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AC9LJ10C05: Year 9 Languages Content Descriptor – Creating text in Japanese
AC9LJ10C05 Year 9 Languages

AC9LJ10C05 – Year 9 Languages: Creating text in Japanese

Strand
Communicating meaning in Japanese
Substrand
Creating text in Japanese

This Content Descriptor from Year 9 Languages provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

Content Descriptor

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

  • • 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.)
  • • 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
  • • 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
  • • 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
  • • 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
  • • 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。
  • • 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
Show 4 more elaborations
  • • 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
  • • 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
  • • 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
  • • 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

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANJAPF10Y910
Year 9 Languages Achievement Standard
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.