SACSA Companion Document SERIES
R–10 Languages
(non-alphabetic)
Teaching Resource
R–10 Languages (non-alphabetic)
Additional copies of this publication are available from:
•
For South Australian government schools ONLY
E-mail: [email protected]
•
For other requests, contact
Curriculum Corporation
PO Box 177, Carlton South
Victoria 3053
Telephone orders: 1800 337 405
Facsimile orders: 1300 780 545
E-mail: [email protected]
Website: www.curriculum.edu.au
 2005, The State of South Australia, Department of Education and Children’s Services
Produced by DECS Publishing
266 Port Road, Hindmarsh SA 5007
Edited by Gunta Groves
Cover design by Triple Image Design
Printed by Hyde Park Press, South Australia
ISBN 0 7308 7771X
R2233/J
2
FOREWORD
The R–10 Languages (non-alphabetic) teaching resource is part of the SACSA Companion Documents
series. Underlying the development of this series is the need to promote consistency of curriculum within and
across schools in South Australia.
These resources are designed to support teachers to engage further with the SACSA Framework and work
towards maximising students’ achievement. They arise from the need expressed by many teachers for the
requirements of the SACSA Framework to be made more explicit for each year level.
The documents are written by practising teachers in close collaboration with curriculum officers, members of
professional associations and other committed educators.
This resource is a valuable support for teachers working to meet the diverse needs of learners in the range of
settings across South Australia.
Steve Marshall
CHIEF EXECUTIVE
3
ACKNOWLEDGMENTS
The following people are acknowledged for their valuable contribution to the development of this resource.
TEACHER-WRITERS
EARLY–PRIMARY YEARS
Colleen Braham
Lynn Davis
Connie Khoo
Natasha Smith
Para Hills Primary School
Lobethal Primary School
Highgate Primary School
North Haven Primary School
MIDDLE–SENIOR YEARS
Hiroshi Haga
Danielle Popovic
Andrew Scrimgeour
Philip Wilson
Shohret Yusoph
Norwood Morialta High School
Adelaide High School
University of South Australia
Marryatville High School
School of Languages
SUPPORT EDUCATORS
Lynn Davis
Philip Wilson
Lobethal Primary School
Marryatville High School
MANAGEMENT TEAM
Jeannette Barrachina
Rob Harding
Bridgid Laheney
Carolyn Cockburn
Irene Smith
Policy and Program Officer, Languages Plan
Manager, SACSA Companion Documents Program
Project Officer, SACSA Companion Documents
Development Support
Policy and Program Officer, Publishing
Administration/Keyboarding Support
4
CONTENTS
Introduction
Languages and the SACSA Framework (concept map)
Learning a non-alphabetic language
Overview of Key Ideas and Developmental Learning Outcomes
6
9
10
11
Pathway 1A
Early Years (Years R–2)
Communication: Listening
Speaking
Reading
Writing
Understanding language
Understanding culture
Primary Years (Years 3–4)
Communication: Listening
Speaking
Reading
Writing
Understanding language
Understanding culture
Primary Years (Year 5) and Middle Years (Year 6)
Communication: Listening
Speaking
Reading
Writing
Understanding language
Understanding culture
Middle Years (Years 7 and 8)
Communication: Listening
Speaking
Reading
Writing
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
Understanding language
Understanding culture
Middle Years (Year 9) and Senior Years (Year 10)
Communication: Listening
Speaking
Reading
Writing
Understanding language
Understanding culture
38
39
40
41
42
43
44
45
46
Pathway 1B
Middle Years (Years 8 and 9)
Communication: Listening
Speaking
Reading
Writing
Understanding language
Understanding culture
Middle Years (Year 9) and Senior Years (Year 10)
Communication: Listening
Speaking
Reading
Writing
Understanding language
Understanding culture
47
48
49
50
51
52
53
54
55
56
57
58
59
60
Linguistic items and cultural aspects: Chinese and Japanese
61
Resources
General
Chinese
Japanese
76
79
82
5
INTRODUCTION
The South Australian Curriculum, Standards and Accountability
(SACSA) Framework describes three broad groupings of languages:
• alphabetic (alpha) languages including French, German, Greek,
Indonesian, Italian, Spanish and Vietnamese
• non-alphabetic (non-alpha) languages including Chinese and
Japanese
• Australian Indigenous languages including Adnyamathanha,
Antikirinya, Arabana, Kaurna, Narungga, Ngarrindjeri,
Pitjantjatjara, Wirangu and Yankunytjatjara, mostly according to
regional association.
This teaching resource is one in a series of companion documents to the
SACSA Framework and provides specific support for planning,
teaching and learning for the non-alpha languages.
It has been written by junior primary, primary and secondary teachers
with the support of and in collaboration with policy and program
officers, language specific professional learning services and
professional associations.
Support for using the SACSA Framework
The purpose of this document is to provide support for teachers in
planning, programming and assessing using the SACSA
Framework.
This teaching resource details a sample range of learning descriptors
relating to the Key Ideas and Outcomes in languages (non-alphabetic)
R–10.
These descriptors, in dot point format:
• make explicit the knowledge, skills and understandings reflected in
the Key Ideas and Outcomes
• make consistent the expectations for learning at specific year levels
within and across sites
• are written from the learner’s perspective
• help to make explicit the development of Essential Learnings
identified within each Key Idea
• help to make explicit the teaching and learning processes of this
Learning Area
• make visible the literacy and numeracy practices of the Learning
Area
• provide examples for the use of a range of ICTs sequenced
developmentally across the Bands, although it is recognised that
access to ICTs is variable depending on the school context.
Assessment to support learning is maintained as a focus throughout the
resource and is accompanied by criteria to assist teachers in identifying
the basis of the assessment examples.
The learning descriptors are not prescriptive. They describe the
possible growth points of learners as they progress towards
demonstrating Outcomes to reach a Standard. Learning does not
develop in a linear fashion. Teachers will continue to use their
professional knowledge, skills and judgment to provide the rich array of
learning experiences that cater for the learners in their classrooms. This
teaching resource is a tool to support this process.
The learning descriptors in this document outline possible activities to
engage learners in learning a language through a minimum of 90
minutes of contact time per week at junior primary and primary level
and through 200–225 minutes per week at secondary level.
6
Planning for teaching and learning
When using this resource for planning teaching and learning, teachers
will also need to engage with the following core principles:
• Learning involves building on prior knowledge, with learners active
in constructing their own learning as they progress through cycles
of growth.
• Linked and integrated learning with other Learning Areas are vital
components of program planning and learning development.
• Equity Cross-curriculum Perspectives and Enterprise and
Vocational Education are critical considerations.
• In the Early Years, when planning for teaching, learning and
assessing children’s progress, it is important that teachers refer to
the Developmental Learning Outcomes. The Overview of Key Ideas
and Developmental Learning Outcomes chart has been included at
the beginning of the Early Years section, particularly for use by
those teachers of Reception and Year 1 children.
The languages Learning Area
Languages learning is structured around three main interrelated strands
of learning:
• communication
• understanding language
• understanding culture.
Communication is further divided into the four sub-strands of listening,
speaking, reading and writing.
Communication in this document shows a gradual progression toward
operating with increasing success in the target language. It involves
knowing and using appropriate language to participate in meaningful
interactions with increasingly diverse audiences.
Understanding language deals with the complexities of understanding
language as a system and learning to manipulate various parts of that
system to make meaning. Through learning a language, children and
students are encouraged to articulate what they discover about the
similarities between their first and second (or more) languages and to
move flexibly between them. Through understanding language, learners
also develop the basic ability to learn skills, which form a sound
foundation for lifelong learning.
In understanding culture learners engage with diverse concepts and
values. Through this learning they have the opportunity to identify and
examine their own cultural values, to develop further an understanding
and acceptance of similarities and differences and an awareness of the
validity of diverse cultural systems.
Languages learning is structured to allow two Pathways. The Key Ideas
and Outcome statements are different for the two Pathways.
Format of this resource
The format of this document has been developed:
• for practical use by teachers
• to ensure consistency across Curriculum Bands
• with consideration to the organisation of the SACSA Framework
including the following pattern:
Year levels, Key Ideas and Outcomes, and Standards
Year
R
1
2
3
4
5
Level
Key Ideas
Early Years
Primary Years
and
Outcomes
Towards Towards
Towards
Towards
Standards
1
1
1
2
2
3
6
7
8
9
Middle Years
3
Towards
4
4
Towards
5
10
Senior
Years
5
To meet these purposes the document:
• in Pathway 1A, for second language learners beginning at
Reception, is organised in Standards:
- Reception, Years 1 and 2, working towards and at Standard 1
7
•
•
•
•
•
•
•
•
•
- Years 3 and 4 working towards and at Standard 2
- Years 5 and 6 working towards and at Standard 3
- Years 7 and 8 working towards and at Standard 4
- Years 9 and 10 working towards and at Standard 5
in Pathway 1B, for second language learners beginning at Year 8,
is organised in Standards:
- Years 8 and 9 working at Standard 4 and towards Standard 5
- Years 9 and 10 working towards and at Standard 5
shows the interconnectedness of the three strands as well as
connecting learning in this area to other Learning Areas
provides a focus of achievement for each Essential Learning, which
is summarised at the start of each Standard
demonstrates how language learning can be developed through the
example of a single concept (eg relationships), which can be
addressed at each year level through a particular related theme (eg
Self and family in the Early Years and Family, friends and teams in
the Middle Years)
cross-references linguistic items to the glossary contained in the
SACSA Framework document and lists additional items and
cultural aspects in language specific pages for Chinese and Japanese
at the end of the document
includes cross-referencing to allow navigation between Standards
and strands
provides examples of content at particular levels, while not
constraining the possibilities to these examples
provides some language specific examples of resources including
written, audio, video and electronic texts and Outreach services
contains a concept map to illustrate how the three strands are
interwoven and how this document has been developed.
The blend of the three languages strands enables learners to build on
their previous knowledge, skills and understandings and to make
significant progress in the development of each of the five Essential
Learnings.
Assessment to support learning
A range of negotiated and inclusive assessment practices is needed to
continuously gather evidence of learner achievement in relation to the
Outcomes. The determination of a Standard in languages should be
made ‘on balance’ between achievement across the three strands and
their Outcomes for each Band of schooling. Such determination is best
supported by the collection of a variety of evidence, including
completed products, processes and systems, work diaries, journals and
folios; research documentation and essays; and student commentary
such as oral or written presentations and/or computer-generated or
video presentations.
Further assistance
To further assist in planning, programming and assessing:
• a copy of this document in Word format is available on the SACSA
website. This format allows teachers to cut, paste and modify the
document to suit individual needs. Go to
<http://www.sacsa.sa.edu.au/companion>
• a professional development package, Planning for teaching and
learning, which includes a PowerPoint presentation, has been
developed to support use of this and the other SACSA Companion
Documents and is available on the SACSA website. Go to
<http://www.sacsa.sa.edu.au/companion>.
8
Languages and the SACSA Framework
Understanding
language is about
literacy at work:
• Reflecting on
language in use and
the uses of
language.
• Generating
awareness of the
nature of the target
language and of
first language.
• Understanding how
language works as
a system,
conceptualising,
transforming and
applying literacy
strategies.
• Recognising the
power of language
for people as
individuals and as
contributors to
society.
LEARNING and
ENGAGEMENT
UNDERSTANDING
LANGUAGE
UNDERSTANDING
CULTURE
Listening
Reading
COMMUNICATION
Speaking
•
•
•
•
Writing
Communication is about listening, speaking, reading and writing
Applying knowledge of language concepts in the target language for a range of purposes and in a range of cultural
contexts.
Developing and applying communication skills that enable the interpretation of and expression of thought, feeling
and experience through a variety of spoken and written texts.
Having direct access to the world of knowledge, ideas and values in the target language.
Recognising and using literacy strategies to develop intercultural competence for understanding, responding to,
and initiating effective communication.
Understanding culture
is about developing
intercultural
competence:
• Developing an
understanding of the
interrelationship of
language and culture,
and of the influences
which culture has on
language.
• Identifying and
examining one’s own
concepts and cultural
values.
• Engaging with, and
accepting, the diverse
concepts and values
of another culture.
• Acquiring and using
intercultural
knowledge to
communicate and
behave appropriately
in target language
communities without
compromising one’s
own cultural values.
9
LEARNING A NON-ALPHABETIC LANGUAGE
In learning to communicate in a language with a non-alphabetic writing
system, children and students learn how sound and meaning are represented
using symbolic representations very different from alphabetic systems.
Developing an understanding of the relationships between form, sound and
meaning and committing the visual representations of the many characters and
their components to memory requires concentrated effort over time to master
the ‘code’. Consequently, to support learners, descriptions of content and
outcomes in non-alphabetic languages like Chinese and Japanese require
particular attention to the specific concepts and processes required for:
• knowing and learning a different writing system from an alphabetic
system
• using characters and kana syllabaries in communicative contexts (kana
syllabaries are written symbols representing a whole sound, a syllable;
letters represent the smallest unit of sound, a phoneme)
• understanding the cultural significance of symbols and groups of symbols.
Chinese characters and Japanese kanji are unique in their construction among
modern languages. Acquiring an understanding of key concepts requires
school-based second-language learners to commit this graphic, phonetic and
semantic information to memory (ie the construction of characters—the set of
strokes, the origin and nature of components, their arrangement and impact on
the sound and meaning of each whole character). The nature of the system and
the process of analysis impacts upon the nature and rate of development of
communication skills compared to learning other second languages,
particularly those that use an alphabet system.
Developing understanding of character-based writing systems requires the
development of a select vocabulary for communicative purposes,
and a broad understanding of the systemic nature of the character system, in
terms of:
• writing skills—understanding concepts of character form and rules of
construction
•
•
skills in visual information processing including component
identification and sensitivity to structure—recognising and
discriminating between both the range of graphs or components that make
up the system, and their arrangement in sides, in compound character
forms
functional awareness skills—understanding the relationship between the
form, sound and meaning of components and sides, and the contribution
each makes to the sound and/or meaning of the whole character.
This knowledge leads to an understanding of the social and cultural meanings
implicit in the written symbols.
The use of display charts or lists of strokes, structures, radicals, components
and character and word lists supports learners to develop communicative
potential. This reinforces the purposeful use of the writing system from the
earliest opportunity and reduces the need for routine character practice and
isolated memorisation.
In the Early Years, learners view characters in context, explore their
pictographic origins, and engage in tactile activities to copy characters and
name objects.
In the Primary Years, learners read texts with romanised support and
practise writing with attention to strokes and proportion.
In the Middle Years, learners begin to explore the ways characters convey
sound and meaning and ways to assist recognition of character form, sound
and meaning.
In the Senior Years, learners explore patterns and systems in writing by
exploring the origins and relations between characters they encounter. They
read widely and compose their own texts with dictionary support.
10
Overview of Key Ideas and Developmental Learning Outcomes: BIRTH to AGE 5
AGE 3 to AGE 5
BIRTH to AGE 3
LEARNING
AREAS
The
psycho-social
self
KEY IDEAS
In partnership with educators in respectful and caring
environments:
Children form secure attachments developing close bonds with
one and then more educators. Id • In • KC4
Children begin to develop trust in themselves and others and
their environments. F • Id • In • KC4
Children construct a secure sense of self and a confident
personal and group identity within their family, their communities
and their out-of-home care. Id • In
Children develop self-awareness and a sense of being
connected with others within the context of their environments.
These connections foster increasing appreciation of caring
relations and a basis for shared understandings.
F • In • KC4
Children develop autonomy and a sense of agency, as well as
dispositions and skills for self-regulation, decision-making and
an understanding of their interdependence with others.
F • Id • In • T • KC4 • KC6
Children explore and develop emotional wellbeing.
F • In • KC1
Children begin to explore and develop understandings and
strategies to effectively manage change. F • KC1 • KC6
The
physical
self
In partnership with educators in safe and planned
environments:
Children use their sensory capabilities with increasing
integration, skill and purpose to connect with, perceive, explore
and respond to their world. Id • In • T • KC1 • KC2
Children explore a range of movement patterns involving
strength, body control and coordination for increasingly skilled
voluntary actions. Id • In • KC6
The
thinking and
communicating
self
DEVELOPMENTAL
LEARNING OUTCOMES
The Developmental Learning
Outcomes are deliberately broad
long-term accomplishments.
They reflect the integration of
learning and development
through the Essential Learnings
and all Learning Areas and allow
for different developmental
Children develop trust and
confidence. F • Id
Children develop a positive
sense of self and a
confident personal and
group identity. Id • In
Children begin to develop concern for, and appreciation of,
others and their environments. F • In • KC4
Children develop and use a wide range of both non-verbal and
verbal communication to convey and construct meaning and
share in the enjoyment of language. In • C • KC1 • KC2
Arts and
creativity
Children extend their sense of personal and group identity. Id • In
The Developmental Learning Outcomes
are deliberately broad long-term
accomplishments. They reflect the
integration of learning and development
through the Essential Learnings and all
Learning Areas and allow for different
Children develop autonomy and a sense of agency.
Id • In • KC4 • KC6
Children explore arts forms including visual arts, drama, music, dance
and media through symbolic and creative expression.
Id • T • C • KC2 • KC6
Children develop processes, understandings and skills to support their
artistic expression. T • C • KC1
Communication
and language
Children increase their understanding of the power and complexity of
language and communication. T • C • KC2
Design and
technology
Children develop a range of
physical competencies. Id
Children examine, identify and critique processes, products and
systems. In • T • C • KC1
Children use their imagination to generate ideas and participate in
processes of design. F • T • C • KC3 • KC6
Children use materials, equipment and processes to design and
develop products and systems. In • T • C • KC3 • KC7
Children are intellectually
inquisitive. F • T • C
Children develop a sense
of physical wellbeing.
Id • In
Children continue to acquire and are supported in the language of
their homes, families and communities. Id • In • C • KC2
Children are purposeful and effective users of communication and
language. Id • C • KC2
Diversity
Children are effective
communicators. T • C
Children discover a range of ways to recognise, investigate,
manipulate, use, represent and invent phenomena in their
natural and constructed environments.
In • F • T • C • KC1 • KC2
DEVELOPMENTAL
LEARNING OUTCOMES
Children contribute in a variety of ways as members of groups.
Id • In • KC4
Children develop a sense
of being connected with
others and their worlds.
F • Id • In
Children develop an awareness of their body’s needs and their
routines for food, relaxation, activity and sleep, and develop
increasing independence in their personal care. In • KC1
Children ask questions, wonder, and discover a range of ways
to explore and find answers to problems. F • T • KC6
Self and
social
development
KEY IDEAS
Children interact with and respond to arts works. In • C • KC2
Children develop a range of
thinking skills. F • T • C
Children accept challenges to wonder and find answers in their
natural and socially constructed environments.
F • T • C • KC6
LEARNING
AREAS
pathways
Children develop balance for stability and movement and an
awareness of their body in space, in order to move with purpose,
safety and expression. Id • In • T • KC1
In partnership with educators in language-rich and thoughtful
environments:
South Australian Curriculum, Standards and Accountability Framework
Children develop a respect for, and appreciation of, the diverse nature
of their communities. In • KC1
Children develop a positive
sense of self and a confident
personal and group identity.
Id • In
Children develop a sense of
being connected with others and
their worlds. F • Id • In
Children are intellectually
inquisitive. F • T • C
Children develop a range of
thinking skills. F • T • C
Children are effective
communicators. T • C
Children begin to recognise and question the way society privileges
or excludes particular ways of knowing and being. F • In • T • KC1
Children develop a sense of
physical wellbeing. Id • In
Children extend their range of physical skills and strengthen their
physical vitality. Id
Children develop understandings about their physical capabilities
through individual and shared activities. Id • In • KC1 • KC4
Children begin to develop responsibility for their personal health and
safety. Id • In
Understanding
our world
Children develop trust and
confidence. F • Id
Children begin to develop an understanding of Aboriginal and Torres
Strait Islander peoples as the indigenous inhabitants of Australia.
In • KC1
Children learn to take action to bring about change for a just society.
F • In • T • KC4
Health and
physical
development
developmental pathways
Children develop a sense of responsibility for natural and social
environments and an understanding that their world is shared.
F • In • KC1
Children develop confidence through making sense of their world by
thinking, acting and working scientifically. Id • In • T • KC6
Children develop and use mathematical skills and understandings to
investigate their physical and social worlds, both natural and
constructed. In • T • KC1 • KC5
Children develop a range of
physical competencies. Id
...........................
The Birth to Age 5 Key Ideas and the
Developmental Learning Outcomes
complement and connect with the
Reception to Year 2 Key Ideas and
Curriculum Standards. Together they
comprise the requirements for the Early
Years Band.
Reference to the Reception to Year 2
phase will support continuity in teaching
and learning (see Learning Area
overviews).
11
Learning Area: Languages (non-alpha) Pathway 1A
Band: Early Years (Years R–2)
ASPECTS OF THE ESSENTIAL LEARNINGS DEVELOPED IN THIS BAND
Futures
Learners begin to:
• develop an understanding that their future is connected to a world
containing diverse cultures
• develop an understanding that they can participate in cultural
contexts other than their own.
Identity
Learners begin to:
• consider their own identity and that of people in the target
language culture
• heighten importance of their own identity.
Interdependence
Learners begin to:
• develop an understanding of the similar and different connections
between and across cultures and begin to relate to more than one
culture
• understand that such connections occur in belonging to a family and
to larger groups such as the school, community and the broader
global context.
Thinking
Learners begin to:
• realise meaning is represented in different forms
• make connections between characters and letters in the target
language
• appreciate that language and cultural situations may look and sound
different but are all valuable and often have the same or similar
meanings.
Communication
Learners begin to:
• learn about the power of communication in various forms across
languages
• listen and speak in the target language and develop preparatory
skills to read and write in the target language
• develop meaning of the target language through dance, song and
role-play.
• recognise the importance of the structure and proportion of
characters.
12
Learning Area: Languages (non-alpha) Pathway 1A
Strand: Communication
KEY IDEAS
Children listen and respond to
the spoken language to share
meaning. They learn about the
language by identifying
patterns in how meaning is
conveyed in the context of
everyday experience and
routines.
In T C KC1 KC2 KC5
relating to Outcome
1.1
KEY TO SYMBOLS
Essential Learnings:
F
Futures
Id
Identity
In
Interdependence
T
Thinking
C
Communication
Key Competencies:
KC1 collecting, analysing
and organising
information
KC2 communicating ideas
and information
KC3 planning and organising
activities
KC4 working with others and
in teams
KC5 using mathematical
ideas and techniques
KC6 solving problems
KC7 using technology
•
Band: Early Years
Possible starting points for planning,
programming and assessing
Standard: 1
(refer p11 for DLO overview)
LISTENING
(refer p20 for Primary Years)
Reception
Towards Standard 1
Year 1
Towards Standard 1
Year 2
Standard 1
Develops the ability to respond and
identify verbal cues and language
patterns in the target language
through game playing and teacher
questioning (eg miming games, fruit
salad, whole class listening games).
•
•
Responds to specific words in a song
in the target language (eg standing at
the appropriate time, when the name
of the allocated family member is
mentioned).
•
Listens to the teacher say a selected
word in the target language and
responds appropriately (eg finds
correct picture card to match).
•
•
Listens and responds to the teacher
role-playing in the target language
(eg using puppets to assist
comprehension).
Listens to a partner say a selected
sentence in the target language and
responds appropriately (eg creates a
graphic to illustrate the given words).
ASSESSMENT
Interacts with others and engages in the
learning process while the teacher
observes and records.
Responds to and identifies verbal
cues and language patterns, showing
growing confidence through game
playing and teacher questioning (eg
bingo, Simon says, whole class
listening games).
ASSESSMENT
Responds accurately to individual
vocabulary words in the target language
(eg by circling the appropriate picture
from a range of options).
Criteria
- Recognises vocabulary words.
- Responds appropriately by selecting
the correct pictures.
•
Responds to and identifies, with
confidence, verbal cues and language
patterns through game playing and
teacher questioning.
•
Listens to the teacher ask a question
in the target language in reference to
a series of graphics and responds
appropriately in the target language
(eg Q: ‘Is this a mum?’ A: ‘Yes’ or
‘No’).
•
Listens to the teacher ask a question
in the target language about a
specific graphic and responds
appropriately (eg looks at a graphic of
a family with various family members
and responds with ‘Yes’ or ‘No’
when asked by the teacher whether
they have a mum/dad/grandfather).
ASSESSMENT
Listens to simple sentences with one item
of information and demonstrates
understanding of specific vocabulary
words (eg writes ‘Yes’ or ‘No’ next to
various pictures as a response in the
target language to the question ‘Is this a
mum/dad/grandfather?’).
Criteria
- Identifies appropriate vocabulary
within a structure.
- Responds accurately.
OUTCOMES
1.1
Makes connections between
words and phrases and their
meanings in spoken texts.
In T C
Examples of support are
indicated throughout the
learning descriptors. They are
not exhaustive and could
include:
- vocabulary lists in both
English and the target
language
- comprehensive word
character banks across forms
of the target language
- dictionaries
- flash cards
- model sentences
- grammar/vocabulary grids
- models of stroke order/
number
- photos
- oral models
- oral and written model
dialogues.
POSSIBLE CONCEPT:
Relationships (family)
13
Learning Area: Languages (non-alpha) Pathway 1A
Possible starting points for planning,
Strand: Communication
programming and assessing
KEY IDEAS
Children engage in actionrelated talk to share meaning.
They learn to use the language
in the context of everyday
experience and routines.
C KC1 KC2
relating to Outcome
1.2
•
•
•
Band: Early Years
Standard: 1
(refer p11 for DLO overview)
SPEAKING
(refer p21 for Primary Years)
Reception
Towards Standard 1
Year 1
Towards Standard 1
Year 2
Standard 1
Imitates intonation, rhythm and
pronunciation modelled by the
teacher in the target language, using
single words and phrases through
game playing and teacher questioning
(eg vocabulary word raps, whole
class speaking games).
Responds to verbal cues on a known
range of vocabulary words in the
target language (eg holds up the
appropriate puppet on cue when
singing a family song).
Consolidates the introduced
vocabulary (eg singing songs,
vocabulary specific game playing and
teacher questioning).
ASSESSMENT
Interacts with others and engages with the
learning process confidently while
becoming more aware of the target
language and being observed by the
teacher who records observations.
•
•
•
Imitates modelled words accurately
and confidently with correct
pronunciation through game playing
and teacher questioning (eg
vocabulary dice game, whole class
speaking games).
•
Imitates modelled short sentences
including one item of information (eg
‘Is this a mum/dad/grandfather?’ or
‘Are you a mum/dad/grandfather?’).
•
Articulates a known range of words
by responding to verbal cues in the
target language using short
sentences including one item of
information (eg plays a guessing
game where one student holds a
hidden picture card and the other asks
questions—Q: ‘Are you a mum?’ A:
‘Yes I am a mum’ or ‘No, I am a
dad’).
Responds in the target language to
visual cues or verbal cues in English
with the appropriate word (eg
articulates a known range of family
member vocabulary).
Uses a range of words to identify
specific items of information in the
target language (eg introduces
members of a particular family).
•
Uses the target language to ask
classmates questions about specific
items of information (eg ‘Do you
have a mum/dad/grandfather?’).
ASSESSMENT
Views a range of graphics cards and
identifies each one in the target language
(eg looks at a range of graphics of family
members and names them appropriately).
ASSESSMENT
Shows a graphic and uses the target
language to identify two or three pieces
of information using short sentences
including one item of information in each.
Criterion
- Uses selected words accurately and
confidently with correct
pronunciation.
Criteria
- Uses correct vocabulary words and
grammar structures.
- Creates simple sentences including
one item of information.
OUTCOMES
1.2
Uses words and phrases in
social interaction and actionrelated talk and to identify or
name objects.
C KC1 KC2
Examples of support are
indicated throughout the
learning descriptors. They are
not exhaustive and could
include:
- vocabulary lists in both
English and the target
language
- comprehensive word
character banks across forms
of the target language
- dictionaries
- flash cards
- model sentences
- grammar/vocabulary grids
- models of stroke
order/number
- photos
- oral models
- oral and written model
dialogues.
POSSIBLE CONCEPT:
Relationships (family)
14
Learning Area: Languages (non-alpha) Pathway 1A
Possible starting points for planning,
Strand: Communication
programming and assessing
KEY IDEAS
Children view, read and
interact with texts to make
meaning. They learn about
language by identifying
features of language systems
including how sound and
meaning are expressed in
different writing systems.
In T C KC1 KC5
relating to Outcome
1.3
Band: Early Years
Standard: 1
(refer p11 for DLO overview)
READING
(refer p22 for Primary Years)
Reception
Towards Standard 1
Year 1
Towards Standard 1
Year 2
Standard 1
•
Experiences and explores the shapes
and sounds of the target language
writing systems: characters/hiragana
(eg memory games, card matching
games).
•
Develops a further understanding of
the shapes and sounds of the target
language writing systems,
characters/hiragana (eg CD–ROM
games, magnetic character/hiragana
games).
•
Shows an understanding of the shapes
and sounds of the target language
writing systems: characters/hiragana
(eg Word processing programs: Twin
Bridge Chinese Partner, Twin Bridge
Japanese Partner, board games).
•
Practises single character recognition
(eg using flash cards and other visual
cues).
•
Reads aloud single characters in the
target language with pinyin/romaji
support.
•
Reads words and short phrases in
characters in the target language
with pinyin/romaji support.
•
Identifies single characters in a text of
several short sentences (eg searches
for a particular character).
•
Reads pinyin/hiragana words aloud
with the teacher and experiences the
links between sounds and symbols.
•
Locates words in the target language
(eg searches for family words in a
find-a-word).
•
Reads in the target language, as a
member of a whole group, a classmade Big Book and discusses key
words, phrases and characters.
•
Practises character and simple word
recognition using word cards and
other visual cues.
•
Recognises selected words in the
target language (eg cuts and pastes
family vocabulary labels to
appropriate pictures).
ASSESSMENT
Experiences the connection between
sounds and characters through a wide
range of opportunities while the teacher
monitors and records learner recognition
of single characters.
ASSESSMENT
Reads a randomly selected word card in
the target language and responds
appropriately (eg role-playing the
particular family member).
Criterion
- Responds appropriately to the word
prompt.
ASSESSMENT
Highlights selected words within a short
sentence written in the target language
(pinyin/characters/hiragana) and matches
them with the English equivalent (eg reads
the words for the different family
members and matches them with the
English meaning).
Criteria
- Reads specific vocabulary words
(pinyin/characters/hiragana).
- Demonstrates accurate character
recognition and understanding.
OUTCOMES
1.3
Makes connections between
words and phrases and their
sound and meaning in written
texts.
In T C
Examples of support are
indicated throughout the
learning descriptors. They are
not exhaustive and could
include:
- vocabulary lists in both
English and the target
language
- comprehensive word
character banks across forms
of the target language
- dictionaries
- flash cards
- model sentences
- grammar/vocabulary grids
- models of stroke
order/number
- photos
- oral models
- oral and written model
dialogues.
POSSIBLE CONCEPT:
Relationships (family)
15
Learning Area: Languages (non-alpha) Pathway 1A
Possible starting points for planning,
Strand: Communication
programming and assessing
KEY IDEAS
Children develop writing skills,
using key words or phrases to
share meaning.
T C KC2
relating to Outcome
1.4
Band: Early Years
Standard: 1
(refer p11 for DLO overview)
WRITING
(refer p23 for Primary Years)
Reception
Towards Standard 1
Year 1
Towards Standard 1
Year 2
Standard 1
•
Traces and/or copies written script in
the target language with stroke order
support using a variety of tools (eg
felt pen, paint brush, letter collages).
•
Approximates characters/hiragana
with stroke order support (eg Kid Pix,
sand trays, chalk drawings).
•
Writes words in characters/hiragana
next to the appropriate word written
in pinyin/romaji with word list
support.
•
Reconstructs characters in the target
language (eg using play
dough/plasticine to form the correct
characters).
•
Identifies strokes in single characters
and works in a group with the teacher
to suggest the order of strokes.
•
Practises writing words in characters
by participating in games and CD–
ROM activities to consolidate
learning.
Illustrates understanding that correct
stroke order is important when
writing characters (eg colouring a
character that has numbers for
guidance).
•
Attempts to write labels in the target
language and matches labels with the
appropriate graphics (eg makes a
mobile using cut-outs of family
members and attaches written labels).
•
•
ASSESSMENT
Interacts with others and engages with the
learning process while the teacher
observes and records.
ASSESSMENT
Creates a simple word book in the target
language by copying family members’
names and illustrating them.
Criteria
- Demonstrates correctly formed
characters/pinyin/hiragana.
- Matches vocabulary to illustrations.
Uses the correct stroke order to form
a number of selected words in the
target language using
characters/pinyin/hiragana (eg Kid
Pix to practise writing family words).
ASSESSMENT
Creates a graphic and writes vocabulary
words using the target language with
word list support (eg creates a family tree
with family members labelled in the
target language).
Criteria
- Uses stroke order support to write
script.
- Forms legible characters illustrating
an awareness of correct stroke order.
- Identifies family member vocabulary
relevant to their own family and
places them correctly on the family
tree.
OUTCOMES
1.4
Shares meaning by selecting
words and phrases to create a
text.
In T C KC2
Examples of support are
indicated throughout the
learning descriptors. They are
not exhaustive and could
include:
- vocabulary lists in both
English and the target
language
- comprehensive word
character banks across forms
of the target language
- dictionaries
- flash cards
- model sentences
- grammar/vocabulary grids
- models of stroke
order/number
- photos
- oral models
- oral and written model
dialogues.
POSSIBLE CONCEPT:
Relationships (family)
16
Learning Area: Languages (non-alpha) Pathway 1A
Possible starting points for planning,
Strand: Understanding language
programming and assessing
KEY IDEAS
(refer p11 for DLO overview)
Year 1
Towards Standard 1
Develops an understanding that the
pinyin/romaji system is a tool to aid
reading of script.
•
Shows understanding that the pinyin/
romaji system is a tool to aid the
reading of script.
•
Understands that a question requires a
response, either verbally or nonverbally.
•
Discusses pinyin/romaji/hiragana
spelling of vocabulary words.
•
•
Practises asking and answering
questions in the target language.
•
Explores the sound of
characters/hiragana.
Demonstrates, with support, an
understanding of the relationship
between pinyin/romaji and the target
language script, by matching
characters to sounds.
•
•
Understands that writing symbols in
the target language requires a certain
stroke order.
Understands that questions require a
question marker*L and demonstrates
the ability to decipher between a
question and a statement.
•
Compares question formation in the
target language with English and
discusses differences.
•
Participates in group construction of
statements and questions in the target
language.
•
Discusses and begins to recognise the
basic form and stroke order of some
known characters in the target
language.
•
Listens to the explanation of the
formation of a particular
character/kanji and its origins (eg the
character/kanji for family).
•
Views and explores words in
sentences and discusses the idea that
words combine to form sentences.
ASSESSMENT
Plays a whole class game where
individual learners take a turn to use word
cards to match pinyin/romaji with
characters/hiragana in the target
language to demonstrate understanding of
the relationship between the two.
Criterion
- Matches pinyin/romaji with
characters/hiragana.
OUTCOMES
Year 2
Standard 1
•
ASSESSMENT
Interacts with others and engages with the
learning process while the teacher
observes and records.
*L See linguistic items Japanese
p71, Chinese p62.
Standard: 1
(refer p24 for Primary Years)
Reception
Towards Standard 1
Children learn to understand
that meaningful language
learning and use develops
through questioning and
recognising patterns and
relationships within and
between languages.
In T C KC1 KC5 KC6
relating to Outcome
1.5
Band: Early Years
1.5
Recognises key features of the
systems of speech and writing.
In T C KC1
ASSESSMENT
Listens to and views a range of questions
and statements in the target language and
distinguishes one from the other.
Criterion
- Distinguishes between questions and
statements in aural and written text.
POSSIBLE CONCEPT:
Relationships (family)
17
Learning Area: Languages (non-alpha) Pathway 1A
Possible starting points for planning,
Strand: Understanding culture
programming and assessing
KEY IDEAS
(refer p11 for DLO overview)
•
•
•
Discusses the relationships within a
family and compares this information
with what is heard and seen about a
family in the target language culture
(eg from a story learners are reading).
Identifies family roles in the target
language culture (eg watches a short
video segment with people acting in
family roles, identifies who has what
role and explains how this is known).
Participates in the reading of a Big
Book about family life in the target
language culture.
Year 1
Towards Standard 1
•
Reflects on and talks about the
diversity of cultural groups within
own community.
•
Explores and experiences cultural
symbols/realia from own culture and
target language culture by viewing,
touching and performing.
•
Compares similar and different
elements of family life that are seen
in a series of graphics of families
from a range of other cultures.
•
Identifies different aspects of family
life in the target language culture,
including festivals and celebrations.
•
ASSESSMENT
Shows an understanding of cultural
practices in own family and the target
language culture while the teacher
observes and records.
Standard: 1
(refer p25 for Primary Years)
Reception
Towards Standard 1
Children experience specific
cultural practices, and relate
their learning to their own
experience. They develop selfawareness and a sense of selfworth and potential, and
appreciate the diversity of
cultures to which people
belong.
Id In T KC1
relating to Outcome
1.6
Band: Early Years
Looks at the character/kanji for
‘Family’ and discusses its origin.
ASSESSMENT
Shows an understanding of the diversity
of cultures in Australia (eg by selecting a
range of graphics from magazines to form
a collage and including the character/kanji
for ‘Family’).
Criterion
- Selects appropriate graphics.
OUTCOMES
Year 2
Standard 1
•
Views graphics displaying a variety
of cultural groups and talks about the
diversity of cultural groups in
Australia.
•
Shares, with the class, celebrations
experienced with family/neighbours/
community.
•
Explores visuals of celebrations in the
target language culture and makes
connections with own experience of
celebrations (eg discusses a video,
website, story).
•
Recognises patterns of behaviour
associated with family celebrations
across cultures, including own culture
and the target language culture (eg
decorations, dress, food, dance,
exchanging gifts, use of
symbols/realia).
1.6
Identifies specific cultural
practices in communities, and
recognises patterns of
behaviour across cultures.
Id In T KC1
ASSESSMENT
Illustrates an aspect of family life in the
target language culture and explains this
to the group (eg a family celebration).
Criteria
- Demonstrates an awareness of life in
the target language culture.
- Expresses ideas clearly.
- Refers to elements of the target
language culture.
POSSIBLE CONCEPT:
Relationships (family)
18
Learning Area: Languages (non-alpha) Pathway 1A
Band: Primary Years (Years 3 and 4)
ASPECTS OF THE ESSENTIAL LEARNINGS DEVELOPED IN THIS BAND
Futures
Learners:
• compare their own language and culture with the languages and
cultures of others
• develop further their awareness and sensitivity towards others and
their languages and cultures.
Thinking
Learners:
• recognise and use correct patterns in the target language
• reflect on language use both in the target language and English
• develop the ability to choose appropriate words and structures in the
target language.
Identity
Learners:
• become increasingly aware of diverse ways of thinking and valuing
• begin to see how individuals’, families’ and communities’ use of
language contributes to the national identity
• engage with others during language learning, contributing to
personal and group identity.
Communication
Learners:
• experience effective communication in the target language
• begin to directly access knowledge, ideas and opinions expressed in
the target language
• begin to expand their sources of information about the target
language
• develop their basic knowledge of the character writing system.
Interdependence
Learners:
• explore how they respect differences between cultural groups
• recognise how they identify and interact with other cultural groups.
19
Learning Area: Languages (non-alpha) Pathway 1A
Possible starting points for planning,
Strand: Communication
programming and assessing
KEY IDEAS
(refer p13 for Early Years)
LISTENING
Year 3
Towards Standard 2
Students listen to and interact
with others to make meaning
and learn about the target
language in the context of
everyday experience.
T C KC1 KC2
relating to Outcome
2.1
•
Identifies and names, in the target language and from a
range of support materials, individual elements of a
vocabulary category which is part of the everyday
experience of the class (eg animals kept as pets, including
those kept by the class).
•
Consolidates associated vocabulary by listening to songs in
the target language (eg animal finger puppets are used to
act out and imitate animal sounds in the target language).
KEY TO SYMBOLS
Essential Learnings:
F
Futures
Id
Identity
In
Interdependence
T
Thinking
C
Communication
•
Identifies measure words and counters*L in sentences read by
the teacher.
•
Key Competencies:
KC1 collecting, analysing
and organising
information
KC2 communicating ideas
and information
KC3 planning and organising
activities
KC4 working with others and
in teams
KC5 using mathematical
ideas and techniques
KC6 solving problems
KC7 using technology
Shows comprehension of all details of sentences modelled
by a partner (eg by stating the number of pets, using the
correct measure words and counters such as liǎng/er,
itchi/ippiki or by moving correct pets into a felt board
picture).
ASSESSMENT
Responds to questions in a class survey in the target language
(eg ‘Do you have any pets?’, ‘How many pets do you have?’).
*L See linguistic items Japanese
p72, Chinese p64.
Criteria
- Identifies key words and measure words/counters from a
statement.
- Understands the given response and demonstrates this
understanding through correct tallying.
Band: Primary Years
Standard: 2
(refer p27 for Years 5–6)
OUTCOMES
Year 4
Standard 2
•
Shows understanding of adjective vocabulary in the target
language by miming and illustrating (eg by illustrating
animals by size/shape; a big cat), following listening to the
teacher or to animal songs.
•
Matches a series of descriptive sentences in the target
language with the correct picture (eg ‘It is a big dog’, ‘It is a
tame dog’).
•
Identifies the correct item from a group of items (eg by
responding to a small group of friends introducing their pets:
‘This is Rex. It is a dog. It is a brown dog. It is a cute dog’).
ASSESSMENT
Allocates items to appropriate categories (eg ‘homes’ in a pet
shop, based on descriptions of the pets including name, colour,
size and temperament given by the teacher in the target
language).
Criteria
- Identifies item and adjective vocabulary words.
- Demonstrates an understanding of the selected vocabulary in
the target language (eg by allocating pets to appropriate
‘homes’ in a pet shop).
2.1
Recognises meaning in phrases
and sentences and responds in
routine classroom activities
and social exchanges.
In T C KC2
Examples of support are
indicated throughout the
learning descriptors. They are
not exhaustive and could
include:
- vocabulary lists in both
English and the target
language
- comprehensive word
character banks across forms
of the target language
- dictionaries
- flash cards
- model sentences
- grammar/vocabulary grids
- models of stroke
order/number
- photos
- oral models
- oral and written model
dialogues.
POSSIBLE CONCEPT:
Relationships (pets)
20
Learning Area: Languages (non-alpha) Pathway 1A
Possible starting points for planning,
Strand: Communication
programming and assessing
KEY IDEAS
(refer p14 for Early Years)
SPEAKING
Year 3
Towards Standard 2
Students engage in interactions
in familiar settings to share
meaning and to explore
different purposes of
communication.
Id C KC2
relating to Outcome
2.2
Band: Primary Years
Standard: 2
(refer p28 for Years 5–6)
Year 4
Standard 2
•
Imitates, with increasing accuracy, the intonation, rhythm
and pronunciation modelled by the teacher in words and
short phrases.
•
Imitates, with increasing accuracy, the intonation, rhythm
and pronunciation modelled by the teacher in more complex
structures.
•
Reinforces nouns/naming words in the target language (eg
by singing animal songs and playing relevant games).
•
Revises greeting vocabulary and simple social interactions
in the target language (eg by performing short scripted
plays).
•
Practises asking and answering questions about themselves
and items in their immediate environment, using simple
sentences, by participating in teacher directed oral
questioning/answering sessions in the target language.
•
Reinforces target language vocabulary to describe items in
their immediate environment by playing games.
•
Works in pairs to use the simple questions and answers they
have practised (eg introduces pets in the target language:
‘This is Rex. It is a dog. Woof! Woof!’).
•
Practises a modelled format of 2–3 simple sentences to
describe items (eg pet) in the target language.
•
Matches pictures with oral descriptions (eg text describing
animal behaviour with appropriate pictures).
ASSESSMENT
Demonstrates mastery of a particular range of vocabulary by
giving a short oral presentation of a limited number of items in
the target language (eg describing a pet, its name, type of animal
and the sound it makes).
Criteria
- Gives oral presentation with correct pronunciation.
- Uses verbs appropriate to the category of item (eg the type of
pet and the sound it makes).
- Performs oral presentation using a logical order (eg name,
type of animal and sound).
OUTCOMES
ASSESSMENT
Demonstrates knowledge of simple social interactions and the
ability to carry on a short structured dialogue by performing a
role-play in the target language (eg involving a pet shop owner
recommending various pets to a prospective customer, greeting
each other, talking about pets and commenting on the animals’
size and behaviour).
Criteria
- Uses correct pronunciation in an oral presentation.
- Uses appropriate greetings.
- Uses correct descriptive sentences.
2.2
Responds to interactions and
experiments with language to
make meaning with others.
Id C
Examples of support are
indicated throughout the
learning descriptors. They are
not exhaustive and could
include:
- vocabulary lists in both
English and the target
language
- comprehensive word
character banks across forms
of the target language
- dictionaries
- flash cards
- model sentences
- grammar/vocabulary grids
- models of stroke
order/number
- photos
- oral models
- oral and written model
dialogues.
POSSIBLE CONCEPT:
Relationships (pets)
21
Learning Area: Languages (non-alpha) Pathway 1A
Possible starting points for planning,
Strand: Communication
programming and assessing
KEY IDEAS
(refer p15 for Early Years)
READING
Year 3
Towards Standard 2
Students view, read and interact
with texts to interpret meaning
in familiar contexts.
T C KC1 KC2
relating to Outcome
2.3
Band: Primary Years
Standard: 2
(refer p29 for Years 5–6)
Year 4
Standard 2
•
Reinforces character recognition (eg plays card games).
•
•
Reads and reinforces recognition of number characters and
vocabulary (eg works in pairs to match pet pictures using the
corresponding word cues).
Shows comprehension by responding to information from a
text in the target language (eg by illustrating pictures of
animals).
•
Reads short descriptive sentences (eg about pets) with pinyin
and romaji support.
•
•
•
Reconstructs correctly a jumbled sentence in the target
language (eg works in groups to construct sentences using
jumbled flash cards and word list support).
•
Matches pictures with corresponding statements (eg
identifies a pet from reading a statement in the target
language).
Demonstrates understanding of paragraph format by
sequencing sentences (eg in a description of a pet in the
target language).
•
Contributes to a class construction of a model description in
the target language (eg describes events surrounding a lost
pet).
Reads, with pinyin and romaji support, short phrases and
short sentences in the target language.
ASSESSMENT
Rearranges jumbled word cards written in characters/hiragana to
create meaningful sentences (eg sentences about animals: ‘I have
two dogs.’).
Criteria
- Selects appropriate words and sentence structure.
- Demonstrates grammatical understanding by using the
correct sentence format when constructing sentences.
- Matches characters and words correctly.
OUTCOMES
2.3
Deciphers the meaning of
words and phrases to identify
key ideas.
T C KC1
Examples of support are
indicated throughout the
learning descriptors. They are
not exhaustive and could
include:
- vocabulary lists in both
English and the target
language
- comprehensive word
character banks across forms
of the target language
- dictionaries
- flash cards
- model sentences
- grammar/vocabulary grids
- models of stroke
order/number
- photos
- oral models
- oral and written model
dialogues.
ASSESSMENT
Reads an advertisement for a particular lost item (eg pets) in the
target language and a number of short texts describing items
that have been found (with pinyin/romaji support), and then
matches one of these to the advertisement.
Criteria
- Identifies adjectives.
- Demonstrates understanding of sentence and paragraph
structures.
POSSIBLE CONCEPT:
Relationships (pets)
22
Learning Area: Languages (non-alpha) Pathway 1A
Possible starting points for planning,
Strand: Communication
programming and assessing
KEY IDEAS
(refer p16 for Early Years)
WRITING
Year 3
Towards Standard 2
Students begin to write their
own texts with support to
communicate ideas and explore
different forms of
communication.
T C KC2
relating to Outcome
2.4
Band: Primary Years
Standard: 2
(refer p30 for Years 5–6)
Year 4
Standard 2
•
Traces/copies characters from a model.
•
•
Conveys different meanings by substituting words into
rehearsed sentences (eg ‘I have a dog’, ‘We have a dog’).
Recognises adjectives of colour (eg matches colour cards
with the appropriate pinyin/romaji and characters).
•
Uses short modelled sentences to create captions (eg to
present a pet to the class).
Writes a description, following a modelled text (eg type of
animal, name, colour, size and behaviour).
•
Constructs different sentences by rearranging scrambled
words (eg about pets).
•
Models and practises writing characters, using the correct
stroke order (eg copies animal characters).
•
Writes own caption in characters (eg illustrates a preferred
pet).
•
•
Creates a simple dialogue using a model format of a
question and answer (eg writes a dialogue between two
friends discussing their pets: ‘Do you have any pets?’, ‘Yes,
I have two dogs.’).
OUTCOMES
ASSESSMENT
Creates a dictionary by collecting pictures and labelling them
using short sentences (eg an Animal Dictionary: This is a dog.
His name is Rex).
ASSESSMENT
Writes a short paragraph in the target language (eg describes a
pet received as a birthday present detailing name, type of animal,
colour, size and behaviour).
Criteria
- Demonstrates the ability to write well-formed and balanced
characters, possibly copied from a wall chart.
- Uses correct word order in sentence construction.
Criteria
- Demonstrates, independently, the ability to write wellformed and balanced characters.
- Uses correct word order in sentence construction.
- Sequences sentences in meaningful paragraphs.
2.4
Communicates in different
formats by writing words and
phrases.
T C KC2
Examples of support are
indicated throughout the
learning descriptors. They are
not exhaustive and could
include:
- vocabulary lists in both
English and the target
language
- comprehensive word
character banks across forms
of the target language
- dictionaries
- flash cards
- model sentences
- grammar/vocabulary grids
- models of stroke
order/number
- photos
- oral models
- oral and written model
dialogues.
POSSIBLE CONCEPT:
Relationships (pets)
23
Learning Area: Languages (non-alpha) Pathway 1A
Possible starting points for planning,
Strand: Understanding language
programming and assessing
KEY IDEAS
(refer p17 for Early Years)
*L See linguistic items Japanese
pp72, 74; Chinese p64.
Standard: 2
(refer p31 for Years 5–6)
Year 3
Towards Standard 2
Students learn to appreciate
diversity in language systems,
and to identify patterns and
reflect on concepts in
grammatical and writing
systems. They learn how
language can be used for
exchanging meaning and for
learning, and as the medium
through which knowledge and
values develop, and future
possibilities are expressed.
F T C KC5
relating to Outcome
2.5
Band: Primary Years
OUTCOMES
Year 4
Standard 2
•
Explores specific structures/features of a sentence (eg
numbering, counting and punctuation).
•
Explores specific features in the target language (eg
plurals) by analysing the language of a Big Book story.
•
Explores the meaning and use of measure words (eg zhi for
animals) and language counters in Japanese (eg liang/er and
ichi/ippiki) and compares with English.
•
Learns that the noun does not change when used in the
plural form (eg through singing songs).
•
•
Uses correct punctuation including question particles such as
Ma and Ka to ask questions, and full stops in Chinese and
Japanese.
•
Recognises and uses ways of expressing affirmation and
negation and practises this in short question and answer
drills, affirming or negating statements.
Produces ‘possessive sentences’ (eg ‘I have two cute dogs’)
and begins to understand that a language does not
necessarily translate directly to another language (ie certain
words can be omitted and yet the sentence conveys the same
meaning).
ASSESSMENT
Shows an understanding of the language features by surveying in
writing a group of peers in the target language and records the
information in the target language (eg finding out if they have
any pets and using appropriately the counting systems for
animals to record data).
ASSESSMENT
Completes a cloze activity to fill in counters*L, possessive
interrogative*L, imperative suggestion*L and subjective
particles*L.
Criteria
- Uses correct question particle.
- Uses measure words/counters correctly.
- Distinguishes between positive and negative responses.
- Uses punctuation appropriately.
Criteria
- Uses the correct particles to complete the cloze activity.
- Distinguishes different ways of describing possessing
animate*L and inanimate*L objects (Japanese).
2.5
Identifies patterns in language
and compares how sound and
meaning are conveyed across
languages.
In T C KC1 KC5
POSSIBLE CONCEPT:
Relationships (pets)
24
Learning Area: Languages (non-alpha) Pathway 1A
Possible starting points for planning,
Strand: Understanding culture
programming and assessing
KEY IDEAS
(refer p18 for Early Years)
•
Investigates habitats and lifestyles of a range of wild or
domesticated animals in Australia and the target language
country by viewing and reading a range of rhymes texts in
the target language (eg using pictures, the internet, books).
•
Discusses in English the similarities and differences between
homes of domestic and/or wild animals in Australia and
target language country.
•
Identifies and discusses the different values placed on space
in Australia and the target language country (eg birds in
small cages or aviaries, fish in fishbowls or aquaria and wild
animals in their natural habitat).
Standard: 2
(refer p32 for Years 5–6)
Year 3
Towards Standard 2
Students identify connections
between cultural values and
practices and language use.
They recognise how
relationships between
individuals, families and
communities contribute to
forming identity in diverse
cultural settings.
Id In KC1
relating to Outcome
2.6
Band: Primary Years
OUTCOMES
Year 4
Standard 2
•
Discusses animals significant in the target language culture
(eg pandas, cranes).
•
Develops an understanding of the concept of endangered
animals.
•
Collects information about endangered animals in Australia
and in the country of the target language, through print and
electronic materials, to inform small group discussion.
•
Records an expression in the target language, reflecting the
result of the group discussion (eg creates a poster).
•
Analyses, as a class group, the language used in both
Australian and target language material, to identify the
focus of conservation in each culture.
ASSESSMENT
Examines a range of written texts in the target language and
comments in English on the living conditions and lifestyles of
wild or domestic animals of Australia and the target language
country.
ASSESSMENT
Collects information about endangered animals from
newspapers, magazines and websites and designs an
environmental poster with a simple message in the target
language and displays this to share the findings with others.
Criteria
- Demonstrates an understanding of the text with teacher
support.
- Identifies habitats of animals in both the target language
country and their own and compares them.
Criteria
- Demonstrates the ability to access useful and relevant
information on the internet.
- Selects information relevant to the activity.
- Uses suitable phrases/sentences in the target language to
reflect the focus of saving endangered animals.
2.6
Identifies cultural values
expressed in social interactions
and demonstrates awareness of
diversity in cultural practices
and values.
F Id In
POSSIBLE CONCEPT:
Relationships (pets)
25
Learning Area: Languages (non-alpha) Pathway 1A
Band: Primary Years (Year 5) and Middle Years (Year 6)
ASPECTS OF THE ESSENTIAL LEARNINGS DEVELOPED IN THIS BAND
Futures
Learners:
• consider the role of language learning in their future beyond
primary schooling
• appreciate that multilingualism does shape their own and their
community’s future.
Identity
Learners:
• recognise multiple expressions of identity
• participate in exchanges of ideas and opinions within school and
family.
Interdependence
Learners:
• develop cooperative strategies to achieve learning goals
• support each other in language learning strategies
• develop an understanding of their place in the world in the context
of learning about the target language culture.
Thinking
Learners:
• develop analytical and problem-solving skills that begin to lead to
autonomous learning
• take risks in thinking using creative and imaginative processes
• interact with language at increasing levels of complexity
• experiment with making explicit language features relevant to their
learning.
Communication
Learners:
• communicate feelings and ideas in the target language
• receive and share meaning through a variety of texts in the target
language
• develop their abilities to access texts using character script.
26
Learning Area: Languages (non-alpha) Pathway 1A
Possible starting points for planning,
Strand: Communication
programming and assessing
KEY IDEAS
(refer p20 for Year 4)
LISTENING
Year 5
Towards Standard 3
Students listen and respond to
texts to interpret meaning and
use the target language in new
contexts. They collect and
organise information, and share
findings with others.
In T KC2 KC6
relating to Outcome
3.1
KEY TO SYMBOLS
Essential Learnings:
F
Futures
Id
Identity
In
Interdependence
T
Thinking
C
Communication
Key Competencies:
KC1 collecting, analysing
and organising
information
KC2 communicating ideas
and information
KC3 planning and organising
activities
KC4 working with others and
in teams
KC5 using mathematical
ideas and techniques
KC6 solving problems
KC7 using technology
L
* See linguistic items Japanese
p72, Chinese p64.
•
Identifies vocabulary in the target language (eg identifies
the relevant words for a range of body parts or adjectives
from a series of flash cards with illustrations).
•
Listens to songs and responds with appropriate actions (eg
songs related to body parts*L).
•
Listens to a range of descriptions and illustrates (eg
illustrates body parts accurately: big nose, blue eyes).
•
Listens to short descriptions in the target language and
matches meaning to English (eg descriptions of students
modelled by the teacher).
•
Listens to peers in the target language (eg describing
themselves) and documents responses in English.
ASSESSMENT
Makes notes in English and draws a picture/makes a model in
response to an oral description in the target language.
Criterion
- Draws a picture accurately to show understanding of
vocabulary.
Band: Primary–Middle Years
Standard: 3
(refer p34 for Year 7)
OUTCOMES
Year 6
Standard 3
•
Demonstrates understanding of vocabulary in the target
language by participating in games (eg sports bingo).
•
Responds and records in the target language when
discussing the results of a class survey conducted in the
target language (eg uses bar, column or pie graphs to show
the popularity of different sports).
•
Listens and responds to an oral description containing a
number of items of information and presented by a range of
voices (eg male, female, old, young, child, adult) in the
target language (eg matches the oral description to sporting
pictures).
ASSESSMENT
Understands and records in English in the speech bubbles,
information and details (eg greetings, introductions, likes,
dislikes) from a taped conversation in the target language.
Criteria
- Identifies specific items of information.
- Records the information accurately.
3.1
Identifies key ideas in texts to
collaborate in activities and
share meaning with others.
In T C KC1
Examples of support are
indicated throughout the
learning descriptors. They are
not exhaustive and could
include:
- vocabulary lists in both
English and the target
language
- comprehensive word
character banks across forms
of the target language
- dictionaries
- flash cards
- model sentences
- grammar/vocabulary grids
- models of stroke
order/number
- photos
- oral models
- oral and written model
dialogues.
POSSIBLE CONCEPT:
Relationships (interactions with
other people)
27
Learning Area: Languages (non-alpha) Pathway 1A
Possible starting points for planning,
Strand: Communication
programming and assessing
KEY IDEAS
(refer p21 for Year 4)
SPEAKING
Year 5
Towards Standard 3
Students engage in
conversations, demonstrating
appropriate ways of
establishing and maintaining
relationships, and interacting
with others, in diverse cultural
settings.
In C KC2 KC4
relating to Outcome
3.2
Band: Primary–Middle Years
Standard: 3
(refer p35 for Year 7)
Year 6
Standard 3
•
Explores and rehearses model sentences in hiragana/pinyin
that describe people.
•
Examines and compares a range of popular activities (eg
sports) that people share across cultures.
•
Rehearses target language use through playing games and
singing songs accompanied by the appropriate actions.
•
•
Introduces themselves to the class using 5–6 items of target
language vocabulary pertaining to appearance.
Practises examples of language items in the target language
to indicate preferences (eg in sports, in short interview texts
generated by the teacher or students).
•
Engages in simple modelled dialogues in the target
language about likes and dislikes in pairs and in groups (eg
sporting likes and dislikes).
•
Answers a friend’s questions in the target language about
likes and dislikes (eg sporting likes and dislikes).
•
Surveys class members in the target language to find out
likes/dislikes and records the results by using bar, column or
pie graphs (eg of different sporting preferences).
•
Describes, in the target language, 5–6 physical features of a
friend (eg long hair, big eyes).
OUTCOMES
ASSESSMENT
Describes, in 5–7 connected sentences, the appearance of a
favourite personality, using a visual cue (eg picture from a
magazine) and a grammar structure grid for support.
ASSESSMENT
Performs, using cue cards, a role-play in groups of three talking
about sporting likes and dislikes in order to choose a game to
play together.
Criteria
- Uses adjectives accurately.
- Sustains the description over the required length.
- Speaks clearly (pronunciation, enunciation).
- Uses supports effectively.
Criteria
- Prepares an appropriate script.
- Uses correct pronunciation.
- Expresses ideas correctly.
- Contributes effectively to the group.
3.2
Builds relationships and
presents information in social
interactions.
In C KC1 KC4
Examples of support are
indicated throughout the
learning descriptors. They are
not exhaustive and could
include:
- vocabulary lists in both
English and the target
language
- comprehensive word
character banks across forms
of the target language
- dictionaries
- flash cards
- model sentences
- grammar/vocabulary grids
- models of stroke
order/number
- photos
- oral models
- oral and written model
dialogues.
POSSIBLE CONCEPT:
Relationships (interactions with
other people)
28
Learning Area: Languages (non-alpha) Pathway 1A
Possible starting points for planning,
Strand: Communication
programming and assessing
KEY IDEAS
(refer p22 for Year 4)
READING
Year 5
Towards Standard 3
Students develop their
capability to interpret meaning
and use the language in new
contexts. They read and
respond to texts to develop
thinking skills and make
connections between ideas as
they analyse information and
share findings with others.
T C KC1 KC2 KC6
relating to Outcome
3.3
Band: Primary–Middle Years
Standard: 3
(refer p36 for Year 7)
Year 6
Standard 3
•
Practises character recognition (eg plays games to
consolidate learning).
•
Identifies, in the target language, sports words, phrases and
short sentences from a written text.
•
Matches adjective vocabulary with corresponding pictures
(eg selects flash cards depicting body parts and matches with
adjective vocabulary flash cards).
•
Matches, with script support, the language items to English
equivalents.
•
Creates sentences in the target language using flash cards
and model sentences (eg to identify particular students in the
class).
•
Forms meaningful sentences by ordering jumbled words in
the target language, using script support (eg about sports).
•
Views and reads samples of letters in the target language
and discusses letter-writing format.
•
Recognises words in a written text (eg fills gaps in a written
text with words for body parts and adjectives to complete a
description of a picture with vocabulary list support).
•
Recognises, with script support, correct grammatical
structures and appropriate letter writing conventions (eg by
reconstructing a jumbled letter in the target language).
•
Reads, with pinyin and romaji support, a short paragraph in
the target language (eg about a mystery creature) and
demonstrates understanding by illustrating it with vocabulary
list support.
•
Identifies, with script support, sentences expressing likes
and dislikes (eg reads a series of short pen pal letters about
sporting likes and dislikes).
ASSESSMENT
Reads a text of 6–8 sentences with vocabulary list support,
describing a person in the target language and processes
information about the person’s appearance by answering
questions in English.
Criteria
- Extracts specific information.
- Responds accurately to questions.
OUTCOMES
ASSESSMENT
Reads a letter (8–10 connected sentences) in the target language
from a pen pal introducing themselves and their leisure time
activities, and answers questions in English about the content of
the letter (with vocabulary list written in characters and with
pinyin/romaji support).
Criteria
- Extracts specific information.
- Responds accurately to questions.
3.3
Searches for information to
collaborate and share meaning
with others.
T KC1
Examples of support are
indicated throughout the
learning descriptors. They are
not exhaustive and could
include:
- vocabulary lists in both
English and the target
language
- comprehensive word
character banks across forms
of the target language
- dictionaries
- flash cards
- model sentences
- grammar/vocabulary grids
- models of stroke
order/number
- photos
- oral models
- oral and written model
dialogues.
POSSIBLE CONCEPT:
Relationships (interactions with
other people)
29
Learning Area: Languages (non-alpha) Pathway 1A
Possible starting points for planning,
Strand: Communication
programming and assessing
KEY IDEAS
(refer p23 for Year 4)
WRITING
Year 5
Towards Standard 3
Students write their own texts
to share information, opinions
and ideas about aspects of
personal and group identity.
Id T C KC2
relating to Outcome
3.4
Band: Primary–Middle Years
Standard: 3
(refer p37 for Year 7)
OUTCOMES
Year 6
Standard 3
•
Reads a description in the target language of a person, and
extracts and records vocabulary and sentence structures (eg
pertaining to physical appearance and features).
•
Practises sentence building in the target language, in
pairs/groups, taking into consideration word order, grammar
and punctuation (eg ‘Shall we play a game of tennis?’).
•
Writes characters independently in the target language with
reference to displayed classroom models.
•
Recognises and writes characters/script selected from
support materials (eg fills gaps in an e-mail to a friend).
•
Constructs sentences with support (eg about themselves:
name, age, nationality, physical appearance) by filling gaps
in a grid and referring to lists of commonly used words.
•
Creates own version of an e-mail conversation in the target
language, using model sentences, word lists/dictionaries and
teacher support.
•
Practises writing grammatically correct sentences by rearranging given words.
•
Explores and discusses ways of using a word processor in
the target language.
•
Practises writing familiar models of sentences in the target
language (eg describes the physical features of a friend).
•
Uses a word processor to write sentences in the target
language, using models provided.
•
Uses appropriate target language vocabulary and word
order (eg creates an identification card or personal profile
including name, age, nationality, physical description).
•
Discusses how to make, modify and apply accurate
selections among word processing input choices in the
target language.
ASSESSMENT
Writes a short paragraph of about 5–7 sentences in characters to
describe the physical features of a friend, using word list and
grammar structure support.
ASSESSMENT
Writes an e-mail to a friend suggesting that they meet to play a
game on a certain day at a certain time. Uses a word processor to
create the final product in target language characters.
Criteria
- Uses correct strokes and well-formed characters.
- Uses adjectives correctly.
- Writes logically and uses connecting words.
Criteria
- Uses appropriate e-mail format.
- Selects correct words/characters on the computer.
- Writes a coherent and logical text.
3.4
Writes messages to others to
convey key points of
information.
Id T C KC2
Examples of support are
indicated throughout the
learning descriptors. They are
not exhaustive and could
include:
- vocabulary lists in both
English and the target
language
- comprehensive word
character banks across forms
of the target language
- dictionaries
- flash cards
- model sentences
- grammar/vocabulary grids
- models of stroke
order/number
- photos
- oral models
- oral and written model
dialogues.
POSSIBLE CONCEPT:
Relationships (interactions with
other people)
30
Learning Area: Languages (non-alpha) Pathway 1A
Possible starting points for planning,
Strand: Understanding language
programming and assessing
KEY IDEAS
(refer p24 for Year 4)
•
Discusses purpose and function of names.
•
Listens and reads target language examples of names.
•
Identifies and compares the way names are ordered in their
first language and the target language (eg last name first,
the significance of generation names, katakana and gender).
•
Shows awareness of word use for describing people (eg
appropriate adjectives for describing people: tall, short), and
understands the use of repetitive adjectives in the target
language in describing physical features of a person (eg
cháng cháng de, xiăo xiăo de).
•
Discusses word order and particle*L use when describing
people (eg works in pairs to develop a classroom display
about describing people, for learning support).
ASSESSMENT
Reads and orders jumbled vocabulary and phrases to describe
two people (male/female, big/small) that include their names and
physical features (6–8 pieces of information in total).
L
* See linguistic items Japanese
p72, Chinese p64.
Criteria
- Identifies naming conventions.
- Applies adjectives.
Standard: 3
(refer p38 for Year 7)
Year 5
Towards Standard 3
Students explore diverse forms
of communication and use
models to represent and analyse
features of the spoken and
written language, and apply
these in interpreting and
constructing meaning.
In T C KC1 KC2 KC6 KC7
relating to Outcome
3.5
Band: Primary–Middle Years
OUTCOMES
Year 6
Standard 3
•
Identifies and compares text features in a range of text types
(eg script of telephone conversation, dialogue, letter) in the
target language and in English.
•
Understands, by comparing English texts with target
language texts, that there are rules pertaining to language
use and that a language does not necessarily translate
directly to another language.
•
Deciphers unknown and new words by applying particular
learning strategies (eg dictionary use, character analysis,
contextual clues).
•
Recognises word borrowings between languages (eg ping
pong, tai chi, karate, judo) through a variety of texts.
3.5
Reflects on how the language is
used to communicate a
message, and compares how
meanings are expressed in
different languages.
In T C KC1 KC2
ASSESSMENT
Reads a letter (approximately 50–60 characters) with dictionary
support and answers questions in English about letter writing
conventions in the target language and explains similarities and
differences in letter writing in English and the target language.
Criterion
- Compares accurately letter writing conventions, features and
structures across English and the target language.
POSSIBLE CONCEPT:
Relationships (interactions with
other people)
31
Learning Area: Languages (non-alpha) Pathway 1A
Possible starting points for planning,
Strand: Understanding culture
programming and assessing
KEY IDEAS
Students demonstrate
understanding of and respect
for the values and practices of
diverse groups and recognise
the importance of cultural
understandings now and in the
future.
F Id In KC1 KC2
relating to Outcome
3.6
(refer p25 for Year 4)
Year 5
Towards Standard 3
Band: Primary–Middle Years
(refer p39 for Year 7)
Year 6
Standard 3
•
Explores examples of etiquette in their own culture.
•
•
Observes and comments on social etiquette between people
meeting in a variety of places in the target language culture
(eg views a video about restaurants or schools).
Develops own word lists on a particular topic (eg friendship
and sports).
•
Recognises and discusses friendship behaviour and
associated language in the target language culture (eg
views a video in the target language that shows
relationships between friends).
•
Develops key questions to investigate, compare and contrast
activities in own and the target language culture and reports
on these (eg uses resources on sporting activities from the
internet, newspapers, magazines and books and shares in
small groups and reports to the class).
•
Discusses the value of particular activities (eg sports) and
the impact of these on friendships in the target language
culture and compares it to their own culture.
•
Discusses the social etiquette in the target language culture
when meeting new people (eg bowing and exchanging
business cards (míngpiàn, meishi)).
•
Discusses possible captions for a scene illustrating use of
language and cultural gestures (eg from a video about
restaurants or schools).
•
Demonstrates examples of appropriate social etiquette (eg by
making their míngpiàn or meishi and practising the etiquette
of exchanging these).
ASSESSMENT
Performs role-play between two people meeting for the first time,
using appropriate target language and cultural gestures (eg
bowing, míngpiàn, meishi).
Criteria
- Uses appropriate cultural gestures.
- Uses appropriate sentences.
Standard: 3
OUTCOMES
3.6
Identifies and compares how
significant cultural practices are
expressed across cultures.
F Id In KC1
ASSESSMENT
Prepares a wallchart (eg friendship through sports) incorporating
images and target language captions and writes an explanatory
paragraph in English with examples of how friendship is
displayed, comparing the similarities and differences between the
cultures.
Criteria
- Uses appropriate examples.
- Refers to specific information.
- Applies target language accurately.
- Expresses ideas coherently.
POSSIBLE CONCEPT:
Relationships (interactions with
other people)
32
Learning Area: Languages (non-alpha) Pathway 1A
Band: Middle Years (Years 7 and 8)
ASPECTS OF THE ESSENTIAL LEARNINGS DEVELOPED IN THIS BAND
Futures
Learners:
• recognise the diversity of attitudes towards languages and the effect
these can have on the future of languages and languages learning
• develop an awareness of language as a fundamental tool for
transmitting culture and values over time.
Identity
Learners:
• understand that culture and language are interconnected and
influence profoundly the development of personal and group
identity
• reflect on the growth of personal identity through exploring the
target language culture.
Interdependence
Learners:
• understand the role of language in transmitting values and cultural
identity
• recognise the interplay between text and context, and language and
culture in engaging in effective communication.
Thinking
Learners:
• reflect upon and attempt to make explicit their own understanding
of language structure and use, in both their own and the target
language
• understand how to accomplish a particular task, activity and
sequence of learning in the target language.
Communication
Learners:
• develop the use of a variety of communicative strategies and
technologies to gather, sort and present information
• apply these strategies to initiate and sustain interpersonal
relationships using the target language
• consolidate their knowledge of the writing system and develop
strategies to memorise the characters.
33
Learning Area: Languages (non-alpha) Pathway 1A
Possible starting points for planning,
Strand: Communication
programming and assessing
KEY IDEAS
(refer p27 for Primary–Middle Years)
LISTENING
Year 7
Towards Standard 4
Students listen and respond to
texts to interpret meaning and
use the target language in new
contexts. They collect and
organise information, and share
findings with others.
In T KC2 KC6
relating to Outcome
4.1
KEY TO SYMBOLS
Essential Learnings:
F
Futures
Id
Identity
In
Interdependence
T
Thinking
C
Communication
Key Competencies:
KC1 collecting, analysing
and organising
information
KC2 communicating ideas
and information
KC3 planning and organising
activities
KC4 working with others and
in teams
KC5 using mathematical
ideas and techniques
KC6 solving problems
KC7 using technology
Band: Middle Years
(refer p41 for Middle–Senior Years)
Explores and contributes in the target language using
formats of self-introduction within a class group.
•
Explores target language used in personal interactions (eg
particular words, phrases, tone, gestures).
•
Identifies key words and sentences used in spoken texts in
the target language.
•
•
Listens to two model texts in which speakers introduce
details about themselves (eg name, age, address, occupation
and general preferences) and creates a word list and records
familiar words.
Listens to and observes target language native speaker(s)
relate details about themselves and others (eg views video
segments, listens to audio segments, listens to guest
speakers).
•
Listens and responds to target language native speaker(s)
and answers true/false questions about information
contained in the presentation(s).
•
Discusses types of information provided by the speakers and
identifies specific features such as particular use of words,
phrases, tone and gesture.
•
Reflects, in a group, on the way in which dialogue was
articulated by native speaker(s) of the target language.
•
Explores, in the class group, ways to use the target
language items to introduce themselves.
Listens to and evaluates self-introductions in the target
language (eg listens to a self-introduction by a peer partner
and reports in English what is said and how it was said—
format, intonation, pronunciation, accompanying gestures).
ASSESSMENT
Listens to a new self-introduction in the target language and
responds to questions in English to relate details about the
speaker.
Criteria
- Identifies specific items of information.
- Organises the information coherently.
OUTCOMES
Year 8
Standard 4
•
•
Standard: 4
ASSESSMENT
Listens to native speakers of the target language introducing
themselves and others and records relevant information, writes
the information in the correct place on a chart/grid, and then
writes a paragraph in the target language using the information
collected.
Criteria
- Identifies specific items of information.
- Classifies the information by placing items in categories.
4.1
Makes connections between the
main ideas and supporting
detail in texts to make
decisions.
In T C KC1
Examples of support are
indicated throughout the
learning descriptors. They are
not exhaustive and could
include:
- vocabulary lists in both
English and the target
language
- comprehensive word
character banks across forms
of the target language
- dictionaries
- flash cards
- model sentences
- grammar/vocabulary grids
- models of stroke
order/number
- photos
- oral models
- oral and written model
dialogues.
POSSIBLE CONCEPT:
Relationships
(family/friends/teams)
34
Learning Area: Languages (non-alpha) Pathway 1A
Possible starting points for planning,
Strand: Communication
programming and assessing
KEY IDEAS
(refer p28 for Primary–Middle Years)
SPEAKING
Year 7
Towards Standard 4
Students engage in
conversations, demonstrating
appropriate ways of
establishing and maintaining
relationships, and interacting
with others, in diverse cultural
settings.
In C KC2 KC4
relating to Outcome
4.2
Band: Middle Years
(refer p42 for Middle–Senior Years)
Shares knowledge and collates information about application
of words and phrases in the target language to seek
clarification/explanation.
•
Identifies the ways in which interview questions are asked
and answered in the target language, with reference to
models.
•
Contributes to a class discussion about the different settings
in which a survey could be used.
•
Practises, in the target language, formulating and posing
interview questions in groups, using appropriate patterns,
interview techniques and intonation.
Practises asking questions using appropriate patterns and
tone in the target language, as suggested by model texts.
•
Develops a series of questions in the target language that
ask a respondent to answer in the target language about
how a particular type of relationship is conducted (eg with
parent, friend, classmate).
•
Responds to questions in the target language reusing part of
the question pattern.
•
Identifies the types of questions in the target language that
would be used in a survey and practises asking these.
•
Prepares follow-up and clarifying questions from
information gained (eg from parent, friend, class mate).
•
Designs a survey in the target language, using a small range
of items of personal information (eg name, age, occupation,
preferences), to be conducted using the spoken target
language with a group of approximately five people from
the class and presents survey results on a graph.
•
Conducts an interview in the target language about the
ways and reasons that people conduct relationships (eg in a
team, a family, a friendship group).
ASSESSMENT
Presents the personal information orally in the target language
about each respondent using the graph prepared as a result of a
survey conducted in the target language.
Criteria
- Uses model patterns effectively.
- Expresses their own ideas clearly.
OUTCOMES
Year 8
Standard 4
•
•
Standard: 4
ASSESSMENT
Extracts information from an interview respondent and reports
details to the class in the target language. Gives opinions about
what is unique/interesting about the interviewee’s responses (2–3
minutes long).
Criteria
- Selects appropriate structures.
- Extracts relevant information.
- Expresses ideas clearly and logically.
- Explains the information.
4.2
Expresses own experiences,
ideas and opinions in social
interactions.
In C KC2
Examples of support are
indicated throughout the
learning descriptors. They are
not exhaustive and could
include:
- vocabulary lists in both
English and the target
language
- comprehensive word
character banks across forms
of the target language
- dictionaries
- flash cards
- model sentences
- grammar/vocabulary grids
- models of stroke
order/number
- photos
- oral models
- oral and written model
dialogues.
POSSIBLE CONCEPT:
Relationships
(family/friends/teams)
35
Learning Area: Languages (non-alpha) Pathway 1A
Possible starting points for planning,
Strand: Communication
programming and assessing
KEY IDEAS
(refer p29 for Primary–Middle Years)
READING
Year 7
Towards Standard 4
Students develop their
capability to interpret meaning
and use the language in new
contexts. They read and
respond to texts to develop
thinking skills and make
connections between ideas as
they analyse information and
share findings with others.
T C KC1 KC2 KC6
relating to Outcome
4.3
•
Reads aloud in the target language, in groups, examples of
texts describing family and/or friends.
•
Follows directions and analyses the texts to find specific
information about people and records examples in a table.
•
Discusses the differences in information recorded (eg
describing family and/or friends).
•
Uses information collected from the texts to insert into a text
template (eg captions on a poster).
•
Summarises, in English, information collected in the target
language.
ASSESSMENT
Reads and reconstructs, in the target language, a text about
family/group of friends of approximately 20 sentences out of
sequence, with pictorial and other support (eg dictionaries,
character chart).
Criteria
- Identifies key points of information.
- Sequences information coherently.
Band: Middle Years
(refer p43 for Middle–Senior Years)
Standard: 4
OUTCOMES
Year 8
Standard 4
•
Distinguishes the purposes of texts by discussing how they
are organised and explains how the format of a text varies
according to purpose (eg reads profiles of two or more
target language families presented in different styles such
as a letter or a magazine article).
•
Compares features of different texts in the target language
by converting the information contained in each into the
contrasted format (eg a letter is converted into a fact file, a
fact file into a letter).
ASSESSMENT
Reads family profiles and answers questions specific to a family
in the target language culture and uses the information extracted
to write a letter in the target language to apply for a future
home-stay in the target language culture, explaining a
preference for one of the host families (approximately 200–300
characters long with word list/dictionary support).
Criteria
- Identifies key points of information.
- Sequences information coherently.
- Uses appropriate letter format.
4.3
Organises and analyses
information in texts to make
decisions.
T KC1
Examples of support are
indicated throughout the
learning descriptors. They are
not exhaustive and could
include:
- vocabulary lists in both
English and the target
language
- comprehensive word
character banks across forms
of the target language
- dictionaries
- flash cards
- model sentences
- grammar/vocabulary grids
- models of stroke
order/number
- photos
- oral models
- oral and written model
dialogues.
POSSIBLE CONCEPT:
Relationships
(family/friends/teams)
36
Learning Area: Languages (non-alpha) Pathway 1A
Possible starting points for planning,
Strand: Communication
programming and assessing
KEY IDEAS
(refer p30 for Primary–Middle Years)
WRITING
Year 7
Towards Standard 4
Students write their own texts
to share information, opinions
and ideas about aspects of
personal and group identity.
Id T C KC2
relating to Outcome
4.4
Band: Middle Years
(refer p44 for Middle–Senior Years)
Writes a series of captions in the target language to
highlight the role of families (eg views images of three
families in the target culture in contrasting contexts).
•
Explores, with the class, possible ways of describing
Chinese/Japanese photos in the target language (eg studies
a selection of Chinese/Japanese family photos).
•
Follows instructions in pairs to create a narrative in the
target language, with items from texts used earlier to
describe an illustration (eg of a target language culture
family or group of friends) and with access to
dictionary/word list/text support.
•
Uses support materials to develop ideas for writing about
people in the target language culture.
•
Develops a storyboard from a photograph to outline an
aspect of life in the target language culture.
•
Writes, in the target language, part of a draft story
composed of approximately 20 sentences (eg about a
photograph) and seeks feedback from peers.
•
Seeks feedback from the teacher about the use of the target
language script and structures.
•
Edits draft using peer and teacher feedback.
Reads aloud to the group own narrative in the target
language.
OUTCOMES
Year 8
Standard 4
•
•
Standard: 4
ASSESSMENT
Constructs their own text introducing themselves and their
family/friends, using appropriate language structures from a
previous reading task (10–15 sentences long).
ASSESSMENT
Uses the draft to write a text to complete a short story about the
people in the chosen photograph and contributes responses to a
class photo album (eg ‘Our families’—30 sentences).
Criteria
- Writes a series of connected sentences in the target
language.
- Sequences sentences coherently.
- Writes words/characters using correct strokes and
components.
Criteria
- Formats a text.
- Uses linking devices to sequence the text fluently.
- Writes words/characters accurately.
- Expresses ideas logically.
- Uses culturally specific language appropriately.
4.4
Conveys personal messages,
and shares information and
experiences with others.
Id T C KC2
Examples of support are
indicated throughout the
learning descriptors. They are
not exhaustive and could
include:
- vocabulary lists in both
English and the target
language
- comprehensive word
character banks across forms
of the target language
- dictionaries
- flash cards
- model sentences
- grammar/vocabulary grids
- models of stroke
order/number
- photos
- oral models
- oral and written model
dialogues.
POSSIBLE CONCEPT:
Relationships
(family/friends/teams)
37
Learning Area: Languages (non-alpha) Pathway 1A
Possible starting points for planning,
Strand: Understanding language
programming and assessing
KEY IDEAS
(refer p31 for Primary–Middle Years)
(refer p45 for Middle–Senior Years)
Year 7
Towards Standard 4
Students explore diverse forms
of communication and use
models to represent and analyse
features of the spoken and
written language, and apply
these in interpreting and
constructing meaning.
In T C KC1 KC2 KC6 KC7
relating to Outcome
4.5
•
Reads and views a range of texts in target language script
that is language appropriate to a particular social situation,
and compiles a list of phrases and sentences containing
context and purpose-specific language (eg phone call,
personal note/text message).
•
Works in pairs, with support from the list of phrases, to
create a storyboard in the target language.
•
Role-plays use of the language items and explains in English
how and why they were chosen.
ASSESSMENT
Adds text to speech bubbles in the target language in a cartoon,
using selections from a list to match with linguistic cue/prompts
in the speech bubbles, explaining the reason for each choice in
English when creating the dialogue.
Criteria
- Identifies the meaning of specific words/phrases.
- Compares language used to English.
- Expresses ideas clearly and logically.
- Relates explanation to features of language.
Band: Middle Years
Standard: 4
OUTCOMES
Year 8
Standard 4
•
Uses language support resources to read a text and discusses
character groups relating to kinship, examining features of
these characters such as radicals (see ‘Structures and
conventions of the writing system’, SACSA Framework
Middle Years p151) and the word order in the target
language.
•
Uses the dictionary to identify and explain other examples of
characters containing the radicals used in kinship terms (see
‘Essential terms’, SACSA Framework Middle Years p131).
•
Works in a group to analyse a text (200 characters) in terms
of the function of words, and compares with other groups
(eg compares charts).
4.5
Identifies and applies patterns
in spoken and written language.
In T C KC1 KC2 KC5
ASSESSMENT
Reads a text about a family, identifies and explains particular
features (eg parts of speech, different writing scripts, Japanese—
radicals, Chinese—particles), answers questions in English about
how and why these are used and makes comparisons with
English, providing their own examples of correct usage in the
target language using dictionary/word list support.
Criteria
- Applies knowledge of the target language.
- Identifies the function and meaning of words and characters.
- Explains identified language concepts and contrasts with
English.
- Writes with relevance to the task.
POSSIBLE CONCEPT:
Relationships
(family/friends/teams)
38
Learning Area: Languages (non-alpha) Pathway 1A
Possible starting points for planning,
Strand: Understanding culture
programming and assessing
KEY IDEAS
(refer p32 for Primary–Middle Years)
(refer p46 for Middle–Senior Years)
Year 7
Towards Standard 4
Students demonstrate
understanding of and respect
for the values and practices of
diverse groups and recognise
the importance of cultural
understandings now and in the
future.
F Id In KC1 KC2
relating to Outcome
4.6
Band: Middle Years
Contributes and records in a class group the behaviour
evident in relationships among people in the target
language culture, such as greetings, formulaic expressions,
and courtesy.
•
Contributes to a class list of what constitutes appropriate
behaviour in varying contexts of personal interactions (eg
meeting people, introducing others, responding to
invitations).
•
Discusses how an understanding of this behaviour can
promote effective and enjoyable interaction for visitors in
those cultures and across cultures.
•
Reads in English a description of appropriate behaviour in
different contexts in the target language culture (eg in a
travel guide such as The lonely planet).
•
Focuses on the relationships between people in the target
language culture (eg by watching a video) and identifies
similarities and differences with their own culture.
•
Reflects on how appropriate behaviour in personal
interaction is affected by cultural parameters and people’s
different interpretations.
•
Role-plays culturally specific vocabulary (eg observed from
a video).
•
•
Explores the ideas of diversity and stereotypes in
relationships and makes comparisons in English with their
own experiences.
Completes a noting guide which records specific items of
cultural significance from a visual resource (eg watches
segments from a film set in China/Japan to view examples of
personal interactions in the target language culture).
•
Compares cultural information gained from the noting guide
with other film portrayals.
Discusses how an English language video/television
program/film might be adapted and presented in
Chinese/Japanese contexts.
OUTCOMES
Year 8
Standard 4
•
•
Standard: 4
ASSESSMENT
Writes a letter home in English giving one example of how
Chinese/Japanese people relate to each other and compares that
to their own experiences, including examples of culturally
specific language (150 words).
ASSESSMENT
Writes advice in English explaining how to interact effectively
and appropriately in the target language culture, making some
reference to comparisons with the Australian context(s)
(minimum 250 words).
Criteria
- Expresses ideas clearly and logically.
- Writes with relevance to the task and audience.
- Refers to specific material/sources.
Criteria
- Uses appropriate examples.
- Expresses ideas clearly and logically.
- Writes with relevance to the task and audience.
- Refers to specific material/sources.
4.6
Identifies references to cultural
identity, values and practices in
texts.
F Id In T KC1
POSSIBLE CONCEPT:
Relationships
(family/friends/teams)
39
Learning Area: Languages (non-alpha) Pathway 1A
Band: Middle–Senior Years (Years 9 and 10)
ASPECTS OF THE ESSENTIAL LEARNINGS DEVELOPED IN THIS BAND
Futures
Learners:
• reflect critically on, and discuss the role of, language and cultural
skills and values in a global context
• develop intercultural language skills.
Identity
Learners:
• refine their use and knowledge of the target language in building
individual and group identity.
Interdependence
Learners:
• recognise the implications for both Australia and the target
language country/countries of global relationships for local
societies
• explore elements of sister city relationships.
Thinking
Learners:
• use metacognitive strategies to analyse the purpose and meaning of
language in relation to its cultural context
• explain their choice of target language structures to meet their own
communication needs
• develop successful strategies to decipher unfamiliar words by
examining their context.
Communication
Learners:
• use the target language to articulate opinions and values
• interact with a wide range of media and address a range of purposes
for target language use
• develop increasing confidence with character recognition, use and
recall.
40
Learning Area: Languages (non-alpha) Pathway 1A
Possible starting points for planning,
Strand: Communication
programming and assessing
KEY IDEAS
(refer p34 for Year 8)
LISTENING
Year 9
Towards Standard 5
Students listen and respond to
texts to analyse and interpret
meanings in diverse media.
They develop thinking skills,
making connections between
ideas, and using processes of
inquiry in seeking solutions to
problems.
In T C KC1 KC2 KC6
relating to Outcome
5.1
KEY TO SYMBOLS
Essential Learnings:
F
Futures
Id
Identity
In
Interdependence
T
Thinking
C
Communication
Key Competencies:
KC1 collecting, analysing
and organising
information
KC2 communicating ideas
and information
KC3 planning and organising
activities
KC4 working with others and
in teams
KC5 using mathematical
ideas and techniques
KC6 solving problems
KC7 using technology
Band: Middle–Senior Years
OUTCOMES
Year 10
Standard 5
•
Listens to and reads model texts in the target language,
using a range of sources (eg native target language
speakers, taped texts, videos, CD-ROM texts) relating details
about individuals and groups.
•
Listens to and reads, in the target language, profiles of
personalities, actual or mythical, and seeks to identify key
words, terms and phrases that describe qualities, features and
characteristics.
•
Listens to, discusses and practises vocabulary and structures
in the target language that explain the appearance and
personality of people.
•
Views images of and listens to significant personalities in
the target language culture and investigates details about
these people, explaining in English what Chinese/Japanese
people find admirable in these people.
•
Listens to phrases in the target language and matches them
with illustrations depicting particular features and qualities
about people.
ASSESSMENT
Listens to a text in the target language describing a person and
responds to true/false questions in the target language, using
responses to write a profile in the target language for a ‘missing
person poster’.
Criteria
- Identifies specific items of information.
- Selects and orders the information.
- Uses connections between ideas.
Standard: 5
•
Identifies, through listening and discussing in the target
language, the characteristics and skills required for
leadership, and records and refines a list into relevant target
language vocabulary and phrases.
•
Develops interview questions in the target language, using
the vocabulary, and conducts interviews with peers about
their understanding of leadership characteristics and skills,
asking respondents to rate their leadership qualities and
skills against the established list.
•
Records and tabulates this information and shares findings
with the class.
5.1
Identifies and analyses key
points of information to form
an opinion.
In T C KC1
Support texts:
- target language speakers
- taped texts
- videos
- CD-ROMS
- word/phrase bank
- internet texts
- dictionary
- model e-mails
- magazines
ASSESSMENT
Listens, in the target language, to two profiles of applicants for
a leadership role (eg team captain, student leader), checks against
the established list (criteria) and uses the information to write a
recommendation in the target language, explaining why each
applicant is recommended or not recommended.
Criteria
- Listens to, selects and orders information from applicants.
- Provides reasons for choice.
- Records ideas clearly and logically in the target language.
POSSIBLE CONCEPT:
Relationships (individuals and
groups outside the family)
41
Learning Area: Languages (non-alpha) Pathway 1A
Possible starting points for planning,
Strand: Communication
programming and assessing
KEY IDEAS
(refer p35 for Year 8)
SPEAKING
Year 9
Towards Standard 5
Students interact to exchange
ideas, information and
opinions, and demonstrate ways
of working toward
collaborative goals.
In C KC2 KC3 KC4
relating to Outcome
5.2
•
Discusses, in the target language, appropriate language
structures and cultural behaviour (eg relating to organising a
social or study arrangement) and develops a word/phrase
bank of useful items.
•
Discusses and designs, in small groups, a storyboard
outlining a collaborative process to organise an event (eg a
social or study arrangement).
•
•
Band: Middle–Senior Years
Creates and rehearses in a group, using the target language,
a role-play (eg organising an event, 2–3 minutes long, with
script as support) and practises posing and responding to
questions to sustain the interaction.
Records (eg using video) the role-play and discusses, in a
group, suggestions for improvement based on a coconstructed evaluation proforma.
ASSESSMENT
Performs the role-play about organising an event in the target
language (2–3minutes) with script as support.
Criteria
- Uses the target language to perform the role-play.
- Uses relevant vocabulary and structures in the target
language to interact appropriately.
- Speaks clearly and accurately.
- Poses and responds to questions to sustain the interaction.
Standard: 5
OUTCOMES
Year 10
Standard 5
•
Discusses and develops, in pairs, 8–10 focus questions that
can be used to research teenage school life in the target
language country.
•
Discusses, using focus questions, a video segment depicting
teenage life in the target language country.
•
Explores, using focus questions, the idea of youth culture
and its relationship to schooling both in Australia and the
target language country.
•
Researches, using focus questions, internet and print texts to
find responses to the questions about teenage life.
•
Uses research results to construct and practise a narrative in
the target language comparing results with their own
experiences of school life, prepares cue cards for oral
presentation and rehearses using the cue cards.
5.2
Works cooperatively to share
information and ideas, and
presents opinions on issues of
interest.
In C KC2 KC4
Support texts:
- target language speakers
- taped texts
- videos
- CD-ROMS
- word/phrase bank
- internet texts
- dictionary
- model e-mails
- magazines
ASSESSMENT
Presents, in pairs, to the group the narrative about school life in
the target language country, using cue cards containing key
words in the target language (5–6 minutes long).
Criteria
- Addresses audience appropriately.
- Expresses opinions with justification.
- Speaks clearly and accurately.
- Expresses ideas logically.
- Refers to research process and product.
POSSIBLE CONCEPT:
Relationships (individuals and
groups outside the family)
42
Learning Area: Languages (non-alpha) Pathway 1A
Possible starting points for planning,
Strand: Communication
programming and assessing
KEY IDEAS
(refer p36 for Year 8)
READING
Year 9
Towards Standard 5
Students analyse and interpret
meanings in texts. They make
connections between ideas and
perspectives, and extend their
knowledge of how meaning is
expressed in culturally specific
ways.
In T C KC1 KC2 KC6
relating to Outcome
5.3
•
Identifies and discusses, as a class group, culturally specific
language and behaviour that make up a particular social
interaction (eg purchasing an item in a shop).
•
Organises cue cards describing that interaction in the target
language, each card containing a part of the tableau,
supported by word lists, a dictionary and visual resources.
•
Reads aloud the cue cards in the target language in
sequence.
•
Explains, in English, the meaning of the text from the cue
cards.
•
Reads and answers written questions about the text from the
cue cards, in the target language.
ASSESSMENT
Reconstructs the correct sequence of an event described using the
target language to answer a question about the main purpose of
the text (eg discovers ‘who did it’, or who saw something, met
someone, or likes something), and communicates their response
in writing using the target language (250–300 characters).
Criteria
- Identifies the main ideas in the text.
- Explains the purpose of the text.
Band: Middle–Senior Years
Standard: 5
OUTCOMES
Year 10
Standard 5
•
Reads in a group, in the target language, a short tale or
extract from a story and identifies unfamiliar items.
•
Reads and analyses the text using linguistic support (eg
dictionary, word list) and compares features in the target
language with similar texts in English.
•
Discusses in English how the text is organised to convey
meaning (eg titles, topic sentences, paragraphing, the use of
complication and resolution).
•
Reads a jumbled series of extracts from a story in the target
language, minus the start and finish (eg folk tale, recount,
narrative).
•
Paraphrases the story in English.
5.3
Synthesises key points of
information in texts to form an
opinion on an issue.
T KC1
Support texts:
- target language speakers
- taped texts
- videos
- CD-ROMS
- word/phrase bank
- internet texts
- dictionary
- model e-mails
- magazines
ASSESSMENT
Indicates how the story could be constructed by ordering the
sentences, and then writes a beginning and an ending in the
target language to complete the piece.
Criteria
- Deciphers unfamiliar items.
- Identifies the sequence of events.
- Synthesises information within the text to complete it.
POSSIBLE CONCEPT:
Relationships (individuals and
groups outside the family)
43
Learning Area: Languages (non-alpha) Pathway 1A
Possible starting points for planning,
Strand: Communication
programming and assessing
KEY IDEAS
(refer p37 for Year 8)
WRITING
Year 9
Towards Standard 5
Students write their own texts
to apply knowledge and
understanding of the writing
system and to present ideas and
provide personal reflections in
new contexts.
Id T C KC1 KC2 KC6
relating to Outcome
5.4
•
* See cultural aspects Japanese
p73, Chinese p70.
Year 10
Standard 5
•
Explores and records language and cultural items*C relevant
to visiting a sister school in the target language country.
•
•
Identifies specific features of a letter of application in the
target language (eg in pairs, whole class).
Examines models of e-mails and note texts in the target
language.
•
•
Drafts a letter of application explaining why the writer is the
most suitable applicant to represent the school.
Writes in English a procedure of how to write notes and
e-mails in the target language and asks a peer to read and
follow the instructions and give feedback on the quality of
the procedure.
•
Practises writing e-mails and notes in the target language by
selecting language items and inserting into blanks in a
variety of models.
•
Writes an e-mail in the target language applying
conventions.
Criteria
- Uses models of appropriate text and format conventions.
- Expresses ideas logically and clearly.
- Orders words correctly.
- Writes characters correctly.
- Corresponds appropriately and effectively.
Standard: 5
OUTCOMES
Identifies examples from texts of people making
arrangements and reflects on the use of negotiation,
persuasion, qualification and courtesy in making
arrangements.
ASSESSMENT
Writes an e-mail/note to make arrangements in the target
language where a number of options are considered and provides
a hard copy of the e-mail/note.
C
Band: Middle–Senior Years
•
Reflects on and edits the draft letter and refines it using
available resources.
•
Reads the work of a peer and gives feedback.
5.4
Conveys personal experiences
and opinions, and describes
people, places and events.
Id T C KC2
Support texts:
- target language speakers
- taped texts
- videos
- CD-ROMS
- word/phrase bank
- internet texts
- dictionary
- model e-mails
- magazines
ASSESSMENT
Writes a letter of application in the target language (40
sentences) to represent the school as an exchange student in
China or Japan (could link with understanding culture strand
learning descriptors on p46).
Criteria
- Uses appropriate text and format conventions.
- Expresses ideas logically and clearly.
- Varies structures and vocabulary.
- Writes characters correctly.
- Uses connecting devices.
POSSIBLE CONCEPT:
Relationships (individuals and
groups outside the family)
44
Learning Area: Languages (non-alpha) Pathway 1A
Possible starting points for planning,
Strand: Understanding language
programming and assessing
KEY IDEAS
(refer p38 for Year 8)
•
•
•
Reads and understands words in the target language that
indicate tense (eg reads texts with selected items of
vocabulary removed and chooses one of two words from a
list of past time/present time words to complete the text so
that it has consistent meaning).
Uses dictionary and word list support in the target language
to assist in making choices.
Explains the language choices in the target language in
terms of the meaning of the text.
ASSESSMENT
Compares two versions of a text in the target language,
identifies the areas of difference, lists them and explains the use
of each item and selects among the items to complete a short text,
explaining in English the reasons for each of the choices.
Criteria
- Identifies the meaning of specific words/phrases.
- Uses knowledge of patterns to select correct items.
- Chooses the appropriate words to make meaning.
- Compares language used to their own first language
experience.
- Expresses ideas clearly and logically.
- Writes with relevance to the task.
Standard: 5
OUTCOMES
Year 9
Towards Standard 5
Students recognise the systemic
nature of language by analysing
connections within the
grammatical and writing
systems, and applying these in
their own learning.
In T C KC1 KC6
relating to Outcome
5.5
Band: Middle–Senior Years
Year 10
Standard 5
•
Recognises appropriate use of the target language in similar
types of texts and uses language support resources to analyse
the texts.
•
Explores differences between the texts and suggests reasons
for differences in vocabulary, structure, purpose and
meaning.
•
Writes texts based on the structures of those analysed using
selected topics, issues or events.
5.5
Applies knowledge of language
to analyse and describe patterns
in the spoken and written
language.
In T C KC1
Support texts:
- target language speakers
- taped texts
- videos
- CD-ROMS
- word/phrase bank
- internet texts
- dictionary
- model e-mails
- magazines
ASSESSMENT
Reads a text in the target language written by a peer and
provides constructive feedback in the target language,
reinforcing positive aspects of the text and providing suggestions
for improvement; and explains in English the reasons for any
changes. Uses dictionary and text support for reading and giving
feedback.
Criteria
- Applies knowledge of language.
- Demonstrates an ability to apply structures.
- Expresses ideas clearly and logically.
- Writes with relevance to the task.
POSSIBLE CONCEPT:
Relationships (individuals and
groups outside the family)
45
Learning Area: Languages (non-alpha) Pathway 1A
Possible starting points for planning,
Strand: Understanding culture
programming and assessing
KEY IDEAS
(refer p39 for Year 8)
Year 10
Standard 5
•
Explores the language of social interaction.
•
•
Views five scenes depicting people from the target
language culture relating in authentic contexts (eg a
classroom, family occasion, work, shopping, leisure).
Discusses the qualities and skills needed for an extended
stay in the target language country.
•
Develops insights into visiting the target language country
through a range of media (eg through guest speakers,
film/video, books/magazines, the internet) and gains critical
understanding about relating to others in another cultural
context.
•
Reads the applications of students to represent the school on
exchange to the sister school (see the learning descriptors for
writing on p44).
•
Chooses three applications in terms of their capacity to best
meet the cultural and linguistic demands of a visit to the
target language country.
•
Prepares questions about the scenes (eg uses a question
matrix).
•
Analyses the scenes for their cultural context and content and
discusses the communication protocols for particular
relationships (eg between friends, in particular age groups,
between same and different gender).
•
Writes appropriate captions in the target language that
convey ideas about suitable language in each situation
depicted in the scenes.
Standard: 5
OUTCOMES
Year 9
Towards Standard 5
Students recognise connections
between identity and cultural
values, and how these are
expressed in language. They
develop an awareness that texts
are socially constructed in
response to the needs of
specific groups in particular
times and places.
F Id In T KC1 KC2
relating to Outcome
5.6
Band: Middle–Senior Years
ASSESSMENT
Explains the social interaction in a selected scene from the target
language culture through an oral presentation in English, refers
to examples of appropriate language in the target language and
makes comparisons with a similar social interaction in Australia.
ASSESSMENT
Writes recommendations in English explaining the choices of
applicants, making reference to the relevant cultural knowledge
and understandings and intercultural communication skills (500
words).
Criteria
- Shows an understanding of the nature of the social
interaction.
- Uses specific language correctly.
- Contrasts the behaviour and values revealed with their own
context.
- Gives reasons to account for behaviour and values.
- Expresses ideas clearly and logically.
Criteria
- Describes categories of interpersonal cultural behaviour.
- Explains the appropriate values and behaviour required.
- Explains how appropriate behaviour in the target language
country is reflected in the applications.
- Expresses ideas clearly and logically.
- Writes with relevance to the task and audience.
- Refers to specific material/sources.
5.6
Recognises and responds to
representations of cultural
identity, values and practices in
text.
F Id In T KC2
Support texts
- target language speakers
- taped texts
- videos
- CD-ROMS
- word/phrase bank
- internet texts
- dictionary
- model e-mails
- magazines
POSSIBLE CONCEPT:
Relationships (individuals and
groups outside the family)
46
Learning Area: Languages (non-alpha) Pathway 1B
Band: Middle Years (Years 8 and 9)
ASPECTS OF THE ESSENTIAL LEARNINGS DEVELOPED IN THIS BAND
Futures
Learners:
• develop an awareness of language learning as a valuable pathway
for understanding and acting in a diverse world.
Identity
Learners:
• acknowledge the role of language in forming personal and group
identity
• appreciate their own language and culture and expand their
understanding and acceptance of the language and culture of others.
Interdependence
Learners:
• recognise the interdependence of text and context, and language and
culture
• understand the role of language and culture in maintaining
relationships and in working towards shared goals.
Thinking
Learners:
• develop metacognitive skills to access the structure and meaning of
the target language
• understand how to accomplish a particular task and sequence of
learning in the target language
• take responsibility for their own learning.
Communication
Learners:
• continue to develop an ability for establishing interaction and
exchanging information in the target language and in a growing
range of contexts
• develop an understanding of the writing process
• approach the writing process with growing confidence.
47
Learning Area: Languages (non-alpha) Pathway 1B
Possible starting points for planning,
Strand: Communication
programming and assessing
KEY IDEAS
LISTENING
Year 8
Standard 4
Students listen to and interact
with others to make meaning
and learn about the target
language. They collect and
organise information, and share
findings with others.
T C In KC1 KC2 KC6
relating to Outcome
4.1
Students listen and respond to
texts to interpret meaning and
extend their knowledge of the
language in new contexts. They
develop thinking skills, making
connections between ideas, and
using processes of inquiry in
seeking solutions to problems.
In T KC2 KC6
relating to Outcome
5.1
•
Participates in use of the target language by listening and
responding to questions eliciting details about themselves
(eg name, age, general appearance, family members, school,
address, nationality/ethnicity).
•
Listens to spoken introductions in the target language (eg
listens to audio materials and checks against the script).
•
Identifies words and sentences in spoken texts in the target
language (eg ticks the correct items in a list that corresponds
to each speaker’s introduction).
•
Explores, in a small group, suitable models for introductions
in the target language.
•
Listens to peers making introductions in the target language
(eg in pairs uses the models developed in groups).
•
Seeks and gives feedback on accuracy and pronunciation for
making introductions in the target language (eg in pairs).
ASSESSMENT
Listens to four self-introduction texts in the target language and
records personal details about each speaker on a chart.
Criteria
- Identifies, through listening, specific target language words
and phrases.
- Recognises and uses specific target language words and
phrases.
Band: Middle Years
Standards: 4 & 5
(refer p55 for Year 10)
OUTCOMES
Year 9
Towards Standard 5
•
Discusses and records language used in describing people
physically in the target language (eg height, size, build,
hairstyle and colour, facial features, complexion, clothing).
•
Prepares a detailed physical description, in the target
language, of a peer in the class group.
•
Listens to the physical description of a class member, in the
target language, and decides which person matches a
description.
4.1
Identifies key ideas in texts to
collaborate in activities and
share meaning with others.
In T C KC1
5.1
Makes connections between the
main ideas and supporting
detail in texts to make
decisions.
In T C KC1
KEY TO SYMBOLS
Essential Learnings:
F
Futures
Id
Identity
In
Interdependence
T
Thinking
C
Communication
ASSESSMENT
Views an illustration containing 4–5 images of people, listens to
text in the target language describing one of the people, and
identifies which person is being described, explaining reasons for
choice in English and referring to key items of the target
language aural text.
Criteria
- Identifies key items of information in the target language
describing people’s physical features.
- Uses key items in target language aural text to explain
choice.
- Expresses knowledge of the target language clearly and
logically.
Key Competencies:
KC1 collecting, analysing
and organising
information
KC2 communicating ideas
and information
KC3 planning and organising
activities
KC4 working with others and
in teams
KC5 using mathematical
ideas and techniques
KC6 solving problems
KC7 using technology
POSSIBLE CONCEPT:
Identity
48
Learning Area: Languages (non-alpha) Pathway 1B
Possible starting points for planning,
Strand: Communication
programming and assessing
KEY IDEAS
SPEAKING
Year 8
Standard 4
Students engage in interactions
in familiar settings to share
meaning and to explore the
different purposes of
communication.
Id C KC2
relating to Outcome
4.2
Students engage in
conversations, demonstrating
appropriate ways of
establishing and maintaining
relationships, and interacting
with others in diverse cultural
settings.
In C KC2 KC4
relating to Outcome
5.2
Band: Middle Years
Standards: 4 & 5
(refer p56 for Year 10)
Year 9
Towards Standard 5
•
Views and listens to people who are using the target
language to introduce themselves.
•
Constructs a group glossary in the target language (eg a
clothing glossary), using a range of support materials.
•
Identifies and discusses the language and cultural items used
in a self-introduction in the target language and the
appropriate structures used (eg formulaic language).
•
Views and discusses examples of national costumes from the
target language country (eg costumes for sporting events).
•
•
Identifies target language items that are used for selfintroduction and practises speaking the items (eg with a
partner).
Designs collaboratively a suitable national costume to
represent the target language country (eg at the Olympic
Games) and develops labels in the target language.
•
Uses support materials of the identified vocabulary and
language structures to develop a mind-map model and plans
a self-introduction to the group in the target language, using
cue cards containing key question words and vocabulary
items.
•
Practises presentation of a self-introduction in the target
language with peers and seeks feedback, reflecting on the
presentation using the feedback to improve it.
OUTCOMES
•
Models and/or exhibits the created national costume of the
target language country and discusses it using English and
the target language.
•
Practises describing the national costume orally in the target
language and further explores vocabulary and structures that
can be used to describe the attire.
•
Develops and uses agreed class criteria to select the most
suitable creation, giving reasons for the choice.
ASSESSMENT
Presents the self-introduction in the target language to the whole
group, using cue cards containing key question words and
vocabulary items (8–10 sentences).
ASSESSMENT
Prepares and orally presents, in the target language, a
description of the selected creation and provides reasons, based
on the agreed criteria, for the choice (2–3 minutes long).
Criteria
- Uses appropriate structures of self-introduction.
- Expresses ideas clearly.
- Uses correct pronunciation.
- Uses cue cards appropriately for support.
Criteria
- Uses target language model structures to express ideas.
- Expresses ideas clearly in the target language.
- Uses language items accurately.
- Demonstrates correct pronunciation in the target language.
- Engages audience’s interest.
4.2
Builds relationships and
presents information in social
interactions.
In C KC1 KC4
5.2
Works cooperatively to share
ideas and opinions with others.
In C KC2
Support texts:
- target language speakers
- taped texts
- videos
- CD-ROMS
- word/phrase bank
- internet texts
- dictionary
- model e-mails
- magazines
POSSIBLE CONCEPT:
Identity
49
Learning Area: Languages (non-alpha) Pathway 1B
Possible starting points for planning,
Strand: Communication
programming and assessing
KEY IDEAS
READING
Year 8
Standard 4
Students view, read and interact
with texts to interpret meaning
in familiar contexts.
T C KC1 KC2
relating to Outcome
4.3
Students develop their
capability to interpret meaning
and use language in new
contexts. They read and
respond to texts to develop
thinking skills, and make
connections between ideas as
they analyse information and
share findings with others.
T C KC1 KC2 KC6
relating to Outcome
5.3
•
Reads a series of vocabulary items in the target language
about people and categorises these words (eg nationality,
appearance, likes, age, telephone number).
•
Uses the categories of information about people to write and
then read a description of a person in the target language.
•
Reads two short texts in the target language that describe
people (eg diary, journal, postcard, letter) and reflects on the
ways in which information is conveyed.
•
Discusses texts, using target language support materials (eg
textbook, dictionary, word list), to clarify the structure and
function of the words in sentences.
•
Answers questions in English about the content of the target
language texts.
•
Sketches and labels, in English, people described in the
target language.
ASSESSMENT
Reads two profiles of people in the target language (12–15
sentences) and answers questions in the target language
prepared by the teacher about their identity (eg age, status,
appearance, likes, dislikes, nationality, name, telephone number)
and uses the information to select which person matches all the
criteria for an activity or role (eg on a proforma).
Criteria
- Reads and identifies key points of information accurately in
the target language.
- Reads and uses information in the target language to
complete a form.
Band: Middle Years
Standards: 4 & 5
(refer p57 for Year 10)
OUTCOMES
Year 9
Towards Standard 5
•
Identifies in texts language items in the target language that
are appropriate to descriptions (eg mind-maps:
adjectives/stative verbs—colour, size, appearance;
modifiers—extent/degree; nouns—clothes, body parts).
•
Chooses language items from a list provided in the target
language to complete written descriptions.
•
Reads captions in the target language describing
illustrations of people and places and uses support materials
to match captions to the illustrations.
ASSESSMENT
Reads a text in the target language describing a missing or
wanted person or alien life form, creates an identikit by sketching
details of the person and labelling/listing relevant features as
extracted from the text (could be linked to writing task), and
views the product of a peer and completes a feedback sheet.
Criteria
Identifies key points of descriptive information about an
individual.
- Applies information correctly.
4.3
Searches for information to
collaborate in activities and
share meaning with others.
T KC1
5.3
Organises and analyses
information in texts to make
decisions.
T KC1
Support texts:
- target language speakers
- taped texts
- videos
- CD-ROMS
- word/phrase bank
- internet texts
- dictionary
- model e-mails
- magazines
-
POSSIBLE CONCEPT:
Identity
50
Learning Area: Languages (non-alpha) Pathway 1B
Possible starting points for planning,
Strand: Communication
programming and assessing
KEY IDEAS
WRITING
Year 8
Standard 4
Students begin to write their
own texts, with support, to
communicate ideas and explore
different forms of
communication.
T C KC2
relating to Outcome
4.4
Students write their own texts
to share information, opinions
and ideas about aspects of
personal and group identity.
Id T C KC2
relating to Outcome
5.4
•
Discusses the format that applies to English letter writing.
•
Writes the missing parts in a model letter in the target
language with reference to support materials.
•
Compares with two or three other learners the finished letter
and discusses the variation in products.
•
Explores the structure of the model letter in the target
language and answers, in writing, questions in English that
elicit features of the written text.
•
Explores the use of letter templates in the target language
(eg a proforma or word processor template).
•
Uses a model letter in the target language to plan, draft and
edit a letter about themselves, including a photograph, and
sends it.
•
Analyses the letter of response received in the target
language and, with support, translates it into English.
•
Drafts a handwritten reply in the target language (15
sentences), seeking peer feedback and editing draft.
ASSESSMENT
Uses the draft outlined above to write the letter of reply using the
target language (50–100 characters) on a word processor or by
handwriting on squared character paper.
Criteria
- Uses target language letter format.
- Selects characters correctly on the computer or by
handwriting and writes characters/script accurately.
- Expresses ideas coherently.
- Applies sentence patterns correctly.
Band: Middle Years
Standards: 4 & 5
(refer p58 for Year 10)
OUTCOMES
Year 9
Towards Standard 5
•
Makes notes about sentences and vocabulary in the target
language in relation to format and structure, using the model
text (eg about a person) as a reference.
•
Compiles a list in the target language, detailing structures
and vocabulary drawn from the notes.
•
Selects an image from electronic print sources of a wellknown person in the target language culture and drafts a
description in the target language, using the reference notes
and vocabulary list as support materials.
•
Edits the description with peer and text support, ready for
inclusion in a class book.
ASSESSMENT
Writes a profile of the selected target language culture
personality in approximately 100–150 characters.
Criteria
- Uses appropriate text in the target language and format
conventions (eg paragraphing).
- Sequences sentences appropriately.
- Writes script correctly in the target language.
- Organises ideas logically.
- Writes with relevance to the task and audience.
4.4
Writes personal messages to
convey information to others.
Id T C KC2
5.4
Conveys personal messages,
and shares information and
experiences with others.
Id T C KC2
Support texts:
- target language speakers
- taped texts
- videos
- CD-ROMS
- word/phrase bank
- internet texts
- dictionary
- model e-mails
- magazines
POSSIBLE CONCEPT:
Identity
51
Learning Area: Languages (non-alpha) Pathway 1B
Possible starting points for planning,
Strand: Understanding language
programming and assessing
KEY IDEAS
Students explore diverse forms
of communication, and use
models to represent and analyse
features of the spoken and
written language, and apply
these in interpreting and
constructing meaning.
In T C KC1 KC2 KC6 KC7
relating to Outcome
5.5
Standards: 4 & 5
(refer p59 for Year 10)
Year 8
Standard 4
Students learn to appreciate
diversity in language systems,
and to identify patterns and
reflect on concepts in
grammatical and writing
systems. They learn how
language can be used for
exchanging meaning and for
learning, and as the medium
through which knowledge and
values develop, and future
possibilities are expressed.
F T C KC5
relating to Outcome
4.5
Band: Middle Years
Year 9
Towards Standard 5
•
Collects, organises and records information about the
structure and features of alphabetic and non-alphabetic
writing systems, writing techniques, styles and the origin and
development of these systems.
•
Reads a series of sentences in the target language that apply
model patterns and key characters/vocabulary and explores
details of sentence structure and key features of script (eg
frequently used characters/words).
•
Investigates the writing systems in the target language.
•
•
Prepares advice about the features of the target language
script with samples and explains how to identify sound and
meaning by providing specific examples.
Identifies features of these target language model sentence
patterns, such as word order and word usage, significant
character components, use of script types and parts of speech
(eg answers questions in English about the way in which
components of the script and the sentences are used).
•
Prepares, in the target language, examples of text script
construction, use and development (eg a brochure,
wallchart).
•
Makes comparisons with English about word order in the
target language model sentence patterns.
•
Shares their understanding of the target language writing
system, in English, with the other students in the class.
ASSESSMENT
Writes a report in English (250–300 words) to explain how the
non-alphabetic writing systems developed and how they are
organised (eg characters, strokes, radicals, stroke order, word
formation, hiragana/pinyin) and compares these systems with the
formation and function of alphabetic script, referring to examples
identified through research and analysis.
Criteria
- Compares alphabetic with non-alphabetic scripts.
- Indicates principles of non-alphabetic script formation (eg
stroke order, radicals).
- Explains the structures and features of the non-alphabetic
writing system.
OUTCOMES
4.5
Identifies and describes patterns
and features of the language
and compares how meanings
are expressed across languages.
In T C KC1 KC2 KC5
5.5
Analyses and applies patterns
in spoken and written language.
In T C KC1 KC2 KC5
ASSESSMENT
Reads a series of 15–20 sentences in the target language and
identifies key parts of the sentence structures, making
comparisons with English usage.
Criteria
- Identifies the function of words and characters in the target
language.
- Applies models of sentences and script correctly.
- Uses knowledge of language structure to move between the
target language and English.
POSSIBLE CONCEPT:
Identity
52
Learning Area: Languages (non-alpha) Pathway 1B
Possible starting points for planning,
Strand: Understanding culture
programming and assessing
KEY IDEAS
Students demonstrate
understanding and respect for
the values and practices of
diverse groups and recognise
the importance of cultural
understandings now and in the
future.
F Id In KC1 KC2
relating to Outcome
5.6
Standards: 4 & 5
(refer p60 for Year 10)
Year 8
Standard 4
Students identify connections
between cultural values and
practices and language use.
They explore relationships
between individuals, families
and communities and concepts
of identity in diverse cultural
settings.
Id In KC1
relating to Outcome
4.6
Band: Middle Years
Year 9
Towards Standard 5
•
Examines the language of family in the target language
culture (eg kinship terms, status, occupation) and indicates
understanding of these (eg labels speech bubbles in the
target language in an illustration).
•
Listens, reads and views a range of texts and images in the
target language depicting aspects of family life in the
target language culture and records findings.
•
Explores depictions of target language culture family life
through visual media and print text in English (eg views a
feature film or documentary).
•
Demonstrates understanding about characteristics of target
language culture family life (eg reports about parental roles,
sibling relationships).
Explores how representations of costume can be used to
create cultural stereotypes (eg in advertising, historical
representations, fiction, film) and records examples.
•
Compares examples of traditional and contemporary target
language cultural dress with dress in Australia, uses the
target language to record comparisons, and explains to the
class group the contrasts and similarities between the target
language and English descriptions.
•
•
Develops a matrix of 8–10 questions in English to guide a
comparative inquiry about family life in the target language
country with Australian family life and uses electronic and
print resources to access, record and report information.
OUTCOMES
•
Reads and views information in the target language about
traditional and modern dress in the target language country
(eg works in a small team using print and electronic media).
•
Develops a word list about traditional and modern dress in
the target language culture in order to label each item in the
target language.
•
Explores the structure—radicals/components/pictorial—and
use of script when researching traditional and modern dress
in the target language culture.
ASSESSMENT
Writes an essay in English using the computer to explain the
similarities and differences discovered about family life in the
Australian context compared with that in the target language
country, demonstrating understanding through reference to
specific examples (250–300 words).
ASSESSMENT
Prepares a page for inclusion in a class magazine describing two
distinct styles of clothing worn in the target language country
(eg associated with school, a festival, work, a wedding), and
writes the magazine article in the target language in 100–150
characters, with relevant illustrations and labels.
Criteria
- Compares and contrasts family life in Australia with that in
the target language country.
- Develops appropriate questions to investigate family
relationships.
- Expresses understanding of family values and behaviour.
Criteria
- Uses appropriately the target language specific to a topic.
- Organises and records ideas clearly and logically.
- Explains concepts of change over time and context.
4.6
Identifies and compares how
significant cultural practices are
expressed across cultures.
F Id In KC1
5.6
Identifies references to cultural
identity, values and practices in
texts.
F Id In T KC1
POSSIBLE CONCEPT:
Identity
53
Learning Area: Languages (non-alpha) Pathway 1B
Band: Middle Years (Year 9) and Senior Years (Year 10)
ASPECTS OF THE ESSENTIAL LEARNINGS DEVELOPED IN THIS BAND
Futures
Learners:
• recognise the connections between cultures and use these to
transform their own world view in terms of future possibilities
• recognise the role of technology in making the target language and
cultures more accessible.
Identity
Learners:
• integrate knowledge of the target language culture to enrich and
extend their own cultural identity.
Interdependence
Learners:
• understand the role of language and culture in building and
maintaining global societies
• acknowledge the role of practices, values and behaviours in all
cultures.
Thinking
Learners:
• develop and use metacognitive strategies to analyse the purpose and
meaning of language.
Communication
Learners:
• communicate effectively and appropriately in the target language
with a range of audiences in a range of media
• use the target language for self-expression, establishing and
maintaining relationships and exchanging information
• increase their level of familiarity with common characters
• read and produce a greater variety of text types using more
sophisticated language structures.
54
Learning Area: Languages (non-alpha) Pathway 1B
Possible starting points for planning,
Strand: Communication
programming and assessing
KEY IDEAS
(refer p48 for Year 8)
LISTENING
Year 9
Towards Standard 5
Students listen and respond to
texts to interpret meaning and
extend their knowledge of the
language in new contexts. They
develop thinking skills, making
connections between ideas, and
using processes of inquiry in
seeking solutions to problems.
In T KC2 KC6
relating to Outcome
5.1
KEY TO SYMBOLS
Essential Learnings:
F
Futures
Id
Identity
In
Interdependence
T
Thinking
C
Communication
Key Competencies:
KC1 collecting, analysing
and organising
information
KC2 communicating ideas
and information
KC3 planning and organising
activities
KC4 working with others and
in teams
KC5 using mathematical
ideas and techniques
KC6 solving problems
KC7 using technology
Band: Middle–Senior Years
•
Discusses and records language used in describing people
physically in the target language (eg height, size, build,
hairstyle and colour, facial features, complexion, clothing).
•
Prepares a detailed physical description, in the target
language, of a peer in the class group.
•
Listens to the physical description of a class member in the
target language and decides which person matches the
description.
Standard: 5
OUTCOMES
Year 10
Standard 5
•
Revises and discusses language items in the target language
relevant to movement, location, direction and orientation.
•
Listens to short phrases in the target language describing
position and location of objects and people and demonstrates
understanding by indicating positions and locations on a
chart.
•
Listens to an account of a journey and answers oral
questions in the target language about the locations and
spatial relationships.
•
Listens to peers giving directions, in the target language, to
locations on a map (eg in pairs).
ASSESSMENT
Views an illustration containing 4–5 images of people, listens to
text in the target language describing one of the people, and
identifies which person is being described, explaining reasons for
choice in English and referring to key items of the target
language aural text.
ASSESSMENT
Listens to an account in the target language of a day out in a
neighbourhood in the target language country, marking in
sequence the locations visited; names them in the target
language; and writes a short account in English recounting the
places visited.
Criteria
- Identifies key items of information in the target language
describing people’s physical features.
- Uses key items in target language aural text to explain
choice.
- Expresses knowledge of the target language clearly and
logically.
Criteria
- Identifies key items of information in the target language
relevant to movement, location, direction and orientation.
- Indicates correct sequence of locations visited.
- Recounts the sequence accurately in English.
5.1
Makes connections between the
main ideas and supporting
detail in texts to make
decisions.
In T C KC1
Support texts:
- target language speakers
- taped texts
- videos
- CD-ROMS
- word/phrase bank
- internet texts
- dictionary
- model e-mails
- magazines
POSSIBLE CONCEPT:
Identity
55
Learning Area: Languages (non-alpha) Pathway 1B
Possible starting points for planning,
Strand: Communication
programming and assessing
KEY IDEAS
(refer p49 for Year 8)
SPEAKING
Year 9
Towards Standard 5
Students engage in
conversations, demonstrating
appropriate ways of
establishing and maintaining
relationships, and interacting
with others in diverse cultural
settings.
In C KC2 KC4
relating to Outcome
5.2
Band: Middle–Senior Years
•
Constructs a group glossary in the target language (eg a
clothing glossary), using a range of support materials.
•
Views and discusses examples of national costumes from the
target language country (eg costumes for sporting events).
•
Designs collaboratively a suitable national costume to
represent the target language country (eg at the Olympic
Games) and develops labels in the target language.
OUTCOMES
Year 10
Standard 5
•
Discusses in English the purpose and structure of speeches.
•
Listens to or views a sample speech in the target language
and discusses structure and content in a group (eg a speech
about an aspect of school life in the target language
country).
•
Practises, in the target language, language appropriate to
giving speeches, using a list of model patterns.
•
Models and/or exhibits the created national costume of the
target language country and discusses it using English and
the target language.
•
Selects language items in the target language and follows
directions to prepare a speech using cue cards (eg describing
school life in Australia).
•
Practises describing the national costume orally in the target
language and further explores vocabulary and structures that
can be used to describe the attire.
•
Rehearses, using cue cards, a speech in the target language
to give to an assembly at a host school in the target
language country.
•
Develops and uses agreed class criteria to select the most
suitable creation, giving reasons for the choice.
•
Considers feedback from peers following the speech
rehearsal, in order to improve it.
ASSESSMENT
Prepares and orally presents, in the target language, a description
of the selected creation and provides reasons, based on the agreed
criteria, for the choice (2–3 minutes in long).
Criteria
- Uses target language model structures to express ideas.
- Expresses ideas clearly in the target language.
- Uses language items accurately.
- Demonstrates correct pronunciation in the target language.
- Engages audience’s interest.
Standard: 5
5.2
Works cooperatively to share
ideas and opinions with others.
In C KC2
Support texts:
- target language speakers
- taped texts
- videos
- CD-ROMS
- word/phrase bank
- internet texts
- dictionary
- model e-mails
- magazines
ASSESSMENT
Delivers a class speech (2–3 minutes long), in the target
language, about school life in Australia, with cue card support.
Criteria
- Addresses audience appropriately.
- Uses appropriate target language format.
- Expresses ideas logically.
- Engages the audience.
- Applies models of the target language accurately.
- Demonstrates control of target language pronunciation.
POSSIBLE CONCEPT:
Identity
56
Learning Area: Languages (non-alpha) Pathway 1B
Possible starting points for planning,
Strand: Communication
programming and assessing
KEY IDEAS
(refer p50 for Year 8)
READING
Year 9
Towards Standard 5
Students develop their
capability to interpret meaning
and use the language in new
contexts. They read and
respond to texts to develop
thinking skills, and make
connections between ideas as
they analyse information and
share findings with others.
T C KC1 KC2 KC6
relating to Outcome
5.3
Band: Middle–Senior Years
•
Identifies in texts language items in the target language that
are appropriate to descriptions (eg mind-maps:
adjectives/stative verbs—colour, size, appearance;
modifiers—extent/degree; nouns—clothes, body parts).
•
Chooses language items from a list provided in the target
language to complete written descriptions.
•
Reads captions in the target language describing
illustrations of people and places and uses support materials
to match captions to the illustrations.
ASSESSMENT
Reads a text in the target language describing a missing or
wanted person or alien life form, creates an identikit by sketching
details of the person and labelling/listing relevant features as
extracted from the text (could be linked to a writing task), and
views the product of a peer and completes a feedback sheet.
Criteria
- Identifies key points of descriptive information about an
individual.
- Applies information correctly.
Standard: 5
OUTCOMES
Year 10
Standard 5
•
Reads an example of a school timetable from the target
language country and compares it with their own school
timetable.
•
Completes their own timetable proforma in the target
language.
•
Uses their own school timetable as a basis to interview a
peer in the target language.
•
Researches, using a range of English and target language
print and electronic materials, school physical environments,
school life and school routines in the target language
country; and records and reports relevant details.
•
Reads and practises, in the target language, items relating
to time and routine associated with school life in the target
language country and Australia.
5.3
Organises and analyses
information in texts to make
decisions.
T KC1
Support texts:
- target language speakers
- taped texts
- videos
- CD-ROMS
- word/phrase bank
- internet texts
- dictionary
- model e-mails
- magazines
ASSESSMENT
Reads an account, in the target language, of a school day in the
target language country and completes a timetable of school
routine (eg subjects, extra-curricular activities, rest period),
answers 8–10 questions in the target language about aspects of
the school day, and uses the information to prepare an oral
presentation in English comparing target language culture and
Australian contexts. Explains and justifies preferences.
Criteria
- Identifies key points of information about school routines in
the target language country.
- Infers meaning from contextual clues and uses relevant
information to answer questions in the target language.
- Makes comparisons between the target language country
and Australian contexts, based on information read in the
target language.
POSSIBLE CONCEPT:
Identity
57
Learning Area: Languages (non-alpha) Pathway 1B
Possible starting points for planning,
Strand: Communication
programming and assessing
KEY IDEAS
(refer p51 for Year 8)
WRITING
Year 9
Towards Standard 5
Students write their own texts
to share information, opinions
and ideas about aspects of
personal and group identity.
Id T C KC2
relating to Outcome
5.4
•
Makes notes about sentences and vocabulary in the target
language in relation to format and structure, using a written
or aural text (eg about a person) as a reference.
•
Compiles a list in the target language, detailing structures
and vocabulary drawn from the notes.
•
Selects an image from electronic print sources of a wellknown person in the target language culture and drafts a
description in the target language, using the reference notes
and vocabulary list as support materials.
•
Band: Middle–Senior Years
Criteria
- Uses appropriate text in the target language and format
conventions (eg paragraphing).
- Sequences sentences appropriately.
- Writes script correctly in the target language.
- Organises ideas logically.
- Writes with relevance to the task and audience.
OUTCOMES
Year 10
Standard 5
•
Clarifies the structure of letter writing, appropriate to the
intended audience.
•
Reads examples of letters in the target language and
examines styles and formats, compares these with English
formats, and discusses similarities and differences.
•
Researches, using print and electronic resources, school life
and routines in the target language country.
•
Notes and articulates information about relevant language
and cultural details associated with school life and routines
and compares details of the target language culture and
own cultural context.
•
Drafts and edits a letter to a friend in the target language
about student life in the target language country, using
dictionary, text and support notes.
Edits the description with peer and text support, ready for
inclusion in a class book.
ASSESSMENT
Writes a profile of the selected target language culture
personality in approximately 100–150 characters.
Standard: 5
5.4
Conveys personal messages,
and shares information and
experiences with others.
Id T C KC2
Support texts:
- target language speakers
- taped texts
- videos
- CD-ROMS
- word/phrase bank
- internet texts
- dictionary
- model e-mails
- magazines
ASSESSMENT
Imagines a future visit to the target language country and uses
the draft to write a letter home in the target language
(approximately 200–300 characters) about school life, including
details about routine, relationships, peers, teachers and
environments.
Criteria
- Applies letter writing conventions and format in the target
language.
- Uses linking to sequence the text smoothly.
- Writes structures correctly.
- Writes script accurately in the target language.
- Expresses ideas logically.
POSSIBLE CONCEPT:
Identity
58
Learning Area: Languages (non-alpha) Pathway 1B
Possible starting points for planning,
Strand: Understanding language
programming and assessing
KEY IDEAS
(refer p52 for Year 8)
•
•
•
Reads a series of sentences in the target language that apply
model patterns and key characters/vocabulary and explores
details of sentence structure and key features of script (eg
frequently used characters/words).
Identifies features of these target language model sentence
patterns, such as word order and word usage, significant
character components, use of script types and parts of speech
(eg answers questions in English about the way in which
components of the script and the sentences are used).
Makes comparisons with English about word order in the
target language model sentence patterns.
ASSESSMENT
Reads a series of 15–20 sentences in the target language and
identifies key parts of the sentence structures, making
comparisons with English usage.
Criteria
- Identifies the function of words and characters in the target
language.
- Applies models of sentences and script correctly.
- Uses knowledge of language structure to move between the
target language and English.
Standard: 5
OUTCOMES
Year 9
Towards Standard 5
Students explore diverse forms
of communication, and use
models to represent and analyse
features of the spoken and
written language, and apply
these in interpreting and
constructing meaning.
In T C KC1 KC2 KC6 KC7
relating to Outcome
5.5
Band: Middle–Senior Years
Year 10
Standard 5
•
Discusses concepts about text features and structures in
English and in the target language.
•
Analyses two texts about a specific topic, issue or event in
the target language for sentence patterns, text conventions
and style (eg a dialogue or a letter).
•
Compares the style of the two text types in the target
language and considers how another text type could be
employed.
•
Uses linguistic information (eg from the dialogue and letter)
to complete a diary/journal/account/narrative in the target
language.
5.5
Analyses and applies patterns
in spoken and written language.
In T C KC1 KC2 KC5
ASSESSMENT
Reads a transcript of a telephone conversation in the target
language; identifies the text type; explains how it is structured,
its purpose and key features (vocabulary selection, significant
phrases, genre); and converts the text into a letter.
Criteria
- Analyses the function of script and structures in a text.
- Explains their knowledge of structure, script and writing
conventions.
- Transfers knowledge from one text type to another.
POSSIBLE CONCEPT:
Identity
59
Learning Area: Languages (non-alpha) Pathway 1B
Possible starting points for planning,
Strand: Understanding culture
programming and assessing
KEY IDEAS
(refer p53 for Year 8)
•
Reads and views information in the target language about
traditional and modern dress in the target language country
(eg researches in a small team using print and electronic
media).
•
Develops a word list about traditional and modern dress in
the target language culture in order to label each item in the
target language.
•
Explores the structure—radicals/components/pictorial—and
use of script when researching traditional and modern dress
in the target language culture.
•
•
Explores how representations of costume can be used to
create cultural stereotypes (eg in advertising, historical
representations, fiction, film) and records examples.
Compares examples of traditional and contemporary target
language cultural dress with dress in Australia, uses the
target language to record comparisons, and explains to the
class group the contrasts and similarities between the target
language and English descriptions.
ASSESSMENT
Prepares a page for inclusion in a class magazine describing two
distinct styles of clothing worn in the target language country
(eg associated with school, a festival, work, a wedding), and
writes the magazine article in the target language in 100–150
characters, with relevant illustrations and labels.
Criteria
- Uses appropriately the target language specific to a topic.
- Organises and records ideas clearly and logically.
- Explains concepts of change over time and context.
Standard: 5
OUTCOMES
Year 9
Towards Standard 5
Students demonstrate
understanding and respect for
the values and practices of
diverse groups and recognise
the importance of cultural
understandings now and in the
future.
F Id In KC1 KC2
relating to Outcome
5.6
Band: Middle–Senior Years
Year 10
Standard 5
•
Discusses and clarifies the social function of festivals across
cultures.
•
Undertakes a guided inquiry into festivals celebrated in the
target language culture and in Australia, identifying
similarities and differences, and develops a main inquiry
question and subsequent questions (eg to investigate New
Year festivities in the target language country and
Australia).
•
Inquires and collects detailed information about a significant
festival in the target language culture, and develops
questions to guide inquiry using print and electronic
resources.
•
Develops a concept map of the festival, using identified
culturally specific terms (eg significant date(s), purpose,
practices, customs, food, dress); develops a draft report in
the target language; and seeks feedback from peers and the
teacher in order to further improve and develop it.
5.6
Identifies references to cultural
identity, values and practices in
texts.
F Id In T KC1
ASSESSMENT
Uses the concept map to write/give an oral presentation/make a
PowerPoint presentation in the target language, explaining the
reasons for the festival and the manner in which it is held; and
includes reference to relevant terms in the target language
culture, using cue cards for support (written length—300 words,
oral length—2 to 3 minutes).
Criteria
- Analyses and explains cultural practices, values and
behaviour.
- Explains culturally specific terms.
- Expresses ideas clearly and logically.
- Writes with relevance to the task.
POSSIBLE CONCEPT:
Identity
60
LINGUISTIC ITEMS AND CULTURAL ASPECTS
Chinese linguistic items and cultural aspects
Early Years Band (R–2) linguistic items
Early Years Band (R–2) cultural aspects
Primary Years Band (Years 3–5) and Middle Years Band (Year 6) linguistic items
Primary Years Band (Years 3–5) and Middle Years Band (Year 6) cultural aspects
Middle Years Band (Years 7–8) linguistic items
Middle Years Band (Years 7–8) cultural aspects
Linguistic items: Early Years–Senior Years Bands (Years R–10)
Cultural aspects: Middle–Senior Years Bands (Years 9–10)
62
63
64
65
66
67
68
70
Japanese linguistic items and cultural aspects
Early Years Band (R–2)
Primary Years Band (Years 3–5) and Middle Years Band (Year 6)
Middle Years Band (Years 7–8) and Middle–Senior Years Bands (Year 9)
Linguistic items: Early Years–Senior Years Bands (Years R–10)
71
72
73
74
61
CHINESE LINGUISTIC ITEMS
EARLY YEARS BAND (Years R–2)
Nouns
common
proper
人,书
妈妈,王老师
Pronouns
personal
demonstrative
interrogative pronouns
我(们),你/您(们),他/她/它(们)
这,那,这儿/这里,那儿/那里
谁,什么,哪,哪儿?,几,多少
Numerals
counting
零,一,二,三,四,… 十
Verbs
action
emotive
direction
special
走,看,写
喜欢,知道,爱
上/下,来/去
是,有
Adjectives
descriptive
colours
大, 小, 好, 快, 慢, 热, 冷
红, 黄, 黑 (色的)
Adverbs
frequency
degree
negation
常常
很，非常，最
不，没（有）
Conjunctions
linking (pro)nouns
和，跟
Questions
吗 type
using a pronoun
…吗?
什么,谁,哪,怎么,几,多少
Exclamations
啊,了
Imperatives
suggestion
command
吧
不要
62
CHINESE CULTURAL ASPECTS
EARLY YEARS BAND (Years R–2)
Cultural characteristics of school and local communities
The learner:
•
explores the diversity of cultures and languages in the community,
including identifying local representations of Chinese culture (eg
Chinatown, shops, restaurants, places of worship)
•
explores the diversity of cultural practices (eg stories, dance,
songs and music, traditional dress, art and craft, within the
community
•
explores culturally appropriate expressions and behaviour for
particular contexts
•
•
•
identifies features of Chinese lifestyle and compares their own to
others
explores representations of cultures (eg flags, maps, costumes),
including identifying Chinese examples
identifies features of cultural expression (eg food, music, dance,
games, celebrations) and engages in cultural activities (eg Chinese
songs, traditional games, festivals such as spring festival and mid
autumn festival).
63
CHINESE LINGUISTIC ITEMS
PRIMARY YEARS BAND (Years 3–5) and MIDDLE YEARS BAND (Year 6)
Nouns
common
proper
人,书
妈妈,王老师
Measure words
animals
classroom objects
clothes
time
只,条,匹
本,支。
件,条,双
点(钟),分钟
Pronouns
personal
demonstrative
interrogative pronouns
我(们),你/您(们),他/她/它(们)
这,那,这儿/这里,那儿/那里
谁,什么,哪,哪儿?,几,多少
Conjunctions
linking (pro)nouns
alternative
Numerals
counting
ordinals
零,一,二,三,四,十,百,千,万
第
Verbs
action
emotive
auxiliary
direction
special
Particles
verbal
modal
了
吗,呢,吧; 了
走,看,写
喜欢,知道,爱
要,可以,应该
上/下,来/去/回
是,有
Questions
吗 type
affirmative/negative
using a pronoun
alternative type
…吗?
verb 不/ 没 verb
什么,谁,哪,怎么,几,多少
还是
Exclamations
啊,了
Imperatives
suggestion
command
吧
不要
Adjectives
descriptive
colours
大, 小, 好, 快, 慢, 累, 可爱, 凶, 淘气, 高, 矮,
聪明, 好玩, 有意思
红, 黄, 黑 (色的)
Adverbs
frequency
linking
quantity
degree
negation
常常,
也，还
都，只
很，非常，最
不，没（有）
Prepositions
position
direction
在
对，给
和，跟
还是 (question)
或者 (statement)
64
CHINESE CULTURAL ASPECTS
PRIMARY YEARS BAND (Years 3–5) and MIDDLE YEARS BAND (Year 6)
The learner:
•
contributes to class discussions about cultural values and practices and how these are expressed in language use
•
explores the diversity of cultures and languages in the community, including identifying local representations of Chinese culture (eg Chinatown,
shops, restaurants, places of worship)
•
explores representations of cultures (eg flags, maps, costumes), including identifying Chinese examples
•
identifies features of cultural expression (eg food, music, dance, games, celebrations) and engages in cultural activities (eg Chinese songs,
traditional games, festivals such as spring festival and mid autumn festival)
•
explores the diversity of cultural practices (eg stories, dance, songs and music, traditional dress, art and craft) within the community
•
recognises that there are culturally appropriate expressions and behaviour for particular contexts, and identifies Chinese and English examples of
culturally appropriate use (eg greetings, gestures, modes of address, social etiquette)
•
identifies features of Chinese lifestyle and compares aspects of own lifestyles and beliefs (eg family structure and roles, festivals and
celebrations)
•
recognises the value of cultural practices to one’s sense of identity (eg how people dress and speak, what they eat, believe and celebrate)
•
identifies ways in which other communities have contributed to the Australian way of life (eg food, the arts, festivals, manners and attitudes,
achievements in science and industry).
65
CHINESE LINGUISTIC ITEMS
MIDDLE YEARS BAND (Years 7–8)
Nouns
common
proper
人,书
妈妈,王老师
Measure words
animals, objects
clothes
weight
monetary
time
action
只,条,匹, 本,支
件,条,双
斤,公斤
块(元),毛(角),分
点(钟),分钟
次,下
Pronouns
personal
demonstrative
interrogative pronouns
我(们),你/您(们),他/她/它(们)
这,那,这儿/这里,那儿/那里
谁,什么,哪,哪儿?,几,多少
Numerals
counting
ordinals
零,一,二,三,四,十,百,千,万
第
Verbs
action
emotive
auxiliary
direction
special
走,看,写
喜欢,知道,爱
能,会,要,可以,应该
上/下,来/去/回
是,有
Adjectives
descriptive
colours
聪明, 好玩, 有意思, 友好, 严格
红, 黄, 黑 (色的)
Adverbs
frequency
sequence
linking
quantity
degree
negation
常常,常,再
就，才，刚
也，还
都，只
很，非常，最
不，没（有）
Prepositions
distance
position and direction
comparative
从,离
在,对,给
比
Conjunctions
linking (pro)nouns
alternative
和，跟
还是 (question), 或者 (statement)
Particles
verbal and modal
了,吗,呢,吧; 了
Complements
degree
result
direction
verb 得 (adjective)
verb 完/到/在/给/好
verb 来/去; verb 上来/下去/回来/回去
Questions
吗 type
affirmative/negative
using a pronoun
alternative type
…吗?
verb 不/ 没 verb
什么,谁,哪,怎么,几,多少
还是
Exclamations
啊,了
Imperatives
suggestion
command
吧
不要
66
CHINESE CULTURAL ASPECTS
MIDDLE YEARS BAND (Years 7–8)
The learner:
•
contributes to class discussions about Chinese cultural values and practices and how these are expressed in language use
•
recognises the value of cultural practices to one’s sense of identity (eg how people dress and speak; what they eat, believe and celebrate)
•
explores the diversity of cultures and languages in the community, including identifying local representations of Chinese culture (eg Chinatown,
shops, restaurants, places of worship)
•
identifies features of Chinese cultural expression (eg food, music, dance, games, celebrations) and engages in cultural activities (eg Chinese
songs, traditional games, festivals such as spring festival and mid autumn festival)
•
explores the diversity of Chinese cultural practices (eg stories, dance, songs and music, traditional dress, art and craft) within the community
•
explores representations of Chinese culture in everyday life, and identifies the language used to represent values and practices
•
recognises that there are culturally appropriate expressions and behaviour for particular contexts, and identifies Chinese and English examples of
culturally appropriate use (eg greetings, gestures, modes of address, social etiquette)
•
recognises how culturally appropriate Chinese language and behaviour are used in formal and informal contexts (eg peers, family, teachers)
•
identifies features of Chinese lifestyle and compares aspects of own lifestyles and beliefs (eg family structure and roles, festivals and
celebrations)
•
identifies ways in which the Chinese community has contributed to the Australian way of life (eg food, the arts, festivals, manners and attitudes,
achievements in science and industry).
67
CHINESE LINGUISTIC ITEMS
EARLY YEARS–SENIOR YEARS BANDS (Years R–10)
Nouns
common
proper
人,书
白彼得,王老师
Measure words
animals, objects
clothes
length
weight
monetary
time
verbal
auxiliary
能,会,要,可以,应该
direction
上/下,来/去/回
identification, existence, location 是,有,在
只,条,匹, 本,把,张
件,条,双
米,公里
斤,公斤
块(元),毛(角),分
点(钟),分钟,年,月,星期,日
次,下,回
Adjectives
descriptive
Pronouns
personal
demonstrative
interrogative pronouns
我(们),你/您(们),他/她/它(们)
这,那,这儿/这里,那儿/那里
谁,什么,哪,哪儿?,几,多少
Numerals
counting
ordinals
approximations
fractions
percentages
decimals
零,一,二,三,四,十,百,千,万
第
三四,二三十
三分之一
百分之十
五点一
Verbs
action
emotive
colours
聪明, 好玩, 有意思, 友好, 严格, 认真, 努
力, 贵, 便宜, 漂亮, 健康
红, 黄, 黑 (色的)
Adverbs
frequency
sequence
linking
quantity
degree
negation
progress
常常，不常，总，又，再
就，才，刚
也，还
都，只
很，非常，更，最
不，没（有）
正,正在
Prepositions
distance
position
direction
object focus
passive
causative
comparative
从,离
在
对，给
把
被
让，叫
比,一样
走,看,写
喜欢,觉得,知道,爱
68
CHINESE LINGUISTIC ITEMS
EARLY YEARS–SENIOR YEARS BANDS (Years R–10) continued
Conjunctions
linking (pro)nouns
alternative
linking phrases
Particles
verbal
structural
modal
和，跟
还是 (question)
或者 (statement)
因为…所以…
虽然…但是…
不但…而且
以前,的时候,以后
了，着，过
的 (possessive),的 (attributive)
得 (complement), 地 (narrative)
吗,呢,吧;了
Complements
degree
result
direction
potential
verb 得 adverb
verb + 完/到/在/给/好
verb + 来/去; verb + 上来/下去/回来/回去
verb 得 adjective/verb
Questions
interrogative particle
affirmative/negative
using a pronoun
alternative type
…吗?
verb 不/没 verb
什么,谁,哪,怎么,几,多少
还是
Exclamations
啊,了, 啦, 呀
Imperatives
suggestion
command
吧
不要
69
CHINESE CULTURAL ASPECTS
MIDDLE–SENIOR YEARS BANDS (Years 9–10)
The learner:
•
contributes to class discussions about Chinese cultural values and practices and how these are expressed in language use
•
recognises the value of cultural practices to one’s sense of identity (eg how people dress and speak; what they eat, believe and celebrate)
•
recognises that there are culturally appropriate expressions and behaviour for particular contexts, and identifies Chinese and English examples of
culturally appropriate use (eg greetings, gestures, modes of address, social etiquette)
•
explores local representations of Chinese culture (eg Chinatown, shops, restaurants, places of worship) and how and where Chinese language
(characters) is used in these contexts
•
explores representations of Chinese culture in everyday life, and identifies the language used to represent values and practices
•
recognises how culturally appropriate Chinese language and behaviour are used in formal and informal contexts (eg peers, family, teachers)
•
identifies features of Chinese lifestyle mentioned in texts and compares aspects of own lifestyles and beliefs (eg family structure and roles,
festivals and celebrations).
70
JAPANESE LINGUISTIC ITEMS AND CULTURAL ASPECTS
EARLY YEARS BAND (Years R–2)
LINGUISTIC ITEMS
Sentence types
A は B です か。
なまえは…です か。
おげんきですか。
Verb て ください。
これは なんですか。
…の…ですか。
…で…に いきます。
Vocabulary suggestions
Classroom greetings
Numbers up to 20
Animals
Transport
Own mother and father
はい / いいえ
はい / いいえ 、なまえは…です。
はい、げんきです。
…です。
はい / いいえ…のです。
Class instructions and objects
Describing words (eg colours, big/small)
Body parts
Places (eg mountain, river, forest)
(NB: Learn kanji for numbers, and hiragana recognition for general vocabulary and sentence patterns.)
CULTURAL ASPECTS TO CONSIDER
Learners:
•
•
•
gain an understanding of respect systems and usage in Japan (eg polite form when speaking to seniors, use of…さん and…せんせい)
listen to some traditional stories and songs familiar to Japanese children.
gain an understanding of the rhythms of the year in Japan by learning about seasonal festivals and special times like New Year.
71
JAPANESE LINGUISTIC ITEMS AND CULTURAL ASPECTS
PRIMARY YEARS BAND (Years 3–5) and MIDDLE YEARS BAND (Year 6)
LINGUISTIC ITEMS
Sentence types
…がすきです か。
…を Verb ますか。
…が ありますか。
…が いますか。
…さんは…を しますか。
Vocabulary suggestions
Introducing self and others
Sports, hobbies
Own family, friends and pets
Describing words for people and animals
Months, seasons
Housing and home life in Australia and Japan
はい、すきです。 / いいえ、すきじゃないです。
はい、 verb ます。 / いいえ、 verb ません。
はい、あります。 / いいえ、ありません。
はい、います。 / いいえ、いません。
はい、します。 / いいえ、しません。
Age
Likes/dislikes
Counters for people, animals
Birth years
Describing weather
(NB: It is recommended that students become competent with reading and writing of hiragana through these years.)
CULTURAL ASPECTS TO CONSIDER
Learners:
• gain an understanding of family life in Japan and look at how this has changed from traditional to contemporary times
• gain an understanding of popular sports, hobbies and look at how these have changed from traditional to contemporary times
• find out about the high value of land in city areas reflected in housing cost and style in Japan and understand the implication of this on daily life.
72
JAPANESE LINGUISTIC ITEMS AND CULTURAL ASPECTS
MIDDLE YEARS BAND (Years 7–8) and MIDDLE–SENIOR YEARS BAND (Year 9)
LINGUISTIC ITEMS
Sentence types
私は たなかいちろうです。
ことし ３５さいです。
アデレードに すんでいます。
かいしゃいんです。
私は しごとが すきです。
いつ ともだちに あいますか。
よく でんわで はなしますか。
よく いっしょに スポーツを しますか。
ときどき スポーツをします。
たまに でんわで はなします。
Vocabulary
parts of body, sports and hobbies, and adjectives
adjectives denoting frequency
CULTURAL ASPECTS TO CONSIDER
In contemporary Japan, many parents in city areas seek two incomes to support their families. This social aspect is reflected in the lifestyle of many
children. A variety of leisure activities is enjoyed by children, including playing computer games and communicating by mobile phone.
73
JAPANESE LINGUISTIC ITEMS
EARLY YEARS–SENIOR YEARS BANDS (Years R–10)
This is not an exhaustive collection of Japanese grammatical items, but contains the lexical/grammatical elements that are relevant to this resource document.
NOUNS
Pronouns
personal
demonstrative
interrogative
私、あなた
これ、それ
だれ、何
Numerals
native Japanese
Sino-Japanese
counters
ordinals
一つ、十（とお）
一（いち）、十（じゅう）
いっぴき、ごにん
―め
Proper nouns
山田花子、日本
Common nouns
time/seasons
nature
position/direction
interpersonal relations
body/health
pastime
educational
places
objects
三時、日曜日、午後、春
山、海
上、東
父、母、友達
体、かぜ
スポーツ
かもく、先生
町、学校
本、車
Nominaliser
verb/adjective
こと/の、
ADJECTIVES
い adjective (true/group 1)
な adjective (quasi/group 2)
noun-type adjective
あかい、かわいい
へん、ゆうめい
みどり、むらさき
VERBS
godan (strong/group 1)
ichidan (weak/group 2)
irregular
書く、読む
食べる、見る
する、来る
ADVERBS
frequency
sequence
degree
progress
interrogative
いつも、ときどき
つぎに、さいごに
とても、ほとんど
だんだん
いつ、なぜ
PARTICLES
case
modifying
connecting
modal/modality (sentence-final)*
が、を、の
も
し、ながら
か、よ、ね、の、わ
74
JAPANESE LINGUISTIC ITEMS
EARLY YEARS–SENIOR YEARS BAND (Years R–10) continued
CONJUNCTIONS
SENTENCE MODES*
Declarative
neutral polite
plain/colloquial
そして、しかし、それから
行きます。
おいしいです。
行きません。 おいしくありません。/お
いしくないです。
行く。
おいしい。
行かない。
おいしくない。
Imperative
Verb て ください。
Verb ないで ください。
Verb なさい。
Interrogative
neutral polite…
plain/colloquial
SENTENCE TYPES
Simple sentence
ぼくは 高校生です。
Compound sentence
私は 日本語を話しますが、いもうとは
話しません。
Complex sentence
あした雨がふったら、ピクニックに行き
ません。
Relative-clause sentence
きのう見た えいがは とてもおもしろ
かったです。
…ますか。 …ですか。
行く(Ê)。 おいしい(Ê)。
*In actual use, one or more interpersonal particles often follow the above
sentence forms, adding the interpersonal negotiatory value such as conclusive,
suppositive and interrogative.
75
RESOURCES
General
Comrie B, Matthews S & Polinsky M (eds) (2003) SBSA atlas of languages. Sydney NSW: ABC Books.
Coulmas F (1989) The writing systems of the world. Oxford UK: Basil Blackwell.
Department of Education and Children’s Services (2004) SACSAconnect. A directory of curriculum resources. Adelaide SA: DECS.
Department of Education, Training and Employment (2002) Making languages work: School models to consider: Support material for the languages plan 2000–2007. Adelaide SA:
DETE.
Department of Education, Training and Employment (2001) South Australian Curriculum, Standards and Accountability Framework Part A. Adelaide SA: DETE.
Department of Education, Training and Employment (2001) South Australian Curriculum, Standards and Accountability Framework Part B. Adelaide SA: DETE.
Department of Education, Training and Employment (2002) South Australian Curriculum, Standards and Accountability Framework Part C (English as a second language).
Adelaide SA: DETE.
Department of Education, Training and Employment (1998) Development of sociological understandings through the study of languages. Adelaide SA: DETE.
Hamston J & Murdoch K (nd) Australia kaleidoscope. Carlton South Victoria: Curriculum Corporation. (Presents a wealth of teaching strategies and activities for use in the
English or SOSE/HSIE classroom, and provides a variety of written, spoken and visual texts and contexts for studies of citizenship and values education. Focusing on six
diverse and colourful case studies, students explore a kaleidoscope of stories, people and places that demonstrate the influences of Asian traditions, beliefs and people on
Australian culture. Recommended for middle and upper primary classes, this is an essential resource for Australian teachers wishing to explore cultural diversity and values
with students.)
Jensen E (2002) Brain compatible strategies. Adelaide SA: Focus Education South Australia.
Jensen E (1998) Teaching with the brain in mind. Virginia USA: Association for Supervision and Curriculum Development.
Kramsch C (1998) Language and culture. (Oxford Introductions to Languages Study—series editor HG Widdowson.) Oxford UK: Oxford Univerity Press.
Lankford MD (1992) Hopscotch around the world. NY USA: Morrow Junior.
Leigh J & Loo E (eds) (2004) Outer limits: A reader in communication across cultures. Australia: Language Australia. (A collection of essays that explore commonalities and
differences in selected societies that are undergoing radical changes caused by global movements of refugees, human labour and new communication technology.)
Liddicoat AJ, Scarino A, Papadmetre L & Kohler M (2003) Report on intercultural language learning. Canberra ACT: Department of Education, Science and Training.
Lightbown PM & Spada N (1999) How languages are learned. UK: Oxford Handbooks for Language Teachers.
Lo Bianco J (2004) Resources for cultural language learning. Australia: CAE Press. (Integrating both cultural knowledge and linguistic competence is a feature of intercultural
language teaching. This resource aims to provide teachers with information and materials through background information about cultural and language learning and a series of
overheads that can be used as the basis for discussion about the intercultural approach to teaching languages.)
76
Lo Bianco J & Crozet C (eds) (2003) Teaching invisible culture. Australia: Language Australia. (How can we teach culture in ways that do not stereotype communities? Because
culture in language is variable and context dependent, and culture itself is not static, it is argued that attempts to render explicit expressions of culture accessible lead to stereotypical
representations. This book includes a discussion of what classroom teachers think and do about culture in language education.)
Lo Bianco J, Liddicoat AJ & Crozet C (eds) (1999) Striving for the third place: Intercultural competence through language education. Melbourne Victoria: Language Australia.
Richards JC, Rodgers TS & Swan M (eds) (2001) Approaches and methods in language teaching. Cambridge UK: Cambridge Language Teaching Library.
Saville-Troike M (2003) The ethnography of communication: An introduction. Massachusetts USA: Blackwell.
Skutnabb-Kangas T, Maffi L & Harmon D (2003) Sharing a world of difference: The Earth’s linguistic, cultural and biological diversity. Paris France: UNESCO Publishing in
association with World Wildlife Fund and Terralingua.
R–10 OUTREACH AND OTHER SERVICES
Aboriginal Education Resource Centre (DECS), 5 Harewood Avenue, Enfield SA 5085 Phone (08) 8343 6500 Fax (08) 8343 6515 Web www.aboriginaleducation.sa.edu.au
Adelaide Festival Centre Education Service, King William Road, Adelaide SA 5000 Phone (08) 8216 8861 Fax (08) 8212 7849
Adelaide Magistrates Court, 260–280 Victoria Square, Adelaide SA 5000 Phone (08) 8204 0452 Fax (08) 8204 8490
Adelaide Zoo Education Service, Frome Road, Adelaide SA 5000 Phone (08) 8267 2434 Fax (08) 8239 1329
Art Gallery of SA Education Service, North Terrace, Adelaide SA 5000 Phone (08) 8207 7033 Fax (08) 8207 7070
Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS), PO Box 553, Canberra ACT Phone (02) 6246 1111 Fax (02) 6261 4285
Web www.aiatsis.gov.au
Botanic Gardens of Adelaide Education Service, North Terrace, Adelaide SA 5000 Phone (08) 8222 9344 Fax (08) 8222 9399
Central Australian Aboriginal Media Association (CAAMA), 12 Robson Road, Hectorville SA 5073 Phone (08) 8366 8530 Fax (08) 8365 0571 Web www.lmrc.sa.edu.au
Chinese Professional Learning Service, School of Languages, 71 Rose Street, Mile End SA 5031 Phone (08) 8354 0099 Fax (08) 8234 0236
CSIRO Science Education Centre, Days Road, Regency Park SA 5010 Phone (08) 8348 2405 Fax (08) 8346 6311
Japanese Professional Learning Services, Keithcot Farm Primary School, Keithcot Farm Drive, Wynn Vale SA 5127 Phone (08) 8289 1133 Fax (08) 8289 1554
Languages and Multicultural Resource Centre (DECS), 12 Robson Road, Hectorville SA 5073 Phone (08) 8366 8532 Fax (08) 8365 0571 Web www.lmrc.sa.edu.au
Migration Museum Education Service, 82 Kintore Avenue, Adelaide SA 5000 Phone (08) 8207 7586 Fax (08) 8207 7591
Outreach Education General Enquiries, Open Access College, Locked Bag 1, Marden SA 5070 Phone (08) 8309 3635 Fax (08) 8362 8193
Parliament House Education Service, Parliament House, North Terrace, Adelaide SA 5000 Phone (08) 8237 9386 Fax (08) 8212 5792
SA Maritime Museum Education Service, 119 Lipson Street, Port Adelaide SA 5015 Phone (08) 8207 6255 Fax (08) 8207 6266
SA Museum Education Service, North Terrace, Adelaide SA 5000 Phone (08) 8207 7427 Fax (08) 8207 7430
77
Special Education Resource Unit, 72A Marlborough Street, Henley Beach SA 5022 Phone (08) 8235 2871 Fax (08) 8235 1907 Web web.seru.sa.edu.au
Tandanya National Aboriginal Cultural Institute, 253 Grenfell Street, Adelaide SA 5000 Phone (08) 8224 3200 Fax (08) 8224 3250
Tape Services, 266 Port Road, Hindmarsh SA 5007 Phone (08) 8241 5615 Fax (08) 8241 5708 Web www.tapeservices.sa.edu.au
Technology School of the Future, Education Development Centre, Milner Street, Hindmarsh SA 5007 Phone (08) 8463 5999 Fax (08) 8463 5900
The Investigator Science and Technology Centre, Days Road, Regency Park SA 5010 Phone (08) 8348 2400 Fax (08) 8346 6311
Umeewarra Media Association, Flinders Street, Port Augusta SA 5700 Web www.umeewarra.com.au
Wiltja Program, 11 Actil Avenue, Woodville SA 5011 Phone (08) 8347 1520 Fax (08) 8347 3896
Women’s Studies Resource Centre, 64 Pennington Terrace, North Adelaide SA 5006 Phone (08) 8267 3633 Fax (08) 8267 2997 Web www.wsrc.net.au
78
RESOURCES
Chinese
CULTURAL REFERENCES
Ashley B (1992) Cleversticks. London UK: Harper Collins Publishers Ltd.
Bloomfield R (1993) China: Tradition and change. Auckland NZ: Longman Paul.
Blunden C & Elvin M (1983) Cultural atlas of China. Reprinted 1991. Oxford UK.
Brick J (1991) China: A guide to intercultural communication. National Centre for English Language and Research. Sydney NSW: Macquarie University.
Goldstein P (1990) Long is a dragon: Chinese writing for children. Berkeley USA: Pacific View Press.
Goodman SE (2000) Chopsticks for my noodle soup: Eliza’s life in Malaysia. Brookfield USA: The Millbrook Press.
Hook B (ed) (1991) The Cambridge encyclopaedia of China. 2nd revised edition. Cambridge UK: Cambridge University Press.
Kwok J & McKnight L (2002) Film Asia: New perspectives on film for English. Carlton South Victoria: Curriculum Corporation.
Laidlaw R (1994) China: A documentary history. Melbourne Victoria: Macmillan Education Australia Pty Ltd.
Liu S & Lu B (1989) Chinese background and culture. Melbourne Victoria: AISV Inc.
Mackerras C (1994) China since 1978. London UK: Addison-Wesley Longman.
Money DC (1990) China: The land and the people. Allen & Unwin.
Rayner A (ed) (2003) A life like mine: How children live around the world. London UK: Dorling Kindersley Ltd.
Sikundan S & Ardlowa S (1992) Introducing China. Weigl Educational Publishers Ltd.
Starr JB (1998) Understanding China. London UK: Profile Books.
Ward H (1990) China in the twentieth century. Oxford UK: Heinemann Educational.
Watson S (2003) Global citizenship: Respecting cultural differences. South Yarra Victoria: Macmillan Education Australia Pty Ltd.
Zhou S (1992) China provincial geography. Beijing China: Foreign Languages Press.
LANGUAGE REFERENCES
Blackman C & Zhang M (1992) On stage in Chinese: A collection of plays for students of Chinese. Melbourne Victoria: AISV Inc.
Crawford J, Gouwentak J & Croydon K (1990) Let’s sing in Chinese. Brisbane Queensland: Bardon Professional Development Centre.
Curriculum Corporation (2000) Hao ji le activity book. Carlton South Victoria: Curriculum Corporation.
Department for Education and Children’s Services (1997) Units of work for Chinese. Adelaide SA: DECS.
79
Department of Education, Training and Employment (1998) Where things are: Quality assessment task: A module for teaching, learning, assessing and moderating Band C.
Adelaide SA: DETE.
Department of Education, Training and Employment (1998) Work samples for Chinese. Adelaide SA: DETE.
Khoo C (1998) Adopt, adapt or share series. Languages: Sport in China, languages Band B Number 19. Adelaide SA: DECS.
Li D & Cheng M (1988) A practical Chinese grammar for foreigners. Beijing China: Sinolingua.
Lu Hong Shen, Yi S, Tee J & Tropp L (1996) Ziji lai ba! Volume 2. Victoria: Association of Independent Schools.
Lu Hong Shen, Yi S, Tee J & Tropp L (1995) Ziji lai ba! Resource kit for primary Chinese.Victoria: Association of Independent Schools.
Luo Q (1998) Developing Chinese written skills. Beijing China: Sinolingua.
National Chinese Curriculum Project (1989) Ertong Geji: Children’s song book. Melbourne Victoria: Ministry of Education (School Programs Branch).
Ren G (ed) (1995) Reading comprehension in Chinese. Geelong Victoria: The Geelong College.
Ren G & Yang C (1994) Listening comprehension in Chinese. Melbourne Victoria: AISV Inc.
Tropp L (1989) Women Liaotian Ba! Melbourne Victoria: AISV Inc.
Wu B, Jin Z & Jia H (1990) Hello, practical dialogues for home, school, social life and travel. Beijing China: Sinolingua.
Zhao Y (1992) Essentials of Chinese grammar for foreigners. Beijing China: Beijing Language Institute Press.
Zhou Y & Wang JJ (1995) Mutant Mandarin: A guide to new Chinese slang. San Francisco USA: China Books & Periodicals.
DICTIONARIES
Cowie AP & Evison A (1986) A concise English–Chinese Chinese–English dictionary. Beijing China: Oxford University Press.
Fu W (ed) (1996) A practical English Chinese dictionary. Beijing China: Beijing Foreign Languages Printing House.
Wei D (ed) (1995) A Chinese–English dictionary. Revised edition. Beijing China: Foreign Language Teaching and Research Press.
Xie Z (1997) The new modern Chinese–English dictionary. Beijing China: China International Radio Press.
Yuan B & Church SK (2000) The Oxford starter Chinese dictionary. New York USA: Oxford University Press.
LANGUAGE TEXTBOOKS
Chang P, Mackerras A & Yu H-C (1994) Hanyu for intermediate students: Student’s book stage 2. Melbourne Victoria: Longman Cheshire Pty Ltd.
Chang P, Mackerras A & Yu H-C (1994) Hanyu for intermediate students: Teacher’s book stage 2. Melbourne Victoria: Longman Cheshire Pty Ltd.
Chang P, Mackerras A & Yu H-C (1993) Hanyu for intermediate students: Student’s book stage 1 and Teacher’s book stage 1. Melbourne Victoria: Longman Cheshire Pty Ltd.
Chang P, Mackerras A & Yu H-C (1992) Hanyu for beginning students: Student’s book. Melbourne Victoria: Longman Cheshire Pty Ltd.
Chang P, Mackerras A & Yu H-C (1992) Hanyu for beginning students: Teacher’s book. Melbourne Victoria: Longman Cheshire Pty Ltd.
Department of Education Queensland (1991) Chinese stage A. West End Queensland: Department of Education Queensland.
80
Department of School Education Victoria (1993) Zhongguotong stages A and B: National curriculum guidelines for Chinese. Carlton South Victoria: Curriculum Corporation
Fredlein S & Fredlein P (1995) Ni Hao: An introduction to Chinese 2. Brisbane Queensland: Chinasoft.
Fredlein S & Fredlein P (1995) Ni Hao: An introduction to Chinese 3. Brisbane Queensland: Chinasoft.
Fredlein S & Fredlein P (1993) Ni Hao: An introduction to Chinese 1. Brisbane Queensland: Chinasoft.
Ma Y & Li X (2001) Chinese made easy: Textbook 1 and workbook 1. Hong Kong: Joint Publishing (HK) Co Ltd.
Ma Y & Li X (2001) Chinese made easy: Textbook 2 and workbook 2. Hong Kong: Joint Publishing (HK) Co Ltd.
Ma Y & Li X (2001) Chinese made easy: Textbook 3 and workbook 3. Hong Kong: Joint Publishing (HK) Co Ltd.
National Chinese Curriculum Project (1994) Zhongguotong: Stages 3 and 4. Carlton South Victoria: Curriculum Corporation.
National Chinese Curriculum Project (1992) Zhongguotong: Stages 1 and 2. Carlton South Victoria: Curriculum Corporation.
MULTIMEDIA
Big Bird in China. Stone J & Bailey JA (1987) USA: Children’s Television Workshop.
China today. Artarmon NSW: Peter Leyden Publishing.
Chong Ling’s China. (1992) Carlton South Victoria: Curriculum Corporation.
Dragon’s tongue. Australia: ABC TV (video series).
Eat, drink, man, woman (also known as Yĭn Shí Nán Nǚ). Lee A (dir) (1994) MGM.
Language market (Chinese). (1998) (IBM CD-ROM).
Learning objects for Chinese produced and released by The Learning Federation. Contact the Professional Learning Services for details.
Linlin teaches Mandarin. (Languages for kids series). (1997) Scholastic Australia Pty Ltd.
Living in China (parts 1 and 2). (1996) Beijing China: Sinolingua.
Nĭ Hăo Beijing. Beijing China, Beijing University Press (video series).
Ni hao 1, 2, 3. (1993 & 1995) Brisbane Queensland: ChinaSoft (IBM/Macintosh CD-ROM).
Quirky Comics, animated stories and games for learners of languages. (2004) Carlton South Victoria: Curriculum Corporation.
Tai hao le! (Learn to speak Chinese) Zhongguotong. (1998) Carlton South Victoria: Curriculum Corporation (IBM/Macintosh CD-ROM).
Zouba! Learn Chinese. (2004) NSW: NSW Department of Education and Training.
WEBSITES
The Oslo Recommendation regarding the linguistic rights of national minorities and explanatory note (1998) www.unesco.org/most/ln2pol7.htm
Universal Declaration of Linguistic Rights (1996) www.linguistic-declaration.org/decl-gb.html.
81
RESOURCES
Japanese
GENERAL REFERENCES
Allen & Watanabe (1992) A homestay in Japan. Stone Bridge Press.
Bunka Institute of Language (1996) Tanoshiku Yomoo. Japan: Bonjinsha.
Bunka Institute of Language (1995) Tanoshiku Hanasoo. Japan: Bonjinsha.
Conveney, Takayashi & Honma (1993) Japanese in modules. Levels 1, 2 and 3. ALC Press.
Department for Education and Children’s Services (1997) Units of work for Japanese. Adelaide SA: DECS.
Department of Education, Training and Employment (1998) Where things are: Quality assessment task: A module for teaching, learning, assessing and moderating Band C.
Adelaide SA: DETE.
Department of Education, Training and Employment (1998) Work samples for Japanese. Adelaide SA: DETE.
Heinemann Languages (1993) Getting there in Japanese. (8 volumes—Family life; Eating and drinking; The Japanese school system; Leisure activities; Land and people; Travel
and tourism; Japan at work; Communication and the media). Australia: Heinemann Languages. (Cassettes also available.)
Kato (1995) Developing topics in Japanese. Queensland: University of Queensland Boolarong Press.
Lee M (1992) Isshoni book 3. Moreton Bay Queensland: Moreton Bay Publishing.
Nagara S (1995) Japanese for everyone. Gakken.
Pinda M (2000) Japanese beyond. Monica Pinda.
Tsukuba Language Group (1991) Situational functional Japanese. Japan: Bonjinsha.
Williams (1998) Active Japanese. New Zealand: Longman Paul Limited.
SUGGESTED RESOURCES
Ashley B (1992) Cleversticks. London UK: Harper Collins Publishers Ltd.
Burnham S (1998) Ima: Japanese course book 1 and work book 1. Port Melbourne Victoria: Reed International Books Australia Pty Ltd.
Burnham S (nd) Ima: Japanese course book 2 and work book 2. Port Melbourne Victoria: Reed International Books Australia Pty Ltd.
Chandler K (1996) Japanese culture resources and activities. South Melbourne Victoria: Thomas Nelson Australia.
Chandler K (1996) Japanese language enrichment activities: Blackline masters with supporting teacher notes. South Melbourne Victoria: Thomas Nelson Australia.
Department of Education Queensland (1993) Yoroshiku: Niko Niko national curriculum guidelines for Japanese. Carlton South Victoria: Curriculum Corporation.
Department of Education Queensland (1993) Yoroshiku: Niko Niko teacher’s handbook stages A and B early childhood to upper primary: National curriculum guidelines for
Japanese. Carlton South Victoria: Curriculum Corporation.
82
Elkin J (1986) Japanese family. London UK: A&C Black (Publishers) Ltd.
Evans M, Masano Y & Groves-Moriwaski M (1999) Japanese course book: Stage 1. South Melbourne Victoria: Addison-Wesley Longman Australia Pty Ltd.
Evans M, Masano Y & Groves-Moriwaski M (1999) Japanese course book: Stage 2. South Melbourne Victoria: Addison-Wesley Longman Australia Pty Ltd.
Evans M, Masano Y & Groves-Moriwaski M (1999) Japanese course book: Stages 3 & 4. South Melbourne Victoria: Addison-Wesley Longman Australia Pty Ltd.
Evans M, Masano Y, Kawakami I & Tanguchi S (1996) Mirai stages 5 and 6. South Melbourne Victoria: Addison-Wesley Longman Australia Pty Ltd.
Evans M, Masano Y, Tanguchi S & Groves-Moriwaki M (1999) Mirai: Japanese activity book stage 2. South Melbourne Victoria: Addison-Wesley Longman Australia Pty Ltd.
Evans M, Masano Y, Tanguchi S & Groves-Moriwaki M (1999) Mirai: Japanese course book stage 2. South Melbourne Victoria: Addison-Wesley Longman Australia Pty Ltd.
Evans M, Masano Y, Tanguchi S & Groves-Moriwaki M (1999) Mirai: Japanese activity book stages 3 & 4. South Melbourne Victoria: Addison-Wesley Longman Australia Pty Ltd
Evans M, Masano Y, Tanguchi S & Groves-Moriwaki M (1999) Mirai: Japanese course book stages 3 & 4. South Melbourne Victoria: Addison-Wesley Longman Australia Pty Ltd.
Evans M, Masano Y, Tanguchi S & Groves-Moriwaki M (1998) Mirai: Japanese activity book stage 1. South Melbourne Victoria: Addison-Wesley Longman Australia Pty Ltd.
Evans M, Masano Y, Tanguchi S & Groves-Moriwaki M (1998) Mirai: Japanese course book stage 1. South Melbourne Victoria: Addison-Wesley Longman Australia Pty Ltd.
Kilpatrick L & Webb S (1996) Let’s try: A ready-to-go package for primary students of Japanese—R-2 lessons 1 to 13. Adelaide SA: Newton Curriculum Centre, DECS.
Kwok J & McKnight L (2002) Film Asia: New perspectives on film for English. Carlton South Victoria: Curriculum Corporation.
Nishibayashi H (2000) Idea book 5. Victoria: Kyozai LOTE Teaching Aids.
Nishibayashi H (1997) Idea book 4. Victoria: Kyozai LOTE Teaching Aids.
Nishibayashi H (1996) Idea book 2. Victoria: Kyozai LOTE Teaching Aids.
Nishibayashi H (1996) Idea book 3. Victoria: Kyozai LOTE Teaching Aids.
Nishibayashi H (1995) Idea book 1. Victoria: Kyozai LOTE Teaching Aids.
Parkes L (1996) Let’s try 2: A ready-to-go package for primary students of Japanese. Adelaide SA: DECS.
Piggott J (1980) How they live now 1: Kiko of Japan. London UK: Butterworth Press.
Rajakumar A (1998) Yonde Kaite level 1. Victoria: Insight Publications Pty Ltd.
Rajakumar A (1998) Yonde Kaite level 2. Victoria: Insight Publications Pty Ltd.
Rajakumar A (1998) Yonde Kaite level 3. Victoria: Insight Publications Pty Ltd.
Rajakumar A (1998) Yonde Kaite level 4. Victoria: Insight Publications Pty Ltd.
Rajakumar A (1998) Yonde Kaite teacher’s resource book levels 1–3. Victoria: Insight Publications Pty Ltd.
Rayner A (ed) (2003) A life like mine: How children live around the world. London UK: Dorling Kindersley Ltd.
Reekie F & Mogi N (1998) Primary school Japanese stage 1 book 1. NSW: Pascal Press.
83
Reekie F & Mogi N (1998) Primary school Japanese stage 1 book 2. NSW: Pascal Press.
Reekie F & Mogi N (1998) Primary school Japanese stage 2 book 1. NSW: Pascal Press.
Reekie F & Mogi N (1998) Primary school Japanese stage 2 book 2. NSW: Pascal Press.
Reekie F & Mogi N (1998) Primary school Japanese stage 3 book 1. NSW: Pascal Press.
Reekie F & Mogi N (1998) Primary school Japanese stage 3 book 2. NSW: Pascal Press.
Reekie F & Mogi N (1998) Primary school Japanese teacher resource book 1. NSW: Pascal Press.
Reekie F & Mogi N (1998) Primary school Japanese teacher resource book 2. NSW: Pascal Press.
Taguchi M (2001) Clouds 1. Australia: Mingei.
Taguchi M (2001) Clouds 2. Australia: Mingei.
Taguchi M (2001) Ohisama, Core. Australia: Mingei.
Taguchi M (2001) Sunbeams 1. Australia: Mingei.
Taguchi M (2001) Sunbeams 2. Australia: Mingei.
Taguchi M (2001) Sunbeams 3. Australia: Mingei.
Watson S (2003) Global citizenship: Respecting cultural differences. South Yarra Victoria: Macmillan Education Australia Pty Ltd.
Williams (1996) Obentoo 3. Thomas Nelson.
Wood (2000) Nihongo de Yomimashoo, Kakimashoo. Oxford University Press.
Wood & Howie (1996) Japanese for senior secondary students. Wood & Howie.
DICTIONARIES—Recommended for student use
Furigana English–Japanese dictionary. (1996) Kodansha.
Furigana Japanese–English/English–Japanese dictionary. (1999) Kodansha.
Kanji learner’s dictionary. (1999) Kodansha.
The new Nelson J/E character dictionary (1997) Nelson.
DICTIONARIES—Grammar
Chino (1991) All about particles. Kodansha.
Heinemann Languages (1997) Japanese grammar. Australia: Heinemann Languages.
Makino S & Tsutsui M (1995) A dictionary of intermediate Japanese grammar. Japan: The Japan Times.
Makino S & Tsutsui M (1986) A dictionary of basic Japanese grammar. Japan: The Japan Times.
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MULTIMEDIA
123 Utaimasho! Husar B & Negishi Wood H (1999) Australia: Bruno Husar.
50 games for drills in learning Japanese. Murano & de Masutaa E (1988) Japan: Bonjinsha.
80 communication games for Japanese language teachers. Banno J (ed) (1993) Japan: The Japan Times.
All-in-one (English/Japanese/German/French/Spanish). Syracuse Language Systems Windows/Macintosh CD ROM.
Basic Japanese songs and chant. Ash-Rose R (2000) WA: Australian Accelerated Language Centre.
Big Bird in Japan. Stone J & Bailey JA (1987) USA: Children’s Television Workshop.
Bits and pieces, 51 activities for teaching Japanese K–12. (2001) Kodansha.
Clouds songs CD. Taguchi M (2001) Australia: Mingei.
Families of the world: Japan. (1987) Washington DC USA: National Geographic Society.
Growing up in modern Japan years 5–7. (2000) Warriewood NSW: Classroom Video.
KanjiKit2000 for Windows. (2001) WA: Pacific Software Publishing Inc.
Idea book songs. Nishibayashi & Liston H (2000) Australia: Kyozai.
Ima: Japanese audio CDs 1. Burnham S (1998) Port Melbourne Victoria: Reed International Books Australia Pty Ltd.
Ima: Japanese audio CDs 2. Burnham S (nd) Port Melbourne Victoria: Reed International Books Australia Pty Ltd.
Learning objects for Japanese produced and released by The Learning Federation. Contact the Professional Learning Services for details.
Lyric language Japanese/English: At the zoo, seasons, happy birthday to you, the night. (1994) California USA: Penton Overseas Inc.
Lyric Language USA. (1994) California USA: Penton Overseas Inc.
Michio teaches Japanese (languages for kids series). (1997) Scholastic Australia Pty Ltd.
My neighbour Totoro. (1994) Beverley Hills USA: Twentieth Century Fox Film Corporation, 50th Street Films.
Online language resources: Indonesian and Japanese readers for the middle years. (2004) Australia: Department of Education, Science and Training.
Sugoi. (1997) Win/Mac.
Tanoshiku Kikoo. Bunka Institute of Language (1996). Japan: Bonjinsha.
Tonari no totoro: Totoro, my neighbour. Miyazaki H (1995) Japan: Tokuma Shota.
Twin Bridge partner for Windows. (2003) USA: Twin Bridge Software Corporation.
Waku Waku: Mastering Japanese by ear. Kobayashi N (1995) Japan: Bonjinsha.
Yoroshiku Niko Niko stages A and B. National Japanese Language Curriculum Project (1993) Carlton South Victoria: Curriculum Corporation.
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Other documents in this series:
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R–10 Arts teaching resource
R–10 Design and Technology teaching resource
R–10 English teaching resource
R–10 Health and Physical Education teaching resource
R–10 Languages (alphabetic) teaching resource
R–10 Languages (Australian Indigenous) teaching resource
R–10 Mathematics teaching resource
R–10 Science teaching resource
R–10 Society and Environment teaching resource
ISBN 0 7308 7771 X
R2233/J