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Japanese / Year 5 and 6 / Communicating / Reflecting
Curriculum content descriptions
Discuss the experience of speaking and interacting in a different language, what they understand by ‘identity’, and whether learning Japanese has any effect on their sense of self
[Key concepts: identity, communication, stereotype, protocol; Key processes: reflecting, identifying, exploring]
(ACLJAC155)
Elaborations
- identifying elements of identity that are important across all cultures, for example, family, community, location
- creating multimodal texts that represent elements of their own identity, such as personal emblems/mottos, self-profile, photo journal, or caricature/self-portrait, and considering how Japanese children of the same age might respond to these
- exploring the idea of stereotypes and how people think about others from different cultural backgrounds
- practising formulaic expressions such as those exchanged before and after meals or when giving or receiving gifts or food, for example, いただきます、ごちそうさまでした, and reflecting on the experience of using such exchanges
- considering whether learning and using Japanese impacts on their sense of identity or influences their behaviour in or out of the classroom, for example, when playing Japanese games online, eating in Japanese restaurants and reading signs or menus
General capabilities
ScOT terms
Personal identity, Stereotypes, Japanese language