AC9LJ10EC06 Year 9 Languages

AC9LJ10EC06 – 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 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

• 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)
• 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
• 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
• 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
• 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
• structuring texts effectively, for example, using introductions, linked paragraphs, logical sequence of ideas, examples, and conclusions
• independently using a variety of language elements appropriately, including plain or polite forms appropriate to context and audience, and appropriate punctuation

Show 3 more elaborations

• 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
• 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
• 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

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANJAP7_10Y910

Year 9 Languages Achievement Standard

By the end of Year 10, students initiate and sustain Japanese language to exchange and compare ideas and experiences about their own and others’ personal world. They communicate using non-verbal, spoken and written language to collaborate, plan and reflect on activities and events. They interpret and analyse information and ideas in texts and demonstrate understanding of different perspectives. They synthesise information and respond in Japanese or English, adjusting language to convey meaning and to suit context, purpose and audience. They use structures and features of spoken and written Japanese to create texts. They use a combination of kana and a range of familiar kanji appropriate to context.Students apply features of the Japanese sound system to enhance fluency. They demonstrate understanding of the sound system in spoken exchanges and scripts for written texts, and select and use sentence and grammatical structures to interact, make meaning and create texts. They identify multiple readings of familiar kanji in different compounds. They support discussion of structures and features of texts, using metalanguage. They reflect on their own language use and cultural identity, and draw on their experience of learning Japanese, to discuss how this learning influences their ideas and ways of communicating.