AC9LJ8C05
Year 7
Languages
AC9LJ8C05 – Year 7 Languages: Creating text in Japanese
Strand
Communicating meaning in Japanese
Substrand
Creating text in Japanese
This Content Descriptor from Year 7 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 spoken, written and multimodal, informative and imaginative texts for specific purposes, selecting vocabulary, expressions, grammatical structures, textual conventions and features, and combinations of kana and familiar kanji appropriate to context
Elaborations
- • inventing the next scene, a new character or an alternative ending to a Japanese story, drama or film script
- • creating imaginative texts and experiences across a variety of modes to share with others, for example, creating plays, narratives, songs and poems in intercultural contexts which reflect cultural behaviour
- • producing bilingual texts (conversations, captions, stories, messages, letters, instructions, subtitles, etc.) for specific purposes and audiences, considering language that may not translate directly
- • creating a print or digital poster in Japanese to promote travel to a significant cultural location on a First Nations Country/Place, including what to see and do
- • constructing texts to entertain younger audiences, for example, audio ‘Big Books’, puppet plays, cartoons or short video clips, selecting language, rhythms and images that enrich the visual or listening experience
- • using a range of familiar language in contextually appropriate ways to suit the audience and purpose, for example, writing a simple email to a host family, writing a simple narrative for children of different age groups, writing a script for how to answer the phone, and comparing with similar texts in English
- • creating informative texts, such as a brochure about a Japanese cultural event, sustainability efforts, or a ‘zero-waste’ town, for example, ゆきまつり、おしょうがつ、はなみ, Kamikatsu town, rubbish sorting, with factual and interesting points
Show 4 more elaborations
- • understanding and using features and conventions of familiar texts (emails, conversations, speeches, stories, songs, etc.), noting how they are typically constructed, and how emotion is expressed, for example, writing dialogue, composing an editorial, びっくりしました！ざんねんでした、よかった、マジで？
- • creating texts, selecting hiragana, katakana, including elongated vowels, double consonants and contractions, as well as high-frequency kanji for verbs, for example, 立ちます、出ます、来ます, nouns, 先生、父、母、今日、 語、何, adjectives, 早い、好き、安い, etc. and the pronoun 私
- • using elements to enhance textual cohesion, such as paragraphing or conjunctions to sequence and link ideas and maintain the flow of expression, for example, それで、それに、だから
- • creating an introduction to the school and/or neighbourhood for Japanese-speaking visitors using appropriate digital tools, and including timetable information, a labelled map, staff lists, and the school rules