Years 7 to 8
Languages
ASLANJAPF10Y78
Years 7 to 8 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 8, students initiate and maintain interactions in Japanese language in familiar and some unfamiliar contexts related to a range of interests and experiences. They use Japanese to collaborate and problem-solve, and adjust language in response to others. They interpret information, ideas and opinions in texts. They demonstrate understanding of similarities and differences between languages, in both familiar and some unfamiliar cultural contexts, by adjusting and reorganising responses. They select and use vocabulary, sentence structures, expressions and levels of formality to create texts. They select and use combinations of kana and familiar kanji appropriate to context.
Students apply the conventions of spoken Japanese and phrasing patterns to develop fluency. They demonstrate understanding that spoken, written and multimodal texts use different conventions, structures and features to convey meaning. They comment on structures and features of Japanese text, using metalanguage. They reflect on how the Japanese language, culture and identity are interconnected, and compare this with their own language(s), culture(s) and identity.
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 8, students initiate and maintain interactions in Japanese language in familiar and some unfamiliar contexts related to a range of interests and experiences.
Content descriptorAC9LJ8C01 Communicating meaning in Japanese
initiate and sustain exchanges in familiar and some unfamiliar contexts related to students’ experiences, feelings and views, adjusting their language in response to others
Elaborations (7)
- Elaboration responding to information phrased in different ways, for example, いくつですか versus 何才ですか、or recognising informal questions using intonation clues such as 何才？and adjusting informal/formal response
- Elaboration using language more spontaneously to show interest in, praise, respect and concern for others, for example, using respectful language for agreeing or disagreeing with views, ほんとうに？、そうですか、わかります、 and すみません、もういちど おねがいします、ちょっと…、すごい、すばらしい、がんばって and ええと to indicate thought
- Elaboration using a range of classroom-related language to participate in class activities (word, board, digital games, etc.) with phrases such as 私のばん、みぎ、ひだり、ざんねん、つぎは だれ？～さん、 enquiring about and describing the prepositions, for example, ワークシートはどこにありますか。テーブルのうえにあります。
- Elaboration sustaining interactions through the spontaneous use of formulaic language and あいづち to express feelings and reactions, for example, あー、ほんとう？つかれた、えー、むずかしい、たのしかった、できた, using cohesive devices to sequence and elaborate on ideas, for example, 土よう日にかいものに行きます。だから、はやくおきます, using vocabulary associated with sequencing such as さいしょに、つぎに、それから、そして
- Elaboration sharing and requesting personal information with others, and/or with real or imagined visiting students from Japan or a partner school, for example, スポーツ、好きなもの、友だち、べんきょう, using culturally appropriate gestures and a variety of sentence structures
- Elaboration engaging in various modes of communication with local and global peers about shared interests and experiences, for example, sport, food, study, music からてをしますか。いいえ、でも、からてが好きです; sharing opinions and expressing preferences, for example, すうがくはむずかしいとおもいます／です; recounting experiences, for example, holidays/events だれとパーティーへ行きましたか、; sharing and comparing information about teenage life, for example, daily routines and responsibilities 私は友だちとバスでがっこうへ行きます。
- Elaboration interacting via different modes of written communication in print and digital form, for example, letters, text messages and emails, to exchange personal information, views or feelings はい、十時にあいましょう、～はいいですね、～はすこしこわい！
They use Japanese to collaborate and problem-solve, and adjust language in response to others.
Content descriptorAC9LJ8C02 Communicating meaning in Japanese
collaborate in activities that involve the language of transaction, negotiation and problem-solving to plan projects and events
Elaborations (5)
- Elaboration using a range of formulaic expressions, anticipating and resolving differences in opinion or preferences by eliciting the opinions of others ～さんはどうですか、じゃ、～したらどうですか, and seeking permission, for example, ロッカーへ行ってもいいですか、テストはいつですか。
- Elaboration responding to a scenario to solve a problem as a team, such as a breakdown in communication, or an environmental issue, taking on different roles and responsibilities, then reflecting on the process and what they may have done differently
- Elaboration planning tasks involving authentic or simulated transactions which involve negotiating and making shared decisions, for example, planning social/cultural events or holidays, purchasing goods and role-playing scenarios related to travelling in Japan, 月よう日に日本のレストランに行きましょうか。月よう日は、ちょっと… 火よう日はどうですか。
- Elaboration considering and clarifying options (size, colour, quantity, etc.) when buying, ordering and selling, for example, この T シャツは L サイズですね。ちょっと大きいです。M サイズをください、ゲームが／をかいたいです。二千円です。どれが一ばん安いですか。
- Elaboration collaborating to develop a digital presentation, brochure or poster to promote Japanese learning, deciding what is important, the language they need to use and how best to present the information to a target audience
They interpret information, ideas and opinions in texts.
Content descriptorAC9LJ8C03 Communicating meaning in Japanese
interpret information, ideas and opinions in a range of spoken, written and multimodal texts, and respond appropriately to cultural context, purpose and audience
Elaborations (7)
- Elaboration accessing information from a range of authentic and/or modified texts across a range of modes and text types, for example, viewing signs, weather reports, print advertisements, menus, packaging, brochures, websites, and phone messages, and obtaining, interpreting and evaluating information, opinions and ideas
- Elaboration responding to both factual (newspaper, article, journal, etc.) and imaginative texts (songs, stories, films, 昔話, videoclips, etc.), for example, identifying favourite elements or characters, writing reviews, creating a sequel/alternative ending
- Elaboration synthesising a range of informative texts and personal opinions to draw out key information in order to respond appropriately in Japanese, for example, inviting a friend to holiday/cultural events, reflecting on an imagined or real experience, reviewing a video/article
- Elaboration listening to, reading or viewing First Nations Australian authors’ stories and responding to them in spoken or written Japanese
- Elaboration engaging with authentic Japanese commercials, video clips, songs, or cartoons and using known key words, visual clues, context, target audience, and prior knowledge to help infer meaning and guess the main idea, gist and purpose
- Elaboration interpreting key details and taking notes from a range of texts and recording a simple summary of essential information, for example, viewing or listening to another student’s school routine, then creating their weekly timetable
- Elaboration conducting surveys or interviews with others on familiar topics such as hobbies, studies, social media and opinions about issues, and presenting information in chosen formats (written, digital, etc.), for example, 六十%の人はおなじいけんです。
Content descriptorAC9LJ8C04 Communicating meaning in Japanese
interpret and adjust non-verbal, spoken and written language to convey meaning in Japanese language in familiar and some unfamiliar cultural contexts
Elaborations (4)
- Elaboration comparing translations of short Japanese texts (signs, conversations, audio messages, digital texts, etc.) and identifying their tone and style and other language features and how they influence meaning
- Elaboration listening to informal spoken language that may have deviations from ‘correct’ grammar including changes in word order and omissions of words, and predicting meaning or noticing differences between written form
- Elaboration becoming aware of instances where direct translation is not possible and explaining the reason why or reflecting on some challenges of transferring meaning between languages, and how some things may be lost in translation, for example, explaining why ‘good luck’ does not accurately translate the term がんばってください
- Elaboration reading a short text in Japanese and responding orally, adjusting language appropriately, for example, reading a letter about proposed changes to school rules or uniform, then responding in a speech to be delivered to peers
They demonstrate understanding of similarities and differences between languages, in both familiar and some unfamiliar cultural contexts, by adjusting and reorganising responses.
Content descriptorAC9LJ8C04 Communicating meaning in Japanese
interpret and adjust non-verbal, spoken and written language to convey meaning in Japanese language in familiar and some unfamiliar cultural contexts
Elaborations (4)
- Elaboration comparing translations of short Japanese texts (signs, conversations, audio messages, digital texts, etc.) and identifying their tone and style and other language features and how they influence meaning
- Elaboration listening to informal spoken language that may have deviations from ‘correct’ grammar including changes in word order and omissions of words, and predicting meaning or noticing differences between written form
- Elaboration becoming aware of instances where direct translation is not possible and explaining the reason why or reflecting on some challenges of transferring meaning between languages, and how some things may be lost in translation, for example, explaining why ‘good luck’ does not accurately translate the term がんばってください
- Elaboration reading a short text in Japanese and responding orally, adjusting language appropriately, for example, reading a letter about proposed changes to school rules or uniform, then responding in a speech to be delivered to peers
They select and use vocabulary, sentence structures, expressions and levels of formality to create texts.
Content descriptorAC9LJ8C05 Communicating meaning in Japanese
create and present spoken, written and multimodal, informative and imaginative texts for specific purposes, selecting vocabulary, expressions, grammatical structures, textual conventions and features, and combinations of kana and familiar kanji appropriate to context
Elaborations (11)
- Elaboration inventing the next scene, a new character or an alternative ending to a Japanese story, drama or film script
- Elaboration creating imaginative texts and experiences across a variety of modes to share with others, for example, creating plays, narratives, songs and poems in intercultural contexts which reflect cultural behaviour
- Elaboration producing bilingual texts (conversations, captions, stories, messages, letters, instructions, subtitles, etc.) for specific purposes and audiences, considering language that may not translate directly
- Elaboration creating a print or digital poster in Japanese to promote travel to a significant cultural location on a First Nations Country/Place, including what to see and do
- Elaboration constructing texts to entertain younger audiences, for example, audio ‘Big Books’, puppet plays, cartoons or short video clips, selecting language, rhythms and images that enrich the visual or listening experience
- Elaboration using a range of familiar language in contextually appropriate ways to suit the audience and purpose, for example, writing a simple email to a host family, writing a simple narrative for children of different age groups, writing a script for how to answer the phone, and comparing with similar texts in English
- Elaboration creating informative texts, such as a brochure about a Japanese cultural event, sustainability efforts, or a ‘zero-waste’ town, for example, ゆきまつり、おしょうがつ、はなみ, Kamikatsu town, rubbish sorting, with factual and interesting points
- Elaboration understanding and using features and conventions of familiar texts (emails, conversations, speeches, stories, songs, etc.), noting how they are typically constructed, and how emotion is expressed, for example, writing dialogue, composing an editorial, びっくりしました！ざんねんでした、よかった、マジで？
- Elaboration creating texts, selecting hiragana, katakana, including elongated vowels, double consonants and contractions, as well as high-frequency kanji for verbs, for example, 立ちます、出ます、来ます, nouns, 先生、父、母、今日、 語、何, adjectives, 早い、好き、安い, etc. and the pronoun 私
- Elaboration using elements to enhance textual cohesion, such as paragraphing or conjunctions to sequence and link ideas and maintain the flow of expression, for example, それで、それに、だから
- Elaboration creating an introduction to the school and/or neighbourhood for Japanese-speaking visitors using appropriate digital tools, and including timetable information, a labelled map, staff lists, and the school rules
They select and use combinations of kana and familiar kanji appropriate to context.
Content descriptorAC9LJ8C05 Communicating meaning in Japanese
create and present spoken, written and multimodal, informative and imaginative texts for specific purposes, selecting vocabulary, expressions, grammatical structures, textual conventions and features, and combinations of kana and familiar kanji appropriate to context
Elaborations (11)
- Elaboration inventing the next scene, a new character or an alternative ending to a Japanese story, drama or film script
- Elaboration creating imaginative texts and experiences across a variety of modes to share with others, for example, creating plays, narratives, songs and poems in intercultural contexts which reflect cultural behaviour
- Elaboration producing bilingual texts (conversations, captions, stories, messages, letters, instructions, subtitles, etc.) for specific purposes and audiences, considering language that may not translate directly
- Elaboration creating a print or digital poster in Japanese to promote travel to a significant cultural location on a First Nations Country/Place, including what to see and do
- Elaboration constructing texts to entertain younger audiences, for example, audio ‘Big Books’, puppet plays, cartoons or short video clips, selecting language, rhythms and images that enrich the visual or listening experience
- Elaboration using a range of familiar language in contextually appropriate ways to suit the audience and purpose, for example, writing a simple email to a host family, writing a simple narrative for children of different age groups, writing a script for how to answer the phone, and comparing with similar texts in English
- Elaboration creating informative texts, such as a brochure about a Japanese cultural event, sustainability efforts, or a ‘zero-waste’ town, for example, ゆきまつり、おしょうがつ、はなみ, Kamikatsu town, rubbish sorting, with factual and interesting points
- Elaboration understanding and using features and conventions of familiar texts (emails, conversations, speeches, stories, songs, etc.), noting how they are typically constructed, and how emotion is expressed, for example, writing dialogue, composing an editorial, びっくりしました！ざんねんでした、よかった、マジで？
- Elaboration creating texts, selecting hiragana, katakana, including elongated vowels, double consonants and contractions, as well as high-frequency kanji for verbs, for example, 立ちます、出ます、来ます, nouns, 先生、父、母、今日、 語、何, adjectives, 早い、好き、安い, etc. and the pronoun 私
- Elaboration using elements to enhance textual cohesion, such as paragraphing or conjunctions to sequence and link ideas and maintain the flow of expression, for example, それで、それに、だから
- Elaboration creating an introduction to the school and/or neighbourhood for Japanese-speaking visitors using appropriate digital tools, and including timetable information, a labelled map, staff lists, and the school rules
Students apply the conventions of spoken Japanese and phrasing patterns to develop fluency.
Content descriptorAC9LJ8U01 Understanding language and culture
apply knowledge of conventions of spoken Japanese and phrasing patterns to enhance fluency, and to respond to and create texts in familiar and some unfamiliar contexts
Elaborations (8)
- Elaboration accurately pronouncing all combinations of kana, including voiced and unvoiced elements, and all combined sounds (contractions and blends)
- Elaboration understanding how to make some appropriate pauses and allowing for interjection, for example, dividing up a sentence into cohesive chunks to allow for the use of simple あいづち, for example, うん、そうですね。
- Elaboration using available combinations of katakana to experiment with Japanese pronunciation of unfamiliar loan words, for example, ホワイトボード
- Elaboration understanding the connection between written representation of tone and emotion and verbal expression, for example, observing how particle use shifts tone as well as meaning そうですね、そうですか。
- Elaboration approximating unfamiliar words in katakana by applying an understanding of Japanese sound and recognising 2 ways of reading some kanji: a ‘Japanese way’ (a kun-yomi) and a Chinese way’ (an on-yomi)
- Elaboration using furigana to support the reading of unknown kanji
- Elaboration recognising that in the copula です, and the verb suffix ます, the ‘u’ is devoiced in normal speech
- Elaboration applying knowledge of the sounds of Japanese by using a keyboard with romaji input settings to type sentences and short paragraphs, selecting hiragana, katakana or kanji appropriate to context
They demonstrate understanding that spoken, written and multimodal texts use different conventions, structures and features to convey meaning.
Content descriptorAC9LJ8U01 Understanding language and culture
apply knowledge of conventions of spoken Japanese and phrasing patterns to enhance fluency, and to respond to and create texts in familiar and some unfamiliar contexts
Elaborations (8)
- Elaboration accurately pronouncing all combinations of kana, including voiced and unvoiced elements, and all combined sounds (contractions and blends)
- Elaboration understanding how to make some appropriate pauses and allowing for interjection, for example, dividing up a sentence into cohesive chunks to allow for the use of simple あいづち, for example, うん、そうですね。
- Elaboration using available combinations of katakana to experiment with Japanese pronunciation of unfamiliar loan words, for example, ホワイトボード
- Elaboration understanding the connection between written representation of tone and emotion and verbal expression, for example, observing how particle use shifts tone as well as meaning そうですね、そうですか。
- Elaboration approximating unfamiliar words in katakana by applying an understanding of Japanese sound and recognising 2 ways of reading some kanji: a ‘Japanese way’ (a kun-yomi) and a Chinese way’ (an on-yomi)
- Elaboration using furigana to support the reading of unknown kanji
- Elaboration recognising that in the copula です, and the verb suffix ます, the ‘u’ is devoiced in normal speech
- Elaboration applying knowledge of the sounds of Japanese by using a keyboard with romaji input settings to type sentences and short paragraphs, selecting hiragana, katakana or kanji appropriate to context
Content descriptorAC9LJ8U02 Understanding language and culture
apply understanding of grammatical structures, expressions and writing system rules to compose and respond to texts
Elaborations (10)
- Elaboration using a range of simple and compound sentence structures in Japanese, understanding that word order of noun phrases is flexible as long as particle use is correct, and sentences end with a verb/copula: subject は noun です。, subject は adjective です。, subject は person と means で object/place を／に／へ verb ます, etc.
- Elaboration using a range of familiar verbs in the present and past, including both positive and negative, for example, 行きます、見ません、食べました、聞きませんでした
- Elaboration using い and な adjectives in the present tense, for example, おいしい、たのしい、しずかな、 and negative forms, for example, たかくない
- Elaboration comprehending the role of different scripts (hiragana, katakana, kanji) to represent meaning depending on context (katakana – loan words and sound words; hiragana supporting kanji through furigana and okurigana) and applying multiple kana and kanji stroke order rules
- Elaboration understanding and using a range of particles to perform different functions, including ～から～まで (from, as far as, until, distances) sentence-ending particles such as か、よ and ね
- Elaboration using げんこうようし (typed or hand written), 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 placing of punctuation まる(。) and てん(、)
- Elaboration increasing precision of expression by incorporating specific counter classifiers, for example, ～時、～分、～つ、～まい、～本, superlatives 一ばん好きです, and adverbs as formulaic expressions 早く、おそく
- Elaboration creating cohesion, sequence, flow and adding detail by using conjunctions そして、それから、でも, adverbs まい日、ときどき、とても, and linking nouns and adjectives おいしくて、母と
- Elaboration recognising the systematic nature of Japanese adjective and verb conjugation, creating charts and tables for reference, and applying this knowledge in creating texts
- Elaboration adjusting and using a range of suffixes depending on the relationship さま、先生、ちゃん、さん、あなた、お姉さん and grouping suffixes たち
They comment on structures and features of Japanese text, using metalanguage.
Content descriptorAC9LJ8U03 Understanding language and culture
reflect on similarities and differences between Japanese and English language structures and features, using metalanguage
Elaborations (5)
- Elaboration applying knowledge of metalanguage to discuss in English and deepen understanding of Japanese language and increase control of grammatical concepts and language elements such as adverbs, particles, pronouns
- Elaboration reflecting on similarities and differences between Japanese words used in English, and borrowed words from other languages, for example, café, guru, siesta, paparazzi, anonymous, and why languages use loan words
- Elaboration demonstrating understanding of differences between Japanese and English language features, for example, using ‘and’ in English for connecting verbs, nouns, and adjectives, and in Japanese using て form, と／や and くて／で respectively
- Elaboration comparing and contrasting the structures of a variety of authentic community texts in Japanese and English, and exploring how the audience, purpose and context influence each language version
- Elaboration applying the language features of different types of texts, for example, using appropriate wording when opening and closing emails, letters or phone conversations, for example, ～さんへ、～より、もしもし and comparing these to conventions used in English
They reflect on how the Japanese language, culture and identity are interconnected, and compare this with their own language(s), culture(s) and identity.
Content descriptorAC9LJ8U04 Understanding language and culture
reflect on and explain how identity is shaped by language(s), culture(s), beliefs, attitudes and values
Elaborations (8)
- Elaboration understanding the interconnected nature of language and culture and how they influence each other over and in time, for example, the introduction of foreign words from other languages into Japan パン、ズボン and pop-culture references, J-pop
- Elaboration recognising elements of identity that are important across all cultures, for example, making connections with celebrations common in Japan and in the culture(s) of classroom members, and grouping them according to family, community, Country and Place
- Elaboration explaining language used in Japanese interactions that reflects humility or deference, and avoids conflict, for example, recognising expressions used to refuse or deflect praise of self or family, or to defer to others and, indirect or softened language, for example, もうすこしがんばりましょう。
- Elaboration examining how First Nations Australians’ connections to social and physical environments can be compared with Japanese-speaking peoples’ connections to nature and respect for the natural environment
- Elaboration understanding how cultural values are reflected in language and actions to express identity, for example, kinship terms, expressing consideration and respect どうぞ、どうも、 and belonging うち／そと
- Elaboration understanding how Japanese language use can vary depending on age, status, relationship and level of familiarity between participants, for example, 母／お母さん、さま、さん、ちゃん, avoiding あなた when showing politeness, and incorporating into their own practices
- Elaboration focusing on a particular expression or gesture, such as giving with 2 hands and receiving politely, or exchanging めいし, inferring what this might tell us about Japanese people and culture, using, for example, “I used to think…, now I think…”, class discussion, reflecting on the experience of using Japanese expressions, gestures and body language, and considering how their responses reflect their own attitudes and beliefs
- Elaboration reflecting on Japanese language and expressions to show politeness and respect compared with their own, for example, comparing family kinship terms when referring to one’s own or others’ family 父／お父さん、あね／おねえさん、suffixes and titles, the use of お and ご with some nouns, and the concept of せんぱい and こうはい
This achievement standard describes the expected learning for Years 7 to 8 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 | 11 |
| Communicating meaning in Japanese | Creating text in Japanese | 1 | 11 |
| Understanding language and culture | Understanding systems of language | 3 | 23 |
| Understanding language and culture | Understanding the interrelationship of language and culture | 1 | 8 |
| Total | 9 | 65 | |
Frequently Asked Questions
What should students know by the end of Years 7 to 8 Japanese?
By the end of Year 8, students initiate and maintain interactions in Japanese language in familiar and some unfamiliar contexts related to a range of interests and experiences. They use Japanese to collaborate and problem-solve, and adjust language in response to others. 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 5 to 6?
The Years 5 to 6 Japanese standard (ASLANJAPF10Y56) covers the preceding curriculum level. Standards build progressively, with Years 7 to 8 expectations extending what was introduced in Years 5 to 6.
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.