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Japanese / Year 9 and 10 / Communicating meaning in Japanese / Creating text in Japanese
Curriculum content descriptions
create and present informative and imaginative texts for diverse contexts and purposes, selecting vocabulary, expressions, grammatical structures, a range of features and conventions to engage different audiences, and using combinations of kana and a range of kanji appropriate to context (AC9LJ10C05)
Elaborations
- using factual or imagined events and experiences to compose a range of multimodal text types such as presentations, articles, journals, and websites to suit a range of audiences (family, friends, Japanese peers, etc.) and purposes (to persuade, analyse, evaluate, etc.)
- working collaboratively to compose a range of imaginary texts, such as performance or interaction, based on an imagined scenario that allows for experimentation with expressive language, a range of emotions and depth, for example, focusing on relationships and interactions, retelling a folktale/fairy tale, or composing social media posts
- creating bilingual texts (subtitles, captions, brochures, posters, children’s books, video, etc.) describing personal experiences or community events depicting intercultural encounters relevant to school’s local context, for example, creating texts about: school exchange programs, a local Japanese festival, cultural practices
- writing a journal entry, or contributing to a school newsletter in Japanese reflecting on the impact of a visit to a First Nations Country/Place location, and, with permission, referring to cultural knowledge of the site’s significance
- designing, planning and creating texts for others, for example, producing a primary school text that teaches Japanese, such as a written or audio book, or a guide to Japanese culture, or an interactive activity using digital tools, selecting language features to entertain and engage target audiences and presenting the materials to gain peers’ opinions
- independently using a variety of language elements appropriately, such as plain or polite forms as appropriate to context and audience, to plan, promote, explain, evaluate, recount, inform and interact, for example, creating itineraries, journals, resumes, applications, blogs, reviews, advice, and dialogues, けんこうのためにうんどうをしたり、やさいを食べたりする、人と話すのが好きだから、きっさてんではたらきたいです。
- planning for, and creating a range of informative texts (reports, explanations, procedures, persuasive writing, etc.) for different purposes and audiences 学校でけいたいをつかうこと、やきそばの作り方、オーストラリアに住んでいる学生の一日
- applying knowledge of textual features and conventions of different text types to compose appropriate texts, noticing how the choice of language, devices and text structure works to achieve each text’s purpose and engage the intended audiences, for example, composing letters, articles, messages, editorials, public service announcements, awareness and promotional materials
- writing imaginative or informative texts using hiragana to write grammatical elements, katakana for borrowed words and kanji to read and write verbs, for example, 思います、話します、聞きます、食べます、住みます, nouns, for example, 学校、会話, 日本語, adjectives, for example, 高い、上手、下手, and some adverbs, for example, 時々、早く
- sequencing ideas logically to create text cohesion using appropriate cohesive devices such as verb て form, だから、 しかし、 それに、 けれども
- using digital tools or applications, to prepare and present the details of a real or imagined event such as a visit to Japan, exchange student visit, or local excursion, suitable to context, purpose and audience, and providing elaborations for content-relevant queries
General capabilities
ScOT terms
Literary devices, Text purpose, Grammar, Japanese script, Japanese language