Board Endorsed December 2014
Continuing Japanese
T Course
Type 2
Written under the
Languages Course
Framework 2013
Accredited from:
1 January 2015 – 31 December 2019
Board Endorsed December 2014
General Capabilities
The General Capabilities (Year 11-12), as shown below, can be mapped to the essential Learning
achievements in the Curriculum Renewal (P-10) showing a strong relationship. Student capabilities
are supported through course and unit content and through pedagogical and assessment practices.
All programs of study for the ACT Year 12 Certificate should include:
 literacy
 numeracy
 information and communication technology (ICT) capability
 critical and creative thinking
 personal and social capability
 ethical behaviour
 intercultural understanding
 collaborative team members.
Courses of study for the ACT Year 12 Certificate should be both relevant to the lives of students and
incorporate the contemporary issues they face. Hence, courses address the following three priorities:
These priorities are:
 Aboriginal and Torres Strait Islander histories and cultures
 Asia and Australia’s engagement with Asia
 Sustainability.
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Board Endorsed December 2014
Course Adoption Form for Tertiary Courses
B S S S
AUSTRALIAN CAPITAL TERRITORY
College:
Course Title: Continuing Japanese
Classification: T
Framework: Languages
Course Area: 5222
Course Code:
Dates of Course Accreditation:
From
to
2016
2019
Identify units to be adopted by ticking the check boxes
Adopt
Unit Title
Value
(1.0/0.5)
Length

The Individual’s Experience
1.0
S

Personal Identity
0.5
Q

Health and Fitness
0.5
Q

Lifestyle and Traditions
1.0
S

A Trip Overseas
0.5
Q

Living in Japan
0.5
Q

Society and Community
1.0
S

Youth and Culture
0.5
Q

Communication
0.5
Q

The World Around Us
1.0
S

Social Issues
0.5
Q

My Future
0.5
Q

Health, Fitness and A Trip Overseas
1.0
S

Communication and Social Issues
1.0
S
Adoption The course and units named above are consistent with the philosophy and goals of the
college and the adopting college has the human and physical resources to implement the course.
Principal:
/
/20
BSSS Office Use
Entered into database:
/
/20
College Board Chair:
3
/
/20
Board Endorsed December 2014
Table of Contents
Course Name
.................................................................................... 5
Course Classification
.................................................................................... 5
Course Developers
.................................................................................... 5
Evaluation of Previous Course
.................................................................................... 6
Course Length and Composition
.................................................................................... 6
Implementation Guidelines
.................................................................................... 7
Rationale
.................................................................................. 10
Goals
.................................................................................. 10
Teaching and Learning Strategies
.................................................................................. 12
Assessment
.................................................................................. 13
Representation of General Capabilities
.................................................................................. 16
Unit Grades
.................................................................................. 19
Moderation
.................................................................................. 22
Physical Resources
.................................................................................. 23
Proposed Evaluation Procedures
.................................................................................. 23
The Individual’s Experience
Value 1.0................................................................... 24
Personal Identity
Value 0.5................................................................... 24
Health and Fitness
Value 0.5................................................................... 24
Lifestyle and Traditions
Value 1.0................................................................... 27
A Trip Overseas
Value 0.5................................................................... 27
Living in Japan
Value 0.5................................................................... 27
Society and Community
Value 1.0................................................................... 31
Youth Culture
Value 0.5................................................................... 31
Communication
Value 0.5................................................................... 31
The World Around Us
Value 1.0................................................................... 34
Social Issues
Value 0.5................................................................... 34
My Future
Value 0.5................................................................... 34
Health, Fitness and A Trip Overseas
Value 1.0................................................................... 39
Health Fitness
Value 0.5................................................................... 39
A Trip Overseas
Value 0.5................................................................... 39
Communication and Social Issues
Value 1.0................................................................... 43
Communication
Value 0.5................................................................... 43
Social Issues
Value 0.5................................................................... 43
Grammatical Structures Summary: Year 11
.................................................................................. 46
Grammatical Structures Summary: Year 12
.................................................................................. 48
Esssential Kanji
.................................................................................. 49
Appendix A – Socio-Cultural Contexts
.................................................................................. 50
Appendix B – Movies
.................................................................................. 52
Appendix C – Common Websites
.................................................................................. 53
Appendix D – Common Curriculum Elements .................................................................................. 54
Appendix E – Glossary of Verbs
.................................................................................. 55
Appendix F – Suggested Activities for Specific Units............................................................................. 56
Board Endorsed December 2014
Course Name
Continuing Japanese
Course Classification
T
Course Framework
This Course is presented under the 2013 Languages Course Framework.
Course Developers
Name
Qualifications
College
Dianne Fitzpatrick
BA Mod Lang
DipEd Secondary
PGCert LangPed
PGCert IBDP
Radford College
Michiko Barber
BA History
MATESOL/Maths
Dip Ed (Japanese)
Gungahlin College
Rika Bushby
BA English/American
Literature
MATESOL
Lake Tuggeranong College
UCSSC Lake Ginninderra
Joe Marumo
BA Physical/Health Education
Narrabundah College
Andrew Mitchell
B Science
MAsian Studies, Dip Ed
(Secondary)
St Mary MacKillop College
Michele Sharp
BA Asian Studies (Japanese)
Grad Dip Ed. Highly
Accomplished Teacher
Accreditation
Radford College
Miyuki Shino
BA Asian History
MA Asian History
MA TESOL Grad Dip Ed
Languages
Narrabundah College
Michael Tierney
BA Arts/Asian Studies
Grad Dip Ed
St Clare’s College
This group gratefully acknowledges the work of previous developers
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Board Endorsed December 2014
Evaluation of Previous Course
As a result of discussion with students, professional colleagues and the wider community, the course
has been revised. This course has been written to comply with the Languages Framework of 2014.
The developers of this Type 2 course have also responded to the need in colleges, to provide a course
suitable to the use in multi-ability level classes containing students at different stages of the
Continuing Course.
Course Length and Composition
The following combinations of 0.5 units that have been approved by the Japanese writing panel as
having coherence of purpose and clarity. No other combinations of 0.5 units have been accredited.
Unit Titles
Unit Value
The Individual’s Experience
1.0
Personal Identity
0.5
Health and Fitness
0.5
Lifestyle and Traditions
1.0
A Trip Overseas
0.5
Living in Japan
0.5
Society and Community
1.0
Youth and Culture
0.5
Communication
0.5
The World Around Us
1.0
Social Issues
0.5
My Future
0.5
Health, Fitness and A Trip Overseas
1.0
Communication and Social Issues
1.0
Available course pattern
A standard 1.0 value unit is delivered over at least 55 hours and can be as long as 63 hours. To
receive a course, students must complete at least the minimum number of hours and units over the
whole major, minor– both requirements must be met. The number of units may vary according to
the school timetable.
Course
Minimum number of
hours per course
Minor
110 hours
2 units of a minimum of 55 hours
Major
220 hours
4 units of a minimum of 55 hours
Major
220 hours
3.5 units equivalent to at least 220 hours
6
Number of standard 1 value units to meet
course requirements
Board Endorsed December 2014
Implementation Guidelines
Compulsory units
There are no compulsory units in this course. However, it is recommended that these units be taken
sequentially wherever possible.
Pre-requisites for the Course
Refer to the Language Eligibility Enrolment Form at: http://www.bsss.act.edu.au/curriculum/courses
Arrangements for students continuing study in this course
Students continuing in this course from the previous course must study units not previously
undertaken. Please refer to Duplication of Content rules below.
Duplication of Content Rules
Students cannot be given credit towards the requirements for a Year 12 Certificate for a unit that
significantly duplicates content in a unit studied in another course. The responsibility for preventing
undesirable overlap of content studied by a student rests with the principal and the teacher
delivering the course. Substantial overlap of content is not permitted and students will only be given
credit for covering the content once.
Units from other courses
Nil.
Relationship with other courses
This course does duplicate content with other courses. Refer to Integrated Themes Table at
Appendix D.
Suggested Implementation Patterns
Suggested pattern A
Implementation Pattern
Units
Semester 1, Year 11
The Individual’s Experience 1.0
Personal Identity 0.5
Health and Fitness 0.5
Semester 2, Year 11
Lifestyle and Traditions 1.0
A Trip Overseas 0.5
Living in Japan 0.5
Semester 1, Year 12
Society and Community 1.0
Youth and Culture 0.5
Communication 0.5
Semester 2, Year 12
The World Around Us 1.0
Social Issues 0.5
My Future 0.5
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Board Endorsed December 2014
Suggested pattern B
Implementation Pattern
Units Involved
Quadrimester 1 (Q1) Year 11
Personal Identity
Semester 1 (M2) Year 11
Health, Fitness and A Trip Overseas
Quadrimester 2 (Q4) Year 11
Living in Japan
Quadrimester 1 (Q1) Year 12
Youth and Culture
Semester 1 (M2) Year 12
Communication and Social Issues
Quadrimester 2 (Q4) Year 12
My Future
Students may begin their minor or major with a 0.5 unit Personal Identity or Youth and Culture.
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Board Endorsed December 2014
The Individual’s Experience
Theme table
Introductions 0.5
Personal Identity 0.5
Youth 0.5
 Hiragana
 Personal history
 Language Trend
 Introductions
 Hobbies/special
Interests
 How I live
 Greetings
 Times, days, months
 My concerns about the future
Daily Activities 0.5
Health and Fitness 0.5
Lifestyles 0.5
 Daily routine
 Healthy lifestyles
 Daily life
 Weekly activities
 A visit to the doctor
 Health and fitness
Lifestyle and Traditions
 Seasons
Society and Community
 How I spend my time
 Leisure
Getting to Know You 0.5
A Trip Overseas 0.5
Relationships 0.5
 Katakana
 Tourism and travel
 Gender issues
 Family
 Family relationships
 School
 Transacting
(goods/services)
Getting Around 0.5
Living in Japan 0.5
Contributions 0.5
 Locations
 Daily life
 A short history of famous people
 Directions
 Japanese house styles
 Japan’s impact on the world
 Home
 Finding a place to live
 Mutual exchange
 Neighbourhood
 Finding a job
My Identity 0.5
Youth Culture 0.5
Education 0.5
 Personal history
 Adolescent and school
life
 The life of a school student
 Qualifications and career
Healthy Lifestyles 0.5
 Free time and popular
culture
Communication 0.5
Communication and the Media 0.5
 Visit to the doctor
 Traditional stories
 Keigo
 Healthy issues
 Manga
 Reading for pleasure
 Mass media
 Innovative communication tools
 Hobbies/special
interests
 Studying abroad
The World Around Us
 The printed word
Shopping and Outings 0.5
Social Issues 0.5
Global Issues 0.5
 Shopping and outings
 The environment
 Food and eating
 Current issues
 Environmental issues and
solutions
 Globalisation
 The spread of multinationals
 Tourism and ecotourism
Beyond School 0.5
My Future 0.5
 Future intentions
 Future plans and goals
 Travel
 Careers
 Weather
 Finding a partner
9
 Refugees
Future Directions 0.5
 The influence and development
of technology
 Future directions in science
 Post school life
Board Endorsed December 2014
Rationale
Learning additional languages widens horizons, broadens cognitive and cultural experience, and
develops communicative and intercultural competence. It also opens up new perspectives for
learners, not only in relation to other cultures and languages, but also in terms of their own language
and cultural practices.
Learning Japanese strengthens intellectual and analytical capability and enhances creative and
critical thinking. Students develop an understanding of the nature of language (including linguistic
and stylistic features), of culture, and of the process of communication. They develop understanding
of how values and culture shape world view. Learning Japanese extends the learner’s understanding
of themselves, their heritage, values, culture, and identity. Students develop intercultural capability;
they develop understanding of, and respect for, diversity and difference, and openness to different
perspectives and experiences. Learning languages contributes to strengthening the community’s
social, economic, and international development capabilities.
Students learn to reorganise their thinking to accommodate the structure of another language, they
develop cognitive flexibility and problem-solving ability, which can be applied when problems and
solutions are not evident, as well as when critical thinking and creative approaches are required.
Learning languages requires and improves intellectual disciplines and systematic study habits. These
habits are characterised by effective planning and organisation, incorporating processes of selfmanagement and self-monitoring.
Goals
This course should enable students to:
 enhance their capacity to communicate and interact effectively within and across languages
and cultures, showing control over linguistic elements and an awareness of audience and
purpose
 understand the interrelationship of language and culture, and the importance of intercultural
competence
 acquire language learning strategies that can be applied in further studies
 expand their post school options and meet the growing needs of business and industry for
language skills and intercultural understanding
 understand the variability of language use – how language changes with the context of
situation and the context of culture (participants and their relationship, circumstances of
communication)
 employ technology to enhance communication.
The developers acknowledge the Queensland Studies Authority Languages curriculum document in
the development of the rationale and goals. The developers acknowledge the ACARA Languages
Shape Paper in the development of the goals.
Literacy in Languages
Learning languages develops overall literacy. It strengths literacy- capabilities that are transferable
across languages (for example, the language being learnt and the learner’s first language), across
domains of use (for example, the academic domain and the domains of home language use), and
across learning areas.
Board Endorsed December 2014
Learning languages makes accessible to students’ additional literacy experiences. It strengthens
language awareness and helps to develop a metalanguage, a language for thinking and talking about
how language works.
Numeracy in Languages
Students use and understand pattern, order and relationships, and develop understanding of
concepts such as time, number and space in different cultures, as expressed through language.
Students become familiar with numbers, dates and terms for mathematical operations in the target
Language.
Students apply numeracy skills when they use tables or graphs to support an idea, opinion, or
position when creating texts and interacting in the target language (1).
Concepts and Knowledge
Concepts and knowledge underpinning learning in the target language include:
 grammatical and systems knowledge (for example, phonology, graphology, vocabulary,
morphology, syntax)
 textual knowledge (for example, cohesion and rhetorical organisation, text types)
 sociolinguistic knowledge and understanding (for example, varieties, registers, cultural
references)
 cultural and intercultural knowledge and understanding (for example, how identity is
constructed in intracultural and intercultural encounters and interactions)2.
 general knowledge such as concepts drawn from areas of interest to the learners as well as
subject matter connected to learning areas across the curriculum.
Skills
Skills developed in language learning include:
 higher order thinking skills including creating, synthesising, analysing, evaluating, interpreting,
comparing and contrasting, explaining, elaborating, relating, judging, imagining, concluding,
justifying, translating, connecting, engaging with multiple perspectives
 independent and collaborative learning
 problem solving
 strategies for decoding unfamiliar language
 intercultural sensitivity
 negotiation of meaning through the use of language, questioning assumptions, noticing how
interaction works and how meaning is exchanged interculturally
 relationship between language and culture.
 listening, speaking, reading and writing skills in various combinations (2)
1. The developers acknowledge the SACE Languages curriculum document in the development of literacy and numeracy skills.
2. The developers acknowledge the ACARA Languages Shape paper in the development of concepts and skills.
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Board Endorsed December 2014
Recommended content
Students completing a major must have studied all of the following topics:
 the individual’s experience
 society and community
 the world around us
 lifestyle and traditions.
Teaching and Learning Strategies
Course developers are encouraged to outline teaching strategies that are grounded in the Learning
Principles and encompass quality teaching. Teaching strategies and assessment tasks should promote
intellectual quality, establish a rich learning environment and generate relevant connections
between learning and life experiences
Teaching strategies that are particularly relevant and effective in the study of Languages include, but
are not limited to, the following techniques:
Review prior learning
 communicative activities: recall, brainstorming, individual, pair and group work
(e.g. think, pair, share)
 student reflection on relevant concepts and skills
 review of metalanguage
Introduce new material
 setting the context (e.g. time, place, culture)
 exposure to quality visual imagery/materials through a variety of media
Provide demonstration, guided practice and application
 teacher demonstration, modelling and joint construction
 scaffolding tasks to facilitate analysis of visual, spoken and written material including
 error recognition and correction
 strategies to access unfamiliar language
 sustained speaking and writing practice
 simulated real life and work scenarios
 engagement with guest speakers and demonstrators
 research strategies and time management
Promote independent practice and application
 production of sustained written and spoken texts
 manipulation of texts employing higher order thinking strategies
 problem-solving strategies
 workshop and peer review
 discussions, debates and student presentations
 practice and reinforcement of learning by way of written and oral reflection
 and evaluation
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Board Endorsed December 2014
 regular and meaningful feedback
Link to next task or skill area
 links with the wider communities through excursions and field trips
 cross curriculum activities
Assessment
Guide to Assessment Tasks
The identification of assessment task types, together with examples of tasks, provides a common and
agreed basis for the collection of evidence of student achievement. This collection of evidence
enables a comparison of achievement within and across colleges, through moderation
processes. This enables valid, fair and equitable reporting of student achievement on the Year 12
Certificate.
Assessment Tasks elicit responses that demonstrate the degree to which students have achieved the
goals of a unit (and the course as a whole).
Assessment Tasks in T courses require students to utilise the higher order thinking skills that are the
basis of the ACT Scaling Test.
Assessment Task Types (with weightings) group assessment tasks in ways that reflect agreed shared
practice in the subject area and facilitate the comparison of student work across different
assessment tasks.
Assessment Criteria (the dimensions of quality that teachers look for in evaluating student work)
provide a common and agreed basis for judgement of performance against unit and course goals,
within and across colleges. Over a course, teachers use all of these criteria to assess students’
performance, but do not necessarily use all criteria on each task. Assessment criteria are to be used
holistically on a given task and in determining the unit grade.
Assessment Rubrics are used to develop criteria for a task type and a continuum that indicates levels
of student achievement against each criterion.
Board requirements
Students are expected to study the accredited semester 1.0 units unless enrolled in a 0.5 unit due to
late entry or early exit in a semester.
Where a 1.0 unit is delivered as a combination of two 0.5 units, the same percentage weighting for
task types should be used. If not, separate mark books must be maintained and the 0.5 units must be
meshed with the 1.0 standard unit following documented meshing procedures. These meshing
procedures must be provided to students as part of the Unit Outline.
Assessment Criteria for T
Students will be assessed in speaking, writing and responding tasks on the degree to which they
demonstrate:
 communicating
 understanding.
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Board Endorsed December 2014
Assessment Task Types for Continuing Language Course
Strand
Task Type
Mandatory
Items
Must be one
item with
the
minimum
mandatory
weighting as
shown
below.
Minimum for
Mandatory
Optional
Communicating
Understanding
Speaking
Writing
Responding
Unscripted interview/
conversation in the target
language, with teacher/
native speaker comprised
of unseen and open
ended questions based
on content covered in the
unit presented on CD,
DVD or USB.
Sustained writing in the
target language,
producing increasingly
complex texts in class
under test conditions in a
minimum of 45 minutes in
response to an unseen
question or visual stimulus
based on content covered
in the unit.
Critical analysis through
listening AND reading
comprehension with
questions and answers in
English and/or the target
language*
Minimum time limit:
5 minutes
Over the course of two
0.5 units, both reading
and listening must be
assessed.
(word limits as defined by
the course)
Suggested tasks:
letter, email, magazine
article, blog, review,
speech, poetry, essay
*comprehensive testing of
listening and reading skills
are required
25% of the unit total mark
25% of the unit total mark
25% of the unit total mark
The following options
must include unscripted
questions by teachers
and/or peers in the target
language:
Sustained writing piece in
the target language may
include:
 Close textual analysis
of language
 Oral presentation
 Assignment under
controlled conditions
 Role-play
 Debate
 Interview
 Conversation
 Discussion
 Interpreting
Weightings in
A/T 1.0 Units
25-40%
Weightings in
A/T 0.5 Units
25-40%
 A text in a variety of
genres
 Short response to an
unseen visual
stimulus/statistics
 Listening
comprehension
 Reading
comprehension
 Written/visual
response to a variety
of text types
 Translation
 Creative response and
written rationale
 Survey
 Summary
 Creative written
production
 Short response
25-40%
25-40%
60-75%
Board Endorsed December 2014
Additional Assessment Advice for Courses
 For a standard unit (1.0), students must complete a minimum of three assessment tasks and a
maximum of five.
 For a half standard unit (0.5), students must complete a minimum of two and a maximum of
three assessment tasks.
 Each standard (1.0) or half standard (0.5) unit must assess all Mandatory items.
 In a 0.5 unit, a Speaking task type must be included. Writing and Responding may be
incorporated into the one assessment task with similar relevant weighting to the 1.0 unit.
 Every task must enable students to demonstrate higher order thinking skills.
 The Mandatory items must be one item with the minimum mandatory weighting as shown
above.
 The complexity of the target language in the stimulus material and the response required
should reflect the level of the course.
 No assessment item may be less than 10%.
 It is recommended that students be provided with a choice of questions from which they
select one for sustained writing.
Achievement Standards
Student achievement in A, T and M units is reported based on system standards as an A-E grade.
Grade descriptors and standard work samples where available, provide a guide for teacher
judgement of students’ achievement over the unit.
Grades are awarded on the proviso that the assessment requirements have been met. Teachers will
consider, when allocating grades, the degree to which students demonstrate their ability to complete
and submit tasks within a specified time frame.
General Capabilities
Evidence could be in:
Student Capabilities
literacy
Goals

Content
Teaching and
Learning
Assessment





numeracy
information and communication
technology (ICT) capability


critical and creative thinking


personal and social capability


ethical behaviour
intercultural understanding









collaborative team members
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Board Endorsed December 2014
Representation of General Capabilities
Literacy
Learning languages develops overall literacy. It is in this sense ‘value added’, strengthening literacyrelated capabilities that are transferable across languages, both the language being learnt and all
other languages that are part of the learner’s repertoire. Languages learning also strengthens
literacy-related capabilities across domains of use, such as the academic domain and the domains of
home language use, and across learning areas.
Literacy development involves conscious attention and focused learning. It involves skills and
knowledge that need guidance, time and support to develop. These skills include the:
 ability to decode and encode from sound to written systems
 the learning of grammatical, orthographic, and textual conventions
 development of semantic, pragmatic, and interpretative, critical and reflective literacy skills.
Literacy development for second language learners is cognitively demanding. It involves these same
elements but often without the powerful support of a surrounding oral culture and context. The
strangeness of the additional language requires scaffolding. In the language classroom, analysis is
prioritised alongside experience. Explicit, explanatory, and exploratory talk around language and
literacy is a core element. Learners are supported to develop their own meta–awareness, to be able
to think and talk about how the language works and about how they learn to use it. Similarly, for first
language learners, literacy development that extends to additional domains and contexts of use
requires comparative analysis that extends literacy development in their first language and English.
Numeracy
Learning languages affords opportunities for learners to use the target language to develop skills in
numeracy, to understand, analyse, categorise, critically respond to and use mathematics in different
contexts. This includes processes such as using and understanding patterns, order, and relationships
to reinforce concepts such as number, time or space in their own and in others’ cultural and linguistic
systems.
Information and communication technology (ICT) capability
Learning languages is enhanced through the use of multimodal resources, digital environments and
technologies in the target language. Accessing live target language environments and texts via digital
media contributes to the development of information technology capabilities as well as linguistic and
cultural knowledge. Accessing different real–time contexts extends the boundaries of the classroom.
Critical and creative thinking
In learning a language, students interact with people and ideas from diverse backgrounds and
perspectives, which enhance critical thinking, reflection and encourages creative, divergent and
imaginative thinking. By learning to notice, connect, compare, and analyse aspects of the target
language, students develop critical, analytic and problem–solving skills.
Personal and social capability
Interacting effectively in an additional language and with people of diverse language backgrounds
involves negotiating and interpreting meaning in a range of social and cultural situations. This
involves understanding and empathizing; important elements of social and intercultural competence.
Being open–minded and recognising that people view and experience the world in different ways
and learning to interact in a collaborative and respectful manner are key elements of personal and
social competence.
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Board Endorsed December 2014
Ethical behaviour
When learning another language, students are taught explicitly to acknowledge and value difference
in their interactions with others and to develop respect for diverse ways of perceiving and acting in
the world. Opportunities are provided to monitor and to adjust their own ethical points of view. In
learning Aboriginal and Torres Strait Islander languages, students should consider appropriate ethical
behaviour in terms of engaging with the owners and custodians of the languages. Similar
consideration is required when interpreting and translating, or when collecting and analysing primary
research data.
Intercultural understanding
The development of intercultural understanding is a central aim of learning languages, as it is integral
to global citizenship and lifelong learning. Students bring various preconceptions, assumptions, and
orientations shaped by their existing language(s) culture(s) to their learning that can be challenged
by the new language experience. Learning to move between the existing and new languages and
cultures is integral to language learning and is key to the development of students’ intercultural
capability. By learning a new language, or learning to use an existing language in new domains and
contexts, students are able to notice, compare, and reflect on things previously taken for granted; to
explore their own linguistic, social and cultural practices as well as those associated with the target
language. They begin to see the complexity, variability, and sometimes the contradictions involved in
using language. Learning a new language does not require forsaking the first language. It is an
enriching and cumulative process, which broadens the learner’s communicative repertoire, providing
additional resources for interpreting and making meaning. Learners come to realise that interactions
between different people via different languages also involves interactions between the different
kinds of knowledge, understanding, and values that are articulated through language(s) and
culture(s). They realise that successful intercultural communication is not only determined by what
they do or say but also by what members of the other language and culture understand from what
they say or do.
Representation of Cross-curriculum
Aboriginal and Torres Strait Islander histories and cultures
Aboriginal and Torres Strait Islander communities are strong, rich, and diverse. Aboriginal and Torres
Strait Islander identity is central to this priority. It is intrinsically linked to living and learning in
Aboriginal and Torres Strait Islander communities, deep knowledge traditions and holistic world
view.
A conceptual framework based on Aboriginal and Torres Strait Islander Peoples’ unique sense of
Identity has been developed as a tool for embedding Aboriginal and Torres Strait Islander histories
and cultures within the Australian curriculum. This sense of identity is approached through the
interconnected concepts of Country/Place, people, and culture. Embracing these elements enhances
all areas of the curriculum.
The Aboriginal and Torres Strait Islander priority provides opportunities for all learners to deepen
their knowledge of Australia by engaging with the world’s oldest continuous living cultures. This
knowledge and understanding will enrich their ability to participate positively in the evolving history
of Australia.
The Course Writers acknowledge the ACARA Languages F-10 Revised National Curriculum
(November, 2013) for the Cross-curriculum priorities.
17
Board Endorsed December 2014
Asia and Australia’s engagement with Asia
In the Australian Curriculum: Languages, the cross–curriculum priority of Asia and Australia’s
engagement with Asia enables the development of rich and engaging content and contexts for
developing students’ capabilities to engage with the languages and cultures of Asia and of people of
Asian heritage within Australia.
The Australian Curriculum: Languages enables students to learn the languages of the Asian region,
learning to communicate and interact in interculturally appropriate ways, exploring concepts,
experiences, and perspectives from within and across Asian cultures.
In the Languages learning area, students develop an appreciation for the place of Australia within the
Asian region, including the interconnections of languages and cultures, peoples and communities,
histories and economies. Students learn how Australia is situated within the Asian region, how our
national linguistic and cultural identity is continuously evolving both locally, regionally and within an
international context.
Sustainability
In the Australian Curriculum: Languages, the priority of sustainability provides a context for
developing students’ capability to communicate ideas, understanding, and perspectives on issues
and concepts related to the environment.
The Australian Curriculum: Languages contributes to students’ capabilities to investigate, analyse,
and communicate concepts and understandings related to sustainability in broad contexts, and to
advocate, generate and evaluate actions for sustainable futures. Within each language, students
engage with a range of texts focused on concepts related to sustainability.
These include:
 the environment
 conservation
 social and political change
 linguistic and cultural ecologies
 change, both within the target language and culture, and across languages and cultures in
general.
In this way, students develop knowledge, skills, and understanding about sustainability within
particular cultural contexts. This is crucial in the context of national and international concerns
about, for example, climate change, food shortages, and alternative ways of caring for land and
agriculture. Through developing a capability to interact with others, negotiating meaning and mutual
understanding respectfully and reflecting on communication, students learn to live and work in ways
that are both productive and sustainable.
Learning Aboriginal languages and Torres Strait Islander languages contributes to the global effort to
exchange knowledge among people with varied practices in caring for the land. It also contributes to
the reconciliation process in Australia and goals for language revival.
18
Board Endorsed December 2014
Unit Grades
Grade descriptors provide a guide for teacher judgement of students’ achievement, based on the
assessment criteria, over a unit of work in this subject. Grades are organized on an A-E basis and
represent standards of achievement.
Grades are awarded on the proviso that the assessment requirements have been met. When
allocating grades, teachers will consider the degree to which students demonstrate their ability to
complete and submit tasks within a specified time frame.
The following descriptors are consistent with the system grade descriptors.
19
Communicating
Understanding
Unit Grade Descriptors for Continuing T Course- Year 11
A student who achieves an A
grade typically
 analyses language and
culture in a wide range of
familiar contexts
A student who achieves a B
grade typically
 explains language and
culture in a range of familiar
contexts
A student who achieves a C
grade typically
 describes language and
culture in familiar contexts
A student who achieves a D
grade typically
 identifies language and
culture in familiar contexts
 analyses interconnections
between own values, beliefs,
practices, and ideas
represented or expressed in
texts
 analyses perspectives
represented in texts
 explains some
interconnections between own
beliefs and practices, and ideas
represented or expressed in
texts
 explains perspectives
represented in texts
 describes interconnections
between own beliefs and
practices represented or
expressed in texts
 describes perspectives
represented in texts
 identifies
interconnections between
own beliefs and practices
represented or expressed in
texts
 identifies perspectives
represented in texts
 produces comprehensive
texts displaying breadth in the
treatment of the topic
 displays thorough
knowledge and understanding
of the target language as a
system and responds
appropriately and with
sensitivity
 applies conventions of texts
to represent ideas and
experiences appropriate to
audience and purpose
 displays accurate language
use, clarity of expression and a
wide range of vocabulary and
grammar both orally and in
writing
 produces knowledgeable
texts displaying breadth in the
treatment of the topic
 displays thorough
knowledge and understanding
of the target language as a
system and responds
appropriately
 produces texts displaying
knowledge of the topic
 produces texts displaying
some knowledge of the topic
 displays knowledge and
understanding of the target
language as a system and
responds appropriately
 displays some
knowledge of the target
language and responds
appropriately
 applies conventions of texts
to represent ideas and
experiences appropriate to
audience or purpose
 displays accurate language
use and a wide range of
vocabulary and grammar both
orally and in writing
 applies some conventions
of texts to represent
experiences appropriate to
audience or purpose
 displays a wide vocabulary
and uses grammar with some
accuracy both orally and in
writing
 applies few conventions
of texts to represent
experiences appropriate to
audience or purpose
 displays some
vocabulary of the language
both orally and in writing
A student who achieves
an E grade typically
 identifies minimal
features of language and
culture in familiar
contexts
 identifies minimal
interconnections between
own beliefs and practices
represented or expressed
in texts
 identifies some
aspects of perspectives
represented in texts
 produces texts
displaying minimal
knowledge of the topic
 displays minimal
knowledge of the target
language
 applies few or no
conventions of texts
 displays very limited
or no vocabulary of the
language both orally and
in writing
Communicating
Understanding
Unit Grade Descriptors for Continuing T Courses – Year 12
A student who achieves an A
grade typically
A student who achieves a B
grade typically
A student who achieves a C
Grade typically
A student who achieves a D
Grade typically
A student who achieves a
E Grade typically
 critically analyses particular
linguistic, cultural and stylistic
features
 evaluates language and culture
in familiar and unfamiliar contexts
 analyses particular linguistic,
cultural and stylistic features
 explains some linguistic,
cultural and stylistic features
 describes linguistic, cultural
and stylistic features
 analyses language and culture
in familiar and unfamiliar contexts
 describes language and
culture in familiar contexts
 analyses complex
interconnections between own
values, beliefs and practices, and
ideas represented or expressed in
texts
 evaluates concepts and
perspectives represented in texts
 explains complex
interconnections between own
values, beliefs and practices, and
ideas represented or expressed in
texts
 analyses concepts and
perspectives represented in texts
 explains language and
culture in familiar and unfamiliar
contexts
 explains interconnections
between own values, beliefs and
practices, and ideas represented
or expressed in texts
 produces insightful texts
displaying independence, depth
and breadth in the treatment of
the topic, substantiates decisions
and constructs logical conclusions
 displays clear and thorough
knowledge and understanding of
the target language as a system
and responds appropriately and
with sensitivity
 applies appropriate
conventions of texts and takes risks
to represent ideas and experiences
appropriate to audience and
purpose
 displays accurate language use,
clarity of expression and a wide
range of vocabulary and grammar
both orally and in writing
 produces complex texts
displaying breadth and some depth
and independence in the treatment
of the topic and constructs logical
conclusions
 displays thorough knowledge
and understanding of the target
language as a system and responds
appropriately and with sensitivity
 produces texts displaying
breadth in the treatment of the
topic and constructs conclusions
 describes interconnections
between own beliefs and
practices, and ideas
represented or expressed in
texts
 describe concepts and
perspectives represented in
texts
 produces texts displaying
some detail in the treatment of
the topic
 identifies some
linguistic, cultural and
stylistic features
 identifies some features
of language and culture in
familiar contexts
 identifies some
interconnections between
own beliefs and practices,
and ideas represented or
expressed in texts
 identifies concepts and
perspectives represented in
texts
 produces texts
displaying some knowledge
of the topic
 displays knowledge and
understanding of the target
language as a system and
responds appropriately
 displays knowledge of the
target language and responds
appropriately
 displays some
knowledge of the target
language
 applies conventions of texts
and takes some risks to represent
ideas and experiences appropriate
to audience and purpose
 applies some conventions of
texts to represent experiences
appropriate to audience and
purpose
 applies few conventions of
texts to represent experiences
appropriate to audience and
purpose
 applies limited or no
conventions of texts
 displays accurate language use
and a wide range of vocabulary and
grammar both orally and in writing
 displays a wide vocabulary
and uses grammar with some
accuracy both orally and in
writing
 displays some vocabulary
of the language both orally and
in writing
 displays limited or no
vocabulary of the language
both orally and in writing
 explains concepts and
perspectives represented in texts
Moderation
Moderation is a system designed and implemented to:
 provide comparability in the system of school-based assessment
 form the basis for valid and reliable assessment in senior secondary schools
 involve the ACT Board of Senior Secondary Studies and colleges in cooperation and partnership
 maintain the quality of school-based assessment and the credibility, validity and acceptability
of Board certificates.
Moderation commences within individual colleges. Teachers develop assessment programs and
instruments, apply assessment criteria, and allocate Unit Grades, according to the relevant Course
Framework. Teachers within course teaching groups conduct consensus discussions to moderate
marking or grading of individual assessment instruments and unit grade decisions.
The Moderation Model
Moderation within the ACT encompasses structured, consensus-based peer review of Unit Grades for
all accredited courses, as well as statistical moderation of course scores, including small group
procedures, for T courses.
Moderation by Structured, Consensus-based Peer Review
Review is a subcategory of moderation, comprising the review of standards and the validation of Unit
Grades. In the review process, Unit Grades, determined for Year 11 and Year 12 student assessment
portfolios that have been assessed in schools by teachers under accredited courses, are moderated
by peer review against system wide criteria and standards. This is done by matching student
performance with the criteria and standards outlined in the unit grade descriptors as stated in the
Course Framework. Advice is then given to colleges to assist teachers with, and/or reassure them on,
their judgments.
Preparation for Structured, Consensus-based Peer Review
Each year, teachers teaching a Year 11 class are asked to retain originals or copies of student work
completed in Semester 2. Similarly, teachers teaching a Year 12 class should retain originals or
copies of student work completed in Semester 1. Assessment and other documentation required by
the Office of the Board of Senior Secondary Studies should also be kept. Year 11 work from Semester
2 of the previous year is presented for review at Moderation Day 1 in March, and Year 12 work from
Semester 1 is presented for review at Moderation Day 2 in August.
In the lead up to Moderation Day, a College Course Presentation (comprised of a document folder
and a set of student portfolios) is prepared for each A and T course and any M units offered by the
school, and is sent in to the Office of the Board of Senior Secondary Studies.
Teachers of C courses are required to present portfolios of student work for verification that units
are taught and assessed as documented and validation that assessments meet industry standards.
The Moderation Officer will report any concerns to the Board.
The College Course Presentation
The package of materials (College Course Presentation) presented by a college for review on
moderation days in each course area will comprise the following:
 a folder containing supporting documentation as requested by the Office of the Board
 through memoranda to colleges
 a set of student portfolios containing marked and/or graded written and non-written
 assessment responses on which the unit grade decision has been made is to be included in
22
 the student review portfolios.
 Specific requirements for subject areas and types of evidence to be presented for each
 moderation day will be outlined by the Board Secretariat through memoranda and
 Information Papers.
Physical Resources
The following are desirable physical resources for the development and implementation of courses
within this subject area.
 suitable texts
 suitable audio-visual materials
 access to photocopying facilities
 access to TV/video players, video cameras, DVD players
 access to libraries,
 access to computers, internet, suitable software
 a dedicated classroom
 a selection of cultural artefacts (clothing, toys, posters, craft etc)
Resources outside of the college include the Embassy of Japan, the Japanese Languages Teachers’
Association, MLTA, Japanese Teachers Network, The Japan Foundation Language Centre (Sydney)
suitable restaurants, the O’Connell Education Centre, Nara Park, The National Gallery, the Japan
Foundation Language Centre (Sydney) and the Tanken Centre (Sydney), Questacon, ANU Japan
Centre and the Australia Japan Society. These were accurate at the time of publication.
Proposed Evaluation Procedures
Course evaluation will be a continuous process. Teachers will meet regularly to discuss the content
of the course and any requirements for modification of activities, teaching strategies and assessment
instruments. The current trends and innovations in the teaching of Continuing Japanese will be
considered as teachers attend workshops, seminars and participate in discussion groups with other
teachers such as on Moderation Day.
Teachers will monitor student performance and progress and student responses to various teaching,
learning and assessment strategies. Students and teachers will complete evaluation questionnaires
at the end of each unit. The results of these will be collated and reviewed from year to year. There
will also be a continuous monitoring of student numbers between Years 11 and 12.
Informal discussions between teachers and students, past students, parents and other teachers will
contribute to the evaluation of the course.
In the process of evaluation; students, teachers and others should, as appropriate, consider:
 Are the course and Course Framework still consistent?
 Were the goals achieved?
 Was the course content appropriate?
 Were the teaching strategies used successful?
 Was the assessment program appropriate?
 Have the needs of the students been met?
 Was the course relevant?
 How many students completed the course in each of the years of accreditation?
23
The Individual’s Experience
Value 1.0
Personal Identity
Value 0.5
Health and Fitness
Value 0.5
Prerequisites
There are no prerequisites for this unit.
Duplication of Content Rules
Refer to page 7.
Specific Unit Goals
This unit should enable students to:
 Reflect on your own identity and that of others, including identity as a learner and user of
Japanese, through connecting observations of experience over time.
 Initiate and sustain interactions to share experiences, personal opinions, hobbies, aspirations
thoughts and feelings and to discuss aspects of young people’s experiences
 Compose a variety of texts to inform entertain or express ideas, attitudes and perspectives on
identity and health and fitness.
 Investigate and analyse Health and lifestyles issues across cultures.
 Evaluate a range of texts, comparing views, stating opinions and presenting in different
formats to inform or interest others
Content
Students will study The Individual’s Experience.
Topics and Intercultural Understanding:
 personal history such as hobbies/special interests
 report on an area of special interest (orally or in writing)
 famous people
 healthy lifestyles, eating habits, teenage health issues
 give health/simplified medical and personal advice orally or in writing.
Grammatical Knowledge
Function
Structure
The plain form of the verb (all
tenses)
う・る
Nominalising the verb
本を読むのが好きです
Linking sentences/ideas
V て・Adj くて・Na Adj+ Noun で
Comparatives
A と B どちらの方が adj ですか。
A は B より adj です
Superlatives
A と B とどれが一番 adj ですか。
Board Endorsed December 2014
Listing activities – an
inexhaustive list
〜たり〜たりする
Have you ever
V た事がある
Potential
〜事ができる
V~える・られる
How to
Verb Stem 方
Possibility
〜かもしれない
Good for/bad for health
健康に いい・悪いです
Opinion
〜と思います。
In order to
Verb Plain Form ために
So that
Verb Plain Form
Giving advice
V た ほうがいいです。
To do to excess
Verb Stem すぎる
Linking Symptoms
い Adj くて・Na Adj で・Ｖて
Please do / Please don’t
V てください。V ないでください。
Asking/ Granting permission
V てもいいです（か）。
Denying permission
V てはいけません。
V てはだめです。
Asking/ expressing frequency
週に何回・毎日、三回食事をします。
Because
ので・から
If (conditionals)
たら・と
Health expressions
お大事に・気をつけてください。
よくなっています。
ように
Additional Grammar (Year 12 extension)
Before
〜前に
After ….
〜後で
After ….
〜てから
To express strong
desires/feelings/extremes
〜Verb Stem たくてたまりません
〜Adjective くてたまりません
Intention
〜つもり
Decide to
〜ことにする
Shall we/Lets
Volitional と思う
Should
はずです
Passive form (limited)
車にぶつけられました。
Expressing desire to/ not to
V てほしい・V てほしくない
Reporting speech
〜と言う
To do in preparation
〜ておく
Expressing regret or completion
〜てしまう
25
Board Endorsed December 2014
Teaching and Learning Strategies
Refer to page 12.
Assessment
Refer to page 13.
Specific Unit Resources
Ainsworth S, Haddrell S, 2009, Kikouyo Senior 1 and 2 Listening Resource for Senior Students.
Ainsworth S, Haddrell S, 2012, Kikouyo Intermediate Teacher’s Answer Book and Transcript.
Akira M, Hanaoka-McGloin N,
2011, An Integrated Approach to Japanese, The Japan Times, Japan Tokyo.
Asano Y, 2009, Live From Tokyo, The Japan Times, Japan Tokyo.
Jaffray D, Sorrell M, 2007, Wakatta, Pascal Press, Australia NSW.
Glynn J, Burrows Y, 2005, The Leading Edge, Person Australia, Australia VC
Hutchinson K, Ikeda T, 2005, Obento Senior, Thomson Nelson, Australia VC
Matsumoto S, Sakuma Y, Hamahata Y, Iwami C, Kanno S, Morita M, 2008, Nihongo Drills for
intermediate Learners (Grammar), The Japan Times, Japan Tokyo
Matsumoto S, Sakuma Y, 2008, Nihongo Drills for intermediate Learners (Vocabulary), The Japan
Times, Japan Tokyo
Nagata Y, 2009, Voices from Japan, Kuroshio, Japan Tokyo
Nishiguchi K, 2012, A New Approach to Elementary Japanese Vol.2, Kuroshio Publishers, Japan Tokyo
Nippon Steel Human Resources Development Co., Ltd and Japan College of Foreign Languages, 2008,
Nihon wo hanasou Aspect of Japanese Society, The Japan Times, Japan Tokyo
Miyagi S, Yoshiko Ota Y, Shibata M, Makino K, Mitsui A, 2007, Everyday Listening in 50 Days,
Bonjinsha, Japan Tokyo
The Japan Foundation, 2007, Erin Ga Chosen! Nihongo Dekimasu Vols. 1-3, Tokyo.
Yokoyamasan no Nihongo, Nihongo Kyooiku Sentaa, Japan.
Organisations
Embassy of Japan, MLTA, Japanese Teachers’ Network, the Japan Foundation Language Centre
(Sydney) and the Tanken Centre (Sydney), ANU Japan Centre, the Australia Japan Society and
Japanese restaurants.
These were accurate at time of publication.
26
Board Endorsed December 2014
Lifestyle and Traditions
Value 1.0
A Trip Overseas
Value 0.5
Living in Japan
Value 0.5
Prerequisites
There are no prerequisites for this unit.
Duplication of Content Rules
Refer to page 7.
Specific Unit Goals
This unit should enable students to:
 Compare and contrast variations of language use in social and cultural contexts, purposes and
relationships.
 Respond and extrapolate from information, images, graphics and signs associated with
travelling in a foreign country.
 Apply knowledge to compose in spoken or written exchange relating to making arrangements
and completing transactions
 Examine and investigate different social and cultural aspects of living in Japan to communicate
personal choices and inform opinions, and discuss these in a variety of text types.
 Summarise and analyse conversations and announcements for information on living in Japan,
including living expenses, finding temporary accommodation and negotiating the transport
system
 Investigate and reflect on Japanese lifestyle and customs e.g. festivals
Content
Topics and Intercultural Understanding:
 Tourism and Travel: train announcements and weather forecasts
 Japan and its regions 県 (ken)、地方 (Chiho)
 Hospitality: おもてなし (omotenashi)
 Local attractions, travel options, purchasing tickets and booking accommodation, comparisons,
locations and survival information
 Room types, prices, meals and other inclusions, nearby attractions
 Examine living in Japan: cultural norms, interacting with people, shopping and eating and
housing styles.
 Finding a place to live
 Comparing city and rural Lifestyles
27
Board Endorsed December 2014
Grammatical Knowledge
Function
Structure
Intention/plan to
つもり、よてい 、けいかく
Suggestion /
explanation
Vb Conditional Form〜ばいい・Verb たらいい
Wants
ほしい・たい
To decide to
にする
Sequence
て、てから、すると、後で、前に
Giving directions
Eg 右・左・まっすぐ
曲がる・わたる・とおる・etc
If/when
Verb Plain Form
Obligation
なければなりません、なくてもいい
Potential
ことができる、V られる/える
Counters
目 and 泊
Easy to/hard to
Verb stem やすい／にくいです。
While
ながら、間に
Similarities/differences
と同じ／と違う
Advice
どうしたら/どうすればいいですか。
〜たほうがいい
〜ないほうがいい
Comparing
〜のほうが
一番………
Advantages
〜のいい/ わるい点は何ですか。
Opinions
〜と思います
Too…
〜すぎる
Revision of rules and
regulations
〜なければなりません
〜てはいけません
〜なくてもいいです
Permission
〜てもいいです。
Experience
〜たことがあります/ ありません
Directions on how to
use things
すると、……….
と
より……….
28
Board Endorsed December 2014
Additional Grammar (Extension for Yr 12)
Function
Structure
Expectation
はず
Purpose
ため、ように
Modifying
という
Limited passive verbs
(inc. negative impact
on speaker)
たてられた、ふられた
Only
だけ
しか
～ない
Reasons
なぜなら
Embedded questions
～かどうか
Simple けいご (fixed
expressions)
いかが、まいりました、いただく、ごらんになる、
お〜Verb Stem ください
おいでください、よろしい
Asking
assistance/favours
てあげる/~ てくれる/~てもらう
〜てさしあげる・てくださる・ 〜てもらう
Teaching and Learning Strategies
Refer to page 12.
Specific Unit Resources
Ainsworth S, Haddrell S, 2009, Kikouyo Senior 1 and 2 Listening Resource for Senior Students.
Ainsworth S, Haddrell S, 2012, Kikouyo Intermediate Teacher’s Answer Book and Transcript.
Akira M, Hanaoka-McGloin N, 2011, An Integrated Approach to Japanese, The Japan Times, Japan
Tokyo.
Asano Y, 2009, Live from Tokyo, The Japan Times, Japan Tokyo.
Bahren R, 2010, Tokyo Clash: Japanese Pop Culture (ISBN12:9780841671812 ISBN10:0841671818
Jaffray D, Sorrell M, 2007, Wakatta, Pascal Press, Australia NSW.
Glynn J, Burrows Y, 2005, The Leading Edge, Person Australia, Australia VC
Hutchinson K, Ikeda T, 2005, Obento Senior, Thomson Nelson, Australia VC
Matsumoto S, Sakuma Y, Hamahata Y, Iwami C, Kanno S, Morita M, 2008, Nihongo Drills for
intermediate Learners (Grammar), The Japan Times, Japan Tokyo
Matsumoto S, Sakuma Y, 2008, Nihongo Drills for intermediate Learners (Vocabulary), The Japan
Times, Japan Tokyo
Nagata Y, 2009, Voices from Japan, Kuroshio, Japan Tokyo
Nishiguchi K, 2012, A New Approach to Elementary Japanese Vol.2, Kuroshio Publishers, Japan Tokyo
Nippon Steel Human Resources Development Co., Ltd and Japan College of Foreign Languages, 2008,
Nihon wo hanasou Aspect of Japanese Society, The Japan Times, Japan Tokyo
Miyagi S, Yoshiko Ota Y, Shibata M, Makino K, Mitsui A, 2007, Everyday Listening in 50 Days,
Bonjinsha, Japan Tokyo
29
Board Endorsed December 2014
Rolbin C, Art and Life in Rural Japan: Toho Village Through the Eyes of Its Youth 2011, Generation
Press ISBN: 978-0-9815595-3-7
The Japan Foundation, 2007, Erin Ga Chosen! Nihongo Dekimasu Vols. 1-3, Tokyo.
Yokoyamasan no Nihongo, Nihongo Kyooiku Sentaa, Japan.
Organisations
Embassy of Japan, MLTA, Japanese Teachers’ Network, the Japan Foundation Language Centre
(Sydney) and the Tanken Centre (Sydney), ANU Japan Centre, the Australia Japan Society and
Japanese restaurants.
These were accurate at time of publication.
30
Board Endorsed December 2014
Society and Community
Value 1.0
Youth Culture
Value 0.5
Communication
Value 0.5
Prerequisites
There are no prerequisites for this unit.
Duplication of Content Rules
Refer to page 7.
Specific Unit Goals
This unit should enable students to:
 Initiate and sustain interactions to share experiences, personal opinions, aspirations thoughts
and feelings and to discuss aspects of young people’s experiences.
 Compare and contrast variations of language use in social and cultural contexts, purposes and
relationships.
 Reflect on your cultural identity and synthesise opinions to give advice about personal issues
 analyse and use information from a variety of texts as: traditional folk stories, まんが(manga)、
アニメ(anime) newspapers and magazine articles, movies and social media.
 Create own or shared texts to inform, entertain or express ideas, attitudes and perspectives
using imaginary characters, places and experiences.
Content
Students study society and community.
Topics and Intercultural Understanding:
Adolescent and School Life
 Differences between Japanese and Australian Schools, behaviour, Club Activties, Uniform,
Highlights of the school year and Study Habits.
 Problems experience by youth today: School denial, bullying, きょういくママ, (Kyouiku
Mama), じゅく(juku).
 Popular culture and leisure within the school environment eg: sport, fashion, technology.
Communication
 Traditional Stories
むかしばなし(mukashibanashi)
 Cartoons まんが・アニメ (Manga/Anime)
 Mass Media
マスコミ (Masukomi)
 Japanese Movies
 Social Media
31
Board Endorsed December 2014
Grammatical Knowledge
Functions
Structures
In fashion
〜が はやっています。
Popularity
〜人気があります。
Requesting information on a topic
〜について
Expressing similarities/differences
〜と同じです。/~とちがいます。
To do this, that and the other
〜たり〜たりする。
Expressing obligation
〜なければなりません / いけません /
Asking for/giving advice
〜なくてもいいです。
The comparative e.g.
A B とどちらの方が adj ですか。
A は B より adj です
The superlative
A と B とどれが一番 adj ですか。
Giving instructions
〜ないで下さい / ~ないでね
While doing ~
～ながら
Giving commands/correcting
〜てはだめです/ ~てはいけません/ ~なさい
The main focus/theme
どんな事について話しましょうか。
〜について
Purpose
〜ために・ように
Comparison
〜と〜とどちらのほうが
Describing similarities/resemblance
〜のようです。 〜のように VERB
〜みたいです。
～らしいです。
Describing difference
どうちがいますか。
〜とちがいます。
Reporting- what was said
〜と聞く
Reporting – what was written
〜と書いてある
Reporting – what was thought
〜と思う
Hearsay
〜そうです。
Conjecture
Noun によると(……..)そうです。
〜らしいです。
Easy to/difficult to
Vstem 〜やすい・にくいです。
Relative Clauses
(…)人は (田中さん)です。
Linking words
て・くて・で・し
Additional Grammar/Expressions (Extension for Year 12)
Reasons
～ので・・/から
Modifying
というのは
32
Board Endorsed December 2014
Teaching and Learning Strategies
Refer to page 12.
Assessment
Refer to page 13.
Specific Unit Resources
Ainsworth S, Haddrell S, 2009, Kikouyo Senior 1 and 2 Listening Resource for Senior Students.
Ainsworth S, Haddrell S, 2012, Kikouyo Intermediate Teacher’s Answer Book and Transcript.
Akira M, Hanaoka-McGloin N, 2011, An Integrated Approach to Japanese, The Japan Times, Japan
Tokyo.
Asano Y, 2009, Live from Tokyo, The Japan Times, Japan Tokyo.
Bahren R, 2010, Tokyo Clash: Japanese Pop Culture (ISBN12:9780841671812 ISBN10:0841671818
Jaffray D, Sorrell M, 2007, Wakatta, Pascal Press, Australia NSW.
Glynn J, Burrows Y, 2005, The Leading Edge, Person Australia, Australia VC
Hutchinson K, Ikeda T, 2005, Obento Senior, Thomson Nelson, Australia VC
Matsumoto S, Sakuma Y, Hamahata Y, Iwami C, Kanno S, Morita M, 2008, Nihongo Drills for
intermediate Learners (Grammar), The Japan Times, Japan Tokyo
Matsumoto S, Sakuma Y, 2008, Nihongo Drills for intermediate Learners (Vocabulary), The Japan
Times, Japan Tokyo
Nagata Y, 2009, Voices from Japan, Kuroshio, Japan Tokyo
Nishiguchi K, 2012, A New Approach to Elementary Japanese Vol.2, Kuroshio Publishers, Japan Tokyo
Nippon Steel Human Resources Development Co., Ltd and Japan College of Foreign Languages, 2008,
Nihon wo hanasou Aspect of Japanese Society, The Japan Times, Japan Tokyo
Miyagi S, Yoshiko Ota Y, Shibata M, Makino K, Mitsui A, 2007, Everyday Listening in 50 Days,
Bonjinsha, Japan Tokyo
The Japan Foundation, 2007, Erin Ga Chosen! Nihongo Dekimasu Vols. 1-3, Tokyo.
Williams, P., Xouris, S., Kusumoto, K., 2006, Obentoo Senior: Teacher’s Resource Book, Cheng & Tsui,
Unit 2, 4
Yokoyamasan no Nihongo, Nihongo Kyooiku Sentaa, Japan.
Organisations
Embassy of Japan, MLTA, Japanese Teachers’ Network, the Japan Foundation Language Centre
(Sydney) and the Tanken Centre (Sydney), ANU Japan Centre, The Australian Japan Society and
Japanese restaurants.
These were accurate at time of publication.
33
Board Endorsed December 2014
The World Around Us
Value 1.0
Social Issues
Value 0.5
My Future
Value 0.5
Prerequisites
There are no prerequisites for this unit:
Duplication of Content Rules
Refer to page 7.
Specific Unit Goals
This unit should enable students to:
 Investigate and compare how the Japanese people respond to environmental issues and/or
compare with Australia
 Use a range of textual conventions in spoken, written and multimodal texts to evaluate
information concerning the environment and social issues.
 Respond critically to spoken and written text, which reflect aspects of the language and culture
within society.
 Convey factual information, ideas and opinions using different modes of presentation that take
account of context, purpose and audience.
 Predict future plans and justify reasons for choices around career study and relationships.
 Understand conversations in which people discuss future plans and their choices.
Content
Students will study the World around Us.
Topics and Intercultural understanding:
 The Environment – recycling, resources and endangered species
 Social Issues such as: Hikkikomori, Whaling, Dolphin Killing, Aging Society, Economy,
International Relations, Yakuza.
 Write a personal response to a social and/or environmental issue of concern, e.g. a protest
letter, a personal poem, a school magazine article
 Hold a debate on relevant social issues.
 Future Plans and Goals
 Read and understand advertisements/write a curriculum vitae and fill in an application form
for employment Job from authentic sources to find employment eg: internet sources.
 Study, career, holidays.
 Personal relationships and identity such as: personality traits, marriage, sexuality, societal
trends.
34
Board Endorsed December 2014
Grammatical Knowledge
Functions
Structures
Asking and giving
information about a topic
〜って何ですか。
Enquiring about and
expressing opinions
〜についてどう思いますか。
Enquiring about and
describing a situation
〜について教えてほしいんです。
Enquiring about and
describing a situation
それは いつごろ問題になりましたか。
Reporting what was
thought, heard, said or
written
と思う・〜と聞く・〜と言う
Introducing a speech
〜について話したいと思います。
Concluding a speech
以上で〜についてのスピーチを終わります
Responding to a speaker
〜についてもう一度説明してもらえませんか
〜と言う事です。
(…)たころ・時 問題になりました。
〜によると〜そうです。
〜について反対です／さんせいします。
Expressing opinions
～にとって
～としては
～の意見では
〜と思う
Suggesting a course of
action
〜たり〜たりしたらどうですか。
－たらどう思いますか
〜 てみたらどうですか。
Asking information about:
Jobs and careers
あのコースには（１００人）しか入れません。
だれが教えてくださいますか。
おきゅうりょう/ 時給はどのぐらい（もらえますか。）
毎月（
円）もらいます。
Salary/prices
それは（
Obligations
〜なければなりません。
円）になります・いただきます。
35
Board Endorsed December 2014
Responsibilities and
Prerequisites
アルバイトをしましたか。
Past experiences
Locations
（スーパー）ではたらきました
Indicating:
Need
〜がいりますが
Expectation
Expressing:
〜たらいいと思います。
Opinions
Advice
もし〜たらよかったでしょう。
Intentions
もし〜たらよかったでしょう。
〜ことがありますか。
〜つもりです
Enquiring about and
describing:
School achievements
〜勉強するだけではなくて､よく～もします。
Personal achievements
（五才）の時から（
Personal interests
好きな事について話してください。（音楽を聞く）事・のが好
きなんです。
Japanese language
background
どのぐらい漢字が読めますか。
Capabilities
フランス語がすこしできます｜しゃべれます。
The wishes of others
〜さんは（車をほしがっています。（大学に入り）たがってい
ます。
をし）始めました。
何年間ぐらい日本語を勉強していますか。
両親は私に医者になってほしいです。
Conjecturing：
Jobs, opportunities in the
future
〜さんはたぶん日本ではたらくでしょう/だろう。
大学に入るでしょう。
会社員らしい/らしくないです。
日本人みたいです。
その仕事がよさそうですね。
就職したようです
Conditional information:
〜なら/〜をしたら
36
Board Endorsed December 2014
Additional Grammar (Extension for Yr 12)
Expectation – moral obligation
Verb Plain Form べき
On the one hand,….on the other hand
一方では・・・他方では…
Comparing
A は B とくらべて・・・
A と B をくらべると
Decisions/Intentions
〜ことにきめました。
〜ことにしました
Indicating:
Need
Expectation
〜すればよかったね
〜はずです。・べきです。
Past Experiences
〜の経験がありますか。
Teaching and Learning Strategies
Refer to page 12.
Assessment
Refer to page 13.
Specific Unit Resources
Ainsworth S, Haddrell S, 2009, Kikouyo Senior 1 and 2 Listening Resource for Senior Students.
Ainsworth S, Haddrell S, 2012, Kikouyo Intermediate Teacher’s Answer Book and Transcript.
Akira M, Hanaoka-McGloin N, 2011, An Integrated Approach to Japanese, The Japan Times, Japan
Tokyo.
Asano Y, 2009, Live from Tokyo, The Japan Times, Japan Tokyo.
Bahren R, 2010, Tokyo Clash: Japanese Pop Culture (ISBN12:9780841671812 ISBN10:0841671818
Jaffray D, Sorrell M, 2007, Wakatta, Pascal Press, Australia NSW.
Glynn J, Burrows Y, 2005, The Leading Edge, Person Australia, Australia VC
Hutchinson K, Ikeda T, 2005, Obento Senior, Thomson Nelson, Australia VC
Matsumoto S, Sakuma Y, Hamahata Y, Iwami C, Kanno S, Morita M, 2008, Nihongo Drills for
intermediate Learners (Grammar), The Japan Times, Japan Tokyo
Matsumoto S, Sakuma Y, 2008, Nihongo Drills for intermediate Learners (Vocabulary), The Japan
Times, Japan Tokyo
Nagata Y, 2009, Voices from Japan, Kuroshio, Japan Tokyo
Nishiguchi K, 2012, A New Approach to Elementary Japanese Vol.2, Kuroshio Publishers, Japan Tokyo
Nippon Steel Human Resources Development Co., Ltd and Japan College of Foreign Languages, 2008,
Nihon wo hanasou Aspect of Japanese Society, The Japan Times, Japan Tokyo
Miyagi S, Yoshiko Ota Y, Shibata M, Makino K, Mitsui A, 2007, Everyday Listening in 50 Days,
Bonjinsha, Japan Tokyo
The Japan Foundation, 2007, Erin Ga Chosen! Nihongo Dekimasu Vols. 1-3, Tokyo.
37
Board Endorsed December 2014
Williams, P., Xouris, S., Kusumoto, K., 2006, Obentoo Senior: Teacher’s Resource Book, Cheng & Tsui,
Unit 2, 4
Yokoyamasan no Nihongo, Nihongo Kyooiku Sentaa, Japan.
Organisations
Embassy of Japan, MLTA, Japanese Teachers’ Network, the Japan Foundation Language Centre
(Sydney) and the Tanken Centre (Sydney), ANU Japan Centre, the Australia Japan Society and
Japanese restaurants.
These were accurate at time of publication.
38
Board Endorsed December 2014
Health, Fitness and A Trip Overseas
Value 1.0
Health Fitness
Value 0.5
A Trip Overseas
Value 0.5
Prerequisites
There are no prerequisites for this course.
Duplication of Content Rules
Refer to page 7.
Specific Unit Goals
This unit should enable students to:
 Compose a variety of texts to inform entertain or express ideas, attitudes and perspectives on
identity and health and fitness.
 Investigate and analyse Health and lifestyles issues across cultures.
 Evaluate a range of texts, comparing views, stating opinions and presenting in different
formats to inform or interest others
 Compare and contrast variations of language use in social and cultural contexts, purposes and
relationships.
 Respond and extrapolate from information, images, graphics and signs associated with
travelling in a foreign country.
 Apply knowledge to compose in spoken or written exchange relating to making arrangements
and completing transactions
Content
Students will study health, fitness and a trip overseas.
Topics and Intercultural Understanding:
 Famous people
 Healthy lifestyles, eating habits, teenage health issues
 GIve health/simplified medical and personal advice orally or in writing
 Tourism and Travel: train announcements and weather forecasts
 Japan and its regions 県 (ken)、地方 (Chiho)
 Hospitality: おもてなし (omotenashi)
 Local attractions, travel options, purchasing tickets and booking accommodation, comparisons,
locations and survival information
39
Board Endorsed December 2014
Grammatical Knowledge:
Functions
Structures
Good for/bad for
健康にいい・悪いです
Opinion
と思います
In order to
VbPlain ために
So that
Vb Plain ように
Giving advice
V たほうがいいです。
To do to excess
Vb Stem~すぎる
Linking Symptoms
くて・で・Ｖて
Please do / Please don’t
V てください。V ないでください。
Asking/ Granting permission
V てもいいです（か）。
Denying permission
V てはいけません。
V てはだめです。
Asking/ expressing frequency
週に何回・毎日、三回食事をします
Wishing good health
お大事に・気をつけてください。
Expressing getting better
よくなっています。
Because
ので・から
If (conditionals)
たら・と
Function
Intention/plan to
つもり、よてい 、けいかく
Suggestion / explanation
ばいい・たらいい
Wants
ほしい・たい
To decide to
にする
Sequence
て、てから、すると、後で、前に
Giving directions
EG 右・左・まっすぐ・はし・かど・こうさて
ん etc
曲がる・わたる・とおる
If/when
Vb Plain と
Obligation
なければなりません、なくてもいい
Potential
ことができる、V られる/える
Counters
目 and 泊
40
Board Endorsed December 2014
Additional Grammar/Expression(Extension for Yr 12)
Should be
はずです
Passive form (limited)
車にぶつけられました。
Expressing desire to/ not to
V てほしい・V てほしくない
Reporting speech
と言う
If (conditionals)
たら・と・えば
Expectation
はず
Purpose
ため、ように
Modifying
という
Limited passive verbs (inc. negative
impact on speaker)
たてられた、ふられた
Simple けいご (fixed expressions)
いかが、まいりました、いただく、ごらんになる
、お〜VStem ください
おいでください、よろしい
Teaching and Learning Strategies
Refer to page 12.
Assessment
Refer to page 13.
Specific Unit Resources
Books
Ainsworth S, Haddrell S, 2009, Kikouyo Senior 1 and 2 Listening Resource for Senior Students.
Ainsworth S, Haddrell S, 2012, Kikouyo Intermediate Teacher’s Answer Book and Transcript.
Akira M, Hanaoka-McGloin N, 2011, An Integrated Approach to Japanese, The Japan Times, Japan
Tokyo.
Asano Y, 2009, Live From Tokyo, The Japan Times, Japan Tokyo.
Bahren R, 2010, Tokyo Clash: Japanese Pop Culture (ISBN12:9780841671812 ISBN10:0841671818
Jaffray D, Sorrell M, 2007, Wakatta, Pascal Press, Australia NSW.
Glynn J, Burrows Y, 2005, The Leading Edge, Person Australia, Australia VC
Hutchinson K, Ikeda T, 2005, Obento Senior, Thomson Nelson, Australia VC
Matsumoto S, Sakuma Y, Hamahata Y, Iwami C, Kanno S, Morita M, 2008, Nihongo Drills for
intermediate Learners (Grammar), The Japan Times, Japan Tokyo
Matsumoto S, Sakuma Y, 2008, Nihongo Drills for intermediate Learners (Vocabulary), The Japan
Times, Japan Tokyo
Nagata Y, 2009, Voices from Japan, Kuroshio, Japan Tokyo
Nishiguchi K, 2012, A New Approach to Elementary Japanese Vol.2, Kuroshio Publishers, Japan Tokyo
Nippon Steel Human Resources Development Co., Ltd and Japan College of Foreign Languages, 2008,
Nihon wo hanasou Aspect of Japanese Society, The Japan Times, Japan Tokyo
41
Board Endorsed December 2014
Miyagi S, Yoshiko Ota Y, Shibata M, Makino K, Mitsui A, 2007, Everyday Listening in 50 Days,
Bonjinsha, Japan Tokyo
The Japan Foundation, 2007, Erin Ga Chosen! Nihongo Dekimasu Vols. 1-3, Tokyo.
Williams, P., Xouris, S., Kusumoto, K., 2006, Obentoo Senior: Teacher’s Resource Book, Cheng & Tsui,
Unit 2, 4
Yokoyamasan no Nihongo, Nihongo Kyooiku Sentaa, Japan.
Organisations
Embassy of Japan, MLTA, Japanese Teachers’ Network, the Japan Foundation Language Centre
(Sydney) and the Tanken Centre (Sydney), ANU Japan Centre, the Australia Japan Society and
Japanese restaurants.
These were accurate at time of publication.
42
Board Endorsed December 2014
Communication and Social Issues
Value 1.0
Communication
Value 0.5
Social Issues
Value 0.5
Prerequisites
There are no prerequisites for this unit.
Duplication of Content Rules
Refer to page 7.
Specific Unit Goals
This unit should enable students to:
 analyse and use information from a variety of texts as: traditional folk stories, まんが(manga)、
アニメ(anime) newspapers and magazine articles, movies and social media.
 Create own or shared texts to inform, entertain or express ideas, attitudes and perspectives
using imaginary characters, places and experiences.
 Investigate and compare how the Japanese people respond to environmental issues and/or
compare with Australia
 Use a range of textual conventions in spoken, written and multimodal texts to evaluate
information concerning the environment and social issues.
 Respond critically to spoken and written text, which reflect aspects of the language and culture
within society.
 Convey factual information, ideas and opinions using different modes of presentation that take
account of context, purpose and audience.
Content
Students study communication and social issue.
Topics and Intercultural Understanding:
 Traditional Stories
むかしばなし(mukashibanashi)
 Cartoons まんが・アニメ (Manga/Anime)
 Mass Media
マスコミ (Masukomi)
 Japanese Movies
 Social Media
 The Environment – recycling, resources and endangered species
 Social Issues such as: Hikkikomori, Whaling, Dolphin Killing, Aging Society, Economy,
International Relations, Yakuza.
 Write a personal response to a social and/or environmental issue of concern, e.g. a protest
letter, a personal poem, a school magazine article
 Hold a debate on relevant social issues.
43
Board Endorsed December 2014
Grammatical Knowledge
Function
Structure
The main focus/theme
どんな事について話しましょうか。
〜について
Purpose
〜ために・ように
Comparison
〜と〜とどちらのほうが
Describing similarities/resemblance
〜のようです。 〜のように Vb
〜みたいです。
～らしいです。
Describing difference
どうちがいますか。
〜とちがいます。
A より B のうほうが ADJ です。
Giving explanations
〜ん・の・なんです
Reporting- what was said
〜と聞く
Reporting – what was written
〜と書いてある
Reporting – what was thought
〜と思う
Hearsay
〜そうです。
Conjecture
Noun によると〜そうです。
〜らしいです。
Easy to/difficult to
VbStem やすい・にくいです。
Relative Clauses
〜人は (田中さん)です。
Linking words
〜て・〜くて・〜で・〜し
Asking and giving information about a
topic
〜って何ですか。
〜と言う事です。
Enquiring about and expressing opinions
〜についてどう思いますか。
Enquiring about and describing a situation
〜について教えてほしいんです。
Enquiring about and describing a situation
それは いつごろ問題になりましか。
〜たころ・時 問題になりました。
Reporting what was thought, heard, said
or written
と思う・〜と聞く・〜と言う
〜によると〜そうです。
Concluding a speech
以上で〜についてのスピーチを終わります
Responding to a speaker
〜についてもう一度説明して
もらえませんか
〜について反対です。・
さんせいします。
Expressing opinions
～にとって・・・
～としては・・
～の意見では・・
Suggesting a course of action
〜たり〜たりしたらどうですか。
〜たらどう思いますか〜てみたらどうですか。
44
Board Endorsed December 2014
Additional Grammar / Expression (Extension Year 12)
Expectation – moral obligation
VPlain べき –YR 12
On the one hand,….on the other hand
一方では・・・他方では…
Comparing
A は B とくらべて・・・
A と B をくらべると
Teaching and Learning Strategies
Refer to page 12.
Assessment
Refer to page 13.
Specific Unit Resources
Books
Ainsworth S, Haddrell S, 2009, Kikouyo Senior 1 and 2 Listening Resource for Senior Students.
Ainsworth S, Haddrell S, 2012, Kikouyo Intermediate Teacher’s Answer Book and Transcript.
Akira M, Hanaoka-McGloin N, 2011, An Integrated Approach to Japanese, The Japan Times, Japan
Tokyo.
Asano Y, 2009, Live from Tokyo, The Japan Times, Japan Tokyo.
Bahren R, 2010, Tokyo Clash: Japanese Pop Culture (ISBN12:9780841671812 ISBN10:0841671818
Jaffray D, Sorrell M, 2007, Wakatta, Pascal Press, Australia NSW.
Glynn J, Burrows Y, 2005, The Leading Edge, Person Australia, Australia VC
Hutchinson K, Ikeda T, 2005, Obento Senior, Thomson Nelson, Australia VC
Matsumoto S, Sakuma Y, Hamahata Y, Iwami C, Kanno S, Morita M, 2008, Nihongo Drills for
intermediate Learners (Grammar), The Japan Times, Japan Tokyo
Matsumoto S, Sakuma Y, 2008, Nihongo Drills for intermediate Learners (Vocabulary), The Japan
Times, Japan Tokyo
Nagata Y, 2009, Voices from Japan, Kuroshio, Japan Tokyo
Nishiguchi K, 2012, A New Approach to Elementary Japanese Vol.2, Kuroshio Publishers, Japan Tokyo
Nippon Steel Human Resources Development Co., Ltd and Japan College of Foreign Languages, 2008,
Nihon wo hanasou Aspect of Japanese Society, The Japan Times, Japan Tokyo
Miyagi S, Yoshiko Ota Y, Shibata M, Makino K, Mitsui A, 2007, Everyday Listening in 50 Days,
Bonjinsha, Japan Tokyo
The Japan Foundation, 2007, Erin Ga Chosen! Nihongo Dekimasu Vols. 1-3, Tokyo.
Williams, P., Xouris, S., Kusumoto, K., 2006, Obentoo Senior: Teacher’s Resource Book, Cheng & Tsui,
Unit 2, 4
Yokoyamasan no Nihongo, Nihongo Kyooiku Sentaa, Japan.
Organisations
Embassy of Japan, MLTA, Japanese Teachers’ Network, the Japan Foundation Language Centre
(Sydney) and the Tanken Centre (Sydney), ANU Japan Centre, the Australia Japan Society and
Japanese restaurants. These were accurate at time of publication.
45
Board Endorsed December 2014
Grammatical Structures Summary: Year 11
Verb Forms
う・る・て
―事がある
でしょう・だろう
―事ができる
―Verb てみる
―事が ADJ です。
―Verb てはいけません・だめ
―Verb てもいいです
―Verb てくれる
―Verb てもらう
―Verb Plain Form Noun ん・の・なんです。
―Verb てほしいです
―Verb ておく
―Verb たくてたまりません。
―Verb てしまう
―Adjective くてたまりません。
―Verb Stem 始める
―Verb Stem 終わる
―Verb Stem たい・たがる
―Verb Stem なさい
―Verb Stem ながら
―Verb Stem すぎる
Prefixes ・Suffixes Adverbs
―Verb Stem 方
お・ご
―Verb Stem にくいです
―Verb Stem やすいです
―Verb Stem そうです
―Verb Plain Form
Adjectives
―Verb Plain Form つもり
―そうです。
―Verb Plain Form―ために
―Verb Plain Form/Past 時（に）＿
―Verb Plain Form かもしれません
―Verb Plain Form Past たり
―たりする
―Verb Plain Form 前に・後で
―Verb Plain Form Negative なければなりません
―Verb Plain Form Negative ないほうがいいです。
―Adjective より B ほうが（いい）です。
46
く.に
Board Endorsed December 2014
Nouns
―らしい
―前に
―みたい
―後で
―かもしれません
―行き
Particles and Conjunctions
と
and
し
―ので・から
くらい・ぐらい
―と Conditionals
など
―たら Conditionals
の
けれども・けれど・でも
より
もちろん
か
Frequency／Counter
かい
め
47
Board Endorsed December 2014
Grammatical Structures Summary: Year 12
―Verb Plain Form 事にする
―Verb Plain Form 事に決める
―Verb Plain Form 事になる
―Verb Plain Form ようにする
―Verb Plain Form はず
―Verb Plain Form べき
―Verb Stem ないうちに
―Verb Stem なくてもいいです
―Verb てもかまいせん。
―Verb なくてもいいです
―Verb てあげる・さしあげる
―Verb てくれる・くださる
―Verb てもらう・いただく
Conditionals
―と Conditionals
―たら Conditionals
―えば Conditionals
Passive Form of Verbs
か（どうか）
―にとって
―によると・によって
―しか・ばかり
A と B と くらべると
more complicated けいご
―ごらんになる
―ごぞんじですか
―めしあがる・ためす
48
Board Endorsed December 2014
Esssential Kanji
By the end of year 12 students should have a knowledge of at least 160 kanji for active use and 60
kanji for recognition purposes. The kanji listed below are suggestions only.
Reading and Writing
Numbers:
一
二 三 四 五 六 七
八 九 十
百 千 万
Time:
春
分
夏 秋 冬 日 月 火
夕 半 午 毎 週 間
水 木 金
今 先 朝
土 曜 年 時
晩 昼 夜 去
Body Parts:
目
耳 口 手
Prepositions/directions:
上
中 下 右 左 前 後
東 西 北
南 外
People and Family:
私
父 母 子 家 族 人
Adjectives:
大
有
小 好 安 高 新 古 多 少 楽 長 近
Verbs:
行
買
来 休 出 入 生 見 立 思 書 言 話 読 売
食 飲 知 作 住 会 使 着 聞 帰 持 待
School life:
学
校 英 語 文 字 勉
強
Environment:
山
川 田 島 花 海 天
雨 雪
Places:
京
都 市 州 国 町 駅
店
Miscellaneous:
何
方
円 紙 元 気 活 番
内 本
最
社 電 車
Family Members
兄
弟 姉 妹
Verbs
止
教 乗 通 急 洗 動
歩
Miscellaneous
地
飯
事
院 所 漢 神 銀 心
旅 区 県 洋 和 様
早 体 発
屋 肉 牛
寺 病 次
Colours
赤
青 白 黒 色
Repeat sign
々
Topic Compounds
健康
旅行 暮 若者 社会 問題 意見
将来
未来
友
女 男
広
自 道 物 名
Recognition Only
49
魚 馬 犬 場
同 森 林 仕
世界
Board Endorsed December 2014
Appendix A – Socio-Cultural Contexts
Personal Identity
 Research the hobbies of a Japanese teenager (Yr11)
 Compare the background of an Australian college student with a Japanese senior high student
(Yr11)
 Compare historical and contemporary Japanese and Australian pastime
Health and Fitness
 Research common health problems in Australia and Japan, suggesting reasons for the
similarities and differences, e.g. smoking, drug and alcohol, health, diet, exercise, stress,
overwork, etc.
 Discuss the use of cold masks in Japan and other cultural habits relating to health/ illness –
おみまい
 Compare anti-smoking campaigns in Australia and Japan
 Discuss how the typical Japanese daily diet has changed from traditional to modern and the
effects of this
 The Japanese interest in blood types
A Trip Overseas
 Research tourist attractions and tour itineraries and their intended audiences (e.g. honeymoon
tours, back packers, groups, lone travellers)
 Research and identify the concerns of tourists
 Discuss cultural differences between Japan and Australia
 Excursion to local attractions (e.g. War cemetery and Japanese Gardens in Cowra)
Living in Japan
 Customs and Immigration formalities:(外国人登録- がいこくじんとうろく), tourist visa,
working/working holiday visas
 The influence of seasonal changes on daily life; eating, clothing etc.
 The intricacies of finding accommodation in Japan, e.g. deposit/key money, gift money,
guarantor, etc.
 Obligations in the house, e.g. eating, taking a bath, taking out the garbage, etc.
 Courtesies in everyday life, e.g. bowing, giving presents, visiting a Japanese home etc.
 Forms of entertainment in Japan e.g. パチンコ、カラオケ
 ‘The commute’ in Japan
 Using formal language in the work environment – honorifics
 Dialects – Kanto, Kansai べんーひょうけん (Ben-Hyogen)
Youth Culture
 Teenage life in Australia and Japan
 School clubs
 School open day(ぶんかさい(Bunkasai))
 What is popular, i.e. Find out top 10 in Japan (radio hits, TV programs)
 Styles of language colloquial, proverbs
50
Board Endorsed December 2014
 Discussing cram school (じゅく Juku), entrance exams (入学試験 Nyugakushiken), exam hell (
受験じごく) attitudes to study, bullying(いじめ(Ijime)) and school avoider (不登校(Futoko))
Communication
 Learn about traditional stories, まんが(Manga), アニメ(Anime), etc.
 Discuss media in everyday life
 Discuss style of text in Japanese media, considering trend to greater use of hiragana and
katakana and 外来語 (Gairaigo)
 Compare various magazines and まんが (Manga) and their target audience
 Analyse a Japanese movie.
Social Issues
 Discuss and compare the current social issues in Australia and Japan
 Research about current social issues e.g. water conservation, whaling, pollution, recycling,
bullying, global warming, deforestation, volunteering, homelessness, youth suicide, yakuza,
hikkikomori, aged population, herbivores, etc.
My Future
 Gender issues in the workplace; the rise of the working woman
 Marriage, the family and job responsibilities
 Study and career paths in Japan, including 卒業旅行(Sotsugyoryoko)
 Part-time work for students (アルバイト(Arubeito)); graduate part-time workers (フリーター
(Freetaa))
 Rising unemployment problems in Japan (リストラ(Risutora))
 Conventions of workplace relations in the big companies, such as overtime, business trips,
after-work drinking, entertaining clients, end-of-year presents, the bonus and so on
 Relationship with one’s superiors at work, bowing, correct titles and けいご(Keigo)
 Retirement and its ramifications for the family and society
51
Board Endorsed December 2014
Appendix B – Movies
Studio Ghibli
Spirited Away
Princess Mononoke
Kiki’s Delivery Service
My Neighbour Totoro
Howl’s Moving Castle
Castle in the Sky
Grave of the Fireflies
Ponyo
The Cat Returns
Porco Rosso
The Secret World of Arrietty
Tales from Earthsea
Pompoko
My Neighbours the Yamadas
From Up on Poppy Hill
Whisper of the Heart
The Wind Rises
Ocean Waves
Only Yesterday
The Night of Taneyamagahara
Other Movies Appropriate for this Course
The Departures
Death Note (I&II)
A Boy and His Samurai
Hankyu Densha
Water Boys
Like Father Like Son
Akira
Japanese Television Drama
Social Issues-Movies
Young Yakuza- SBS
Homeless in Japan – KM Lo
The Cove
Journeyman Documentaries on Youtube.
52
Appendix C – Common Websites
Erin ga chosen: https://www.erin.ne.jp/en/
Japanese teenage profiles: http://www.tjf.or.jp/deai/
Click Nippon
http://www.tjf.or.jp/clicknippon/ja/index.php
Japan National Tourism Organization
http://jnto.org.au
Tourism Series
Yokoso Japan series (Youtube)
Japan Foundation
MOFA
Newspapers
毎日新聞
朝日新聞
読売新聞
産經新聞
News in Slow Japanese
http://newsinslowjapanese.com
http://www.jref.com
http://www.yomiuri.co.jp
http://www.japantimes.com
http://www.asahi.com
NSW HSC Sites
http://hsc.csu.edu.au/japanese/
http://www.boardofstudies.nsw.edu.au/hsc_exams/
Japanese Lessons
http;//www.japteach.com
http://www.clearjapanese.webs.com
http://test.u-biq.org
http://maggiesensei.com
Japan Cultural News
http://www.japancrush.com
Finding Japanese Kanji
http://kanji.sljfaq.org
Information can also be located through YouTube and by subscribing to popular channels which
discuss popular Japanese Culture and Japanese Language.
Appendix D – Common Curriculum Elements
Common curriculum elements assist in the development of high quality assessment tasks by
encouraging breadth and depth and discrimination in levels of achievement.
Organisers
Elements
Examples
create,
compose and
apply
analyse,
synthesise
and evaluate
organise,
sequence and
explain
identify,
summarise
and plan
apply
ideas and procedures in unfamiliar situations, content and processes in
non-routine settings
compose
oral, written and multimodal texts, music, visual images, responses to
complex topics, new outcomes
represent
images, symbols or signs
create
creative thinking to identify areas for change, growth and innovation,
recognise opportunities, experiment to achieve innovative solutions,
construct objects, imagine alternatives
manipulate
images, text, data, points of view
justify
arguments, points of view, phenomena, choices
hypothesise
statement/theory that can be tested by data
extrapolate
trends, cause/effect, impact of a decision
predict
data, trends, inferences
evaluate
text, images, points of view, solutions, phenomenon, graphics
test
validity of assumptions, ideas, procedures, strategies
argue
trends, cause/effect, strengths and weaknesses
reflect
on strengths and weaknesses
synthesise
data and knowledge, points of view from several sources
analyse
text, images, graphs, data, points of view
examine
data, visual images, arguments, points of view
investigate
issues, problems
sequence
text, data, relationships, arguments, patterns
visualise
trends, futures, patterns, cause and effect
compare/contrast
data, visual images, arguments, points of view
discuss
issues, data, relationships, choices/options
interpret
symbols, text, images, graphs
explain
explicit/implicit assumptions, bias, themes/arguments, cause/effect,
strengths/weaknesses
translate
data, visual images, arguments, points of view
assess
probabilities, choices/options
select
main points, words, ideas in text
reproduce
information, data, words, images, graphics
respond
data, visual images, arguments, points of view
relate
events, processes, situations
demonstrate
probabilities, choices/options
describe
data, visual images, arguments, points of view
plan
strategies, ideas in text, arguments
classify
information, data, words, images
identify
spatial relationships, patterns, interrelationships
summarise
main points, words, ideas in text, review, draft and edit
54
Appendix E – Glossary of Verbs
Verbs
Definition
Analyse
Consider in detail for the purpose of finding meaning or relationships, and identifying
patterns, similarities and differences
Apply
Use, utilise or employ in a particular situation
Argue
Give reasons for or against something
Assess
Make a Judgement about the value of
Classify
Arrange into named categories in order to sort, group or identify
Compare
Estimate, measure or note how things are similar or dissimilar
Compose
The activity that occurs when students produce written, spoken, or visual texts
Contrast
Compare in such a way as to emphasise differences
Create
Bring into existence, to originate
Demonstrate
Give a practical exhibition an explanation
Describe
Give an account of characteristics or features
Discuss
Talk or write about a topic, taking into account different issues or ideas
Evaluate
Examine and judge the merit or significance of something
Examine
Determine the nature or condition of
Explain
Provide additional information that demonstrates understanding of reasoning and /or
application
Extrapolate
Infer from what is known
Hypothesise
Put forward a supposition or conjecture to account for certain facts and used as a basis for
further investigation by which it may be proved or disproved
Identify
Recognise and name
Interpret
Draw meaning from
Investigate
Plan, inquire into and draw conclusions about
Justify
Show how argument or conclusion is right or reasonable
Manipulate
Adapt or change
Plan
Strategies, develop a series of steps, processes
Predict
Suggest what might happen in the future or as a consequence of something
Reflect
The thought process by which students develop an understanding and appreciation of their
own learning. This process draws on both cognitive and affective experience
Relate
Tell or report about happenings, events or circumstances
Represent
Use words, images, symbols or signs to convey meaning
Reproduce
Copy or make close imitation
Respond
React to a person or text
Select
Choose in preference to another or others
Sequence
Arrange in order
Summarise
Give a brief statement of the main points
Synthesise
Combine elements (information/ideas/components) into a coherent whole
Test
Examine qualities or abilities
Translate
Express in another language or form, or in simpler terms
Visualise
The ability to decode, interpret, create, question, challenge and evaluate texts that
communicate with visual images as well as, or rather than, words
55
Appendix F – Suggested Activities for Specific Units
The Individual’s Experience
The suggested activities are not Board endorsed. Assessment for T courses must enable students to
demonstrate higher order thinking skills.
Suggested assessment tasks: Personal History/Hobbies and Special Interests
Speaking:
 In a Japanese context perform a self- introduction. Include information about your family,
school life, daily routine, likes and dislikes, hobbies etc.
 Interviews about yourself and your special interest
 Choose a regional dish and explain its seasonal context. Explain the preparation and cooking of
this dish.
 Give a speech about a famous Japanese historical or contemporary figure and be interviewed
by your teacher about your research on a famous Japanese historical or contemporary figure.
Writing:
 You are to write a profile for an imaginary person to post on a website for finding epals.
Describe their hobbies, likes, dislikes, interests, what they do in their spare time, etc.
 You want to get a part time job at a local Japanese restaurant. As part of the selection criteria,
you need to write a letter of introduction to your new boss. Include your hobbies, likes and
dislikes, interests, background, what you like to do in your spare time, what days you would
like to work etc.
 Write a biography/autobiography or obituary of a famous historical person
 Write an article based on an imaginary interview with a famous person detailing your findings
on their life story
 Write about the best or worst day of your life.
Responding:
 Sequencing recipe/instructions in pictures
 Reading/listening to profiles and using the information to form opinions.
Suggested assessment tasks: Healthy Lifestyles/A Visit to the Doctor
Speaking:
 Role-play an imaginary visit to the doctor/hospital. You ring and make the appointment and
then have your consultation with the doctor. The teacher takes the part of the receptionist and
doctor.
 Take part in an interview with your teacher about healthy and unhealthy lifestyles.
Writing:
 Write an article for a Japanese student publication in which you discuss health issues of
Australians and Japanese.
 Compare healthy/unhealthy lifestyles in which you give advice on leading a healthy life.
Responding:
 Listen to conversations at the doctors and answer questions about the patient’s symptoms and
medical advice, medication prescribed.
56
 Respond in Japanese to a letter requesting advice about a personal or medical issue eg. Agony
Aunt column.
Lifestyle and Traditions
The suggested activities are not Board endorsed. Assessment for T courses must enable students to
demonstrate higher order thinking skills.
Tourism and Travel, Transacting
 Write or Role play tour guide situations (answering tourists’ questions and concerns, giving
directions, inquiring what tourists want to do, describe popular tourist attractions etc.)
 Interpret advertisements from tourist magazines in Japanese
 Role play carrying out transactions (shopping, travel, booking accommodation)
 Role play visiting a local home and following proper etiquette and conventions
 Recount an experience of a trip
 Understand explanations and read transport maps and timetables
 Understand watch weather forecasts
 Give and receive requests for tourist information (e.g. local attractions, travel options,
purchasing tickets and booking accommodation, comparisons, locations and survival
information)
 Produce an article preparing a tourist for a visit (e.g. an itinerary, tourist information, types of
accommodation, tips, warnings)
Daily life/finding a place to live/finding a job
 Examine an image of a Japanese house/decipher floor plans, discuss the difference in lifestyles
and facilities.
 Enquire about finding a place to live/ a job/ living costs/ commuting, etc.
 Develop and present short skits depicting everyday life in Japan, e.g. settling in with host
family, a problem with the landlord, rules in the りょかん, asking about train platforms or
routes to places etc
 Explain the subway system of Tokyo, direct a friend to your station
 Listen to information presented by Japanese exchange students and take notes about
everyday life in Japan
 Write a real or imaginary account about your experiences living in Japan
 Write a letter to a Japanese friend seeking advice/ help with finding a place to live/ living
costs/ eating cheaply/ getting a part time job, etc.
 Make a list of the rules applicable when staying at student dormitory in Japan
 Write short summaries (e.g. of a visitor’s experience, concerns, criticisms about their visit or
home-stay).
Society and Community
The suggested activities are not Board endorsed. Assessment for T courses must enable students to
demonstrate higher order thinking skills.
Speaking:
 You will be hosting a Japanese exchange student. Discuss with your teacher school rules; what
he/she is allowed to do, must do and must not do. Talking about teenage life in Australia, you
get on to the topic of what you must and must not do on other social occasions in your life, like
parties, dates, travel, exams, etc.
 Research and present a speech comparing student life in Australia and Japan
57
 Discuss the pros and cons of mass media in Japan and Australia today.
 Research an (unseen) Japanese folktale. Either perform an interview with the teacher where
you are asked questions about the plot and characters of the story OR retell to the class in
simple terms using visual aids using animation, digital stories and/or a creative storybook.
 Present a news item about a recent school or local event.
Responding:
 Respond to a letter from an authentic Japanese source.
 Comprehend information about Japanese youth and answer questions
 Compare profiles of E-pals/ homestay families. Justify your decisions in detail.
 Comprehend electronic media news articles.
 Read a まんが(Manga)or folktale and answer questions
 Discuss your personal usage of social media
 Read about School rules and compare with your own school rules.
 Read about Japanese popular culture and respond to Questions.
Writing:
 Write a letter to an E- pal in Japan on a series of topics:
 Describe your life in Canberra – what you do at school, in your free time.
 Compare and contrast teenage life in Japan and Australia. For example: school rules, uniform,
obligations and prohibitions.
 Write a letter of thanks or anticipated thanks to a family or school who will host/hosted you in
Japan. Include things you did or will enjoy doing, what you think and make comparisons about
Japan and Australia.
 Write a series of diary entries
 Write an article for the school magazine about a recent major school event (eg. a walkathon,
camp, retreat, music festival, etc.) using written conventions for story-telling, hearsay, quoting
people, etc.
 Write your own Japanese folktale/story using traditional storytelling language and style
 Write a traditional story/short magazine/newspaper article/an editorial/a review
The World Around Us
The suggested activities are not Board endorsed. Assessment for T courses must enable students to
demonstrate higher order thinking skills.
Speaking:
 Participate in an interview/conversation/role-play in which you discuss your personal views
and opinions on a range of relevant topics, e.g. recycling habits, pollution, drug and alcohol
use, etc (teacher may take one part)
 Research and present a speech about a social issue that concerns you
 Participate in a class debate on a chosen issue of concern. In pairs or threes research and
present your case in a speech/debate format.
 Discuss your future plans… Imagine your life 10 years from now. What will you and others be
doing in 10 years time? Present a speech/dialogue about the possibilities
 Participate in a job interview for an imaginary job
58
Responding:
 Read relevant articles/advertisements/letters to the editor and respond to questions or write a
response.
 Respond to a letter in an advice column by giving appropriate advice and suggestions for
action/change
 Read job advertisements and compare them according to agreed criteria
 Comprehend an account of a part-time job and make notes on the pros and cons
 Give a written response to an interview with a Japanese person
 Respond to recorded interviews of teenagers from various countries discussing future plans,
employment, attitudes to marriage, etc.
Writing:
 Research an environmental/social issue which affects Australia and Japan and write a detailed
report
 Some suggestions of topics – What is ひきこもり(hikikomori)?, Should people be allowed to
eat whales? Recycling, Pollution, Deforestation, Death Penalty, Yakuza, Aged Popluation
 Compare issues of social importance in Japan and Australia
 Write a detailed essay about future plans/part-time jobs
 Imagine yourself 10 years from now. Write an article for an alumni newsletter about your
experiences in the past 10 years and what you still plan to achieve
 Develop and give a questionnaire about people’s future plans and write a short report
summarising results
59