HSC Japanese Continuers

HSC Japanese Continuers

Course Information and Assessment

2022

HSC ASSESSMENT IN HSIE

The HSIE Faculty will follow the policy and procedures outlined in the AHS Assessment Policy and Procedures Booklet.

Please note in particular the following points;

• If you have a legitimate reason why you will be unable to achieve an assessment deadline, you may be eligible for special consideration on your task. You must notify your teacher and negotiate this well BEFORE the due date of your task. You may require supporting documentation.

• All tasks are generally required to be submitted in PAPER form, NOT electronically, unless your task specifically states otherwise. Be organised.

• Be aware that computer or electronic failure are NOT considered by NESA to be a valid reason for a late or non-completion of tasks. Always, always, always back up your work.

• Students are required to submit their tasks before the end of school day ON THE DUE DATE and it will therefore be enforced in HSIE that all tasks must be received by 2.50pm.

• Failure to submit your task on or before the due date will result in an N-Award Warning Letter and a ZERO mark …AND you will still have to submit the task to clear the warning and to be able to complete the course.

Exceptions include the following;

• ILLNESS fully covered by DOCTORS CERTIFICATE. You must seeyour classroom teacher / Head Teacher HSIE before school themorning of your return and present your paperwork.

• MISADVENTURE covered by a MISADVENTURE FORM. See yourclassroom teacher / Head Teacher HSIE before school themorning of your return to school and present your paperwork.

Non-Serious Attempts and Malpractice.

• NESA requires that all student assessments submitted are a seriousattempt of the task. Non-Serious Attempts attract and N-AwardWarning Letter and you will be required to resubmit the task toensure you meet NESA standards of ‘diligence’. Please be aware youmust make a ‘reasonable attempt’ of all assessment tasks. Yourteacher will specifically advise you of what constitutes a ‘reasonableattempt’.

• Malpractice is a serious matter and includes plagiarism and cheating.In HSIE, there is a significant research component across oursubjects and it is important to pay particular attention to plagiarismand accurate referencing. ANY infraction to NESA policy will resultin a ZERO mark on the task, an N-Award Warning Letter and youwill be required to resubmit the task. Be aware that furtherconsequences can include Executive intervention, suspension andformal reporting. Please refresh and ensure you understand yourobligations as outlined during the compulsory “All my OwnWork” program or seek advice from your teacher if you areunsure of your obligations.

For further information on Ambarvale High School Assessment requirements. Please refer to your HSC Assessment Booklet for further information.

For further information on Ambarvale High School Assessment requirements, please refer to your HSC Assessment Booklet.

Faculty: HSIE Course: Japanese Continuers In this Subject, you will cover:

Topic The individual

The Japanese Speaking Communities

The Changing word

HSC Course Assessment Components The mandatory components and weightings for the HSC course are set out below. The internal assessment mark submitted to the NESA is to be based on the HSC course only.

A Listening (30%) B Reading (30%) C Speaking (20%) D Writing (20%)

COMPONENTS WEIGHTING %

TASK 1 TASK 2 TASK 3 TASK 4 Due:

Term 4, Week 6 Due:

Term 1, Weeks 4 Due:

Term 2, Weeks 7 Due:

Term 3, Week 6 Listening and Reading

Respond in English to spoken and written

texts in Japanese

Listening and Writing

Responds in English and Japanese to spoken texts in

Japanese

Trial HSC Examination

Speaking

Response to spoken text/ oral

interaction

OUTCOMES 3.1, 3.2, 3.3, 3.4

OUTCOMES 2.1, 2.2, 2.3, 4.1

OUTCOMES 1.4, 3.5, 3.6, 4.2, 4.3

OUTCOMES 1.1, 1.2, 1.3,

A 30 10 10 10

B 30 20 10

C 20 20

D 20 10 10

Total 100 30 20 30 20

7 Objectives and Outcomes

Japanese Continuers Stage 6 Syllabus

7.1 Table of Objectives and Outcomes

The outcomes listed below represent the knowledge, skills and understanding, that students will achieve by the end of the HSC course based on this syllabus. The outcomes have been linked to one objective but may derive from more than one. The degree to which students achieve these outcomes will be reported in the performance scale.

Objectives Outcomes

The student will: 1. exchange information,

opinions andexperiences inJapanese

The student: 1.1 uses a range of strategies to maintain

communication 1.2 conveys information appropriate to context,

purpose and audience 1.3 exchanges and justifies opinions and ideas 1.4 reflects on aspects of past, present and

future experience

2. express ideas through 2.1 applies knowledge of language structures to the production of create original text # original texts in 2.2 composes informative, descriptive, reflective, Japanese persuasive or evaluative texts appropriate to

context, purpose and/or audience 2.3 structures and sequences ideas and information

3. analyse, process andrespond to texts that arein Japanese

3.1 conveys the gist of texts and identifies specitic information

3.2 summarises the main ideas 3.3 identifies the tone, purpose, context and

audience 3.4 draws conclusions from or justifies an opinion 3.5 interprets, analyses and evaluates information 3.6 infers points of view, attitudes or emotions from

language and context

4. understand aspects ofthe language andculture of Japanese-speaking communities

4.1 recognises and employs language appropriate to different social contexts

4.2 identifies values, attitudes and beliefs of cultural significance

4.3 reflects upon significant aspects of language and culture

# written or spoken texts created by students incorporating their own ideas

11

• If you are absent on the day that the task is due, you MUST see your teacher the next day (not your next lesson) that you are present atschool to show your medical certificate or produce a misadventure form (refer to your Assessment Booklet for a copy of the form).

• Exemptions and extensions for any other reason will only be determined at the discretion of the Head Teacher, and only in extenuatingcircumstances. You must advise the Head Teacher as soon as possible if you know you are unable to submit the task on the due date.

• All appeals must be lodged within 48hrs of receipt of the task. Students who may consider an appeal are not permitted to take their taskhome. The original task cannot be altered in any way prior to the appeal process. See Assessment booklet for details.

Notice of Assessment Task Year 12 Japanese Continuers Listening and Reading Task

Date of initial notification: Week 4, Term 4

Date of submission of task: Week 6, Term 4

Teacher: Mr. Sun

Task Number: 1

Time Allowed: 1 hour

Weighting of task: 30%

Course Component/Focus area/topic/module: -Unit 6: Shopping and Eating Out-Unit 7: Leisure

Task Description

- The examination consists of two sections:- Section 1: students are to listen to several texts in Japanese and they are to respond to

the questions in English.- Section 2: students are to read 3 texts in Japanese and they are to respond to the

questions in English.

Outcomes/Competencies to be assessed in this task: 3.1 conveys the gist of texts and identifies specitic information

3.2 summarises the main ideas

3.3 identifies the tone, purpose, context and audience

3.4 draws conclusions from or justifies an opinion

Feedback: How will I receive feedback on this task? [delete any from the list below that students

will not receive – also delete any text in square brackets throughout this document]

Written

Verbal

Whole class

Individual

Other: [Type here if other]

Notice of Assessment Task Year 12 Japanese Continuers Listening and Writing Task



Teacher: Mr. Sun

Task Number: 2

Time Allowed: 1 hour


Course Component/Focus area/topic/module: -Unit 8: Shopping and Eating Out-Unit 9: Leisure-Unit 10 (First 3 grammars): Travelling in Japan

Task Description

• The examination consists of two sections:• Section 1: students are to listen to several texts in Japanese and they are to respond to the

questions in English.• Section 2a): students are to read 1 text in Japanese and they are to respond to the questions in

Japanese.• Section 2b): students will be given one stimulus in English and they are to respond to the

stimulus in Japanese.

Outcomes/Competencies to be assessed in this task:

2.1 applies knowledge of language structures to create original text #

2.2 composes informative, descriptive, reflective, persuasive or evaluative texts appropriate to

context, purpose and/or audience

2.3 structures and sequences ideas and information

4.1 recognises and employs language appropriate to different social context.



Written

Verbal

Whole class

X

• If you are absent on the day that the task is due, you MUST see your teacher the next day (not your next lesson) that you are present at school toshow your medical certificate or produce a misadventure form (refer to your Assessment Booklet for a copy of the form).


• All appeals must be lodged within 48hrs of receipt of the task. Students who may consider an appeal are not permitted to take their task home.The original task cannot be altered in any way prior to the appeal process. See Assessment booklet for details.

Individual


Notice of Assessment Task Year 12 Japanese Continuers

Trials HSC Examination


Date of submission of task: Week 9-10, Term 2

Teacher: Mr. Sun

Task Number: 3

Time Allowed: 8o minutes


Course Component/Focus area/topic/module: -Unit 1: Myself, My Family-Unit 2: Home and Friends-Unit 3: Daily Routine-Unit 4: Neighbourhood-Unit 5: School Life-Unit 6: Shopping and Eating Out-Unit 7: Leisure-Unit 8: Tradition and Culture-Unit 9: Planning a Trip-Unit 10: Traveling in Japan-Unit 11: Future Plans and Work

Task Description - The Trials Examination consists of THREE SECTIONS- Section 1 Listening: students are to listen to 10 texts in Japanese and they are

to respond to the questions in English.- Section 2 Reading: students will be given 3 texts in Japanese and they are to

respond to the questions in English and Japanese.- Section 3 Writing: students will be given 2 stimulus texts in English and they

are to compose a response to the stimulus in Japanese

Outcomes/Competencies to be assessed in this task: 1.4 reflects on aspects of past, present and future experience

3.5 interprets, analyses and evaluates information

3.6 infers points of view, attitudes or emotions from language and context

4.2 identifies values, attitudes and beliefs of cultural significance

4.3 reflects upon significant aspects of language and culture






Written

Verbal

Whole class

Individual


X

x

Notice of Assessment Task Year 12 Japanese Continuers

Speaking Assessment



Teacher: Mr. Sun

Task Number: 4

Time Allowed: 10-15 minutes


Course Component/Focus area/topic/module: -Unit 1: Myself, My Family-Unit 2: Home and Friends-Unit 3: Daily Routine-Unit 4: Neighbourhood-Unit 5: School Life-Unit 6: Shopping and Eating Out-Unit 7: Leisure-Unit 8: Tradition and Culture-Unit 9: Planning a Trip-Unit 10: Traveling in Japan-Unit 11: Future Plans and Work-Unit 12: Issues

Task Description

• This is an oral task.• The teacher will ask a wide range of questions relating to the topics studied

in Stage 6• The students are to respond to the questions orally in Japanese.• The examination lasts approximately 10-15 minutes

Outcomes/Competencies to be assessed in this task:

1.1 uses a range of strategies to maintain communication

1.2 conveys information appropriate to context, purpose and audience

1.3 exchanges and justifies opinions and ideas






Written

Verbal

Whole class

Individual


Marking Criteria • Demonstrates excellent understanding and responds to

the questions accurately with minimum errors• Communicates confidently, fluently and competently

using correct intonation, nuances and pronunciation.• Communicates proficiently by using a wide range of

vocabulary and grammar accurately to express ownideas.

• Communicates consistently with relevant information.

20-18

• Demonstrates good understanding and responds to thequestions accurately with minor errors

• Student maintains satisfactory communication withfluency.

• Student is able to use some vocabulary and grammar toexpress own ideas with some minor errors.

• Communicates with some relevant information.

17-12

• Demonstrates some understanding and responds to thequestions with some degree with accuracy

• Student maintains simple communication with limiteddegree of fluency.

• Student uses simple vocabulary and grammar toexpress own ideas with errors.

• Communicates with some simple/relevant information

11-6

• Communicates using single words and sentence withfrequent pauses and errors.

• Uses minimal vocabulary and grammar to express ownideas.

1-5

Japanese Continuers

Stage 6 Syllabus

Original published version updated: Updated July 2008 – BOS 31/08, Vol 17 No3 June 2009 – Assessment and Reporting information updated

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Published by Board of Studies NSW GPO Box 5300 Sydney NSW 2001 Australia

Tel: (02) 9367 8111 Fax: (02) 9367 8484 Internet: www.boardofstudies.nsw.edu.au

2009381

www.boardofstudies.nsw.edu.au

Contents

1 The Higher School Certificate Program of Study..................................................5

2 Introduction to Japanese in the Stage 6 Curriculum.............................................6

2.1 The Language............................................................................................6

2.2 Description of Target Group.......................................................................6

2.3 Rationale....................................................................................................6

3 Continuum of Learning for Japanese Stage 6 Students.......................................7

4 Aims......................................................................................................................9

5 Objectives.............................................................................................................9

6 Course Structure ................................................................................................10

7 Objectives and Outcomes ..................................................................................11

7.1 Table of Objectives and Outcomes..........................................................11

7.2 Key Competencies...................................................................................12

8 Content of Japanese Preliminary and HSC Courses .........................................13

8.1 Themes, Topics and Sub-topics ..............................................................13

8.2 Tasks .......................................................................................................15

8.3 Texts ........................................................................................................16

8.4 Vocabulary ...............................................................................................16

8.5 Grammar..................................................................................................16

9 Course Requirements.........................................................................................27

10 Post-school Opportunities ..................................................................................28

11 Assessment and Reporting ................................................................................29

1 The Higher School Certificate Program of Study


The purpose of the Higher School Certificate program of study is to:

• provide a curriculum structure which encourages students to complete secondary education;

• foster the intellectual, social and moral development of students, in particular developing their: knowledge, skills, understanding and attitudes in the fields of study they

choose capacity to manage their own learning desire to continue learning in formal or informal settings after school capacity to work together with others

respect for the cultural diversity of Australian society; • provide a flexible structure within which students can prepare for: further education and training employment full and active participation as citizens;

• provide formal assessment and certification of students’ achievements; • provide a context within which schools also have the opportunity to foster the

students’ physical and spiritual development.

5

2 Introduction to Japanese in the Stage 6 Curriculum


2.1 The Language

The language to be studied and assessed is modern standard Japanese in both written and spoken forms. Some dialect variations in pronunciation and accent are acceptable. Students should be familiar with informal and formal levels of language as prescribed in this syllabus. Hiragana and Katakana syllabaries and a prescribed number of Kanji (Chinese characters) will be studied.

2.2 Description of Target Group

The Japanese Continuers Stage 6 Syllabus is designed for students who, typically, will have studied Japanese for 400–500 hours by completion of Stage 6. Some students with less formal experience will also be able to meet the requirements of the syllabus successfully.

2.3 Rationale

The study of Japanese language is of particular importance to Australians, both culturally and economically. Japan is Australia’s leading trading partner and there are significant cultural ties between Australia and Japan. Japanese has been identified as one of the priority languages in the Asia-Pacific region to be taught in Australian schools. This recognises the close economic and cultural ties between the two countries.

The study of Japanese contributes to the overall education of students, particularly in the areas of communication, cross-cultural understanding, literacy and general knowledge. Students can gain access to both the language and the rich cultural traditions of Japan, as well as an understanding of different attitudes and values within the wider Australian community and beyond.

Many schools have sister-school relationships with Japan and there are also sister-city and sister-state links with Nagoya and Tokyo. These schemes provide students with opportunities to come into direct contact with Japanese students by visiting Japan and studying there. There are many scholarship opportunities provided by governments, universities and exchange agencies for students to study in Japan, both at high school and tertiary levels. Significant numbers of universities and other institutions provide opportunities for further study of Japanese, including the opportunity to study in Japan.

The ability to communicate in Japanese may, in conjunction with other skills, provide students with enhanced vocational opportunities in areas such as trade, tourism and hospitality, banking and finance, technology, education and research, the arts, diplomacy, government, law, media and advertising, translation and interpreting, and cuisine and catering.

6

3 Continuum of Learning for Japanese Stage 6 students


Stages 1–3Human Society and Its Environment

Stages 4–5Languages (mandatory 100 hours)

Stage 5Languages elective courses,including Japanese

Workplace University TAFE Other

Stage 6Japanese Beginners

PreliminaryHSC

Stage 6Japanese Continuers

PreliminaryHSC

Japanese Extension

Stage 6Japanese Background Speakers

PreliminaryHSC

7


The New South Wales curriculum provides opportunities for students to study a language or languages from Stages 1 through to Stage 6.

In the K–6 (Stages 1–3) Human Society and Its Environment key learning area, students develop an awareness of languages and may learn about the world through the study of a language such as Japanese.

In Years 7–10, a language is a mandatory component of the School Certificate, with students being required to complete 100 hours of language study. Elective study in Stages 4–5 in Japanese builds upon the mandatory study.

Stage 6 offers the opportunity to continue the study of Japanese at Continuers level or Background Speakers level as appropriate. An Extension course is also available for the student at Continuers level. Students may also begin the study of Japanese in Stage 6.

8


4 Aims

The aims of the syllabus are to develop students’: • ability to use Japanese to communicate with others • understanding and appreciation of the cultural contexts in which Japanese is

used • ability to reflect on their own culture(s) through the study of other cultures • understanding of language as a system • ability to make connections between Japanese and English, and/or other

languages • cognitive, learning and social skills • potential to apply Japanese to work, further study, training or leisure.

5 Objectives

Students should be able to achieve the following objectives:

Objective 1 – exchange information, opinions and experiences in Japanese

Objective 2 – express ideas through the production of original texts in Japanese

Objective 3 – analyse, process and respond to texts that are in Japanese

Objective 4 – understand aspects of the language and culture of Japanese-speaking communities.

Meeting these objectives will involve using the skills of listening, speaking, reading and writing, either individually or in combination, and being able to move between Japanese and English.

9

6


Course Structure

The Preliminary Course (120 indicative hours)

The Preliminary course has, as its organisational focus, themes and associated topics. Students’ skills in, and knowledge and understanding of, Japanese will be developed through tasks associated with a range of texts and text types that reflect the themes and topics. Students will also gain an insight into the culture and the language of Japanese-speaking communities through the study of a range of texts.

The HSC Course (120 indicative hours)

The HSC course focuses on the three prescribed themes and associated topics. Students will gain a broader and deeper understanding of Japanese and will extend and refine their communication skills in the language. As they expand the range of tasks, texts and text types studied, students’ knowledge and understanding of the culture and the language of Japanese-speaking communities will develop further.

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7.2 Key Competencies

Japanese Stage 6 provides a powerful context within which to develop general competencies considered essential for the acquisition of effective, higher-order thinking skills necessary for further education, work and everyday life.

Key competencies are embedded in the Japanese Continuers Stage 6 Syllabus to enhance student learning. The key competencies of communicating ideas and information and collecting, analysing and organising information reflect core skills in language learning and are explicit in the objectives and outcomes of the syllabus. The other key competencies are developed through classroom pedagogy. Students interact with one another, and through this interaction, the key competencies, planning and organising activities and working with others and in teams, are developed. In interacting with others via communications technology, the student will develop the key competency of using technology. The skills associated with the analysis of texts, such as the ability to comprehend meaning from context and using a dictionary, contribute towards the student’s development of the key competency solving problems.

12

8 Content of Japanese Preliminary and HSC Courses


8.1 Themes, Topics and Sub-topics

There are three prescribed themes: • the individual • the Japanese-speaking communities • the changing world.

Each theme has a number of prescribed topics and suggested sub-topics with which students will engage in their study of Japanese. The placement of the topics under one or more of the three themes is intended to provide a particular perspective or perspectives for each of the topics. The suggested sub-topics are provided to guide students and teachers as to how the topics may be treated.

The theme, the individual, enables students to explore aspects of their personal world, for example, sense of self, aspirations for the future, personal values, opinions, ideas, and relationships with others. At the same time, this theme also enables the student to study topics from the perspective of other individuals.

The theme, the Japanese-speaking communities, explores topics from the perspective of groups within those communities or the communities as a whole and encourages students to reflect on their own and other cultures.

The theme, the changing world, enables students to explore change as it affects aspects of the world of work and other topics such as current issues.

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8.1.1 Table of Themes and Topics

Theme:

the individual

Theme:

the Japanese-speaking communities

Theme:

the changing world

Topics: Topics: Topics: • personal world, • travelling in Japan, • the world of work,

eg: eg: eg: – personal – transport/directions – casual work

information – tickets/reservations – careers using – home and – accommodation Japanese

neighbourhood – family/friends – places of

interest in Australia

– places of interest in Japan

• living in Japan, eg: – meeting/visiting

• current issues, eg: – technology † – youth issues † – social issues †

• daily life, people eg: – shopping/eating – routine – customs/etiquette – school life • cultural life,

• leisure, eg: eg: – traditional culture † – interests – contemporary culture † – sport – healthy lifestyle – holidays/travel

• future plans, eg: – education – careers – lifestyle

† receptive use

The topics are sufficiently broad to allow flexibility in school programs, but specific enough to be of practical assistance to students and teachers. Not all topics will require the same amount of study time. The length of time and depth of treatment determined for each topic will depend on a number of factors, including: • the particular objective(s) being covered • the needs and interests of the student • the linguistic and cultural complexity of the texts selected for study • the tasks set for completion • the language of response • the nature of the language itself.

14


Teachers should structure and organise programs based on the prescribed themes and topics to address the objectives of the syllabus. In the treatment of some topics, it may be appropriate to focus on only one objective, such as Objective 3 — analyse, process, and respond to a range of texts. Other topics may lend themselves to focusing on more than one objective. Objective 4 — understand aspects of the language and culture of Japanese-speaking communities — underlies the study of all the themes and topics.

8.1.2 Texts

Students will access the themes and topics through texts. They should be wide-ranging and could include, for example, film, short story, song, newspaper article or documentary. While it is expected that students will study a range of oral and written texts in Japanese in their treatment of the themes, topics and sub-topics, it may be appropriate to discuss a text or texts in English. Similarly, the language used by students to respond to a text may be either Japanese or English, as appropriate. As a guide to those aspects of the topics that lend themselves to discussion in English, some sub-topics have been suggested for receptive use. They have been indicated by a dagger (†) in the Themes and Topics table.

8.1.3 Vocational Education and Training

In order to maximise opportunities for the student to gain recognition in nationally accredited Vocational Education and Training (VET), some teachers may wish to embed modules endorsed within the Australian Qualifications Framework (AQF) into their programs.

Schools wishing to integrate VET modules into courses will need to comply with the principles and procedures of the Australian Recognition Framework (ARF) and any specific State or Territory requirements for delivery, assessment and certification of the VET. For further information see page 28.

8.2 Tasks

This syllabus recognises the importance of tasks as an organising principle in structuring a program that allows the student to work towards meeting the objectives and learning outcomes.

Tasks, broadly defined as opportunities for the purposeful use of language, must be selected and designed so that the student can develop and demonstrate knowledge, skills and understanding at increasingly complex levels.

Tasks can be described as having five elements: • a purpose (a reason for undertaking the task that goes beyond the practice of the

language for its own sake) • a context (this may be real, simulated or imaginary, and may include aspects

such as where, when, who is involved) • a process (thinking, problem-solving, creating) • a product (a result that can be described in terms of achievement of the purpose

of the task and in the student’s overall cognitive development).

15


8.3 Texts Texts for receptive use will not be prescribed. Students are encouraged to read, view and listen to a wide range of texts, including authentic texts. They are expected to be able to produce the following written texts in the modern standard version of Japanese.

article message recount diary entry note report email notice script of an interview letter postcard script of a speech of talk

In the oral examination students participate in a conversation.

8.4 Vocabulary A character list and a vocabulary list comprising basic vocabulary relevant to the themes and topics will be provided in a separate document.

8.4.1 Dictionaries

The student should be encouraged to use dictionaries. It is expected that teachers will assist students to develop the necessary skills and confidence to use dictionaries effectively.

Suitable editions are published with the Resources on the Board of Studies website (www.boardofstudies.nsw.edu.au). Students are able to use monolingual and/or bilingual print dictionaries in the written examination. Information regarding the use of dictionaries in the HSC examination may be found in Assessment and Reporting in Japanese Continuers Stage 6.

8.5 Grammar

Grammar can be referred to as the organisation of, and relationship between, all the elements that constitute a language as it functions.

There are many different theories of grammar and a number of different approaches towards its teaching and learning. The categories used below are not intended to promote any particular theory of grammar or to favour one methodology over another.

It is recognised that students will already have acquired a significant understanding of the function of grammar in Japanese through prior knowledge or study of Japanese.

However, developing students’ ability to convey meaning effectively in a range of contexts will necessarily involve extending their awareness of the system of structures underlying the language, as well as their ability both to apply and adapt this knowledge.

The following grammatical structures are those that students studying Japanese in a Continuers course are expected to recognise and use.

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www.boardofstudies.nsw.edu.au


1 Summary of forms of verbs and adjectives Finite forms – plain forms Verbs Adjectives The verb 'to be'

～る：食べる～う：書く

～い：赤いな：しずかな所

～だ：本だ

～た：食べた書いた

～かった：赤かった～だった：本だった

～ない：食べない書かない

～くない：赤くない～では（じゃ）ない：本では（じゃ）ない

～なかった：食べなかった書かなかった

～くなかった：赤くなかった

～では（じゃ）なかった：本では（じゃ）なかった

～よう：食べよう～おう：書こう

～いだろう：赤いだろう

～だろう：本だろう

Finite forms – polite forms Verbs Adjectives The verb 'to be'

～ます：食べます書きます

～いです：赤いです～な：しずかな所です

～です：本です

～ました：食べました書きました

～かったです：赤かったです～な：しずかでした

～でした：本でした

～ません：食べません書きません

～くないです：赤くないです～くありません：赤くありません

～では（じゃ）ありません：本では（じゃ）ありません

～ませんでした：食べませんでした書きませんでした

～くなかったです：赤くなかったです～くありませんでした：赤くありませんでした

～では（じゃ）ありませんでした：本では（じゃ）ありませんで

した

～ましょう：食べましょう書きましょう

～いでしょう：おもしろいでしょうしずかでしょう

～でしょう：本でしょう

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2 ～て form Form Function/Use Example

～て linking ideas 町に行ってえいがを見ますせが高くてあたまがいいで

す

～て＋ください requesting 早く帰ってください

～て＋います expressing what you are doing

テレビを見ています

～て＋みます expressing what you try to do

日本語を話してみます

～て＋しまいます expressing that you do something completely, or finish doing something

おかしを食べてしまいまし

たしゅくだいをわすれてしま

いました

～て＋はいけません forbidding まだ帰ってはいけません

～て＋もいいです giving permission もう帰ってもいいです

～て＋も expressing a condition (even if)

たくさんねてもまだねむい

です高くても買います

～て＋から expressing when you do something (after)

いつも勉強をしてからテレ

ビを見ます

3 ～て form and verbs of giving and receiving Form Function/Use Example

～て＋くださいます expressing that a superior does you a favour

先生が教えてくださいまし

た

～て＋くれます expressing that someone does you a favour

日本から本をおくってくれ

ました

～て＋あげます expressing that you do a favour for someone

買ってあげましょうか

～て＋もらいます expressing that you receive a favour from someone

友だちに作ってもらいまし

た

～て＋いただきます expressing that you receive a favour from a superior

先生にかしていただきました

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4 ～た、～たら、～たり forms Form Function/Use Example

～た＋ほうがいいです offering advice 勉強したほうがいいです

～た＋ことがあります relating your experience 京都に行ったことがありますか

～た＋後（で） expressing when you do something (after)

食事をした後（で）テレビ

を見ました

～たり～たり expressing that you do various activities or that conditions alternate

日曜日には家でテレビを見たり, 本を読んだりします

あつかったり、さむかったり, たいへんです

～たら expressing a condition わからなかったら聞いてください

おいしくなかったら食べなくてもいいです

5 Finite form Form Function/Use Example

FF＋そうです reporting what someone else said

かれは日本へ帰るそうです

ピアノがじょうずだそうで

す

FF＋つもりです expressing what you intend to do

あした行くつもりです

FF＋時／間／前

expressing when you do something (when, while, before)

私が行った時、. . . 日本にいる間、. . . 出かける前、. . .

FF＋より comparing テレビを見るより本を読むほうがたのしいです

FF＋かもしれません indicating possibility あした行くかもしれません

FF＋でしょう indicating probability 雪になるでしょう

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Finite form (continued) Form Function/Use Example

FF＋と quoting what someone said

かれはあした来ると言いま

した

FF＋ため indicating purpose 大学に入るためにいっしょ

うけんめい勉強します

FF＋ように indicating purpose, result or requesting

かぜをひかないようにくすりを飲みました

私に電話するように言ってください

FF＋し linking statements or reasons

山田さんはやさしいしあたまもいいです

FF＋NOUN describing using a clause 田中さんが読んだ本 . . . あした見るえいが . . .

FF＋の／んです explaining, clarifying おなかがいたいんです

FF＋うち † expressing when you do something (while)

雨がふらないうちに帰りま

しょう

FF＋のに † linking ideas (even though) わかいのによく仕事ができます

FF＋らしい † NOUN ＋らしい † ADJECTIVE＋らしい †

expressing how something appears

だれかがここでキャンプをしていたらしいですあの店は安いらしいです

FF＋みたい † NOUN ＋みたい †

expressing how something appears

雪になるみたいですねりんごみたいなくだもので

す

† receptive use

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6 ～ます base Form Function/Use Example

BASE＋なさい expressing a command 本を読みなさい

BASE＋そうです expressing how something appears

雨がふりそうですおいしそうですね

BASE＋かた expressing how to do something

ケーキの作りかたを教えて

ください

BASE＋にくいです saying something is difficult to do

ローマ字は読みにくいです

BASE＋やすいです saying something is easy to do

ひらがなは読みやすいです

BASE＋たいです expressing what you want to do

ラジオを聞きたいです

BASE＋に indicating purpose えいがを見に行きます

BASE＋ながら indicating actions done simultaneously

ラジオを聞きながら新聞を

読みます

BASE＋すぎます indicating that something is excessive

食べすぎて、おなかがいた

いですこのとけいは高すぎます

BASE＋はじめます † indicating that you begin to do something

そうじをしはじめました

† receptive use

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7 ～ない base Form Function/Use Example

BASE ＋なければなりません

indicating necessity 勉強しなければなりません

BASE ＋なくてもいいです

indicating that you don't have to do something

行かなくてもいいです

BASE ＋ないでください

requesting not to do something

英語で話さないでください

BASE ＋ないで linking ideas テレビを見ないで勉強しな

さい

BASE ＋ないほうがいいです

offering advice お金を持って来ないほうがいいです

8 ～ば form Form Use Example

（もし）～ば † expressing a condition 早く行けば道はこんでいま

せん安ければ買います

9 ～える form Form Function/Use Example

BASE ＋えます† indicating that you can do something

漢字で書けます

10 ～られる form Form Function/Use Example BASE ＋られます† indicating that you can do

somethingさしみが食べられます

11 ～おう form Form Function/Use Example

BASE ＋と思います expressing an intention 日本へ行こうと思います

† receptive use

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12 Particles Particle Function/Use Example

は topic marker

contrast

私は高校生です

本はありません

が subject

subject in subordinate clause

expressing likes, abilities

父がそう言いました

かれが来た時、. . .

日本語ができますかりんごが好きです本が読めます

の possessive (of, 's)

possessive pronoun

adjectival

locational

optional alternative to が in adjectival clauses

私の本です

それはあの人のです

日本の車です

つくえの上にあります

すずきさんが書いた手紙を読みました

に place of existence (in, at, on)

destination (to, into, onto)

indirect object

point of time

purpose

ここに新聞があります

あした町に行きます

先生にわたしてください

三時半に行きましょう

えいがを見に行きます

へ direction (to) 右へまがってください

を direct object

place of motion (along, through)

コーラを飲みます

この道をまっすぐ行きます

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Particles (continued) Particle Function/Use Example

で place of action

by means of

学校でならいました

おはしで食べます

と linking (and) 本とざっしを買いました

や linking (and etc.) 本やざっしを買いました

か stating alternatives (or)

with interrogatives

今日かあしたしましょう

だれか来ましたか

も too, also

both

neither ... nor

with interrogatives

with quantitative words

with interrogative + negative

私も行きます

クリケットもやきゅうも好

きです

いぬもねこもいません

何かいも行きました

少しもありません

だれも来ません

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13 Words indicating extent Word Function/Use Example

から since, from (a point of time)

since, from (a place)

三時から四時までです

イタリアから来ました

まで until (a point of time)

to, as far as (a place)

ひるまで働きます

駅まで歩きます

ごろ approximate point of time 三時ごろ帰ります

ぐらい／くらい approximate amount/time/length

五百人ぐらいいます

しか extent + negative (only) 千円しかありません

だけ extent (only) 一人だけです

より comparative (then) 車はバスより早いです

いちばん superlative (the most) これが一番好きです

14 Conjunctions (follow non-final verbs) Conjunction Function/Use Example

が linking (but) ひらがなは知っていますが漢字は知りません

から cause (because, since) つかれたからもうねます

ので cause, reason (so) 雨がふったので行きませんでした

と conditional (when)

quoting

雨がふるとすずしくなります

「わかりません」と言いま

した

のに† linking (even though) 雨がふったのに行きました

† receptive use

25


15 Nominalisers Nominaliser Function/Use Example

の nominalisation (the one) 赤いのをください食べるのが好きです

こと nominalisation 行くことができます行くことがあります行くことにします行くことになります

16 Sentence final particles Particle Function/Use Example

ね／ねえ tag question (isn't it?) いいお天気ですね

よ assuring

gently persuading

いいえいがですよ

えいがに行こうよ

か question marker だれですか

の soft question marker

soft sentence ending

どこへ行くの？

かれはあした来ないの

わ mild emphasis (feminine) きれいだわ

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9


Course Requirements

For the Preliminary course:

• 120 indicative hours are required to complete the course.

For the HSC course:

• the Preliminary course is a prerequisite

• 120 indicative hours are required to complete the course.

27


10 Post-school Opportunities

The study of Japanese provides students with knowledge, understanding and skills that form a valuable foundation for a range of courses at university and other tertiary institutions.

In addition, the study of Japanese assists students to prepare for employment and full and active participation as citizens. In particular, there are opportunities for students to gain recognition in vocational education and training. Teachers and students should be aware of these opportunities.

Recognition of Student Achievement in Vocational Education and Training (VET)

Wherever appropriate, the skills and knowledge acquired by students in their study of HSC courses should be recognised by industry and training organisations. Recognition of student achievement means that students who have satisfactorily completed HSC courses will not be required to repeat their learning in courses at TAFE NSW.

Registered Training Organisations, such as TAFE NSW, provide industry training and issue qualifications within the Australian Qualifications Framework (AQF).

The degree of recognition available to students in each subject is based on the similarity of outcomes between HSC courses and TAFE modules endorsed within the Australian Qualifications Framework.

Teachers should contact the Board of Studies NSW for more information on VET modules in Japanese.

Recognition by TAFE NSW

TAFE NSW conducts courses in a wide range of industry areas, as outlined each year in the TAFE NSW Handbook. Under current arrangements, the recognition available to students of Japanese in relevant courses conducted by TAFE is described in the HSC/TAFE Credit Transfer Guide. This guide is produced by the Board of Studies and TAFE NSW and is distributed annually to all schools and colleges. Teachers should refer to this guide and be aware of the recognition available to their students through the study of Japanese Stage 6. This information can be found on the TAFE NSW website (www.tafensw.edu.au/mchoice).

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www.tafensw.edu.au/mchoice


11 Assessment and Reporting

Advice on appropriate assessment practice in relation to the Japanese Continuers syllabus is contained in Assessment and Reporting Japanese Continuers Stage 6. That document provides general advice on assessment in Stage 6 as well as the specific requirements for the Preliminary and HSC courses. The document contains: • suggested components and weightings for the internal assessment of the

Preliminary course • mandatory components and weightings for the internal assessment of the HSC

course • the HSC examination specifications, which describe the format of the external

HSC examination.

The document and other resources and advice related to assessment in Stage 6 Japanese Continuers are available on the Board’s website at www.boardofstudies.nsw.edu.au/syllabus_hsc

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www.boardofstudies.nsw.edu.au/syllabus_hsc

Documents

HSC Japanese Continuers