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Japanese / Year 5 and 6 / Communicating meaning in Japanese / Creating text in Japanese
Curriculum content descriptions
create and present informative and imaginative spoken, written and multimodal texts using a variety of modelled sentence structures to sequence information and ideas, textual conventions, and hiragana and some familiar katakana and kanji appropriate to context (AC9LJ6C05)
Elaborations
- producing a rap, song or haiku poem that involves experimentation with rhyme and rhythm, for example, completing a cloze activity where groups take responsibility for different verses incorporating their own language, rhyme and gestures to support meaning
- creating a presentation about an imaginary experience, such as a dream trip to Japan, using the polite form past or present おおさかに行きました。しんかんせんで行きました。きれいなしろをみました。
- constructing and presenting bilingual texts, for example, writing a short story about another student, and then reading it to them, こちらはメリさんです。六さいです。一ねんせいです。アイスクリームがすきです。むしがすきじゃないです。
- creating a class print or digital poster, locating and describing, in Japanese, a specific First Nations Country/Place location in a local or regional context, or elsewhere in Australia
- producing and presenting picture books/’Big Books’/mini-books or short scripted scenarios for other students, incorporating elements of Japanese language and culture that are likely to be unfamiliar, engaging or challenging
- designing and presenting an advertisement for a sustainable, environmentally friendly product likely to appeal to their age group, for example, designing a reusable cutlery or bento set, and presenting the idea using a range of words such as エコ、リーサイクリング
- using familiar and modelled language to create informative texts, such as a photo story, ebook or personal profile, for example, profiling a member of their family or friendship group
- developing understanding and applying some features and conventions of familiar texts, for example, experimenting with set expressions and language devices such as rhyme, rhythm, imagery, and onomatopoeia, to entertain and engage target audiences
- planning and creating texts (charts, posters, story boards, menus, etc.) and experimenting with the use of hiragana, diacritic marks, long vowels, double consonants and blends, and some topic-specific kanji and katakana words such as 見、行、百、上、スーパーマーケット、クリスマス、チョコレート, etc.
- creating a school profile, using appropriate digital tools, for a specific audience, for example, producing a profile that includes information about subjects, lesson and break times, points of cultural difference and key events for an exchange student group or partner school
General capabilities
ScOT terms
Bilingual texts, Japanese script, Japanese language