AC9LJ10EC06 Year 9 Languages

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.

create spoken, written and multimodal, informative and imaginative texts selecting vocabulary, expressions, grammatical structures and textual conventions for familiar and some unfamiliar contexts and purposes, to engage different audiences, and use a combination of kana and kanji

Elaborations

• 1 using factual or imagined events and experiences to compose a range of multimodal text types, such as presentations, articles, journals, websites, to suit a range of audiences (family, friends, Japanese peers) and purposes (to inform, promote, invite)
• 2 creating bilingual texts (subtitles, captions, brochures, posters, children’s books, etc.), for example, describing personal experiences, community events or depicting intercultural encounters relevant to the school’s local context
• 3 working collaboratively to compose and perform skits or role-plays for imagined or real events and experiences, such as a Manzai 漫才, based on a scenario that allows for experimentation with expressive language and humour
• 4 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
• 5 applying understanding of the textual features of different text types to compose appropriate texts such as letters, notices, articles, and messages, noticing how the choice of language and text structure works to achieve each text’s purpose
• 6 structuring texts effectively, for example, using introductions, linked paragraphs, logical sequence of ideas, examples, and conclusions
• 7 independently using a variety of language elements appropriately, including plain or polite forms appropriate to context and audience, and appropriate punctuation
• 8 composing a range of informative texts in different tenses, using print or digital tools appropriate to context, purpose and audience, for example, composing a report about a recent excursion, a profile, a procedure, or a persuasive piece with interesting facts
• 9 applying their understanding of cohesive devices, such as conjunctions, to sequence and link ideas and actions, for example, verb て form, だから、 しかし、 それに、 けれども
• 10 creating texts in hiragana and katakana including the use of elongated vowels, double consonants, and contractions with known kanji for a variety of nouns, adjectives, verbs and adverbs, for example, 学校、時々、早い、何、好き、時、思う、見る、買う

Related Achievement Standards