Planning+Program+2015

media type="custom" key="27177472" media type="custom" key="27177482" (myself, my family, pets, my house, my garden) |||||||||||||||||| Duration: 16 weeks || Students interact with the teacher through classroom routines, play and action-related talk, using formulaic expressions and modelled language. They exchange greetings and respond to familiar instructions and directions. They interpret visual, non-verbal and contextual cues such as intonation, gestures and facial expressions to help make meaning, and participate in stories, songs and rhymes. They approximate the sounds, rhythms and pitch of spoken Japanese. Students interact with a range of simple written, visual and multimodal texts, using cues such as context, graphics, and familiar vocabulary and language features to support understanding and build familiarity with different text types. Student writing at this level focuses on recognising and learning to write the 46 hiragana symbols. Students understand that Japanese differs from English in its use of multiple scripts. Students understand that languages are interconnected with cultures, and that Japanese language reflects ways of behaving and thinking as well as ways of using language, as does their own language. Year 3 Achievement Standards: Students interact with the teacher and peers through classroom routines, play and action-related talk, using formulaic expressions and modelled language. They exchange greetings and well wishes, and respond to familiar instructions and directions, and to questions such as わかりますか, はじめましょうかThey exchange simple ideas and information. They interpret visual, non-verbal and contextual cues such as intonation, gestures and facial expressions to help make meaning, and participate in stories, songs and rhymes. They approximate the sounds, rhythms and pitch of spoken Japanese. Students interact with a range of simple written, visual and multimodal texts, using cues such as context, graphics, and familiar vocabulary and language features to support understanding and build familiarity with different text types. Student writing at this level focuses on recognising and learning to write the 46 hiragana symbols and some frequently used kanji. Learners explore the artistic and creative elements of Japanese script by practising it through games and activities. They use modelled sentence structures to compose short original texts, such as descriptions, captions or simple narratives, using particles such as は, の, と and か. Students understand that Japanese differs from English in its use of multiple scripts and modification of language for gender. They indicate their own gender by using わたし or ぼく. They understand that languages change over time and influence one another. They recognise that languages do not always translate directly. Students understand that Japanese has its own rules for pronunciation, grammar and non-verbal communication. They differentiate statements and questions according to intonation and context. Students understand that languages are interconnected with cultures, and that Japanese language reflects ways of behaving and thinking as well as ways of using language, as does their own language. ||
 * Unit Title: At Home With Me
 * Year Level: R – 2/3 |||||||||||||||||| Teacher: Wendy Venning ||
 * Reception – Year 2 Achievement Standards:
 * Reception – Year 2 Achievement Standards:
 * ** CONTENT DESCRIPTORS: ** ||  ||   ||   ||   ||   ||   ||   ||
 * ** All students: **
 * Communicating **
 * Socialising and taking action **
 * 1.1 Interact in simple exchanges with peers and teacher using appropriate modelled **
 * language and gestures to socialise and enact both familiar and respectful relationships. [Key **
 * concepts: self, family, friends, respect; Key processes: greeting, introducing, socialising] **
 * • **** greeting the teacher (for example, **** おはようございます ****, **** せんせい、さようなら **** ) **
 * and peers (for example, **** おはよう ****, **** じゃあね **** ) at different times of the day **
 * • introducing self using formal or informal spoken language and appropriate nonverbal **
 * language, such as bowing, feet together, bending from the waist **
 * • using culturally appropriate titles and forms of address for teachers (for example, **
 * せんせい、ありがとうございます **** ) **
 * • introducing and describing family members and pets through play-acting, for **
 * example, **** ペットはいぬです ****, **** なまえは **** Patch **** です **** , **** いろはくろです **
 * 1.2 Use Japanese for routine classroom interactions such as the opening and closing of **
 * lessons, following instructions, responding to questions and asking for help. [Key concepts: **
 * roles, routines, procedure; Key processes: participating, responding, respecting] **
 * • participating as a group in classroom routines such as opening and closing **
 * lessons (for example, **** きりつ ****, **** れい **** , **** ちゃくせき **** ) **
 * • understanding and responding to classroom instructions to play games, complete **
 * work or get ready for class, for example, **** たってください ****, **** すわってください **** , **** か **
 * いてください ****, **** みてください **** , **** よんでください **** , **** きいてください **
 * • reinforcing classroom language through role-play **
 * みなさん、おはよう ****, **** たってください **** , **** しずかにしてください **
 * 1.3 Engage in actions and activities such as songs, rhymes, games and performances, using **
 * simple scaffolded language. [Key concepts: play, rhythm, mimicry, performance; Key **
 * processes: singing, miming, responding, performing] **
 * • **** singing and responding to rhymes and action **
 * • **** following cues (for example, **** みなさん、かきましょう **** ), mimicking language and **
 * performing actions for games such as **** カードをとって、せなかにかいて **
 * • **** participating in floor activities and games **
 * 1.4 Use appropriate spoken and non-verbal language to carry out transactions **
 * [Key concepts: exchange, respect, hierarchy, relations; Key processes: presenting, thanking] **
 * • participating in tasks involving sorting and classifying objects and **** attributes such as colours using simple question forms and affirmative/negative responses **
 * Obtaining and using information **
 * 1.5 Identify the topic, gist and key points in simple texts such as songs, rhymes and story **
 * and picture books. [Key concepts: characters, story, traditions; Key processes: recognising, **
 * retelling, reacting, engaging] **
 * • recognising hiragana as they are progressively introduced using flash cards with **
 * mnemonics for repetition, chanting, matching and snap games, for example, **** あ ****, **
 * い ****, **** う **** , **** え **** , **** お **
 * • **** recognising simple kanji as they are introduced, for example **** 大 **
 * • listening for keywords in stories, rhymes or songs, using visual cues such as **
 * gestures and facial expression to assist understanding **
 * • using pictures and contextual clues to predict meaning, understand gist, identify **
 * key characters or events, and pick out single words and expressions **
 * • recognising simple hiragana, or words in familiar contexts such as labels **
 * and titles **
 * • identifying individual elements kanji or hiragana by looking at **
 * texts **
 * • identifying key points in a range of simple spoken, written or digital texts by **
 * miming, drawing, clicking or dragging, for example, interactive digital programs **
 * 1.6 Share developing knowledge of Japanese with each other to convey factual information, **
 * using simple spoken and written statements, gestures and concrete materials. [Key **
 * concepts: self, environment, group, experience; Key processes: stating, illustrating, miming, **
 * showing] **
 * • labelling or naming items **
 * • using simple sentence structures, familiar vocabulary, concrete materials and **
 * appropriate gestures to provide information about self and immediate environment **
 * Responding to and expressing imaginative experience **
 * 1.7 Respond to imaginative experience through actions and expressions such as mime, **
 * drawing, dance and simple text creation. [Key concepts: imagination, performance, **
 * engagement; Key processes: using and creating mnemonics, singing, miming, participating, **
 * enjoying] **
 * • **** performing songs, rhymes, **** chants or simple stories that include repeated phrases and rhythms and nonverbal **** forms of expression such as clapping, gestures and facial expressions **
 * • using simple language structures and supporting drawings or mime to describe **
 * and respond to characters **
 * • **** listening to instructions and miming the actions, for example, **** てをあげて **
 * 1.8 Create own stories, characters and performances to express imaginative experience. **
 * [Key concepts: imagination, character, action; Key processes: composing, inventing, **
 * performing] **
 * • creating imaginary characters using materials such as puppets or paper **
 * cut-outs, and giving them names and characteristics **
 * • responding to written texts by creating illustrations and pasting hiragana captions **
 * using keywords and modelled phrases **
 * Moving between/translating **
 * 1.9 Move between using English and Japanese in familiar contexts such as classroom and **
 * family interactions, experimenting with using each language for similar purposes. [Key **
 * concepts: meaning, translation; Key processes: listening, decoding, comprehending] **
 * • recognising that every language has its own words, sounds and gestures to make **
 * meaning, using Japanese and/or English to name familiar objects and conduct **
 * simple conversations, translating when necessary to check understanding **
 * • noticing that some Japanese words have been incorporated into English **
 * • noticing that some Japanese words sound similar to words from English and **
 * considering reasons why, for example, **** ペット ****, attaching bilingual labels or **
 * captions for personal items, identifying words that are similar between languages, for example, **** おじいさん ****, **** ペット **** , **** ごみばこ **
 * 1.10 Explain simple Japanese expressions and behaviours to friends and family members, **
 * identifying words and expressions that are difficult to translate. [Key concepts: culture, **
 * behaviour, politeness; Key processes: describing, modelling, comparing] **
 * • modelling hand gestures, facial expressions and body movements that work with **
 * language or stand alone in Japanese communication **
 * • explaining the importance of using different language with different people, for **
 * example, using titles ( **** せんせい **** ), not using first names with adults unless they are **
 * close friends or family members, and using correct respectful terms such as **** さん **
 * • explaining how kanji characters consist of strokes that often represent a picture, **
 * for example, **** 大 **** = **** ‘ **** big **** ’ **
 * Expressing and performing identity **
 * 1.11 Use simple statements and gestures to express aspects of identity such as **
 * membership of family. [Key **** concepts: self, family, community; Key processes: representing, connecting, explaining] **
 * • making simple statements to give information about self such as name for example, **** ぼくは **** James **** です **
 * 1.12 Use words, expressions, gestures and actions to share Japanese language and culture **
 * learning with friends and family members. [Key concepts: communication, culture, **
 * expression; Key processes: demonstrating, acting, speaking, explaining] **
 * • choosing favourite expressions or actions which ‘feel’ most Japanese, such as **
 * sitting on the floor Japanese-style ( **** せいざ **** ) **
 * • including occasional Japanese words and expressions in usual first-language **
 * communication when it feels right, for example, **** じゃまた、こんいちは **
 * Reflecting on intercultural language use **
 * 1.13 Notice and describe some ways in which Japanese language, behaviour and **
 * communication are similar or different to own language(s) and culture(s). [Key concepts: **
 * communication, culture, difference, similarity; Key processes: noticing, comparing, **
 * describing] **
 * • noticing aspects of Japanese ways of talking and behaving which seem different **
 * to their own, such as bowing to the teacher **
 * • comparing own and Japanese lifestyles ****, **** using appropriate hand **
 * gestures, facial expressions or body language when responding to greetings **
 * 1.14 Consider own language(s) and culture(s) and how these influence communication with **
 * people who do not share the same language and culture. [Key concepts: language, culture, **
 * communication; Key processes: noticing, describing, reflecting] **
 * • beginning to build an understanding of culture: what it is, how it relates to language, and how it can be ‘found’ in language and behaviour **
 * • describing how it feels to use Japanese (for example, ‘I love it when ...’, ‘I feel **
 * weird when ...’, ‘I just can’t ...’, ‘It’s difficult to ...’), identifying particular actions, **
 * words, sounds and expressions which are enjoyable/easy/difficult/impossible to use **
 * Understanding **
 * Systems of language **
 * 1.15 Recognise sounds and rhythms of spoken Japanese, and learn how sounds are **
 * produced and represented in three different of scripts [Key concepts: pronunciation, sounds, **
 * characters; Key processes: listening, distinguishing, recognising] **
 * • understanding that the Japanese language uses three different script depending **
 * on the word origins and the context (Year 2) **
 * • developing phonic awareness by recognising and experimenting with Japanese **
 * sounds, including the difficult-to-pronounce **** ら ****, **** り **** , **** る **** , **** れ **** , **** ろ **
 * • developing pronunciation and intonation skills by singing, reciting and repeating **
 * words and phrases in context **
 * 1.16 Recognise and copy some hiragana and a few high frequency kanji. [Key concepts: **
 * script, meaning, symbols; Key processes: tracing, copying, understanding] **
 * • understanding that hiragana has -46 different sounds, and being able to mimic **
 * the sounds and write some of hiragana **
 * • **** writing a few high-frequency kanji such as **** 人 **
 * 1.17 Understand the structure of basic sentences in Japanese that reflect the initial literacy **
 * stage. [Key concepts: patterns, rules, grammar; Key processes: noticing, experimenting, **
 * explaining] (Year 2) **
 * • building vocabulary that relates to immediate and familiar environments such as **
 * the classroom and home, and that can be used for real purposes **
 * • recognising that different text types have different features, for example, **
 * repetition and rhythm in action songs and rhymes **
 * Variability in language use **
 * 1.20 Notice that language used for particular purposes (for example, praising, greeting) and **
 * in different forms (for example, speaking or writing) can differ between cultural contexts. [Key **
 * concepts: situation, participants, context; Key processes: noticing, choosing, addressing] **
 * • understanding that language used for similar functions (for example, greeting, **
 * thanking or complimenting) can vary across cultures **
 * • being aware of differences in writing systems across languages, for example, use **
 * of scripts, characters, symbols **
 * Language awareness **
 * 1.21 Understand that languages are the key form of communication among and between **
 * different groups of people, and that they have different characteristics such as sounds and **
 * written forms. [Key concepts: language, communication, scripts, symbols; Key processes: **
 * observing, noticing, considering] **
 * • understanding the importance of language for human relationships and **
 * communication, and that the world contains many different languages spoken by **
 * many different communities of speakers **
 * • identifying points of similarity and difference between Japanese and English, **
 * such as the fact that Japanese has several different scripts ( **** 漢字 ****, **** ひらがな **** , **** カタ **
 * カナ **** ) but less variation in intonation than English (Year 2) **
 * • beginning to see the connection between kanji and its pictorial origins in easily **
 * deciphered ideograms such as **** 人 **** (Year 2) **
 * • noticing that Japanese loan words written in katakana often sound like a familiar **
 * word in English (Year 2) **
 * • recognising that languages borrow from each other, adopting words and expressions without translating them **
 * Role of language and culture **
 * 1.23 Understand that the way people use language relates to where and how they live and **
 * to what is important to them. [Key concepts: culture, meaning, community; Key processes: **
 * discussing, reflecting, noticing] **
 * • understanding that ‘culture’ refers to visible elements of how people live (such as **
 * eating or dressing, and symbols), and also to invisible elements, **
 * such as how people think about themselves and others, how they understand **
 * experience and what they value **
 * • recognising features of Japanese culture in everyday interactions and simple texts, such as greeting people on particular celebrations (for example, **** おたんじょうび、おめでとう **** ) **

// 2.1 Interact with teacher, peers and other Japanese speakers in rehearsed contexts such as greeting, leave-taking, and talking about self and family. [Key concepts: self, home, relationships; Key processes: interacting, communicating, describing] // • initiating and responding to social interactions such as greetings at different times of day and requiring different levels of formality, for example, せんせいおはようございます, ケンくん、おはよう！ • exchanging information about self, friends or family, building vocabulary, using formulaic expressions • asking and answering factual questions using formulaic structures and familiar expressions, for example // 2.2 Use Japanese to participate in processes associated with learning the language, such as following character stroke order and using appropriate forms of address when responding to prompts and cues. [Key concepts: comprehension, recognition, practice, response; Key processes: listening, comprehending, responding, addressing] // • developing classroom rules and routines (for example, よくきいて、いっしょにはなして), and practising scripts through guided support from the teacher // 2.3 Participate in guided tasks with real following simple instructions, using modelled structures to describe steps and materials. [Key concepts: procedure, stages, elements, roles; Key processes: planning, combining, creating, solving] // • reflecting on and demonstrating for others what they know and can do in Japanese, such as through performance and presentation in front of the class, for example, skits, songs and role-plays // 2.5 Locate specific items of information in written texts and spoken interactions associated with home, school and community in Japanese and Australian contexts. [Key concepts: routines, interactions, family; Key processes: identifying, describing, sequencing] // • finding familiar vocabulary, //kanji// or particular items // 2.6 Present factual information about personal experience at home and in school, using spoken and written language and support materials. [Key concepts: self, leisure, likes, interests; Key processes: writing, telling, drawing, showing] // • using simple descriptive language and supporting resources describe family members identifying relationships (for example, おとうさんです) • recording for self and demonstrating to friends and family what they know and can say in Japanese, for example, …… check list or charts, lists of favourite expressions or gestures, options for greetings in different situations // 2.7 Respond to performances by sharing feelings and opinions in simple spoken statements and in // romaji//. [Key concepts: imagination, performance; Key processes: reacting, expressing, retelling]// • collecting favourite exclamations, words or expressions used in different imaginative and expressive texts (for example, やった, できた, おめでとう, がんばって, すごい), and using them in own written and oral language • reading and listening to simple stories, and repeating onomatopoeic sounds such as チュウ、ワンワン、ニャアオ // 2.8 Compose, perform and present simple creative texts such as haiku, puppet shows or storyboards in response to shared imaginative stimuli. [Key concepts: imagination, performance, creativity; Key processes: creating, drawing, presenting, performing] // • working collaboratively to create written, spoken or digital texts such as short stories or labelled diagrams of an invented character, creature or animal // 2.9 Identify words and expressions that do not translate easily between Japanese and English and are often used in their original form in either language. [Key concepts: communication, meaning, context; Key processes: decoding, selecting, identifying] // • collecting and using Japanese words and expressions which do not translate easily into English (such as and words used routinely by English speakers without always being recognised as Japanese • finding in Japanese texts easily recognisable English loan words written in //katakana//  (for example, ペット), and experimenting with Japanese pronunciation
 * In addition, Year 3 students will: **
 * Communicating **
 * // Socialising and taking action //**
 * // Obtaining and using information //**
 * // Responding to and expressing imaginative experience //**
 * // Moving between/translating //**

// 2.11 Use descriptive statements and supporting resources to express personal identity in relation to elements such as gender, age, appearance, likes and dislikes. [Key concepts: self, group, personality, preferences; Key processes: reflecting, presenting, illustrating] // • creating posters, charts or photo albums providing information about self, including group memberships (for example, わたしのかぞく, やきゅうチーム) // 2.12 Demonstrate developing bilingual identity by using Japanese for some daily interactions, noting how it feels when speaking, acting and interacting in Japanese. [Key concepts: identity, culture, behaviour; Key processes: observing, reflecting, discussing] // • experimenting with Japanese practices such as sitting Japanese-style, or playing traditional games, and considering how these impact on own sense of identity
 * // Expressing and performing identity //**

// 2.13 Identify similarities and differences between Japanese and Australian interactions and simple texts in contexts such as school, home and social events. [Key concepts: difference, routines, values; Key processes: noticing, comparing] // • sharing favourite Japanese expressions or behaviours and reflecting on the equivalent expression or behaviour in English • noticing and sharing views (in English) on differences between Japanese and Australian ways of communicating, including forms of address, body language, intonation and expression
 * // Reflecting on intercultural language use //**

// 2.15 Understand that the // hiragana //symbols can be connected to represent words. [Key concepts: pattern, sounds; Key processes: chorusing, listening, recognising]// • mimicking the teacher’s modelled language and playing games to practise and become familiar with sound combinations
 * Understanding **
 * // Systems of language //**

// 2.16 Recognise the systematic order within the // hiragana //character set; commence// hiragana //script writing and recognise frequently used// kanji//. [Key concepts: order, stroke, character; Key processes: noticing, tracing, copying]// • practising the //hiragana// script in a variety of ways // 2.17 Understand the structure and identify elements of basic sentences and interactions such as introductions and polite invitations using simple particles such as // は //. [Key concepts: exchanges, sentence, patterns; Key processes: noticing, practising] // • understanding that speakers can signal their own gender by using the pronouns ぼくor わたし) • understanding that separate symbols called ‘particles’ are used to mark particular elements within a sentence, for example, サムさんはおべんとうをかいますか // 2.18 Reflect on some differences and similarities between the rules that shape the use of Japanese, English and other known languages. [Key concepts: difference, similarity, order; Key processes: noticing, reflecting] // • understanding that plural forms are not often used in Japanese, which relies more on context to ascertain correct meaning  • noticing that unlike English, sentences in Japanese have a subject–object–verb structure, for example, わたしはえいがをみます

// 2.19 Understand that different ways of using Japanese language shape and reflect different relationships, such as deciding to be formal or informal, affectionate or hostile, playful or respectful. [Key concepts: tenor, register; Key processes: selecting, observing, identifying] // • noticing and comparing available choices of language when using Japanese, English or other known languages in everyday contexts • understanding the importance of non-verbal elements of communication such as volume, body language and facial expressions, for example, using a clear voice, and looking downwards while bowing to an older person
 * // Variability in language use //**

// 2.20 Identify cultural differences between speakers of different languages in terms of elements such as use of voice, body language, communicative style and expressiveness. [Key concepts: culture, context, variation; Key processes: comparing, interpreting, explaining] // • appreciating differences in non-verbal communication between speakers of different languages, such as how closely people stand to one another (personal space), how loudly they speak and how they use hand gestures or smiles • reflecting on the frequency and importance of elements of non-verbal language in Japanese, for example, that greeting without bowing would appear rude in many situations

// 2.21 Recognise that Japanese is an important world language, spoken in many countries, including Australia; and that Japanese and English have influenced and continue to influence each other in areas such as vocabulary, behaviours and ideas. [Key concepts: influence, contact, relationship; Key processes: observing, comparing] // • exploring the influence of Japanese language and culture in the world
 * // Language awareness //**

// 2.22 Recognise how languages and cultures influence each other, and identify word borrowings, code mixing and switching, hybrid forms of languages and the adoption of ideas. [Key concepts: influence, exchange, culture; Key processes: collecting, noticing, comparing] // • understanding that Japanese language has been influenced by history and by contact with other nations, such as the development of scripts and the adoption of loan words that are written using //katakana//, for example, ペット.

// 2.23 Understand that language and culture cannot be separated, and that culture includes visible elements such as arts, food and dance, and invisible elements such as beliefs, values and attitudes. [Key concepts: culture, practices, values, expressions; Key processes: observing, comparing, explaining] // • identifying visible elements of culture(s) associated with Japanese-speaking communities and comparing with expressions of culture in own communities, such as Indigenous ceremonies • understanding that language carries meanings to do with attitudes, ideas or feelings which may not be easy for people from different cultural backgrounds to understand // 2.24 Explore the idea of moving between cultures and meanings when learning new languages, developing language to talk about the relationship between culture and communication. [Key concepts: movement, influence, choice, expression; Key processes: choosing, reflecting, comparing] // • developing a metalanguage for talking about culture and language, using terms such as ‘meaning’, ‘difference’ and ‘behaviour’, and thinking about the values and ideas which sit inside language, asking: ‘What does it mean when ...?’, ‘What is the difference between ...?’ • developing a reflective dimension to learning and using Japanese, for example, talking about how it feels to use two languages, and identifying words or expressions which are difficult to understand because they refer to unfamiliar concepts || Japanese Counting incorporated into classroom routines, eg packing up || How do we use Japanese to communicate and socialise regarding the familiar topics of family, pets and homes?
 * // Role of language and culture //**
 * ** Literacy Link & Numeracy Link ** ||
 * Development of hiragana skills: tracing, copying, independent writing. Recognition and identification of patterns in Japanese script. |||||||||||||||||||| Relative size comparison; ちさい、おおきい
 * ** Key Inquiry questions ** ||
 * How do we communicate in Japanese? How do we greet each other and use classroom language?

Differentiation: Continuous assessment to monitor student proficiency and progress leading to careful teacher management of degree of scaffolding to individual students in written and oral activities, and group participation, such that all students experience both challenge and success, both of which may vary across tasks and on different days. || Continuous informal and formal assessment and feedback to students on participation in group activities and completion of written and oral tasks. ||||||  ||||||||||||||||   || Continuous informal and formal assessment and feedback to students on participation in group activities and completion of written and oral tasks. Multimodal formal assessment – individual and whole-class - of macroskills identifying strengths in students’ oral, listening and written skills, targeting the topics of: Family, Pets, Homes, Garden |||||| 50%
 * ** ASSESSMENT WEIGHTING % DUE DATE ** ||
 * Reception
 * Year 1-3

10% 10% 10% 10% |||||||||||||||| Continuous throughout semester

Family – Term 1, by end Week 7 Pets - Term 2, by end Week 4 Homes – Term 2, by end Week 7 Garden – Term 2, by end Week 10 ||

Prior Learning assumed from previous year levels:
 * Reception and new students – a little prior knowledge assumed as the semester progresses, so that students are constantly building on the language skills they are practicing each week

Year 1 -3 – some prior knowledge assumed regarding greeting and socialising in Japanese, formation of hiragana, pronunciation of Japanese sounds, creation of simple sentences in interlanguage form, and ability to, with support, utilise learning-how-to-learn strategies in language learning

Year 2/3 – some prior knowledge assumed regarding sentence structure in Japanese, identifying characters in a hiragana box, and noticing patterns in Japanese script ||

(Year of the ひつじ, 節分, ひなまつり,こどものひ) |||||||||||||||||| Duration: 1-2 lessons each as arises throughout the semester on the appropriate dates in the Japanese calendar || Students interact with the teacher through classroom routines, play and action-related talk, using formulaic expressions and modelled language. They exchange greetings and respond to familiar instructions and directions. They interpret visual, non-verbal and contextual cues such as intonation, gestures and facial expressions to help make meaning, and participate in stories, songs and rhymes. They approximate the sounds, rhythms and pitch of spoken Japanese. Students interact with a range of simple written, visual and multimodal texts, using cues such as context, graphics, and familiar vocabulary and language features to support understanding and build familiarity with different text types. Student writing at this level focuses on recognising and learning to write the 46 hiragana symbols. Students understand that Japanese differs from English in its use of multiple scripts. Students understand that languages are interconnected with cultures, and that Japanese language reflects ways of behaving and thinking as well as ways of using language, as does their own language. Year 3 Achievement Standards: Students interact with the teacher and peers through classroom routines, play and action-related talk, using formulaic expressions and modelled language. They exchange greetings and well wishes, and respond to familiar instructions and directions, and to questions such as わかりますか, はじめましょうかThey exchange simple ideas and information. They interpret visual, non-verbal and contextual cues such as intonation, gestures and facial expressions to help make meaning, and participate in stories, songs and rhymes. They approximate the sounds, rhythms and pitch of spoken Japanese. Students interact with a range of simple written, visual and multimodal texts, using cues such as context, graphics, and familiar vocabulary and language features to support understanding and build familiarity with different text types. Student writing at this level focuses on recognising and learning to write the 46 hiragana symbols and some frequently used kanji. Learners explore the artistic and creative elements of Japanese script by practising it through games and activities. They use modelled sentence structures to compose short original texts, such as descriptions, captions or simple narratives, using particles such as は, の, と and か. Students understand that Japanese differs from English in its use of multiple scripts and modification of language for gender. They indicate their own gender by using わたし or ぼく. They understand that languages change over time and influence one another. They recognise that languages do not always translate directly. Students understand that Japanese has its own rules for pronunciation, grammar and non-verbal communication. They differentiate statements and questions according to intonation and context. Students understand that languages are interconnected with cultures, and that Japanese language reflects ways of behaving and thinking as well as ways of using language, as does their own language. ||
 * Unit Title: Festivals and Celebrations
 * Year Level: R - 2/3 |||||||||||||||||| Teacher: Wendy Venning ||
 * Reception – Year 2 Achievement Standards:
 * Reception – Year 2 Achievement Standards:
 * ** CONTENT DESCRIPTORS: ** ||  ||   ||   ||   ||   ||   ||   ||
 * ** All students: **
 * Communicating **
 * Socialising and taking action **
 * 1.1 Interact in simple exchanges with peers and teacher using appropriate modelled **
 * language and gestures to socialise and enact both familiar and respectful relationships. [Key **
 * concepts: self, family, friends, respect; Key processes: greeting, introducing, socialising] **
 * • **** greeting the teacher (for example, **** おはようございます ****, **** せんせい、さようなら **** ) **
 * and peers (for example, **** おはよう ****, **** じゃあね **** ) **
 * • using culturally appropriate titles and forms of address for teachers (for example, **
 * せんせい、ありがとうございます **** ) **** in everyday interactions **
 * 1.2 Use Japanese for routine classroom interactions such as the opening and closing of **
 * lessons, following instructions, responding to questions and asking for help. [Key concepts: **
 * roles, routines, procedure; Key processes: participating, responding, respecting] **
 * • participating as a group in classroom routines such as opening and closing **
 * lessons (for example, **** きりつ ****, **** れい **** ) **
 * • understanding and responding to classroom instructions to play games, complete **
 * work or get ready for class, for example, **** たってください ****, **** すわってください **** , **** か **
 * いてください ****, **** みてください **** , **** よんでください **** , **** きいてください **
 * • reinforcing classroom language **** みなさん、おはよう ****, **** たってください **** , **** しずかにしてくだ **
 * さい **
 * 1.4 Use appropriate spoken and non-verbal language to carry out transactions such as **
 * thanking. [Key concepts: exchange, respect, hierarchy, **
 * relations; Key processes: presenting, thanking] **
 * Obtaining and using information **
 * 1.5 Identify the topic, gist and key points in simple texts such as songs, rhymes and story **
 * and picture books. [Key concepts: characters, story, traditions; Key processes: recognising, **
 * retelling, reacting, engaging] **
 * • using pictures and contextual clues to predict meaning, understand gist, identify **
 * key characters or events, and pick out single words and expressions **
 * • **** predicting meaning by listening to simple stories and viewing associated pictures, **
 * • recognising simple kanji, hiragana, or words in familiar contexts such as labels **
 * and titles **
 * • identifying individual elements such as kanji or hiragana by looking at texts **
 * 1.6 Share developing knowledge of Japanese with each other to convey factual information, **
 * using simple spoken and written statements, gestures and concrete materials. [Key **
 * concepts: self, environment, group, experience; Key processes: stating, illustrating, miming, **
 * showing] **


 * Responding to and expressing imaginative experience **
 * 1.7 Respond to imaginative experience through actions and expressions such as mime, **
 * drawing, dance and simple text creation. [Key concepts: imagination, performance, **
 * engagement; Key processes: using and creating mnemonics, singing, miming, participating, **
 * enjoying] **
 * • using simple language structures and supporting drawings or mime to describe **
 * and respond to characters or imaginary experiences **
 * 1.8 Create own stories, characters and performances to express imaginative experience. **
 * [Key concepts: imagination, character, action; Key processes: composing, inventing, **
 * performing] **
 * • creating imaginary characters using materials such as puppets or paper **
 * cut-outs, and giving them names and characteristics **
 * • responding to written texts by creating illustrations and pasting hiragana captions **
 * using keywords and modelled phrases **
 * Expressing and performing identity **
 * 1.11 Use simple statements and gestures to express aspects of identity such as **
 * membership of family, friendship and cultural groups, personality and appearance. [Key **
 * concepts: self, family, community; Key processes: representing, connecting, explaining] **
 * 1.12 Use words, expressions, gestures and actions to share Japanese language and culture **
 * learning with friends and family members. [Key concepts: communication, culture, **
 * expression; Key processes: demonstrating, acting, speaking, explaining] **
 * • including occasional Japanese words and expressions in usual first-language **
 * communication when it feels right, for example **** じゃあね **
 * Reflecting on intercultural language use **
 * 1.13 Notice and describe some ways in which Japanese language, behaviour and **
 * communication are similar or different to own language(s) and culture(s). [Key concepts: **
 * communication, culture, difference, similarity; Key processes: noticing, comparing, **
 * describing] **
 * • noticing aspects of Japanese ways of talking and behaving which seem different **
 * to their own **
 * • comparing own and Japanese lifestyles **
 * 1.14 Consider own language(s) and culture(s) and how these influence communication with **
 * people who do not share the same language and culture. [Key concepts: language, culture, **
 * communication; Key processes: noticing, describing, reflecting] **
 * • beginning to build an understanding of culture: what it is, how it relates to **
 * language, and how it can be ‘found’ in language and behaviour **
 * Understanding **
 * 1.16 Recognise and copy some hiragana. [Key concepts: **
 * script, meaning, symbols; Key processes: tracing, copying, understanding] **
 * • **** requesting objects using the set phrase **** …をください **** as a learnt phrase **
 * Variability in language use **
 * 1.20 Notice that language used for particular purposes (for example, praising, greeting) and **
 * in different forms (for example, speaking or writing) can differ between cultural contexts. [Key **
 * concepts: situation, participants, context; Key processes: noticing, choosing, addressing] **
 * • understanding that language used for similar functions (for example, greeting, **
 * thanking or complimenting) can vary across cultures **
 * Language awareness **
 * 1.21 Understand that languages are the key form of communication among and between **
 * different groups of people, and that they have different characteristics such as sounds and **
 * written forms. [Key concepts: language, communication, scripts, symbols; Key processes: **
 * observing, noticing, considering] **
 * • understanding the importance of language for human relationships and **
 * communication, and that the world contains many different languages spoken by **
 * many different communities of speakers **
 * • noticing that Japanese loan words written in katakana often sound like a familiar **
 * word in English **
 * Role of language and culture **
 * 1.23 Understand that the way people use language relates to where and how they live and **
 * to what is important to them. [Key concepts: culture, meaning, community; Key processes: **
 * discussing, reflecting, noticing] **
 * • understanding that ‘culture’ refers to visible elements of how people live (such as **
 * eating or dressing, and symbols such as flags), and also to invisible elements, **
 * such as how people think about themselves and others, how they understand **
 * experience and what they value **
 * • recognising features of Japanese culture in everyday interactions and simple **
 * texts, such as greeting people on particular celebrations (for example, **** おたんじ **
 * ょうび、おめでとう **
 * 1.24 ‘Find’ culture in own and peers’ everyday interactions and language use, making **
 * comparisons with Japanese, and reflecting on aspects of Australian English which might **
 * need explaining to Japanese friends. [Key concepts: cultural expression, meaning-making, **
 * behaviour; Key processes: noticing, comparing, explaining] **

// 2.1 Interact with teacher, peers and other Japanese speakers in rehearsed contexts such as greeting, leave-taking, and talking about self and family. [Key concepts: self, home, relationships; Key processes: interacting, communicating, describing] // • initiate and responding to social interactions such as greetings at different times of day and requiring different levels of formality, for example, せんせいおはようございます, ケンくん、おはよう！ • exchanging information using formulaic expressions using formulaic structures and familiar expressions // 2.2 Use Japanese to participate in processes associated with learning the language, such as following character stroke order and using appropriate forms of address when responding to prompts and cues. [Key concepts: comprehension, recognition, practice, response; Key processes: listening, comprehending, responding, addressing] // • developing classroom rules and routines (for example, よくきいて、いっしょにはなして ), and practising scripts through guided support from the teacher // 2.6 Present factual information about personal experience at home and in school, using spoken and written language and support materials. [Key concepts: self, leisure, likes, interests; Key processes: writing, telling, drawing, showing] // • creating a display about topics they have been studying in Japanese, such as festivals // 2.7 Respond to a //// live performances by sharing feelings and opinions in simple spoken statements and in // romaji//. [Key concepts: imagination, performance; Key processes: reacting, expressing, retelling]// • viewing excerpts from texts listening for keywords and familiar phrases and interpreting cultural cues • collecting favourite exclamations, words or expressions used in different imaginative and expressive texts (for example, やった, できた , おめでとう , がんばって , すごい ), and using them in own written and oral language // 2.12 Demonstrate developing bilingual identity by using Japanese for some daily interactions, noting how it feels when speaking, acting and interacting in Japanese. [Key concepts: identity, culture, behaviour; Key processes: observing, reflecting, discussing] // • experimenting with Japanese practices such as playing traditional games, and considering how these impact on own sense of identity // 2.13 Identify similarities and differences between Japanese and Australian interactions and simple texts in contexts such as school, home and social events. [Key concepts: difference, routines, values; Key processes: noticing, comparing] // • sharing favourite Japanese expressions or behaviours and reflecting on the equivalent expression or behaviour in English • noticing and sharing views (in English) on differences between Japanese and Australian ways of communicating, including forms of address, body language, intonation and expression
 * In addition Year 3 students will: **
 * Communicating **
 * // Socialising and taking action //**
 * // Responding to and expressing imaginative experience //**
 * // Reflecting on intercultural language use //**

// 2.15 Understand that the // hiragana //symbols can be connected to represent words. [Key concepts: pattern, sounds; Key processes: chorusing, listening, recognising]// • mimicking the teacher’s modelled language to practise and become familiar with sound combinations // 2.17 Understand the structure and identify elements of basic sentences and interactions such as introductions and polite invitations using simple particles such as //は//. [Key concepts: exchanges, sentence, patterns; Key processes: noticing, practising] // • understanding that separate symbols called ‘particles’ are used to mark particular elements within a sentence, for example, サムさんはおべんとうをかいますか • noticing that unlike English, sentences in Japanese have a subject–object–verb structure, for example, わたしはえいがをみます • recognising features of familiar genres such as greetings // 2.20 Identify cultural differences between speakers of different languages in terms of elements such as use of voice, body language, communicative style and expressiveness. [Key concepts: culture, context, variation; Key processes: comparing, interpreting, explaining] // • appreciating differences in non-verbal communication between speakers of different languages, such as how closely people stand to one another (personal space), how loudly they speak and how they use hand gestures or smiles // 2.21 Recognise that Japanese is an important world language, spoken in many countries, including Australia; and that Japanese and English have influenced and continue to influence each other in areas such as vocabulary, behaviours and ideas. [Key concepts: influence, contact, relationship; Key processes: observing, comparing] // • exploring the influence of Japanese language and culture in the world // 2.23 Understand that language and culture cannot be separated, and that culture includes visible elements such as arts, food and dance, and invisible elements such as beliefs, values and attitudes. [Key concepts: culture, practices, values, expressions; Key processes: observing, comparing, explaining] // • identifying visible elements of culture(s) associated with Japanese-speaking communities, and comparing with expressions of culture in own communities // 2.24 Explore the idea of moving between cultures and meanings when learning new languages, developing language to talk about the relationship between culture and communication. [Key concepts: movement, influence, choice, expression; Key processes: choosing, reflecting, comparing] // • developing a metalanguage for talking about culture and language, using terms such as ‘meaning’, ‘difference’ and ‘behaviour’, and thinking about the values and ideas which sit inside language, asking: ‘What does it mean when ...?’, ‘What is the difference between ...?’ • developing a reflective dimension to learning and using Japanese, for example, talking about how it feels to use two languages, and identifying words or expressions which are difficult to understand because they refer to unfamiliar ideas or to behaviours which are awkward or challenging, such as kneeling on the floor || Japanese Counting incorporated into classroom routines, eg packing up || How do we greet each other and use classroom language? How and why do Japanese people celebrate? How do these celebrations compare and contrast with our own celebrations ?
 * Understanding **
 * // Systems of language //**
 * // Language awareness //**
 * // Role of language and culture //**
 * ** Literacy Link & Numeracy Link ** ||
 * Development of hiragana skills: tracing, copying, independent writing. Recognition and identification of patterns in Japanese script. |||||||||||||||||||| 節分 – counting まめ
 * ** Key Inquiry questions ** ||
 * How do we communicate in Japanese?

Differentiation: Continuous assessment to monitor student proficiency and progress leading to careful teacher management of degree of scaffolding to individual students in written and oral activities, and group participation, such that all students experience both challenge and success, both of which may vary across tasks and on different days. || Continuous informal assessment and feedback to students on participation in group activities and completion of written and oral tasks. ||||||  ||||||||||||||||   || Students identify symbols associated with the Festivals celebrated in the first half of the year: oshogatsu, Setsubun, Hina Matsuri, Kodomonohi. |||||| 10% |||||||||||||||| Early May ||
 * ** ASSESSMENT WEIGHTING % DUE DATE ** ||
 * Reception:
 * Year 1 and 2/3:

Prior Learning assumed from previous year levels:
 * Reception and new students – a little prior knowledge assumed as the semester progresses such that students are constantly building on the language skills they have acquired in earlier lessons

Year 1 -3 – some prior knowledge assumed comparing and contrasting Japanese and Australian annual celebrations

Year 2/3 – some prior knowledge assumed regarding sentence structure in Japanese, identifying characters in a hiragana box, and noticing patterns in Japanese script ||


 * ** Learning Outcomes ** ||   ||   ||  ** Learning strategies and resources **  ||
 * When assessments are due NOT week by week content ||   ||   ||  Assessment items both formative and summative  ||  Content & Activities  ||
 * Continuous throughout semester

Early May ||||  || Informal assessment and teacher feedback based on student participation in group activities and completion of written work

Year 1 and 2/3: Students identify symbols associated with the Festivals celebrated in the first half of the year: oshogatsu, Setsubun, Hina Matsuri, Kodomonohi. || ** Festivals and Celebrations ** Students use the IWB and various authentic realia as a stimulus for discussion about Japan’s Animal Zodiac and the importance of the New Year (comparing with the importance of Christmas in Australia). Students participate in singing メリ - さんのひつじ as they view and listen to IWB. Students create a New Year ねんがしょう featuring sheep as Title Page in their Japanese books. Students view real おとしだま and create their own おとしだま including toy yen. Students create and label in hiragana their own ひつじ to take home, made of recycled ware (Sustainability). Students interact with realia to explore Japanese culture ( 節分 Setsubun) and participate in chasing an oni whilst shouting おにはそと、ふくはうち. Students create and label in hiragana their own oni and glue in their books. Students participate in classroom interactions such as greeting, thanking, and counting to pack away. Students view photos and handle interactive authentic items regarding ひなまつり, participate in group discussion and create their own ひなまつり doll to take home. Students view photos and realia regarding こどものひ, participate in group discussion about the values symbolised in こどものひ decorations, comparing with Australian celebrations, and create a こいのぼり. ||
 * Continuous throughout semester

Family – Term 1, by end Week 7

Pets - Term 1, by end Week 10

Homes – Term 2, by end Week 6

Garden – Term 2, by end Week 8 ||||  || Year 1-3 Continuous informal and formal formative assessment and feedback to students on participation in group activities and completion of written and oral tasks. Year 1-3 Multimodal formal summative assessment – individual and whole-class - of macroskills identifying strengths in students’ oral, listening and written skills, targeting the topics of: Family, Pets, Homes, Garden || ** At home with me ** Students discuss, create and describe new vocabulary items, building on previously acquired skills to listen to, speak, read and write in Japanese. Students use the IWB and iPad to practise language skills. Students participate in play based activities, role plays, songs and games with and without the IWB. Students participate in classroom interactions such as greeting, thanking, and counting to pack away. Students create art as tangible evidence of learning, labelling these in hiragana and using their artwork as a springboard for written and oral purposeful communication in Japanese: Jigsaw of お母さん 3D craft of おとおさん おばあさん with grey wool hair おじいさん with a hat 赤ちゃん with a blanket かぞく Paper Chain かぞく Finger puppets かぞく Mobile Students participate in singing かぞく song. Students use Chatterpix or Puppet Pals on the iPad in oral acivities using their かぞく characters. Students use craft to create いぬ、ねこ、ねずみ, [|かえる] and label these in hiragana, then use these as a visual stimulus for communication in Japanese with peers and teacher. Year 3 students use iPad apps such as Hiragana Pixel Party to explore and practise hiragana. Students explore, compare and describe the ペット size (Numeracy). Students explore differences and similarities in animal sounds in Japanese and English, focussing on チュウ、ワンワン、ニャアオ. Students use recycled junk mail (Sustainability) to fill a picture of だいどころ、れんじ and れえぞうこ, and create a home scene featuring とだな、ソファ＆テレビ with craft objects, which they can label and describe in Japanese. Students may use this as a background in Puppet Pals on the iPad and create a play in Japanese. Students use craft to create an interactive garden including かたつむり、ちょうちょう、はっぱ、き、はな. They label these in hiragana. They then use these as a visual stimulus for communicating in Japanese with peers and teacher. ||

Learning and Accountability plan developed by: Wendy Venning date: Jan 2015