Japanese: Second Language: Scope and sequence

For teaching and examination in 2013

1













Japanese: Second Language
Scope and sequence
For teaching and examination in 2013

















2008/16289[v6]
2 Japanese: Second Language: Scope and sequence
For teaching and examination in 2013





























































Copyright
School Curriculum and Standards Authority, 2009
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Standards Authority is acknowledged as the copyright owner.
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Copying or communication for any other purpose can be done only within the terms of the Copyright Act or by permission of the
Authority.
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Disclaimer
Any resources such as texts, websites and so on that may be referred to in this document are provided as examples of resources that
teachers can use to support their learning programs. Their inclusion does not imply that they are mandatory or that they are the only
resources relevant to the course.


Japanese: Second Language: Scope and sequence
For teaching and examination in 2013
3
Japanese: Second LanguageScope and sequence of content


UNIT 1A

(teenagers)
UNIT 1B

(neighbourhood)
UNIT 2A

(home-stay)
UNIT 2B

(welcome to my country)
UNIT 3A

(young travellers!
UNIT 3B

(reflections and horizons)
Learning contexts
Each unit is defined
with a particular focus,
three prescribed
learning contexts and
a set of prescribed
topics that promote
meaningful
communication and
enable students to
extend their
understanding of the
Japanese language
and culture.

The prescribed
topics are sufficiently
broad to allow
flexibility in school
programs. In
addition, in Year 12,
they provide clear
guidance for what is
examinable to
students, teachers
and examiners.

Teachers should
structure programs
based on the
prescribed learning
contexts and topics
to teach the content
of the course.


The unit
(teenagers) is organised
around three prescribed
learning contexts:

The Individual
The Japanese-speaking
Communities
The Changing World.

The following prescribed
topics may be taught and
examined across one or
more learning contexts:

about me
school and daily life

networking with friends
.

The unit
(neighbourhood) is organised
around three prescribed
learning contexts:

The Individual
The Japanese-speaking
Communities
The Changing World.

The following prescribed
topics may be taught and
examined across one or
more learning contexts:

my home
the neighbourhood

out and about
.

The unit
(home-stay) is organised
around three prescribed
learning contexts:

The Individual
The Japanese-speaking
Communities
The Changing World.

The following prescribed
topics may be taught and
examined across one or
more learning contexts:

home-stay life

rules of home and school

making arrangements
.
The unit

(welcome to my
country) is organised around
three prescribed learning
contexts:

The Individual
The Japanese-speaking
Communities
The Changing World.

The following prescribed
topics may be taught and
examined across one or
more learning contexts:

welcoming a guest

seasonal activities and
celebrations

healthy lifestyles
.

The unit

(young travellers) is
organised around three
prescribed learning contexts:

The Individual
The Japanese-speaking
Communities
The Changing World.

The following prescribed
topics may be taught and
examined across one or
more learning contexts:

travel
part-time jobs and money
.

The unit

(reflections and horizons) is
organised around three
prescribed learning contexts:

The Individual
The Japanese-speaking
Communities
The Changing World.

The following prescribed
topics may be taught and
examined across one or
more learning contexts:

reflections
future plans .


4 Japanese: Second Language: Scope and sequence
For teaching and examination in 2013


UNIT 1A

(teenagers)
UNIT 1B

(neighbourhood)
UNIT 2A

(home-stay)
UNIT 2B

(welcome to my country)
UNIT 3A

(young travellers!
UNIT 3B

(reflections and horizons)
Text types
A range of spoken,
visual and written
text types relevant to
the prescribed
learning contexts
and topics should be
selected for use in
these units.


Over a pair of units within a
stage, students have
opportunities to engage with,
and to produce a range of
text types (authentic or
adapted) from the lists
below. Teachers may also
choose to introduce students
to additional text types.
Over a pair of units within a
stage, students have
opportunities to engage with,
and to produce a range of
text types (authentic or
adapted) from the lists
below. Teachers may also
choose to introduce students
to additional text types.
Over a pair of units within a
stage, students have
opportunities to engage with,
and to produce a range of
text types (authentic or
adapted) from the lists
below. Teachers may also
choose to introduce students
to additional text types.
Over a pair of units within a
stage, students have
opportunities to engage with,
and to produce a range of
text types (authentic or
adapted) from the lists
below. Teachers may also
choose to introduce students
to additional text types.
Over a pair of units within a
stage, students have
opportunities to engage with,
and to produce a range of
text types (authentic or
adapted) from the lists
below. Teachers may also
choose to introduce students
to additional text types.
Over a pair of units within a
stage, students have
opportunities to engage with,
and to produce a range of
text types (authentic or
adapted) from the lists
below. Teachers may also
choose to introduce students
to additional text types.
Text types indicated with an
asterisk (*) are those which
students may be expected to
produce and/or respond to in
the Stage 2 external
examination and school-
based assessment.

Text types indicated with an
asterisk (*) are those which
students may be expected to
produce and/or respond to in
the Stage 2 external
examination and school-
based assessment.

Text types indicated with an
asterisk (*) are those which
students may be expected to
produce and/or respond to in
the Stage 3 external
examination and school-
based assessment.

Text types indicated with an
asterisk (*) are those which
students may be expected to
produce and/or respond to in
the Stage 3 external
examination and school-
based assessment.

Active use (production and
reception)
Active use (production and
reception)
Active use (production and
reception)
Active use (production and
reception)
Active use (production and
reception)
Active use (production
and reception)
Account (descriptive)
Conversation
Diary/ Journal entry
Email
Instruction
Interview
Invitation
Letter (polite)
List
Message/note
Notice
Postcard
Role-play/skit
Speech/talk/presentation
Timetable
Weblog (blog)
Account (descriptive)
Conversation
Diary/ Journal entry
Email
Instruction
Interview
Invitation
Letter (polite)
List
Message/note
Notice
Postcard
Role-play/skit
Speech/talk/presentation
Timetable
Weblog (blog)
Account (descriptive and
narrative including sakubun)*
Conversation*/
Discussion*
Description*
Diary*/journal entry*
Email*
Form*
Instruction*/rules
Interview*
Invitation*
Letter (polite and informal)*
List
Message*/note*/SMS
Notice*
Postcard*
Recipe
Role-play/skit
Speech/talk*/
Presentation*
Survey/questionnaire
Timetable*
Weblog (blog)*
Account (descriptive and
narrative including sakubun)*
Conversation*/
Discussion*
Description*
Diary*/journal entry*
Email*
Form*
Instruction*/rules
Interview*
Invitation*
Letter (polite and informal)*
List
Message*/note*/SMS
Notice*
Postcard*
Recipe
Role-play/skit
Speech/talk*/
Presentation*
Survey/questionnaire
Timetable*
Weblog (blog)*
Account (descriptive and
narrative including sakubun)*
Article*
Conversation*/
Discussion*
Description*
Diary*/journal entry*
Email*
Form*
Instruction*/rules
Interview*
Invitation*
Letter (polite and informal)*
Message*/note*SMS*
Notice*
Postcard*
Recipe
Role-play/skit
Speech/talk*/
Presentation*
Survey/questionnaire
Timetable*
Weblog (blog)*
Account (descriptive and
narrative including sakubun)*
Article*
Conversation*/
Discussion*
Description*
Diary*/journal entry*
Email*
Form*
Instruction*/rules
Interview*
Invitation*
Letter (polite and informal)*
Message*/note*/SMS*
Notice*
Postcard*
Recipe
Role-play/skit
Speech/talk*/
Presentation*
Survey/questionnaire
Timetable*
Weblog (blog)*


Japanese: Second Language: Scope and sequence
For teaching and examination in 2013
5

UNIT 1A

(teenagers)
UNIT 1B

(neighbourhood)
UNIT 2A

(home-stay)
UNIT 2B

(welcome to my country)
UNIT 3A

(young travellers!
UNIT 3B

(reflections and horizons)
Reception Reception Reception Reception Reception Reception
Announcement
Advertisement
Article
Discussion
Film/TV program (excerpts)
Map/plan
Poster
Schedule
Sign
Song
Announcement
Advertisement
Article
Discussion
Film/TV program (excerpts)
Map/plan
Poster
Schedule
Sign
Song
Advertisement*
Announcement*
Article
Brochure*
Chart/table*
Film/TV program (excerpts)
Itinerary*/schedule*
Manga/comic/
cartoon strip
Menu
Poster
Report (weather/sport)
Sign
Song
TV program guide
Website
Advertisement*
Announcement*
Article
Brochure*
Chart/table*
Film/TV program (excerpts)
Itinerary*/schedule*
Manga/comic/
cartoon strip
Menu
Poster
Report (weather/sport)
Sign
Song
TV program guide
Website
Advertisement*
Announcement*
Brochure*
Chart/table*
Film/TV program (excerpts)
Itinerary*/schedule*
Manga/comic/
cartoon strip
Menu
Poster
Report (weather/sport)*
Sign
Song
TV program guide
Website*
Advertisement*
Announcement*
Brochure*
Chart/table*
Film/TV program (excerpts)
Itinerary*/schedule*
Manga/comic/
cartoon strip
Menu
Poster
Report (weather/sport)*
Sign
Song
TV program guide
Website*
Linguistic resources
Textual
conventions

Textual
conventions are
the features,
patterns and rules
of texts which are
determined by the
text type, context,
audience and
purpose of the
text.

Textual conventions are
dependent on the specific
texts chosen, and relate
to:
textual structure of
common written texts
e.g. envelope layout,
letter salutations
oral conventions
associated with different
contexts e.g. initiating
conversation,
introductions and forms
of address.

Textual conventions are
dependent on the specific
texts chosen, and relate
to:
oral conventions
associated with familiar
questioning e.g. asking
for directions, providing
instructions, and giving
reasons
oral conventions
associated with different
contexts e.g. initiating
conversation,
introductions and forms
of address.

Textual conventions are
dependent on the specific
texts chosen, and relate
to:
oral conventions
associated with giving
and receiving, making
arrangements, denying/
granting permission,
giving advice and
expressing obligation
use of borrowed words
from other languages,
abbreviations, body
language and gestures
format, layout and
features of texts e.g.
forms, timetables,
tickets.

Textual conventions are
dependent on the specific
texts chosen, and relate
to:
conventions associated
with making
comparisons
format and layout of
texts such as invitations,
schedules, diaries and
emails
consolidation of
sequencing of ideas and
structuring texts
oral protocols of
organising and
maintaining
communication e.g.
refusing a request,
expressing surprise and
hesitation.

Textual conventions are
dependent on the specific
texts chosen, and relate
to:
conventions associated
with presenting
arguments
choosing and generating
structures appropriate to
purpose
using textual structure
as an aid to
interpretation.

Textual conventions are
dependent on the specific
texts chosen, and relate
to:
oral protocols
associated with
resolving disagreements
or conflicts
conventions associated
with presenting a
reasoned argument
consolidation of
understanding and use
of conventions of
different texts.


6 Japanese: Second Language: Scope and sequence
For teaching and examination in 2013


UNIT 1A

(teenagers)
UNIT 1B

(neighbourhood)
UNIT 2A

(home-stay)
UNIT 2B

(welcome to my country)
UNIT 3A

(young travellers!
UNIT 3B

(reflections and horizons)
Form and features of language
The form and
features of language
are the linguistic
components of visual,
spoken and written
texts.

Vocabulary
Vocabulary associated with
the learning contexts.

This unit builds upon an initial
understanding of vocabulary,
grammar and characters.
Vocabulary associated with
the learning contexts.
This unit builds upon an initial
understanding of vocabulary,
grammar and characters.
Vocabulary associated with
the learning contexts.
This unit builds upon a sound
understanding of vocabulary,
grammar and characters.
Vocabulary associated with
the learning contexts.
This unit builds upon a sound
understanding of vocabulary,
grammar and characters.
Vocabulary associated with
the learning contexts.
This unit builds upon a sound
understanding of vocabulary,
grammar and characters.
Vocabulary associated with
the learning contexts.
Grammar basic sentence patterns:
, verb,
adjective and noun-
ending sentence
verbs: ,,
,


(invitation)
adjectives: and
types: present, past,
affirmative, negative,
and adjectives +
noun
form verb:
(linking),
(after),
(requesting),
(continuous tense)
stem verb /
(purpose)
noun (about)
particles: , , , ,
, , , , ,
sentence final particles:
, , ,
noun + , , ,
(indicating
extent)
conjunctions: , ,
.


locational sentence
patterns:
/
form adjective ,
(linking)
form verb +
(attempt)
stem verb +
(want)
stem adjective +
(looks)
stem verb/adjective +
(excessiveness)
noun: /
(ask for opinions)
particle: (or)
superlative:
conjunctions:
(therefore),
(however), (but).


verbs and adjectives:
plain form, present/past,
affirmative/negative
adverbs: adjectival
forms:/
//
(change of state)
form verb:
(deny
permission),
(grant permission)
form verb:
(please
dont)
form verb:
(giving
advice)
form verb:
(have
to)
form verb:
(dont
have to)
noun +//
(giving and
receiving)
plain past verb +
(giving advice)

(giving examples,
alternative
actions/states)
plain form verb +
(), noun +() ()
plain form verb +
(conditional)
plain form verb +
(hearsay)
plain form verb /
, plain form verb
, plain form verb ,
noun noun
, noun noun ,
noun + noun
(comparisons)
noun noun
(similarity), noun
noun
(difference)
,
(possibility)
plain form verb +
(intention)
stem verb + (how
to... )
stem verb + (hard
to...), stem verb +
(easy to...)
stem verb +
(simultaneous action)
form verb
,,
(doing favours)
form (conditional)
noun /
(clarifying), noun
(for the first time).
form verb +
(completed action,
regret)
form verb +
(do something in
preparation/in advance)
volitional form /
(suggestion,
persuasion)
volitional form +
(intention)
form verb +
(distress, confusion)
plain form verb +
(listing)
plain form verb +
(even though)
plain form verb +
(plan)
relative clauses: how to
form complex noun
phrases
/ (whether
or not, if)
()/()
(explaining, clarifying)
(appearance,
likelihood)
stem verb +
(start doing something)
potential form: ,

form verb +
(effort not to )
form verb +
(want someone to do
something for you)
plain form + ()
(purpose, in order to)
noun ()
(purpose)
potential form +
(so that)
plain/potential form +
(get to the
state where).



Japanese: Second Language: Scope and sequence
For teaching and examination in 2013
7

UNIT 1A

(teenagers)
UNIT 1B

(neighbourhood)
UNIT 2A

(home-stay)
UNIT 2B

(welcome to my country)
UNIT 3A

(young travellers!
UNIT 3B

(reflections and horizons)
plain form verb /
adjective +,,
adjective:+,
noun
form verb:
(), noun
(), ()
plain past verb +
()
(indirect
quote)
+noun
(called)

(expressing thoughts),

(expressing desire),

(expressing strong
desire)
/(nominalisers)
plain form verb +
(ability)
plain past verb +
(experience)
sentence final particles:
(question marker),
, ,
conjunctions: , ,
(quoting), ,
, , .



plain form verb +
(advice)
form verb +
(without/instead of)
(even if)
particles:
(with interrogative),
(repetitive),
(indefinite
, (only).


Sound and writing
systems
Sound and writing systems
All sound units: voiced and
unvoiced, combined sounds,
double consonants,
lengthened sounds,
pronunciation and intonation
of introduced vocabulary.

All hiragana and katakana
plus the following prescribed
kanji:
productive

Sound and writing systems
productive




receptive

.

Sound and writing systems
productive




receptive




.
Sound and writing systems
productive

receptive



.

Sound and writing systems
receptive




.

Sound and writing systems
receptive

.


8 Japanese: Second Language: Scope and sequence
For teaching and examination in 2013

UNIT 1A

(teenagers)
UNIT 1B

(neighbourhood)
UNIT 2A

(home-stay)
UNIT 2B

(welcome to my country)
UNIT 3A

(young travellers!
UNIT 3B

(reflections and horizons)






receptive .

Intercultural understandings
Intercultural
understandings
involve developing
knowledge,
awareness and
understanding of
ones own culture and
language as well as
that of the Japanese-
speaking world.

Intercultural understandings
suited to this unit include:
common behaviours and
practices related to
interpersonal
relationships e.g.
greeting conventions,
terms of address
how social customs
impact on the lives of
teenagers in Japanese-
speaking communities
e.g. game centres, cram
schools, entrance
exams
the influence of other
languages on Japanese
e.g. katakana and
abbreviated words
traditional hobbies and
interests e.g. ,
, .

Intercultural understandings
suited to this unit include:
etiquette of visitor in
Australian and
Japanese homes e.g.
entering a Japanese
home, taking a bath
the evolution of
pictographic scripts
typical features of a
Japanese home and
neighbourhood e.g.
,

typical daily routines and
leisure activities of
Japanese and
Australian teenagers
e.g. visiting a
department store,
surfing, public transport
etiquette
receptive knowledge of
honorific language
associated with unit
description.

Intercultural understandings
suited to this unit include:
social customs within
the context of hosting a
guest
school and friends e.g.
politeness conventions,
ways of showing
affection, respect, turn-
taking, gender
relationships, friendship
groups
everyday living,
socialising and
celebrating e.g. leisure
study and gift giving (

role of religion and
customs in celebrations
impact of technology on
home-stay in Japan and
Australia
receptive knowledge of
honorific language
associated with unit
description.

Intercultural understandings
suited to this unit include:
social traditions and
conventions associated
with seasons e.g.
seasonal food,
calligraphy, fashion
preferences for leisure
activities in Japan and
Australia
influence of seasonal
activities, customs and
celebrations on life in
Japan
receptive knowledge of
honorific language
associated with unit
description.

Intercultural understandings
suited to this unit include:
issues influencing travel,
study and stay in Japan,
such as part-time jobs,
influence of technology
on lifestyles
effect of media on travel
e.g. advertising,
brochures,
announcements
culturally appropriate
use of language e.g. use
of register in different
contexts and respectful
language
receptive knowledge of
honorific language
associated with unit
description.

Intercultural understandings
suited to this unit include:
common social
practices associated
with Japan and the
Japanese-speaking
communities
traditions, beliefs and
values influencing
modern day living
the impact of technology
on lives of young people
in Australia and Japan
contemporary issues
relating to youth in
Australia and Japan
receptive knowledge of
honorific language
associated with unit
description.


Japanese: Second Language: Scope and sequence
For teaching and examination in 2013
9


UNIT 1A

(teenagers)
UNIT 1B

(neighbourhood)
UNIT 2A

(home-stay)
UNIT 2B

(welcome to my country)
UNIT 3A

(young travellers!
UNIT 3B

(reflections and horizons)
Language learning and communication strategies
Language learning
and communication
strategies are
processes,
techniques and skills
relevant to:
supporting
learning and the
acquisition of
language
making meaning
from texts
producing texts
engaging in
spoken
interaction.

Language learning and
communication strategies
will depend upon the needs
of the learners and the text
types selected.

Language learning and
communication strategies
will depend upon the needs
of the learners and the text
types selected.

Language learning and
communication strategies
will depend upon the needs
of the learners and the text
types selected.

Language learning and
communication strategies
will depend upon the needs
of the learners and the text
types selected.

Language learning and
communication strategies
will depend upon the needs
of the learners and the text
types selected.

Language learning and
communication strategies
will depend upon the needs
of the learners and the text
types selected.