Years 9 to 10
Languages
ASLANJAPF10Y910
Years 9 to 10 Japanese Achievement Standard
13 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 contribute to and extend interactions in Japanese language in increasingly unfamiliar contexts related to a wide range of interests and issues. They interpret texts by evaluating and synthesising information, ideas and perspectives. They show understanding of how features of language can be used to influence audience response. They create texts, selecting and manipulating language for a range of contexts, purposes and audiences. They apply and use complex sentences and structures to create and respond to spoken and written texts. They use a variety of tenses to sequence events and use language devices to enhance meaning and cohesion. They select and use combinations of kana and a range of kanji appropriate to context.
Students incorporate features, conventions and phrasing patterns of spoken Japanese in informal and formal speech, to extend fluency. They demonstrate understanding of the conventions of spoken and written texts and the connections between them. They apply knowledge of scripts, language structures and features, to make and predict meaning. They identify multiple readings of familiar kanji in different compounds. They support analysis of Japanese texts, using metalanguage. They reflect on their own cultural perspectives and identity, and draw on their experience of learning Japanese, to evaluate how this learning influences their ideas and ways of communicating.
Foundation to Year 10 sequence
The 13 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 contribute to and extend interactions in Japanese language in increasingly unfamiliar contexts related to a wide range of interests and issues.
Content descriptorAC9LJ10C01 Communicating meaning in Japanese
initiate, sustain and extend exchanges in familiar and unfamiliar contexts related to students’ own and others’ experiences of the world, adjusting their language in response to others
Elaborations (7)
- Elaboration using contextually appropriate language in response to participants in the conversation, for example, adjusting register and tone, using polite form with adults and plain form with peers
- Elaboration engaging in peer and self-reflection activities, such as providing evaluations or giving and receiving compliments using culturally appropriate language, for example, ～くんは日本語がじょうずですね。いいえ、まあまあです。
- Elaboration responding to teacher requests, for example, きょうしつに入って、パソコンをだして、ペンでかんじをかいてください, and making requests of others 見せて、私のとなりにすわって、～はどこですか。
- Elaboration initiating and sustaining conversation on familiar and unfamiliar topics by using appropriate あいづち and communicative strategies to seek information, invite contributions or ask for clarification すみません。ああ、それはいいですね。～についてどう思いますか。～というのは何ですか。
- Elaboration communicating using formal and informal language with others (in school-based exchanges, with Japanese speakers via online conferencing, etc.), about personal information and lifestyle such as アルバイト、しょうらいのゆめ、ひまな時、かもく, using a variety of compound sentences, body language and communication strategies
- Elaboration exchanging detailed information and opinions to express views on personal and contemporary issues and experiences, for example, conversing about recycling, 日本のリサイクルはかなりきびしいです。けれども、かんきょうにいいと思います。, J-pop と K-pop はオーストラリアでにんきがあります。
- Elaboration engaging in written correspondence, in print or digital form, (emails, blog comments, memos, online chat forums, etc.) to share information, for example, describing every day and significant events in their lives, or their rights and responsibilities at home and school ～ことがあります、～と思います、～方がいい、～べきです、～なければなりません
Content descriptorAC9LJ10C02 Communicating meaning in Japanese
contribute to discussions that involve diverse views to negotiate outcomes, address issues and compare experiences
Elaborations (5)
- Elaboration expressing preferences in relation to shared activities and experiences, for example, 十時のほうがいい？それはいいね。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 discussing issues or problems that occurred on a real or imagined exchange trip and homestay in Japan, and collaborating to brainstorm solutions, offer opinions and advice, and compare individual experiences
- Elaboration participating in and reflecting on learning experiences that combine language and cultural elements, for example, community events, school exchanges, cultural activities (incursions - taiko, calligraphy) to compare, contribute, evaluate and respond in culturally appropriate ways ～てみましょう、よろしくおねがいします (in context), AはBより、AよりBの方が、おなじです、にています、ちがいます、～のようです、みたいです
- Elaboration participating in authentic or simulated scenarios which involve negotiations and decision-making related to travelling and living in Japan to satisfy a range of preferences, for example, interacting with friends and host family, sightseeing ～をしたらどうですか、でも～たいです、まだしゅくだいをしてないからだめです、じゃあ、しゅくだいをしてから～てみます、スキーをしたいから、さっぽろへ行きましょう、でも私はスキーができないから、あまり行きたくない。
- Elaboration creating a ‘lesson’ or resource to teach a particular grammar point, language structure, or kanji to the class or small group, sharing ideas to best teach and present information, addressing the needs of learners and comparing their experiences of ‘teaching’ Japanese
They interpret texts by evaluating and synthesising information, ideas and perspectives.
Content descriptorAC9LJ10C02 Communicating meaning in Japanese
contribute to discussions that involve diverse views to negotiate outcomes, address issues and compare experiences
Elaborations (5)
- Elaboration expressing preferences in relation to shared activities and experiences, for example, 十時のほうがいい？それはいいね。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 discussing issues or problems that occurred on a real or imagined exchange trip and homestay in Japan, and collaborating to brainstorm solutions, offer opinions and advice, and compare individual experiences
- Elaboration participating in and reflecting on learning experiences that combine language and cultural elements, for example, community events, school exchanges, cultural activities (incursions - taiko, calligraphy) to compare, contribute, evaluate and respond in culturally appropriate ways ～てみましょう、よろしくおねがいします (in context), AはBより、AよりBの方が、おなじです、にています、ちがいます、～のようです、みたいです
- Elaboration participating in authentic or simulated scenarios which involve negotiations and decision-making related to travelling and living in Japan to satisfy a range of preferences, for example, interacting with friends and host family, sightseeing ～をしたらどうですか、でも～たいです、まだしゅくだいをしてないからだめです、じゃあ、しゅくだいをしてから～てみます、スキーをしたいから、さっぽろへ行きましょう、でも私はスキーができないから、あまり行きたくない。
- Elaboration creating a ‘lesson’ or resource to teach a particular grammar point, language structure, or kanji to the class or small group, sharing ideas to best teach and present information, addressing the needs of learners and comparing their experiences of ‘teaching’ Japanese
Content descriptorAC9LJ10C03 Communicating meaning in Japanese
evaluate and synthesise information, ideas and perspectives in a broad range of spoken, written and multimodal texts and respond appropriately to cultural context, purpose and audience
Elaborations (7)
- Elaboration analysing a range of complex and extended texts including written, audio and visual forms (articles, interviews, and video clips, etc.) and, for example, identifying and evaluating intended audience and purpose, cultural differences, values and perspectives
- Elaboration gathering factual information and opinions from a range of authentic Japanese texts (websites, forums, articles, videos, etc.) to create a unique response according to context, audience and purpose, for example, planning a dream holiday, persuading the school to introduce ぶかつ, a new uniform or improving sustainability efforts, ～によると、～パーセントの学生はぶかつが楽しいと思う。だから～
- Elaboration synthesising information from a variety of sources to understand differing perspectives and community attitudes towards, and in relation to, current local and global issues, for example, investigating differing perspectives about sustainability, social media, or multiculturalism
- 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 demonstrating a perceptive understanding of a range of texts (film, historical texts, narratives, etc.) by recounting, reflecting and evaluating events from the perspective of the author and/or character(s), for example, はじめてトトロに会った時、少しこわかったけど、また会いたい。
- Elaboration understanding details and summarising key information, for example, using new words encountered in authentic texts (websites, newspaper articles, documentaries, reports, podcasts, etc.) on topics of local and global interests ちきゅうおんだんかがもんだいになっています。
- Elaboration interviewing others to obtain information, viewpoints and details on topics of interest and presenting the information in new ways for specific audiences, for example, presenting a speech about a special person in their lives, about others’ opinions on school rules, or a ‘how to’ procedural report
They show understanding of how features of language can be used to influence audience response.
Content descriptorAC9LJ10C03 Communicating meaning in Japanese
evaluate and synthesise information, ideas and perspectives in a broad range of spoken, written and multimodal texts and respond appropriately to cultural context, purpose and audience
Elaborations (7)
- Elaboration analysing a range of complex and extended texts including written, audio and visual forms (articles, interviews, and video clips, etc.) and, for example, identifying and evaluating intended audience and purpose, cultural differences, values and perspectives
- Elaboration gathering factual information and opinions from a range of authentic Japanese texts (websites, forums, articles, videos, etc.) to create a unique response according to context, audience and purpose, for example, planning a dream holiday, persuading the school to introduce ぶかつ, a new uniform or improving sustainability efforts, ～によると、～パーセントの学生はぶかつが楽しいと思う。だから～
- Elaboration synthesising information from a variety of sources to understand differing perspectives and community attitudes towards, and in relation to, current local and global issues, for example, investigating differing perspectives about sustainability, social media, or multiculturalism
- 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 demonstrating a perceptive understanding of a range of texts (film, historical texts, narratives, etc.) by recounting, reflecting and evaluating events from the perspective of the author and/or character(s), for example, はじめてトトロに会った時、少しこわかったけど、また会いたい。
- Elaboration understanding details and summarising key information, for example, using new words encountered in authentic texts (websites, newspaper articles, documentaries, reports, podcasts, etc.) on topics of local and global interests ちきゅうおんだんかがもんだいになっています。
- Elaboration interviewing others to obtain information, viewpoints and details on topics of interest and presenting the information in new ways for specific audiences, for example, presenting a speech about a special person in their lives, about others’ opinions on school rules, or a ‘how to’ procedural report
Content descriptorAC9LJ10C04 Communicating meaning in Japanese
interpret and translate non-verbal, spoken and written interactions and texts to convey meaning and intercultural understanding in familiar and unfamiliar contexts
Elaborations (4)
- Elaboration comparing English translations and interpretations of Japanese texts (song lyrics, proverbs, anime, advertisements, etc.) that contain cultural elements and references
- Elaboration listening to, and interpreting authentic instances of formal and informal language, for example, understanding some keigo in public announcements ～でございます, and informal ‘slang’ between friends めっちゃかわいい！, and reflecting on differences between spoken and written forms
- Elaboration evaluating the relative strengths and limitations of print dictionaries and digital translators, for example, comparing words, phrases and sentences to identify instances of non-equivalence and the importance of considering context and audience in translating texts to interpret meaning
- Elaboration discussing how texts, such as films, plays, songs and bilingual rakugo, use humour or aesthetic effects to provide commentary on social issues such as family, identity, status or humility
They create texts, selecting and manipulating language for a range of contexts, purposes and audiences.
Content descriptorAC9LJ10C05 Communicating meaning in Japanese
create and present informative and imaginative texts for diverse contexts and purposes, selecting vocabulary, expressions, grammatical structures, a range of features and conventions to engage different audiences, and using combinations of kana and a range of kanji appropriate to context
Elaborations (11)
- Elaboration using factual or imagined events and experiences to compose a range of multimodal text types such as presentations, articles, journals, and websites to suit a range of audiences (family, friends, Japanese peers, etc.) and purposes (to persuade, analyse, evaluate, etc.)
- Elaboration working collaboratively to compose a range of imaginary texts, such as performance or interaction, based on an imagined scenario that allows for experimentation with expressive language, a range of emotions and depth, for example, focusing on relationships and interactions, retelling a folktale/fairy tale, or composing social media posts
- Elaboration creating bilingual texts (subtitles, captions, brochures, posters, children’s books, video, etc.) describing personal experiences or community events depicting intercultural encounters relevant to school’s local context, for example, creating texts about: school exchange programs, a local Japanese festival, cultural practices
- 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 designing, planning and creating texts for others, for example, producing a primary school text that teaches Japanese, such as a written or audio book, or a guide to Japanese culture, or an interactive activity using digital tools, selecting language features to entertain and engage target audiences and presenting the materials to gain peers’ opinions
- Elaboration independently using a variety of language elements appropriately, such as plain or polite forms as appropriate to context and audience, to plan, promote, explain, evaluate, recount, inform and interact, for example, creating itineraries, journals, resumes, applications, blogs, reviews, advice, and dialogues, けんこうのためにうんどうをしたり、やさいを食べたりする、人と話すのが好きだから、きっさてんではたらきたいです。
- Elaboration planning for, and creating a range of informative texts (reports, explanations, procedures, persuasive writing, etc.) for different purposes and audiences 学校でけいたいをつかうこと、やきそばの作り方、オーストラリアに住んでいる学生の一日
- Elaboration applying knowledge of textual features and conventions of different text types to compose appropriate texts, noticing how the choice of language, devices and text structure works to achieve each text’s purpose and engage the intended audiences, for example, composing letters, articles, messages, editorials, public service announcements, awareness and promotional materials
- Elaboration writing imaginative or informative texts using hiragana to write grammatical elements, katakana for borrowed words and kanji to read and write verbs, for example, 思います、話します、聞きます、食べます、住みます, nouns, for example, 学校、会話, 日本語, adjectives, for example, 高い、上手、下手, and some adverbs, for example, 時々、早く
- Elaboration sequencing ideas logically to create text cohesion using appropriate cohesive devices such as verb て form, だから、 しかし、 それに、 けれども
- Elaboration using digital tools or applications, to prepare and present the details of a real or imagined event such as a visit to Japan, exchange student visit, or local excursion, suitable to context, purpose and audience, and providing elaborations for content-relevant queries
They apply and use complex sentences and structures to create and respond to spoken and written texts.
Content descriptorAC9LJ10C05 Communicating meaning in Japanese
create and present informative and imaginative texts for diverse contexts and purposes, selecting vocabulary, expressions, grammatical structures, a range of features and conventions to engage different audiences, and using combinations of kana and a range of kanji appropriate to context
Elaborations (11)
- Elaboration using factual or imagined events and experiences to compose a range of multimodal text types such as presentations, articles, journals, and websites to suit a range of audiences (family, friends, Japanese peers, etc.) and purposes (to persuade, analyse, evaluate, etc.)
- Elaboration working collaboratively to compose a range of imaginary texts, such as performance or interaction, based on an imagined scenario that allows for experimentation with expressive language, a range of emotions and depth, for example, focusing on relationships and interactions, retelling a folktale/fairy tale, or composing social media posts
- Elaboration creating bilingual texts (subtitles, captions, brochures, posters, children’s books, video, etc.) describing personal experiences or community events depicting intercultural encounters relevant to school’s local context, for example, creating texts about: school exchange programs, a local Japanese festival, cultural practices
- 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 designing, planning and creating texts for others, for example, producing a primary school text that teaches Japanese, such as a written or audio book, or a guide to Japanese culture, or an interactive activity using digital tools, selecting language features to entertain and engage target audiences and presenting the materials to gain peers’ opinions
- Elaboration independently using a variety of language elements appropriately, such as plain or polite forms as appropriate to context and audience, to plan, promote, explain, evaluate, recount, inform and interact, for example, creating itineraries, journals, resumes, applications, blogs, reviews, advice, and dialogues, けんこうのためにうんどうをしたり、やさいを食べたりする、人と話すのが好きだから、きっさてんではたらきたいです。
- Elaboration planning for, and creating a range of informative texts (reports, explanations, procedures, persuasive writing, etc.) for different purposes and audiences 学校でけいたいをつかうこと、やきそばの作り方、オーストラリアに住んでいる学生の一日
- Elaboration applying knowledge of textual features and conventions of different text types to compose appropriate texts, noticing how the choice of language, devices and text structure works to achieve each text’s purpose and engage the intended audiences, for example, composing letters, articles, messages, editorials, public service announcements, awareness and promotional materials
- Elaboration writing imaginative or informative texts using hiragana to write grammatical elements, katakana for borrowed words and kanji to read and write verbs, for example, 思います、話します、聞きます、食べます、住みます, nouns, for example, 学校、会話, 日本語, adjectives, for example, 高い、上手、下手, and some adverbs, for example, 時々、早く
- Elaboration sequencing ideas logically to create text cohesion using appropriate cohesive devices such as verb て form, だから、 しかし、 それに、 けれども
- Elaboration using digital tools or applications, to prepare and present the details of a real or imagined event such as a visit to Japan, exchange student visit, or local excursion, suitable to context, purpose and audience, and providing elaborations for content-relevant queries
They use a variety of tenses to sequence events and use language devices to enhance meaning and cohesion.
Content descriptorAC9LJ10C05 Communicating meaning in Japanese
create and present informative and imaginative texts for diverse contexts and purposes, selecting vocabulary, expressions, grammatical structures, a range of features and conventions to engage different audiences, and using combinations of kana and a range of kanji appropriate to context
Elaborations (11)
- Elaboration using factual or imagined events and experiences to compose a range of multimodal text types such as presentations, articles, journals, and websites to suit a range of audiences (family, friends, Japanese peers, etc.) and purposes (to persuade, analyse, evaluate, etc.)
- Elaboration working collaboratively to compose a range of imaginary texts, such as performance or interaction, based on an imagined scenario that allows for experimentation with expressive language, a range of emotions and depth, for example, focusing on relationships and interactions, retelling a folktale/fairy tale, or composing social media posts
- Elaboration creating bilingual texts (subtitles, captions, brochures, posters, children’s books, video, etc.) describing personal experiences or community events depicting intercultural encounters relevant to school’s local context, for example, creating texts about: school exchange programs, a local Japanese festival, cultural practices
- 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 designing, planning and creating texts for others, for example, producing a primary school text that teaches Japanese, such as a written or audio book, or a guide to Japanese culture, or an interactive activity using digital tools, selecting language features to entertain and engage target audiences and presenting the materials to gain peers’ opinions
- Elaboration independently using a variety of language elements appropriately, such as plain or polite forms as appropriate to context and audience, to plan, promote, explain, evaluate, recount, inform and interact, for example, creating itineraries, journals, resumes, applications, blogs, reviews, advice, and dialogues, けんこうのためにうんどうをしたり、やさいを食べたりする、人と話すのが好きだから、きっさてんではたらきたいです。
- Elaboration planning for, and creating a range of informative texts (reports, explanations, procedures, persuasive writing, etc.) for different purposes and audiences 学校でけいたいをつかうこと、やきそばの作り方、オーストラリアに住んでいる学生の一日
- Elaboration applying knowledge of textual features and conventions of different text types to compose appropriate texts, noticing how the choice of language, devices and text structure works to achieve each text’s purpose and engage the intended audiences, for example, composing letters, articles, messages, editorials, public service announcements, awareness and promotional materials
- Elaboration writing imaginative or informative texts using hiragana to write grammatical elements, katakana for borrowed words and kanji to read and write verbs, for example, 思います、話します、聞きます、食べます、住みます, nouns, for example, 学校、会話, 日本語, adjectives, for example, 高い、上手、下手, and some adverbs, for example, 時々、早く
- Elaboration sequencing ideas logically to create text cohesion using appropriate cohesive devices such as verb て form, だから、 しかし、 それに、 けれども
- Elaboration using digital tools or applications, to prepare and present the details of a real or imagined event such as a visit to Japan, exchange student visit, or local excursion, suitable to context, purpose and audience, and providing elaborations for content-relevant queries
They select and use combinations of kana and a range of kanji appropriate to context.
Content descriptorAC9LJ10C05 Communicating meaning in Japanese
create and present informative and imaginative texts for diverse contexts and purposes, selecting vocabulary, expressions, grammatical structures, a range of features and conventions to engage different audiences, and using combinations of kana and a range of kanji appropriate to context
Elaborations (11)
- Elaboration using factual or imagined events and experiences to compose a range of multimodal text types such as presentations, articles, journals, and websites to suit a range of audiences (family, friends, Japanese peers, etc.) and purposes (to persuade, analyse, evaluate, etc.)
- Elaboration working collaboratively to compose a range of imaginary texts, such as performance or interaction, based on an imagined scenario that allows for experimentation with expressive language, a range of emotions and depth, for example, focusing on relationships and interactions, retelling a folktale/fairy tale, or composing social media posts
- Elaboration creating bilingual texts (subtitles, captions, brochures, posters, children’s books, video, etc.) describing personal experiences or community events depicting intercultural encounters relevant to school’s local context, for example, creating texts about: school exchange programs, a local Japanese festival, cultural practices
- 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 designing, planning and creating texts for others, for example, producing a primary school text that teaches Japanese, such as a written or audio book, or a guide to Japanese culture, or an interactive activity using digital tools, selecting language features to entertain and engage target audiences and presenting the materials to gain peers’ opinions
- Elaboration independently using a variety of language elements appropriately, such as plain or polite forms as appropriate to context and audience, to plan, promote, explain, evaluate, recount, inform and interact, for example, creating itineraries, journals, resumes, applications, blogs, reviews, advice, and dialogues, けんこうのためにうんどうをしたり、やさいを食べたりする、人と話すのが好きだから、きっさてんではたらきたいです。
- Elaboration planning for, and creating a range of informative texts (reports, explanations, procedures, persuasive writing, etc.) for different purposes and audiences 学校でけいたいをつかうこと、やきそばの作り方、オーストラリアに住んでいる学生の一日
- Elaboration applying knowledge of textual features and conventions of different text types to compose appropriate texts, noticing how the choice of language, devices and text structure works to achieve each text’s purpose and engage the intended audiences, for example, composing letters, articles, messages, editorials, public service announcements, awareness and promotional materials
- Elaboration writing imaginative or informative texts using hiragana to write grammatical elements, katakana for borrowed words and kanji to read and write verbs, for example, 思います、話します、聞きます、食べます、住みます, nouns, for example, 学校、会話, 日本語, adjectives, for example, 高い、上手、下手, and some adverbs, for example, 時々、早く
- Elaboration sequencing ideas logically to create text cohesion using appropriate cohesive devices such as verb て form, だから、 しかし、 それに、 けれども
- Elaboration using digital tools or applications, to prepare and present the details of a real or imagined event such as a visit to Japan, exchange student visit, or local excursion, suitable to context, purpose and audience, and providing elaborations for content-relevant queries
Students incorporate features, conventions and phrasing patterns of spoken Japanese in informal and formal speech, to extend fluency.
Content descriptorAC9LJ10U01 Understanding language and culture
apply features, conventions and phrasing patterns of spoken Japanese in both informal and formal speech to extend fluency in responding to and creating texts in familiar and unfamiliar contexts, and recognise multiple readings of familiar kanji in different compounds
Elaborations (8)
- Elaboration focusing on oral fluency and accuracy, exploring how rhythm, pitch and the use of connectives and gestures contribute to maintaining momentum and increasing confidence and engagement
- Elaboration applying active listening skills and understanding of conversational etiquette in Japanese by using あいづち and interjections to show attentiveness and interest, for example, nodding, repeating heard information and confirming details at the end of a conversation, understanding nuance when using ね (confirming)、よ (assertions)、かしら、なるほど、そのとおり、そういうわけか、そうなのか, using けど to finish incomplete sentences; ところで to change topic
- Elaboration accurately pronouncing familiar and unfamiliar words in katakana, and understanding that some new combinations of sounds have been created for loan words, using small vowel sounds, for example, ディ、ファ
- Elaboration identifying the use of rising intonation when asking questions in casual speech or ましょう form, for example, 食べない？ 食べましょうか。
- 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 recognising ways that written language is different from spoken language, and that written language is more crafted, precise, elaborated and complex, for example, using sentence fragments, だれと？ どこで？ それで？
- Elaboration recognising and responding to challenges associated with clarity and pace in audio texts such as station or airport announcements or recorded phone messages
- Elaboration applying knowledge of the sounds of Japanese by using romaji input on a keyboard to type a range of texts in script, choosing hiragana, katakana and kanji appropriate to context
They demonstrate understanding of the conventions of spoken and written texts and the connections between them.
Content descriptorAC9LJ10U01 Understanding language and culture
apply features, conventions and phrasing patterns of spoken Japanese in both informal and formal speech to extend fluency in responding to and creating texts in familiar and unfamiliar contexts, and recognise multiple readings of familiar kanji in different compounds
Elaborations (8)
- Elaboration focusing on oral fluency and accuracy, exploring how rhythm, pitch and the use of connectives and gestures contribute to maintaining momentum and increasing confidence and engagement
- Elaboration applying active listening skills and understanding of conversational etiquette in Japanese by using あいづち and interjections to show attentiveness and interest, for example, nodding, repeating heard information and confirming details at the end of a conversation, understanding nuance when using ね (confirming)、よ (assertions)、かしら、なるほど、そのとおり、そういうわけか、そうなのか, using けど to finish incomplete sentences; ところで to change topic
- Elaboration accurately pronouncing familiar and unfamiliar words in katakana, and understanding that some new combinations of sounds have been created for loan words, using small vowel sounds, for example, ディ、ファ
- Elaboration identifying the use of rising intonation when asking questions in casual speech or ましょう form, for example, 食べない？ 食べましょうか。
- 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 recognising ways that written language is different from spoken language, and that written language is more crafted, precise, elaborated and complex, for example, using sentence fragments, だれと？ どこで？ それで？
- Elaboration recognising and responding to challenges associated with clarity and pace in audio texts such as station or airport announcements or recorded phone messages
- Elaboration applying knowledge of the sounds of Japanese by using romaji input on a keyboard to type a range of texts in script, choosing hiragana, katakana and kanji appropriate to context
Content descriptorAC9LJ10U02 Understanding language and culture
apply knowledge of grammatical and writing systems to predict meaning and compose texts that contain some structures and ideas
Elaborations (11)
- Elaboration understanding and selecting 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、～と思います、～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 understanding that verbs and adjectives can be divided into groups according to the way they are conjugated, and this affects the formation of tense, aspect and linking; verbs have 3 groups: Group 1 (go-dan doushi), Group 2 (ichi-dan doushi) and Group 3 (fukisoku doushi) and adjectives have 2 groups: い and な
- Elaboration understanding and using い and な adjectives in polite, casual and negative forms and present and past tenses, for example, おいしい 、おいしかったです。たのしくない、 たのしくなかった。しずかだ 、しずかでした。よかった、よくない、よくなかった。
- Elaboration understanding and applying kanji stroke order rules, and knowing 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、how to use も effectively, the use of は for emphasis, for example, チョコレートは好きですが、ケーキは好きじゃないです。
- Elaboration planning and writing texts using げんこうようし (typed or handwritten), for example, writing formal letters, with set expressions and sequenced paragraphs, following conventions such as quotation marks, spacing, kana rules and placement of punctuation
- Elaboration 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、～こ、～かい
- 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、indicating the status of actions using adverbs まだ、もう、using adverbs as intensifiers かなり、ぜんぜん、たいてい and superlative forms using 一番, for example, 一番好きなかもくは日本語です。
- Elaboration developing strategies to understand kanji as a system, to infer meaning of unknown words that contain familiar kanji and unfamiliar kanji utilising clues such as radicals, and writing some kanji compound words, for example, 外国語、 日本料理
- Elaboration understanding how the concept of uchi-soto 内と外 influences word choice, for example, the appropriate use of plain forms in authentic contexts such as conversations with peers 食べる？見る？ and the importance of selecting appropriate words when discussing giving and receiving gifts and favours あげます、さしあげます
- Elaboration understanding 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
They apply knowledge of scripts, language structures and features, to make and predict meaning.
Content descriptorAC9LJ10U02 Understanding language and culture
apply knowledge of grammatical and writing systems to predict meaning and compose texts that contain some structures and ideas
Elaborations (11)
- Elaboration understanding and selecting 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、～と思います、～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 understanding that verbs and adjectives can be divided into groups according to the way they are conjugated, and this affects the formation of tense, aspect and linking; verbs have 3 groups: Group 1 (go-dan doushi), Group 2 (ichi-dan doushi) and Group 3 (fukisoku doushi) and adjectives have 2 groups: い and な
- Elaboration understanding and using い and な adjectives in polite, casual and negative forms and present and past tenses, for example, おいしい 、おいしかったです。たのしくない、 たのしくなかった。しずかだ 、しずかでした。よかった、よくない、よくなかった。
- Elaboration understanding and applying kanji stroke order rules, and knowing 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、how to use も effectively, the use of は for emphasis, for example, チョコレートは好きですが、ケーキは好きじゃないです。
- Elaboration planning and writing texts using げんこうようし (typed or handwritten), for example, writing formal letters, with set expressions and sequenced paragraphs, following conventions such as quotation marks, spacing, kana rules and placement of punctuation
- Elaboration 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、～こ、～かい
- 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、indicating the status of actions using adverbs まだ、もう、using adverbs as intensifiers かなり、ぜんぜん、たいてい and superlative forms using 一番, for example, 一番好きなかもくは日本語です。
- Elaboration developing strategies to understand kanji as a system, to infer meaning of unknown words that contain familiar kanji and unfamiliar kanji utilising clues such as radicals, and writing some kanji compound words, for example, 外国語、 日本料理
- Elaboration understanding how the concept of uchi-soto 内と外 influences word choice, for example, the appropriate use of plain forms in authentic contexts such as conversations with peers 食べる？見る？ and the importance of selecting appropriate words when discussing giving and receiving gifts and favours あげます、さしあげます
- Elaboration understanding 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
They identify multiple readings of familiar kanji in different compounds.
Content descriptorAC9LJ10U01 Understanding language and culture
apply features, conventions and phrasing patterns of spoken Japanese in both informal and formal speech to extend fluency in responding to and creating texts in familiar and unfamiliar contexts, and recognise multiple readings of familiar kanji in different compounds
Elaborations (8)
- Elaboration focusing on oral fluency and accuracy, exploring how rhythm, pitch and the use of connectives and gestures contribute to maintaining momentum and increasing confidence and engagement
- Elaboration applying active listening skills and understanding of conversational etiquette in Japanese by using あいづち and interjections to show attentiveness and interest, for example, nodding, repeating heard information and confirming details at the end of a conversation, understanding nuance when using ね (confirming)、よ (assertions)、かしら、なるほど、そのとおり、そういうわけか、そうなのか, using けど to finish incomplete sentences; ところで to change topic
- Elaboration accurately pronouncing familiar and unfamiliar words in katakana, and understanding that some new combinations of sounds have been created for loan words, using small vowel sounds, for example, ディ、ファ
- Elaboration identifying the use of rising intonation when asking questions in casual speech or ましょう form, for example, 食べない？ 食べましょうか。
- 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 recognising ways that written language is different from spoken language, and that written language is more crafted, precise, elaborated and complex, for example, using sentence fragments, だれと？ どこで？ それで？
- Elaboration recognising and responding to challenges associated with clarity and pace in audio texts such as station or airport announcements or recorded phone messages
- Elaboration applying knowledge of the sounds of Japanese by using romaji input on a keyboard to type a range of texts in script, choosing hiragana, katakana and kanji appropriate to context
They support analysis of Japanese texts, using metalanguage.
Content descriptorAC9LJ10U03 Understanding language and culture
reflect on and evaluate Japanese texts, using metalanguage to analyse language structures and features
Elaborations (4)
- Elaboration using metalanguage to describe and apply grammatical concepts and language elements めいし、けいようし、どうし、ぶん, and to organise learning resources such as verb charts and lists of vocabulary and sentence structures
- 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 examining the use and purpose of popular Japanese idioms and proverbs ことわざ in texts, and better understand culture and values, for example, ‘でるくいはうたれる’ ‘はなよりだんご’ ‘さるもきからおちる’ ‘一期一会’ (いちごいちえ)
- Elaboration comparing language features of Japanese and English versions of texts, such as weather reports or text messages, including the use of abbreviations and emoticons, and noting differences that might be culturally significant
They reflect on their own cultural perspectives and identity, and draw on their experience of learning Japanese, to evaluate how this learning influences their ideas and ways of communicating.
Content descriptorAC9LJ10U04 Understanding language and culture
reflect on and evaluate how identity is shaped by language(s), culture(s), beliefs, attitudes and values and how these affect ways of communicating
Elaborations (8)
- Elaboration discussing their own and others’ attitudes towards cultural diversity and difference, including the use of stereotypes and generalisations, and considering how these affect 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)
- Elaboration providing examples of exchanges in Japanese that require cultural as well as literal interpretation, such as responses that deflect personal considerations, for example, replying positively to an enquiry お元気ですか, or strategies to preserve values of humility and honour
- 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 discussing how the cultural value of 内／外 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 becoming aware of cultural cues when interacting with Japanese speakers or resources that suggest differences in traditions, ideas or values, for example, developing an awareness of the ways of expressing feelings or emotions, maintaining harmony by avoiding conflict and 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 considering how contemporary expressions of individuality exemplified in some forms of contemporary Japanese youth culture relate to traditional concepts of conformity and collective identity, identifying how variations in language use and communicative behaviours reflect how emotions or attitudes such as respect, gratitude or embarrassment are expressed differently across languages and cultures
- Elaboration evaluating 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。 これは何？／上田さん、それは何ですか。
This achievement standard describes the expected learning for Years 9 to 10 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 9 to 10 Japanese?
By the end of Year 10, students contribute to and extend interactions in Japanese language in increasingly unfamiliar contexts related to a wide range of interests and issues. They interpret texts by evaluating and synthesising information, ideas and perspectives. 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 7 to 8?
The Years 7 to 8 Japanese standard (ASLANJAPF10Y78) 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.