Years 3–4 band plan — Australian Curriculum: Languages

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This band plan has been developed in consultation with the Curriculum into the Classroom (C2C) project team.

School name:

Australian Curriculum: Languages Band: Languages subject:

Identify curriculum¹

Languages learning area The Australian Curriculum: Languages is designed to enable all students to engage in learning a language in addition to English.

The interrelationship of language, culture and learning provides the foundation for the Australian Curriculum: Languages.

In the Languages learning area the focus is on both language and culture, as students learn to communicate meaningfully across linguistic and cultural systems, and different contexts.

This process involves reflection and analysis, as students move between the new language being learnt and their own existing language(s). It is a reciprocal and dynamic process which develops language use within intercultural dimensions of learning experiences. It is not a ‘one plus one’ relationship between two languages and cultures, where each language and culture stay separate and self-contained. Comparison and referencing between (at least) two languages and cultures build understanding of how languages ‘work’, how they relate to each other and how language and culture shape and reflect experience; that is, the experience of language using and language learning. The experience of being in two worlds at once involves noticing, questioning and developing awareness of how language and culture shape identity.

Course organisation This band plan is for a second language learner pathway using the F(P)–Year 10 sequence of learning.

The Australian Curriculum: Languages — Japanese is banded, with content descriptions indicating the nature and scope of learning over two year spans. Teachers will need to make decisions about what aspects of the content descriptions, will be taught in what year of their program. Year by year, programs can then be used to inform the development of short-term programs (that is, one term/several weeks).

The two strands — Communicating and Understanding — are interrelated in relation to language use for different purposes in different contexts. The strands and sub-strands do not operate in isolation. The relative contribution of each sub-strand differs for described languages, pathways and bands of learning. The sub-strands are further differentiated according to a set of ‘threads’ that support the internal organisation of content in each sub-strand. The ‘threads’ are designed to capture the range and variety in the scope of learning and a means for expressing the progression of content across the learning sequences.

The strands reflect three important aspects of language learning:

 communication

 analysis of aspects of language and culture

 reflection that involves

-reflection on the experience of communicating

-reflection on comparative dimensions of the languages available in students’ repertoires (for example, the first language in relation to second language and self in relation to others).

When developing teaching and learning programs teachers should consider:

 the relationship between each of the curriculum components (band descriptions, content descriptions, elaborations and achievement standards) to describe the level/expectations of language teaching and learning at a given moment in time and over time

 the level of complexity at which student learning can be pitched

 integrating the two strands to ensure holistic learning, including active language use and the development of related knowledge, understandings and reflective capabilities

 drawing on the content descriptions from a number of sub-strands and integrating these to create meaningful learning experiences for the learners in their context

 developing a variety of learning experiences that are relevant, rigorous and meaningful and allow for different rates of development, in particular for younger students and for those who need extra support

 opportunities for integration of learning between Languages and with other learning areas.

This band plan is organised to:

 align with the Australian Curriculum: Languages — Japanese, which is organised in band levels for the achievement standard and content descriptions

 provide a course structure and content that includes a sequence of teaching and learning and identification of opportunities for assessment and feedback, organised in units according to bands, and developed using the Australian Curriculum: Languages — Japanese content descriptions and achievement standards

 provide flexibility to enable schools to make decisions about implementation, based on local context and needs of students. The sequence of learning for this band plan is a second language learner pathway F(P)–Year 10 sequence.

Band description The nature of the learners

1 Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum: Languages: www.australiancurriculum.edu.au/languages/introduction

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Years 3 and 4 band plan — Australian Curriculum: Languages

Overview for planning with the Australian Curriculum: Languages — Japanese

Years 3–4 Japanese

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At this level, children are developing awareness of their social worlds and of their memberships of various groups, including of the Japanese class. They are further developing literacy capabilities in English, and while this highlights differences between writing in alphabetic and character-based languages, it also assists to some degree in learning Japanese. They benefit from varied, activity-based learning that builds on their interests and capabilities and makes connections with other areas of learning.

Japanese language learning and use

The development of oral proficiency at this stage continues to rely on rich language input in different modes. Learners listen and respond by actions to build active listening and comprehension skills. They participate in classroom routines and tasks and use some spontaneous language to describe feelings related to classroom activities. They participate in games and activities and engage with texts through teacher-generated questions and prompting. They give short presentations related to their personal worlds, including simple descriptions. With support they create labels, captions and short sentences. Language experience and input include authentic texts with some modification, familiar vocabulary and simple sentence structures. Children are supported to expand their use of the language in familiar interactions and situations, such as exchanging simple information and participating in shared tasks, performances and play. They continue to control simple grammatical forms and build vocabulary that can be adapted for different purposes. Students learn the use of diacritic marks to create voiced sounds. They learn to produce and pronounce characters with the support of flashcards, mnemonics, digital games and exercises. They read and write words written in hiragana and in high-frequency kanji with support and scaffolding. There is a combined focus on grammar, vocabulary building, pronunciation, and non-verbal and cultural dimensions of language use through purposeful communicative activities and experiences.

Contexts of interaction

The context in which learners interact is primarily the language classroom and the school environment, with some access to wider communities of Japanese speakers and resources through digital technology.

Texts and resources

Children develop literacy skills and textual knowledge through supported interaction with a range of spoken, written, visual and multimodal texts. Imaginative and interactive texts such as picture books, stories, puppet plays, songs and games develop the expressive and cultural dimensions of language. To support the development of cultural knowledge, learners may have access to resources developed for Japanese children, such as storybooks, songs, television programs or interactive games.

Features of Japanese language use

Learners recognise the predictable nature of pronunciation in Japanese and apply their knowledge of sound–letter associations to spell new words. They recognise and use elements of grammar such as simple verb forms, adjectives, interrogatives and some particles to understand and create simple spoken and written texts. They use appropriate word order and sentence structures, including time, counter classifiers, and present, past and negative forms. Learning Japanese contributes to learners’

general literacy development and to the process of making sense of their worlds that characterises this stage of their development. As they encounter elements of Japanese language they make comparisons with their own language(s) and culture(s) and consider their own ways of communicating.

Level of support

This stage of learning involves extensive support. Tasks are carefully scaffolded. Teachers provide models and examples; introduce language, concepts and resources needed to manage and complete the task; make time for experimentation, drafting and redrafting; and provide support for self-monitoring and reflection. Learners use the hiragana chart as a systematic framework to support reading and writing.

The role of English

Learners are supported to use Japanese as much as possible for classroom routines, social interaction, structured learning tasks and language experimentation and practice. English is used for discussion, explanation and reflection, enabling learners to develop a language (metalanguage) for sharing ideas about language and culture systems and experience. Using both Japanese and English in the classroom develops awareness of what it means to be bilingual.

Phase curriculum focus Curriculum focus: Years 3 to 6

The Australian Curriculum across Years 3–6 assists students to develop their ability to take positive action for well-being; relate and communicate well with others; pose questions and solve problems; make informed decisions and act responsibly. It engages students more purposefully with the discipline knowledge, understanding and skills of the eight learning areas of the Australian Curriculum.

The Languages curricula enable the continued study of additional languages throughout primary school. In Years 3–6, the curricula build on earlier stages of oracy and literacy development. Students begin to translate and interpret familiar and unfamiliar texts, to analyse how a language works and to understand the dynamic

relationship that exists between communication, culture and context.

Achievement standard By the end of Year 4, students interact with the teacher and peers in regular classroom routines and structured interactions. They understand and respond to instructions related to classroom organisation and activities, for example, ペア　に　なって　ください。大きい　こえ　で　いって　ください。. They use formulaic and rehearsed language to exchange information about their personal worlds and in familiar interactions such as praising or encouraging one another, for example, がんばって. They use language spontaneously in simple familiar communicative exchanges, for example, やったー！だいじょうぶ？. They respond to simple questions using short spoken statements, for example, いつ　です　か。なに　がすき　です　か。. They use counter classifiers in response to questions such as なんにん

人、なんがつ

月、なんじ、なんさい. Students identify specific items of information, such as facts about or key characteristics of people, when listening to or viewing texts such as short stories, weather reports or video clips. They use cues such as context, visual images and familiar vocabulary to assist comprehension. They create short spoken informative and descriptive texts related to their personal world with the support of modelled language, scaffolded

examples and resources such as word lists. They describe people and events using adjectives, time-related vocabulary and appropriate verb forms, such as ます、ましょう、ました and ません. They read and write the 46 hiragana, including long vowels (for example, おとうさん、おおきい), voiced sounds (for example, かぞく、たべます), and blended sounds as ¹⁶⁰⁴⁵⁵

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formulaic language (for example, きょう、でしょう), as well as high-frequency kanji such as 月、日、先生. They apply word order (subject–object–verb) in simple sentences. They comprehend short written texts such as captions, labels, signs and stories that use familiar and repetitive language. They translate simple texts using classroom resources such as charts or word lists, noticing that some words and expressions do not translate easily. Students identify examples of cultural differences between ways of communicating in Japanese and in their own language(s).

Students identify both vowel and vowel–consonant sounds of hiragana, recognising that vowel sounds can be elongated and that this can change meaning. They identify ways in which rhythm is used to chunk phrases within a sentence. Students use the hiragana chart to support their reading and writing, recognising its systematic nature. They demonstrate awareness of the predictable nature of pronunciation. They know the role of particles, for example, は、を、と、も、に; the rules for simple verb tense conjugations; and how to create questions using the sentence-ending particle か. They understand and use the rules and phonetic changes that apply to counter classifiers, for example, はっさい、ひとり、ふたり. They identify language variations that occur according to the age and relationship of participants, and according to the situation, for example, なまえ/ おなまえ、はし/ おはし. They demonstrate their understanding of the importance in Japanese of non-verbal communication such as the use of gestures, for example, bowing to replace words and to communicate meaning. Students identify ways in which Japanese language reflects ways of behaving and thinking.

Teaching

and learning Unit overview

The Australian Curriculum assumes that all students will study one language in addition to English from Prep Year (Foundation) to the end of Year 8 and that the curriculum will provide for continued learning in different pathways through to the senior secondary years.

Schools decide which units of study to complete, and how and when. This band plan provides eight potential units.

The Australian Curriculum:

Languages have been developed across bands spanning two years. Units 1–4 have been written for the lower year and Units 5–8 have been written for the upper year.

Unit 1 — My place your place Unit 2 — A day in a Japanese school Unit 3 — What builds a good team? Unit 4 — Out and about Students use language to explore the concept of

housing in Japan and make connections with their own experiences.

They will:

 share information about aspects of their personal spaces (such as their bedroom)

 engage with a range of texts about housing in Japan

 use a range of language to discuss and describe aspects of housing

 analyse and understand the systems of language relating to pronunciation and script recognition

 participate in intercultural experiences to notice, compare and reflect on language and culture associated with Japanese homes.

Students use language to explore the concept of school life in Japan and make connections with their own school experiences.

They will:

 engage with a range of texts about school experiences in Japan

 use a range of language to discuss school experiences

 analyse and understand the systems of language relating to script recognition

 participate in intercultural experiences to notice, compare and reflect on language and culture associated with school experiences.

Students use language to explore the concept of teamwork through group activities.

They will:

 engage with a range of texts about team games played on sports days in Japan

 use a range of language to participate appropriately in group activities involving teamwork

 compare types of games and language used in games in Japan and Australia

 analyse and understand the systems of language relating to script recognition

 participate in intercultural experiences to reflect on language and culture

associated with respect and teamwork in games.

Students use language to explore the concept of community and everyday community interactions.

They will:

 engage with a range of texts about places in the community

 use a range of language to discuss preferences for items in a store/restaurant

 analyse and understand the systems of language relating to pronunciation and script recognition and Japanese sentence structure

 participate in intercultural experiences to compare shopping interactions and experiences in Japan and Australia.

Unit 5 — Amazing spaces Unit 6 — How do we celebrate? Unit 7 — Mini chef Unit 8 — The journey of the tale Students explore the concept of space and how it

is used within Australia and Japan.

They will:

 engage with a range of texts about creative uses of space in Japan

 use a range of language to describe various spaces

 explore the geography of Japan in comparison to Australia

 analyse and understand the systems of language relating to script recognition and Japanese sentence structure

 participate in intercultural experiences to reflect on language and culture relating to ideas of space.

Students use language to explore the concept of celebrations and make connections with their own experiences.

They will:

 engage with a range of texts about celebrations in Japan

 use a range of language to discuss and describe a variety of celebrations

 compare celebrations in different countries

 analyse and understand the systems of language relating to script recognition and Japanese sentence structure

 participate in intercultural experiences to reflect on how participation in certain celebrations shapes identity.

Students explore the concept of cuisine and ways of communicating about cooking and cuisine.

They will:

 explore the traditions around cooking and eating in Japan

 use a range of language to discuss and describe traditional Japanese dishes

 participate in shared cooking activities

 participate in intercultural experiences to reflect on the language and culture associated with cooking and cuisine in Japanese and English-speaking cultures.

Students will use language to explore the different representations of characters in traditional stories.

They will:

 engage with a range of traditional Japanese stories

 explore the representation of heroes in traditional stories

 analyse and understand the systems of language relating to pronunciation, script recognition and Japanese sentence structure

 participate in intercultural experiences to reflect on language and cultural values relating to character transformations in imaginative texts.

Content descriptions Communicating

Socialising Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8

Interact with the teacher and peers to exchange information about self, family, friends and favourite things, and likes and dislikes, and to express praise, support and respect for others

[Key concepts: communication, information, self, family, respect; Key processes: introducing, interacting, describing] (ACLJAC127)

       

Participate in guided tasks that involve following instructions and cooperating with peers, such as sports and craft activities

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[Key concepts: collaboration, participation, task, performance; Key processes: following instructions, rehearsing, performing, presenting] (ACLJAC128)

Follow teacher instructions and directions by responding to questions and requests, and use simple questions and statements to ask permission and to show interest and appreciation

[Key concepts: interaction, negotiation, response; Key processes: responding, requesting, rehearsing]

(ACLJAC129)

  

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Informing Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Locate and process specific points of information in familiar types of written, spoken, multimodal and digital texts

associated with people, places and objects

[Key concepts: information, research, data; Key processes: locating, collecting, classifying, recognising]

(ACLJAC130)

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Present factual information relating to familiar home, community and cultural contexts, using graphic and digital support such as photos, tables, lists and charts

[Key concepts: family, relationships, routines; Key processes: describing, explaining, annotating] (ACLJAC131)

  

Creating Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8

Participate in and respond to imaginative texts such as interactive stories and performances, for example by acting out responses or making simple statements to identify and compare favourite characters and elements [Key concepts: response, expression; Key processes: participating, imagining, creating, interpreting]

(ACLJAC132)



Create and present imaginative texts for a range of audiences that use familiar expressions and modelled language and allow for exploration and enjoyment of language, cultural expression and performance [Key concepts: fantasy, imagination, dramatisation; Key processes: imagining, creating, experimenting, performing]

(ACLJAC133)

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Translating Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8

Interpret and explain simple interactions in Japanese, noticing linguistic and cultural features

[Key concepts: meaning, culture, translation, interpretation; Key processes: identifying, explaining, interpreting,

comparing] (ACLJAC134)  

Create bilingual versions of familiar texts such as songs, conversations, picture dictionaries, captions for images and displays, or photo stories

[Key concepts: bilingualism, expression, code-mixing; Key processes: translating, performing, creating, adapting]

(ACLJAC135)



Reflecting Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8

Notice what is similar or different to own language and culture when interacting in Japanese in different contexts and situations

[Key concepts: respect, culture, similarity and difference, communication; Key processes: identifying, explaining, experimenting, reflecting] (ACLJAC136)

  

Notice how ways of communicating and behaving reflect identity and relationships

[Key concepts: identity, community, family, culture; Key processes: selecting, creating, representing, comparing]

(ACLJAC137)  

Understanding

Systems of language Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8

Understand that hiragana symbols can be combined to represent words

[Key concepts: consonant, vowel, kana, foot, mora, rhythm, pronunciation; Key processes: recognising, differentiating, demonstrating] (ACLJAU138)

   

Recognise the systematic order within the hiragana character set; commence hiragana script writing and recognise and write frequently used kanji

[Key concepts: character, kana and kanji, stroke order, font; Key processes: recognising, tracing, reading, writing]

(ACLJAU139)

      

Understand and identify elements of basic grammar and sentence structure and interaction patterns [Key concepts: verb conjugation, particles, word order, vocabulary, counter; Key processes: describing,

indicating, identifying, questioning] (ACLJAU140)      

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Recognise that texts such as stories, games and conversations have particular language features and textual conventions

[Key concepts: text, genre, language features, mode; Key processes: comparing, analysing, recognising]

(ACLJAU141)

 

Language variation and change Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8

Understand that language varies according to the age and relationship of those using it, and according to the situation in which it is being used

[Key concepts: register, context, variation; Key processes: observing, recognising, reflecting] (ACLJAU142)   

Recognise that Japanese is the official language of Japan and one of the major languages of the Asia-Pacific region

[Key concepts: language status, standard language, multilingualism; Key processes: recognising, comparing, classifying] (ACLJAU143)

 

Role of language and culture Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8

Understand that the ways people use language reflect where and how they live and what is important to them [Key concepts: cultural expression, values, respect, gestures; Key processes: observing, comparing, discussing,

interpreting] (ACLJAU144)    

General capabilities Literacy Numeracy ICT capability Critical and creative thinking Personal and social capability Ethical understanding Intercultural understanding Cross-curriculum priorities Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

Develop

assessment Assessment

The Years 3 to 6 Languages:

Australian Curriculum in

Queensland — assessment and reporting advice and guidelines brings together advice about assessment, making judgments and reporting in a single document available from:

 www.qcaa.qld.edu.au/p- 10/aciq/p-10-languages/year-3- languages

 www.qcaa.qld.edu.au/p- 10/aciq/p-10-languages/year-4- languages.

Unit 1 — My place your place Unit 2 — A day in a Japanese school Unit 3 — What builds a good team? Unit 4 — Out and about Collection of work

Skills assessed: Listening, Speaking, Writing The assessment will gather evidence of the student’s ability to:

 identify specific items of information

 create short spoken informative and descriptive texts related to their personal world with the support of modelled language, scaffolded examples and resources such as word lists

 describe people and events using adjectives, time-related vocabulary and appropriate verb forms

 apply word order (subject–object–verb) in simple sentences

 identify ways in which rhythm is used to chunk phrases within a sentence

 know the role of particles and the rules for simple verb tense conjugations.

Comprehension Skills assessed: Reading

The assessment will gather evidence of the student’s ability to:

 identify specific items of information, such as facts about or key characteristics of people, when viewing texts

 use cues such as context, visual images and familiar vocabulary to assist

comprehension

 read and write the 46 hiragana, including long vowels, voiced sounds, and blended sounds as formulaic language, as well as high-frequency kanji

 comprehend short written texts that use familiar and repetitive language

 use the hiragana chart to support their reading and writing, recognising its systematic nature

 identify ways in which Japanese language reflects ways of behaving and thinking.

Collection of work

Skills assessed: Writing, Speaking

 use formulaic and rehearsed language to exchange information about their personal worlds and in familiar interactions such as praising or encouraging one another

 use language spontaneously in simple familiar communicative exchanges

 translate simple texts using classroom resources, noticing that some words and expressions do not translate easily

 identify examples of cultural differences between ways of communicating in Japanese and in their own language/s

 identify language variations that occur according to the age and relationship of participants, and according to the situation.

Skills assessed: Listening, Speaking The assessment will gather evidence of the student’s ability to:

 use language spontaneously in simple familiar communicative exchanges

 respond to simple questions using short spoken statements

 use counter classifiers in response to questions

 identify specific items of information, when listening to texts

 know how to create questions using the sentence-ending particle か

 understand and use the rules and phonetic changes that apply to counter classifiers.

Unit 5 — What is character? Unit 6 — What is change? Unit 7 — Mini chef Unit 8 — The journey of the tale Collection of work

Skills assessed: Writing, Speaking

 write the 46 hiragana, including long vowels, voiced sounds, and blended sounds as formulaic language, as well as high-frequency kanji

Skills assessed: Writing, Listening

 create short spoken informative and descriptive texts related to their personal world with the support of modelled language, scaffolded examples and resources

Composition

Skills assessed: Listening, Speaking The assessment will gather evidence of the student’s ability to:

 understand and respond to instructions related to classroom organisation and activities

 respond to simple questions using short spoken statements

 use counter classifiers in response to questions

Skills assessed: Speaking, Reflecting The assessment will gather evidence of the student’s ability to:

 identify both vowel and vowel–consonant sounds of hiragana, recognising that vowel¹⁶⁰⁴⁵⁵

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 use the hiragana chart to support their writing, recognising its systematic nature

 know the role of particles.

 identify examples of cultural differences between ways of communicating in Japanese and in their own language/s

 know the role of particles

 know the rules for simple verb tense conjugations

 identify specific items of information when listening to texts

 use cues to assist comprehension

 translate simple texts using classroom resources such as charts or word lists, noticing that some words and expressions do not translate easily

 demonstrate their understanding of the importance in Japanese of nonverbal communication

sounds can be elongated and that this can change meaning

 demonstrate awareness of the predictable nature of pronunciation

 understand and use the rules and phonetic changes that apply to counter classifiers

 demonstrate their understanding of the importance in Japanese of non-verbal communication such as the use of gestures

All unit assessment tasks provide evidence of student learning and provide opportunities for teachers to make judgments about whether students have met the Australian Curriculum:

Languages — Japanese Years 3 and 4 Achievement Standard.

Make judgments and use feedback

Consistency of teacher

judgments Identify opportunities to moderate samples of student work at a school or cluster level to reach consensus and consistency.

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