Y12 Japanese Level 2 NCEA Course
Proficiency Descriptor
At this level students will be able to: Students can use language variably and effectively to express and justify
their own ideas and opinions, and support or challenge those of others. They are able to use and identify the
linguistic and cultural forms that guide interpretation and enable them to respond critically to texts.
Levels 7 & 8: Achievement Objectives
Communication at these levels means that, in selected linguistic and sociocultural contexts, students will:
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communicate information, ideas, and opinions through increasingly complex and varied texts
explore the views of others, developing and sharing personal perspectives
engage in sustained interaction and produce extended text
Language Knowledge and Cultural Knowledge at these levels means that, in selected linguistic and
sociocultural contexts, students will:
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analyse ways in which Japanese is organised in different texts and for different purposes
explore how linguistic meaning is conveyed across languages
analyse ways in which Japanese cultures are organised for different purposes and for different
audiences
analyse how the use of Japanese expresses cultural meanings
Ways to integrate the strands:
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by ongoing focus on script acquisition;
by ongoing integration of language and culture;
by promoting inclusiveness of the knowledge, experiences, and perspectives of others;
by using Japanese for genuine social interaction in a wide range of contexts;
by encouraging a strong awareness of self and belonging;
by fostering openness and curiosity for interacting in a genuine social context;
by providing a range of opportunities for listening, speaking, presenting, and performing in Japanese
at a higher level;
by viewing, reading, and producing increasingly complex Japanese scripts in a variety of situations;
by creating a supportive environment in which students can take risks;
by providing opportunities for co-operative learning and for students to evaluate their own learning
and give constructive feedback to their peers;
by encouraging intercultural competence rather than native speaker competence.
Key Competencies:
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Thinking in language learning involves students being encouraged to be curious, reflective,
exploratory, and to notice language and make appropriate connections
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Managing Self involves students being encouraged to take opportunities to learn, use and practise
Japanese, and to set and meet learning goals.
Relating to others is about interacting effectively with a range of people in a variety of contexts.
Students have opportunities to engage with their peers, and are able to recognise different points of
view and practices.
Participating and Contributing involves students learning to contribute appropriately as a group
member e.g. by interacting with and encouraging others
Using language, symbols and text is the core of Japanese language learning at St Andrew’s across all
three strands. Students learn Kanji as another variety of text-types as part of their Japanese learning.
New Zealand Curriculum Principles Relevant To Y12 Japanese
High Expectations – students are encouraged to aim high and aim for excellence in all skills
Treaty of Waitangi – connections are made to the Treaty of Waitangi through comparing relevant aspects of
Japanese culture with aspects of the Maori culture
Cultural diversity – this is an integral part of learning a language, where students are encouraged to accept
and understand aspects of another culture
Inclusion – all students are encouraged equally to perform regardless of their sex, race or ability
Learning to learn – all students are encouraged to take responsibility for their own learning and provided
with a variety of ways to learn Japanese
Community engagement – students are encouraged to involve parents and siblings, if possible, in their
learning of Japanese
Coherence – where appropriate, links are made across subject areas
Future focus – students are encouraged to value the Japanese language and how it could be useful to them in
a future career or simply for travel purposes in the future
ASSESSMENT 2014
All internal assessments and external assessments will reflect the new assessment format and credit value.
Internals:
Externals:
2.2 talk - credit value 4
2.3 conversation portfolio – credit value 5
2.5 writing portfolio –credit value 5
2.1 aural –credit value 5
2.4 reading –credit value 5
The writing internals will be assessed in a portfolio style with different writing tasks stored throughout the
year.
In addition to these students will be able to earn either a merit or an excellence endorsement if they gain 14
credits at excellence level –this includes 3 credits at least, from internal and external standard.
(1)
Time:
Topic: Travel and Tourism
10 weeks
Language aspects for study:
 discuss a trip to Japan
 discuss arrangements prior to travelling to Japan
 going to the Embassy
 arriving at Narita Airport
 booking in at a YHA
 booking travel by train
 a look at some large cities
Formative Assessment:
vocabulary tests
Summative Internal Assessment:
2.5 Writing task#1
2.3 Conversation #1
(2)
Time:
Topic: Clauses
2 weeks
Language aspects for study:
 the recognition and use of relative and adjectival clauses
(3)
Time:
Topic: The Japanese school system
8 weeks
Language aspects for study:
 a look at the similarities and differences between the New Zealand and Japanese school
system
 a look at the different levels of Japanese schools
 a look at school rules and regulations
 a look at club and sporting activities
 a look at the examination system
Summative Internal Assessment:
Formative Tests:
2.2 Speaking
2.5 Writing task #2
Vocabulary tests
(4)
Time:
Topic: Land and people
8 weeks
Language aspects for study:
 a look at Japan’s position in the world
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a comparison of New Zealand’s and Japan’s geography
a look at Japan’s population
a look at Japan’s weather and seasons
a look at Tokyo
a look at the different regions of Japan
Summative Internal Assessment:
Formative Tests:
(5)
Time:
2.3 Conversation #2
Vocabulary tests
Topic: Eating and drinking
4 weeks
Language aspects for study:
 a look at the cultural aspects of dining
 a look at the types of eating establishments and foods available
 asking to be seated and for a menu
 discussing the menu
 ordering food and drink
 paying for the meal
Summative Internal Assessment:
Formative Test:
2.5 Writing #3
2.3 Conversation #3
Vocabulary tests
SUMMATIVE (INTERNAL) ASSESSMENT SUMMARY
TERM UNIT
1
1/2
2
TRAVEL & TOURISM
RELATIVE CLAUSES
SCHOOL LIFE
WEEKS
1- 10
ASSESSMENT TYPE
2.5 Writing #1
2.3 Conversation #1
NCEA CREDIT
VALUE
(5)
(5)
1-2
2 -10
3
LAND AND PEOPLE
1–7
3/4
EATING & DRINKING
9-3
2.2 Speech
2.5 Writing #2
2.3 Conversation #2
2.5 Writing #3
2.3 Conversation #3
4
(5)
(5)
(5)
(5)
SUMMATIVE (INTERNAL) ASSESSMENT SUMMARY
TERM UNIT
1
TRAVEL &
TOURISM
WEEKS ASSESSMENT TYPE
1- 10
NCEA
CREDIT
VALUE
2.5 Writing #1
2.3
Conversation #1
(5)
(5)
1/2
RELATIVE
CLAUSES
1-2
2
SCHOOL
LIFE
2 -10
2.2 Speech
2.5 Writing #2
4
(5)
3
LAND &
PEOPLE
1–7
2.3 #2
(5)
2.5 Writing #3
2.3 #3
(5)
(5)
3/4
EATING &
DRINKING
9-3