Official+stuff

media type="custom" key="10319828"media type="custom" key="11150262" In Japanese, the 7 General Capabilities which underpin the curriculum are realised in language-specific ways (ACARA, The shape of the curriculum: Languages, pp32-33). Learning languages makes accessible to students additional literacy experiences and opportunities for the development of a broader range of literate practices. It strengthens language awareness and helps to develop a metalanguage, a language for thinking and talking about how language works Learning languages affords opportunities for learners to develop and use skills in numeracy to understand, analyse, categorise, critically respond to, and use mathematics in diverse contexts. They develop, use, and understand patterns, order, and relationships to reinforce concepts such as number, time, space in their own and in different cultural and linguistic systems. Learning languages is enhanced through the use of target language multimodal resources, digital environments, and technologies that provide for both synchronous and asynchronous learning experiences. Accessing the live target language environments and texts via digital media contributes to the development of information technology capabilities as well as linguistic and cultural knowledge. Accessing diverse real-time contexts extends the boundaries of the classroom Learning languages fosters creative thinking, enhances critical thinking, and encourages divergent and imaginative thinking. In learning a language, students broaden their thinking as they learn to interact with people from diverse backgrounds and as ther explore and reflect critically. Seeing things from different perspectives helps them to become divergent thinkers. By learning to notice, connect, and compare, and analyse aspects of the target language, students develop critical thinking skills as well as analytic and problem-solving skills. When learning another language, students are taught explicitly to acknowledge and value difference in their interactions with others and to develop respect for diverse ways of perceiving the world. Learning languages provides opportunities to reflect on and to adjust their own ethical points of view. Interacting effectively in an additional language involves being able to negotiate and interpret meaning in a range of social and cultural situations. Being able to communicate successfully with people of diverse linguistic backgrounds requires the ability to understand and show empathy, both qualities of social competence. Being open-minded and recognising that people view and experience the world in different ways are essential aspects of learning another language. Learning to interact in a collaborative and respectful manner is a key element of personal and social competence. The development of intercultural understanding is a central aim of learning languages that emerges from and improves communication in the target language. It is an integral part of developing global citizenship and is a lifelong endeavour. Socialising and taking action Interact in simple exchanges with peers and teachers 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 || 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 || 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 || 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 || 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 || 2.3 Participate in guided tasks with real outcomes (such as origami, calligraphy, cooking, craft and maths), following simple instructions, using modelled structures to describe steps and materials Key concepts: procedure, stages, elements, roles Key processes: planning, combining, creating, solving || Use appropriate spoken and non-verbal language to carry out transactions such as choosing or swapping different tokens or items Key concepts: exchange, respect, hierarchy, relations Key processes: presenting, thanking, declining, excusing || 2.4 Rehearse everyday social and commercial transactions such buying items or choosing a gift, using appropriate classifiers and politeness forms Key concepts: service exchanges, quantities, elements, transactions Key processes: choosing, requesting, thanking || Obtaining and using information 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 || 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 || 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 || 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 || Responding to and expressing imaginative experience 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 || 2.7 Respond to imaginative texts (such as むがしばなし、アニメ、まんが ) & 　live performances (such as たいこおどり ) by sharing feelings and opinions in simple spoken statements and in //romaji// Key concepts: imagination, performance Key processes: reacting, expressing, retelling || Create own stories, characters and performances to express imaginative experience Key concepts: imagination, character, action Key processes: composing, inventing, performing || 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 ||
 * Australian Curriculum: Japanese **
 * Group 1: Supporting students to become successful learners **
 * ** Literacy **
 * ** Numeracy **
 * ** Information and communication technology competence **
 * ** Critical and creative thinking **
 * Group 2: Developing ways of being, behaving and learning to live with others **
 * ** Ethical behaviour **
 * ** Personal and social competence **
 * ** Intercultural understanding **
 * Japanese Strands: Communicating **** and **** Understanding **
 * These Strands show what the students will do in their learning journey. **
 * Communicating **
 * Level 1 - Foundation to Year 2 || Level 1 - Years 3 and 4 ||
 * 1.1
 * 1.2
 * 1.3
 * 1.4
 * 1.5
 * 1.6
 * 1.7
 * 1.8

Moving between / translating 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 || 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 || Explain simple Japanese expressions and behaviours to friends and family members, identifying key words and expressions that are difficult to translate. Key concepts: culture, behaviour, politeness Key processes: describing, modelling, comparing || 2.10 Choose appropriate ways of speaking in a variety of interactions, explaining to peers the reasons for and effects of these language choices. Key concepts: etiquette, respect, harmony Key processes: noticing, comparing, hypothesising, explaining || Expressing and performing identity 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 || 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: imagination, character, action Key processes: self, group, personality, preferences || 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 || 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 || Reflecting on intercultural language use 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 || 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 || 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 || 2.14 Notice how the use of Australian English and other home languages reflects cultural values and behaviours, and compare with Japanese language and culture. Key concepts: culture, communication Key processes: noticing, classifying, analysing, comparing ||
 * 1.9
 * 1.10
 * 1.11
 * 1.12
 * 1.13
 * 1.14
 * Understanding **

Systems of language Recognise sounds and rhythms of spoken Japanese, and learn how sounds are produced and represented in three different scripts. Key concepts: pronunciation, sounds, characters Key processes: listening, distinguishing, recognising || 2.15 Understand that the hiragana symbols can be connected to represent words. Key concepts: pattern, sounds Key processes: chorusing, listening, recognising || Recognise and copy some //hiragana// and a few high frequency //kanji.// Key concepts: script, meaning, symbols Key processes: tracing, copying, understanding || 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 || Understand the structure of basic sentences in Japanese that reflect the initial literacy stage. Key concepts: patterns, rules, grammar Key processes: noticing, applying || 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 || Understand that language can be used to achieve different purposes at different times. Key concepts: genre, text, meaning Key processes: noticing, applying || 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 || Variability in language use Understand that Japanese is used in different ways in different situations, such as in the playground, at home or in the classroom. Key concepts: relationship, politeness Key processes: noticing, observing, listening || 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 || Notice that language used for particular purposes (for example, greeting, praising) and different forms (for example, speaking or writing) can differ between cultural contexts. Key concepts: situation, participants, context Key processes: noticing, choosing, addressing || 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 ||
 * 1.15
 * 1.16
 * 1.17
 * 1.18
 * 1.19
 * 1.20

Language awareness 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 || 2.21 Recognise that Japanese is an important world language, spoken in many countries, including Australia; and that Japanes 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 || Understand that languages and cultures are not fixed but continuously change and influence each other. Key concepts: dynamic nature of language, change Key processes: listening, noticing || 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 ||
 * 1.21
 * 1.22

Role of language and culture 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 || 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 || 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 || 2.24 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 ||
 * 1.23
 * 1.24


 * St Francis de Sales College **
 * Junior Primary 日本語 ** ** Japanese Program **
 * Wendy Venning (B.A., Dip Ed., PhD) **

My guiding philosophy is that the greatest gift I can give my students is to inspire them to a life-long love of language learning. Fundamental to this philosophy is ensuring that each individual experiences success, via delivery of an intercultural language learning program which caters to the variety of learning needs and styles. The general aims of the Japanese program are that students will: The program draws on several documents, most importantly: The learning process will follow the broad framework of the communicative approach with an emphasis on intercultural language learning.
 * Guiding Philosophy **
 * General Aims **
 * enjoy learning Japanese
 * experience success in their learning by mastering achievable goals
 * develop communicative skills in everyday, useful Japanese
 * increase their understanding of Japanese culture
 * appreciate the individuality of cultures
 * develop personal strategies for language learning
 * develop a degree of personal responsibility for their language learning.
 * Theoretical background **
 * //The Shape of the Australian Curriculum: Languages// (ACARA. 2010) []
 * Draft F-10 Australian Curriculum: Languages - Japanese. (ACARA. 2013) []
 * // Teaching and Learning Languages: A guide // ([])
 * // Teaching Languages in the Primary School // (Browett, J. 2006. Curriculum Corporation)
 * // Professional Standards for Accomplished Teaching of Languages and Cultures // (AFMLTA. 2005)
 * // Team Teaching and Communicative Language Teaching in Japanese Secondary Schools // (Venning, W. 2000. PhD thesis)
 * Implementation **

The approach is student-centred; that is, based around what students will //do// in lessons. Learning experiences will be informed by student needs, interests, and preferred learning styles. Active participation is expected in listening, speaking, reading, writing; students will learn Japanese by //using// it, rather than learning about it. Use of classroom technology is integrated throughout the program, with students using the SmartBoard in a variety of ways. A number of simple iPad apps are suggested for follow up at home. The wiki (http://stfrancisdesalescollege-japaneser-2.wikispaces.com/ ) has become a valuable communication tool to showcase to parents what we do in Japanese lessons, and also as a teaching and learning tool. Children love to see themselves as the star of the show – and what a great peer-learning way to check, learn and revise songs, pronunciation and so on! Students will also learn outside – Junior Primary students respond so well to outdoor lessons – exploring our world with a ‘Japanese eye’… //Nani iro desu ka?// (What colour is this?); games such as //Nanji desu ka// (What’s the time Mr Wolf?), writing Japanese characters on the paving; creating Japanese characters in the sandpit, and so on.

Students will listen to traditional stories such as ももたろ//Momotaro, 一寸法師Issunboushi,// and たなばた//Tanabata//, sing songs, and play games familiar to children in Japan. Students will learn language in its sociocultural context, and thus learn to use it appropriately according to Japanese usage, always bearing in mind the intercultural learnings that arise from learning Japanese as Australian students. One of my basic goals is that **every student speaks Japanese in every lesson**; greeting, asking, thanking, and using the target vocabulary of the lesson. Naturally the target phrase is not the only Japanese used in that particular lesson; it should be taken as a given that in every lesson students are communicating in Japanese in order to discuss and complete everyday tasks.

The program is organised such that a variety of activities over the year caters for the diversity of learning styles and strategies in our students. Some lessons (eg., ひなまつりHina Matsuri, たなばたTanabata) focus specifically on gaining an understanding of the rhythms of the year in Japan, but it should be taken as a given that in all lessons intercultural and sociolinguistic issues are fundamental to the learning of vocabulary.

Regarding the reading and writing of kanji, hiragana, and katakana, at Level 1 the aim is to develop familiarity with the Japanese writing system, and write with support. Frequently used kanji (numbers, days of the week) will be introduced. ろおまじ(roomaji) are used freely to foster confidence. Students will trace and copy Japanese writing on their worksheets, and become increasingly familiar with aspects of Japanese writing (eg., its syllabic nature; verb-final sentence ) through increased exposure, thus laying the foundation for learning hiragana in Level 2 years. A core component of my teaching approach is that all students are: (i) challenged; and (ii) experience success. This is coupled with a core philosophy of my classroom approach, that we all help each other. Thus, for example, students who have difficulty in pronunciation, speaking in front of others (shyness), writing, or completing tasks will be assisted by the teacher and by more proficient students. More capable students will be extended to work more independently and to complete activities which extend their learning. The foundation of all our teaching and learning experiences are the 'heart values' of St Francis de Sales College: faith, justice, integrity, perseverance, wisdom, compassion, and respect. In 2014 our focus is on **respect**, and the Japanese program will explore this heart value throughout the year. A considerable variety of resources will be used throughout the year, including numerous authentic items from Japan and photos of and by the teacher in Japan, and online and SmartBoard activities. Ipads will be used to foster students' productive use of language, and to expolre Japanese culture. Resources can be used to create links between what students are familiar with, and a new language item, so items which R-2 children can relate to will also feature frequently, eg., Humpty Dumpty, Dora, teddy bears, B1 and B2, Bart Simpson, popular movie series such as //Despicable Me//, //Ice Age// and //Madagascar//, dress-ups and various household items where appropriate. ‘Hands-on learning’ at Junior Primary level utilises a multitude of craft resources, and available resources such as the sandpit, playground and schoolyard. Assessment of students will be functionally based, ie., based on what students have achieved, whether they have completed the set task/activity and whether they have met the criteria as described in Foundation to Year 4 (Level 1) Achievement Standards (Draft F-10 Document p 26).
 * Differentiation **
 * Resources **
 * Assessment and Evaluation **

Students will be encouraged to be aware of their progress, and to take some responsibility for evaluating their progress and learning.

Evaluation of the program will be informed by achievement of the specific objectives of each term’s program, and adjustments will be made where appropriate, and according to feedback from students, parents, and other staff.

[divided according to the five Australian Language Levels goals] greeting others counting 1-10 stating likes and dislikes naming food items sharing Grace at the table singing songs reading books together understanding and responding to simple oral classroom instructions identifying and naming colours identifying parts of the body asking about and describing the weather naming the seasons naming family members naming animals. searching for and discovering information inferring from context and making predictions about meaning increasing understanding of patterns of the Japanese language increasing understanding of the importance of pronunciation and intonation in Japanese developing the ability to associate items and their names using existing skills as a basis for exploring new ideas. understanding the social behaviour appropriate to greetings in the Japanese context understanding table manners inJapan understanding everyday life inJapan understanding Japanese cultural traditions becoming familiar with festivals and important days in Japan developing //origami// skills. understanding the inappropriateness of seeking direct correspondence between words of different languages in similar contexts contrasting word order between Japanese and English recognising and producing familiar sentence patterns understanding special features of the Japanese writing system. becoming familiar with the fact that different countries use different ways of greeting becoming familiar with the fact that different countries have different money systems becoming familiar with the fact that different countries use different body language becoming familiar with the fact that different countries have different seasons becoming familiar with the fact that different countries celebrate different events and days becoming aware of the influence of other cultures on Australian society developing respect for different cultural perspectives.
 * General Outcomes, R-2. **
 * Communication **
 * Learning how to learn **
 * Sociocultural **
 * Linguistic awareness **
 * General knowledge **

Students' learning will focus on sentence types:
 * 2014 Content descriptions and elaborations **

I'm eating / I'm drinking / I like / I don't like ... . . . をたべます-...o tabemasu . . . をみみます-...o nomimasu . . . がすきです-...ga suki desu . . . がきらいです- ...ga kirai desu My name is ... / How are you ? / Good thanks Understanding classroom instructions What's this ? / This is a ... Where's the ... ? / It's here. おなまえはなんですか. namae wa nan desu ka. わたし・ぼくは. . . ですーwatashi/boku wa ... desu. おげんきですか. はい、げんきです. ogenki desu ka. hai, genki desu. . . . てください. --te kudasai. これはなんですか. kore wa nan desu ka. これは. . . ですか. kore wa ... desu ka. はい・いいえhai/iie. ＿＿はどこですか. ここです！__doko desu ka. koko desu.
 * Yum yum ! Food and drink:**
 * About me:**

//as outlined in the Draft F-10 Document (pp 8- 26)//

Shapes: さんかくsankaku, しかくshikaku, まるmaru Inside a Japanese home:　いけばな ikebana, こけしkokeshi, ぼんさいbonsai, ふぐとうかfugu touka Japanese Folk Tale: かさじぞうStraw Hats for Jizo Christmas　クリスマス Colours Seasons
 * 2014 Key Topics **
 * Term 4 **
 * Communicating and Understanding related to the following topics: **
 * Term 3 **
 * Communicating and Understanding related to the following topics. **
 * We Are Learning To talk about: **

こどものひ 🎏 - kodomo no hi - Children's Day (May 5) すきなものSukinamono - //Food I like// きらいなものKirainamono - //Foods I don't like// いろ Iro - Colours ひらがな Hiragana - Japanese Writing たなばた 🎋 -Tanabata
 * Term 2 **
 * たべもの Tabemono - Food**
 * incorporating our Numeracy focus this term on comparative size: 大きい - ちさい ookii - chisai, big / small

Term 1 Year of the うまUma - //Year of the Horse// 節分せつぶん　- //Setsubun// たべものTabemono - //Food// のみものNomimono - //Drink// ひなまつりHina Matsuri - //Doll Festival// おかあさん　の　ひ　- //Mothers Day// // Easter //

2013 Key Topics // Vocabulary associated with: // Term 1 Year of the へび Year of the Snake 節分 Setsubun (3/2) あいさつ；じこしょかい Greetings & introducing myself 一二三四五六七八九十 Numbers 1-10 (Rec) 一から　二十まで Numbers 1-20 (Year 1) 一から　百まで Numbers 1-100 (Year 2) ひなまつり Hina Matsuri (Doll Festival 3/3) 日本　About Japan: basic geography イスタ　Easter Term 2 **

** からだ My body **

 * Term 3 **

** Days of the week **

 * Term 4 **

** クリスマス Christmas! **
Learning Intentions: This term we will have numbers coming out of our ears! (And mouths and pencils…). We continue our syntactic focus on verb-final sentence structure, and use of かas sentence-final interrogative marker, expanding our repertoire of questions and answers. We will explore the mixture of kanji, hiragana (and to a lesser extent katakana) in Japanese writing, and discuss the importance of stroke order in kanji. Our functional focus is on the generic counting of objects, telling the time (o'clock), and short formulaic interactions regarding means of transport, as outlined in Standard 1 Communication Outcomes. Learning Intentions: We continue our syntactic focus on verb-final sentence structure, and use of かas sentence-final interrogative marker, expanding our repertoire of conversation. We continue to explore the syllabic basis of hiragana, and the use of katakana in Japanese writing. Our functional focus is on identifying and describing objects, particularly those found in Japanese homes. We develop intercultural awareness by exploring differences and similarities in both the every day - ways of living (focussing on Japanese homes), and celebrations such as //shichi-go-san// and Christmas, working towards Standard 1 Outcomes. The Term 3 and 4 programs support in a variety of ways the development of students’ literacy, numeracy and information/communication technology skills, in particular using the SmartBoard as part of lessons (eg., Scootle, KidsWeb Japan).
 * 2012 Key Topics **
 * Term 1 **
 * あけましておめでとうございます****Akemashite omedet****ō** **gozaimasu**
 * [Year of the** **たつ****Dragon,** **せつぶん****Setsubun,** だるま**Daruma]**
 * じこしょかい****Jiko shokai**
 * [****おなまえはなんです、おげんきですか** **-** **o namae wa nan desu ka, o genki desu ka]**
 * ひなまつり****Hina Matsuri**
 * Getting to know Japan**
 * [****どこにいきますか、これはなんですか、どうぶつ** **-**
 * doko ni ikimasu ka, kore wa nan desu ka, farm animals]**
 * Easter**
 * Term 2 **
 * おかあさんおひ****Okaasan no hi (2nd Sunday in May)**
 * こどものひ** **Kodomo no hi (5/5)**
 * いろ** **Colours (reprised)**
 * 日本で In Japan：**
 * ふく** **Japanese clothes**
 * たべもの** **tabemono**
 * たなばた** **Tanabata**
 * Term 3 **
 * 一二三四五**六**七八九十** **Numbers**
 * なんさいですか. ＿＿さいです. ****Nan sai desu ka****. ＿＿****sai desu****. **
 * どうぶつえん** **Zoo animals**
 * おぼん** **Obon (****八月****)**
 * お父さんのひ** **Oto****ō****san no hi (1st Sun in Sept)**
 * さくら・****敬老のひ** **Cherry blossoms / Respect for the Aged Day (15/9)**
 * Term 4 **
 * 日本のスポーツ** **Sports in Japan**
 * をします** **___** **o shimasu (sport)**
 * 円** **Japanese money (numbers reprised +** **百****hyaku,** **千****sen,** **万****man)**
 * 七五三** **Shichi-go-san (15/11)**
 * 月** **Months (numbers reprised)**
 * クリスマス** **Christmas**
 * 2011 Key Topics (nb. the wiki was launched Sept 2011) **
 * Term 3 **
 * Getting around:**
 * 一二三四五**六**七八九十** **Numbers**
 * のりもの** **Transport**
 * お父さんのひ** **Ot****ō****san no hi (1st Sunday in Sept)**
 * Term 4 **
 * うちで** **Living in a Japanese home**
 * 七－五－三**　 **Shichi-go-san**
 * クリスマス** **Christmas**