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AC9LJ4U03: Year 3 Languages Content Descriptor – Understanding systems of language
AC9LJ4U03 Year 3 Languages

AC9LJ4U03 – Year 3 Languages: Understanding systems of language

Strand
Understanding language and culture
Substrand
Understanding systems of language

This Content Descriptor from Year 3 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

recognise familiar Japanese language features and compare with those of English, in known contexts

Elaborations

  • • discussing the sounds of Japanese language compared with English, noticing limitations when writing some borrowed words and the need to adapt, for example, adjusting to the absence of the ‘l’ and ‘r’ sound when writing names in Japanese
  • • creating a Japanese and English comparison table, graph, poster or graphic to display language differences, for example, producing a chart to show scripts, word order, conventions, grammar, and pronunciation
  • • applying literacy knowledge in English, or other known language, to recognise different elements in texts that contribute to meaning-making, for example, examining the layout, title, illustration and use of punctuation in a picture book or the use of speech bubbles in a cartoon; or becoming punctuation detectives and finding elements in a text
  • • recognising features of familiar genres of Japanese texts, (picture books, digital books, etc.) and reading shared text and noticing elements such as punctuation and layout, and comparing these with the way English is organised in similar texts

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 3 ASLANJAPF10Y34
Year 3 Languages Achievement Standard
By the end of Year 4, students use Japanese language to initiate structured interactions to share information related to the classroom and their personal world. They use modelled language to participate in spoken and written activities that involve planning. They locate and respond to key items of information in texts using strategies to help interpret and convey meaning in familiar contexts. They use modelled language and basic syntax to create texts. They use hiragana with support, and familiar kanji appropriate to context.Students imitate hiragana sounds, pronunciation and intonation patterns of Japanese language. They demonstrate understanding that Japanese has non-verbal, spoken and written language conventions and rules to create and make meaning. They recognise that some terms have cultural meanings. They identify patterns in Japanese and make comparisons between Japanese and English. They understand that the Japanese language is connected with culture, and identify how this is reflected in their own language(s) and culture(s).