikes, and then using graphs or images to display the results
Content descriptorAC9LJ4C04 Communicating meaning in Japanese
develop strategies to comprehend and adjust Japanese language in familiar contexts to convey cultural meaning
Elaborations (5)
- Elaboration explaining features of Japanese language protocols such as the use of formulaic expressions, for example, いってきます、ただいま, basic counter classifiers, and the indication of politeness by using です and ます
- Elaboration noticing differences in the ways in which Japanese, English and speakers of other language communicate, for example, noticing differences in communication with young children, unfamiliar adults or elderly people おはよう and おはようございます, the absence of a suffix after a family member’s name, and different pronouns
- Elaboration creating a word bank or class book with Japanese words and expressions that do not translate easily into English, for example, よろしくおねがいします、いただきます、いってきます、がんばって
- Elaboration taking on the role of a character from a story or situation and creating and presenting a skit, song or rap to convey language and cultural information using non-verbal and verbal communication, for example, crossing hands over chest to indicate ばつ (wrong) in a role-play
- Elaboration using a familiar text as a stimulus to complete a role-play with their own creative input, for example, role-playing a Japanese folk tale, changing the main characters and items to suit their own preferences
They use modelled language and basic syntax to create texts.
Content descriptorAC9LJ4C05 Communicating meaning in Japanese
create and present informative and imaginative spoken, written and multimodal texts using formulaic expressions, simple sentences, modelled textual conventions, hiragana with the chart as support, and familiar kanji appropriate to context
Elaborations (9)
- Elaboration creating imaginary animals or anime-style characters and presenting them through performance, digital display or visual representation, cartoon, puppets, for example, こちらはかっぱです。みどりです。川がすきです。目が大きいです。
- Elaboration creating short bilingual versions of familiar texts such as songs, picture dictionaries, captions for images and displays or photo stories
- Elaboration creating a chart, diorama, page of a ‘Big Book’ or digital presentation to showcase elements of their Japanese language learning to others
- Elaboration creating simple descriptions in Japanese and matching them to appropriate First Nations Country/Place locations in their local area or elsewhere in Australia
- Elaboration creating and/or presenting a set of simple written instructions or steps for a peer or the class to follow, for example, drawing an imaginary character or monster, 一ばん:くちをかいてください、おおきいです。二ばん:みみをかいてください、ちいさいです, etc.
- Elaboration creating informative texts, for example, describing themselves, family members or friends, and identifying relationships such as お母さん, using modelled language and support resources, お父さんのなまえはケンです。やきゅうとおんがくがすきです。やさしい人です。
- Elaboration incorporating onomatopoeic sounds or expressions such as ワンワン、モグモグ、やった！、たいへん、あれ？、がんばって！ into written and spoken texts to enrich texts and entertain others, for example, using speech bubbles, captions and simple expressive interjections
- Elaboration using digital tools to label aspects of their daily routine and home life (captions, speech bubbles, etc.), including expressions of time, for example, depicting waking in the morning with a clock displaying 七じ and the words おはようございます
- Elaboration creating scaffolded texts using hiragana, including use of diacritic marks, long vowels and blended characters as formulaic language, as well as some kanji relevant to the context such as 大、小、犬、本、水, etc.
They use hiragana with support, and familiar kanji appropriate to context.
Content descriptorAC9LJ4C05 Communicating meaning in Japanese
create and present informative and imaginative spoken, written and multimodal texts using formulaic expressions, simple sentences, modelled textual conventions, hiragana with the chart as support, and familiar kanji appropriate to context
Elaborations (9)
- Elaboration creating imaginary animals or anime-style characters and presenting them through performance, digital display or visual representation, cartoon, puppets, for example, こちらはかっぱです。みどりです。川がすきです。目が大きいです。
- Elaboration creating short bilingual versions of familiar texts such as songs, picture dictionaries, captions for images and displays or photo stories
- Elaboration creating a chart, diorama, page of a ‘Big Book’ or digital presentation to showcase elements of their Japanese language learning to others
- Elaboration creating simple descriptions in Japanese and matching them to appropriate First Nations Country/Place locations in their local area or elsewhere in Australia
- Elaboration creating and/or presenting a set of simple written instructions or steps for a peer or the class to follow, for example, drawing an imaginary character or monster, 一ばん:くちをかいてください、おおきいです。二ばん:みみをかいてください、ちいさいです, etc.
- Elaboration creating informative texts, for example, describing themselves, family members or friends, and identifying relationships such as お母さん, using modelled language and support resources, お父さんのなまえはケンです。やきゅうとおんがくがすきです。やさしい人です。
- Elaboration incorporating onomatopoeic sounds or expressions such as ワンワン、モグモグ、やった！、たいへん、あれ？、がんばって！ into written and spoken texts to enrich texts and entertain others, for example, using speech bubbles, captions and simple expressive interjections
- Elaboration using digital tools to label aspects of their daily routine and home life (captions, speech bubbles, etc.), including expressions of time, for example, depicting waking in the morning with a clock displaying 七じ and the words おはようございます
- Elaboration creating scaffolded texts using hiragana, including use of diacritic marks, long vowels and blended characters as formulaic language, as well as some kanji relevant to the context such as 大、小、犬、本、水, etc.
Students imitate hiragana sounds, pronunciation and intonation patterns of Japanese language.
Content descriptorAC9LJ4U01 Understanding language and culture
recognise and use modelled combinations of hiragana sounds, pronunciation and intonation patterns of Japanese to form words and phrases
Elaborations (7)
- Elaboration recognising that there are 5 vowels (a, i, u, e, o) and 19 distinct consonants in Japanese (k, g, s, sh, z, j, t, ch, ts, d, n, h, f, b, p, m, y, r, w) and that vowels can be attached to most consonants to produce a kana
- Elaboration recognising sounds and pronouncing hiragana characters and words, including some long vowels, for example, おとうさん、大きい, voiced sounds, for example, かぞく、たべます, and blended sounds, for example, きょう、でしょう, with reference to support resources
- Elaboration applying some differences in pronunciation of English and Japanese versions of loan words such as バナナ、ペット、サッカー in spoken texts
- Elaboration recognising some variations in intonation, for example, rising intonation when a question is being asked or when something is an instruction or command, and using these intonation patterns in their own speech
- Elaboration noticing some familiar kanji that may have more than one ‘sound’, for example, 日、人
- Elaboration understanding that hiragana characters can be combined to represent words, learning how to use the chart, and recognising hiragana as a systematic framework for reading and writing
- Elaboration recognising the concept of the minimum unit of rhythm in Japanese ‘foot’ or フット and that one foot in Japanese consists of 2 moras, for example, ごちそうさま is pronounced as a 3-foot word ごち・そう・さま
They demonstrate understanding that Japanese has non-verbal, spoken and written language conventions and rules to create and make meaning.
Content descriptorAC9LJ4U01 Understanding language and culture
recognise and use modelled combinations of hiragana sounds, pronunciation and intonation patterns of Japanese to form words and phrases
Elaborations (7)
- Elaboration recognising that there are 5 vowels (a, i, u, e, o) and 19 distinct consonants in Japanese (k, g, s, sh, z, j, t, ch, ts, d, n, h, f, b, p, m, y, r, w) and that vowels can be attached to most consonants to produce a kana
- Elaboration recognising sounds and pronouncing hiragana characters and words, including some long vowels, for example, おとうさん、大きい, voiced sounds, for example, かぞく、たべます, and blended sounds, for example, きょう、でしょう, with reference to support resources
- Elaboration applying some differences in pronunciation of English and Japanese versions of loan words such as バナナ、ペット、サッカー in spoken texts
- Elaboration recognising some variations in intonation, for example, rising intonation when a question is being asked or when something is an instruction or command, and using these intonation patterns in their own speech
- Elaboration noticing some familiar kanji that may have more than one ‘sound’, for example, 日、人
- Elaboration understanding that hiragana characters can be combined to represent words, learning how to use the chart, and recognising hiragana as a systematic framework for reading and writing
- Elaboration recognising the concept of the minimum unit of rhythm in Japanese ‘foot’ or フット and that one foot in Japanese consists of 2 moras, for example, ごちそうさま is pronounced as a 3-foot word ごち・そう・さま
Content descriptorAC9LJ4U02 Understanding language and culture
recognise Japanese language conventions, some kana and kanji rules, simple grammatical structures and basic syntax in familiar texts and contexts
Elaborations (10)
- Elaboration recognising and using the rules of simple Japanese word order (subject+object+verb/copula) with support
- Elaboration developing understanding of present tense ます form with particles を and に, for example, ぶどうをたべます、がっこうにいきます, and beginning to use in texts
- Elaboration describing people, animals, places and things using adjectives or adjective-noun phrases, for example, おいしいです、おいしいもも
- Elaboration understanding that there is a stroke order and that there are rules for kana and kanji, and practising numbering strokes in order when writing characters
- Elaboration recognising the function of, and using some particles in sentences, for example, は after the subject, の to indicate ownership, か for questions and が in formulaic expressions such as がすきです
- Elaboration recognising some Japanese writing conventions and different ways of presenting texts, for example, observing layout, direction, the use of squared paper and punctuation, たてがき, よこがき
- Elaboration recognising and using basic counters in Japanese for different purposes such as expressing quantity and time, for example, ～人、～才、～月、～じ、はん and counting from 1–100
- Elaboration seeking information using question words within modelled sentence structures, なに、なん、いつ、どこ and だれ and the sentence-ending particle か, for example, なにがすきですか。なん才ですか。なん人ですか。いつですか。
- Elaboration noticing the systematic and logical nature of Japanese grammar, writing and the kana charts, and using this knowledge to support learning
- Elaboration developing metalanguage for communicating about language through the use of correct terminology for parts of speech (noun, verb and adjective)
They recognise that some terms have cultural meanings.
Content descriptorAC9LJ4U04 Understanding language and culture
identify connections between Japanese language and cultural practices
Elaborations (8)
- Elaboration exploring additional elements of ‘culture’ (what is valued in different communities, contexts, environments, different approaches to teaching and learning in school, etc.), and understanding formulaic expressions and terms that reflect cultural values, for example, きをつけて、おそうじじかん、 きゅうしょく
- Elaboration recognising and practising common language and behaviours that reflect Japanese culture and traditions, for example, when viewing excerpts from digital texts, listening for key words and familiar phrases and interpreting cultural expressions and behaviours, and ways of accepting compliments or praise in Japanese by saying いいえ instead of ありがとう, expressing humility and respect by not going first or not using さん for self
- Elaboration noticing and comparing their own and others’ ways of communicating, identifying any elements that reflect cultural differences or influences of other languages, and considering different interpretations, for example, noticing differences between Japanese and Australian-English language used in certain social situations, いただきます、ご ちそうさまでした, before and after meals, and ただいま、おかえりなさい
- Elaboration exploring representations of information such as symbols used in cultural expressions of First Nations Australians, and making connections with those of Japanese language and culture
- Elaboration learning to discuss culture and language by responding to prompt questions, for example, “What do you notice?”, “Why do you think that …?”, “How is this similar/different …?”, or using thinking strategies, “I used to think/now I think”
- Elaboration discussing the importance of respect and politeness in Japanese culture, for example using specific titles, gestures and language, and noticing that the suffix さん can be used with anyone, regardless of gender, age or status
- Elaboration noticing how politeness, humility and respect are conveyed in different ways in Japanese language and behaviour, such as how body language and gestures can replace words, for example, bowing as an apology or as a request to be excused
- Elaboration understanding that language used in particular interactions can vary between cultural contexts, for example, noting the use of titles/suffixes in Japanese さん、せんせい、ちゃん、くん
They identify patterns in Japanese and make comparisons between Japanese and English.
Content descriptorAC9LJ4U03 Understanding language and culture
recognise familiar Japanese language features and compare with those of English, in known contexts
Elaborations (4)
- Elaboration discussing the sounds of Japanese language compared with English, noticing limitations when writing some borrowed words and the need to adapt, for example, adjusting to the absence of the ‘l’ and ‘r’ sound when writing names in Japanese
- Elaboration creating a Japanese and English comparison table, graph, poster or graphic to display language differences, for example, producing a chart to show scripts, word order, conventions, grammar, and pronunciation
- Elaboration applying literacy knowledge in English, or other known language, to recognise different elements in texts that contribute to meaning-making, for example, examining the layout, title, illustration and use of punctuation in a picture book or the use of speech bubbles in a cartoon; or becoming punctuation detectives and finding elements in a text
- Elaboration recognising features of familiar genres of Japanese texts, (picture books, digital books, etc.) and reading shared text and noticing elements such as punctuation and layout, and comparing these with the way English is organised in similar texts
They understand that the Japanese language is connected with culture, and identify how this is reflected in their own language(s) and culture(s).
Content descriptorAC9LJ4U04 Understanding language and culture
identify connections between Japanese language and cultural practices
Elaborations (8)
- Elaboration exploring additional elements of ‘culture’ (what is valued in different communities, contexts, environments, different approaches to teaching and learning in school, etc.), and understanding formulaic expressions and terms that reflect cultural values, for example, きをつけて、おそうじじかん、 きゅうしょく
- Elaboration recognising and practising common language and behaviours that reflect Japanese culture and traditions, for example, when viewing excerpts from digital texts, listening for key words and familiar phrases and interpreting cultural expressions and behaviours, and ways of accepting compliments or praise in Japanese by saying いいえ instead of ありがとう, expressing humility and respect by not going first or not using さん for self
- Elaboration noticing and comparing their own and others’ ways of communicating, identifying any elements that reflect cultural differences or influences of other languages, and considering different interpretations, for example, noticing differences between Japanese and Australian-English language used in certain social situations, いただきます、ご ちそうさまでした, before and after meals, and ただいま、おかえりなさい
- Elaboration exploring representations of information such as symbols used in cultural expressions of First Nations Australians, and making connections with those of Japanese language and culture
- Elaboration learning to discuss culture and language by responding to prompt questions, for example, “What do you notice?”, “Why do you think that …?”, “How is this similar/different …?”, or using thinking strategies, “I used to think/now I think”
- Elaboration discussing the importance of respect and politeness in Japanese culture, for example using specific titles, gestures and language, and noticing that the suffix さん can be used with anyone, regardless of gender, age or status
- Elaboration noticing how politeness, humility and respect are conveyed in different ways in Japanese language and behaviour, such as how body language and gestures can replace words, for example, bowing as an apology or as a request to be excused
- Elaboration understanding that language used in particular interactions can vary between cultural contexts, for example, noting the use of titles/suffixes in Japanese さん、せんせい、ちゃん、くん
This achievement standard describes the expected learning for Years 3 to 4 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 | 9 |
| Understanding language and culture | Understanding systems of language | 3 | 21 |
| Understanding language and culture | Understanding the interrelationship of language and culture | 1 | 8 |
| Total | 9 | 62 | |
Frequently Asked Questions
What should students know by the end of Years 3 to 4 Japanese?
By the end of Year 4, students use Japanese language to initiate structured interactions to share information related to the classroom and their personal world. They use modelled language to participate in spoken and written activities that involve planning. 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 Years 1 to 2?
The Years 1 to 2 Japanese standard (ASLANJAPF10Y12) covers the preceding curriculum level. Standards build progressively, with Years 3 to 4 expectations extending what was introduced in Years 1 to 2.
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.