Education Perfect Senior Japanese Syllabus – AUS

Topic/Theme

LIA units

• Beginner Unit 2: Family and pets 
• Beginner Unit 9: Describing your home
• Intermediate Unit 4: Places and directions
• Intermediate Unit 7: Daily routine
• Advanced Unit 2: Relationships 

• Beginner Unit 2: Family and pets
• Beginner Unit 5: Countries and nationalities
• Beginner Unit 6: Describing myself
• Intermediate Unit 4: Places and directions
• Advanced Unit 2: Relationships
• Advanced Unit 9: Changing world
• Advanced Unit 10: Japan and the world

• Beginner Unit 3: The classroom
• Beginner Unit 7: School subjects
• Advanced Unit 3: Future plans

• Beginner Unit 8: Leisure activities
• Beginner Unit 10: Talking about meals 
• Intermediate Unit 1: Fashion and style
• Intermediate Unit 2: Ordering in a restaurant
• Intermediate Unit 6: Parties and leisure time
• Intermediate Unit 9: Teenage life
• Advanced Unit 7: Entertainment and pop culture 

• Beginner Unit 4: Dates and birthdays
• Beginner Unit 5: Countries and nationalities
• Intermediate Unit 5: Holidays
• Intermediate Unit 10: Going on an exchange
• Advanced Unit 1: Travel and exchanges 

• Advanced Unit 3: Future plans
• Advanced Unit 9: Changing world

Topic/Theme

LIA units

The individual

Personal world

For example:

• Personal information
• Home and neighbourhood
• Family and friends
• Places of interest in Australia

• Advanced Unit 1: Travel and exchanges 
• Advanced Unit 2: Relationships

Daily life

For example:

• Routine
• School life

• Intermediate Unit 7: Daily routine
• Advanced Unit 3: Future plans (Reading text 5)

Leisure

For example:

• Interests
• Sports
• Healthy lifestyle
• Holidays and travel 

• Advanced Unit 1: Travel and exchanges
• Advanced Unit 4: Health
• Advanced Unit 7: Entertainment and pop culture 

Future plans

For example:

• Education
• Careers
• Lifestyle

• Advanced Unit 3: Future plans
• Advanced Unit 9: Changing world 

The Japanese- speaking communities

Travelling in Japan

For example:

• Transport and directions
• Tickets and reservations 
• Accommodation 
• Places of interest in Japan

• Advanced Unit 1: Travel and exchanges
• Intermediate Unit 4: Places and directions 
• Intermediate Unit 5: Holidays

Living in Japan

For example:

• Meeting and visiting people
• Shopping and eating 
• Customs and etiquette

• Advanced Unit 1: Travel and exchanges
• Advanced Unit 9: Changing world (Reading text 7)

Cultural life

For example:

• Traditional culture 
• Contemporary culture

• Advanced Unit 7: Entertainment and pop culture
• Advanced Unit 8: Traditional culture 

The changing world

The world of work

For example:

• Casual work
• Careers using Japanese

• Advanced Unit 3: Future plans
• Advanced Unit 10: Japan and the world (Listening text 3)
• Advanced Unit 10: Japan and the world (Reading text 6) 

Current issues

For example:

• Technology
• Youth issues 
• Social issues 

• Advanced Unit 6: Technology and social media
• Advanced Unit 9: Changing world

Topic/Theme

LIA units

Unit one: 私のくらし – My world

Topic one: Family/carers and friends

In creating and evaluating Japanese texts, students will: 

• Consider and create introductions in a variety of age-appropriate settings in their own and Japanese-speaking communities e.g. introduce and describe themselves and others in a variety of settings and text types 

• Comment on the similarities and differences in family/carers, friends and daily life in their own and Japanese-speaking communities

  e.g., compare family structures, discuss relationships with family/carers or siblings, and create explanatory texts about family/carers, friends, and daily life. 

Background units:

• Beginner Unit 1: Greeting and Introductions
• Beginner Unit 2: Family and Pets
• Beginner Unit 6: Describing Myself
• Intermediate Unit 7: Daily Routine
• Intermediate Unit 9: Teenage Life
• Intermediate Unit 10: Going on an Exchange 

Advanced level units:

• Advanced Unit 1: Travel and Exchanges
• Advanced Unit 2: Relationships

Topic two: Lifestyle and leisure 

In creating and evaluating Japanese texts, students will: 

• Consider how interests, traditions, events and celebrations impact on family/carer identity, community connections and cultural values in their own and Japanese-speaking communities e.g. research and compare significant events, leisure activities or sports in Japanese-speaking communities and Australia 
• Compare and contrast lifestyle and leisure for themselves and their peers in Japanese-speaking communities e.g. negotiate leisure activity arrangements; compare what is considered a healthy lifestyle
• Appraise the diversity of celebrations in their social sphere and those of their peers in Japanese-speaking communities e.g. give reasons for family/carer activity preferences and/or values.

Background units:

• Beginner Unit 8: Leisure Activities
• Intermediate Unit 6: Parties and Leisure Time
• Intermediate Unit 7: Daily Routine

Advanced level units: 

• Advanced Unit 1: Travel and Exchanges
• Advanced Unit 2: Relationships
• Advanced Unit 4: Health
• Advanced Unit 7: Entertainment and Pop Culture
• Advanced Unit 8: Traditional Culture

Topic three: Education

In creating and evaluating Japanese texts, students will: 

• Compare and explain education experiences, e.g. compare education systems or school expectations and traditions
• Analyse perspectives on the benefits and challenges of study, e.g. contrast experiences of peers in a variety of educational contexts in Australia and Japanese-speaking communities
• Assess a variety of texts comparing education systems in Japanese-speaking communities and Australia, e.g. discuss values and attitudes towards education and school traditions or expectations and societal and cultural factors. 

Background units:

• Beginner Unit 7: School Subjects
• Intermediate Unit 9: Teenage Life

Advanced level units:

• Advanced Unit 1: Travel and Exchanges
• Advanced Unit 3: Future Plans

Unit two: 私達のまわり – Exploring our world

Topic one: Travel

In creating and evaluating Japanese texts, students will: 

• Describe personal travel and tourism in Japanese-speaking communities and Australia e.g. identify places students have visited, recognise places of interest to Japanese speakers and/or highlights of Japanese-speaking countries and Australian destinations (including places that are significant to Indigenous cultures)
• Consider conversations related to travel options and experiences in Japanese-speaking communities e.g. contrast cultural conventions associated with travel experiences and the prevalence of Keigo in the travel industry
• Analyse trends in travel and their impact, e.g. consider economic, environmental and/or security factors; compare types of tourism and marketing e.g. ecotourism, sharing economy, extreme tourism, volunteer tourism • evaluate tourist destinations by reflecting on travel experiences and the importance of travel, e.g. comment on the reasons for and attitudes towards travelling and/or popular destinations and events
• Investigate the significant features of a famous destination or event e.g. identify geographical, historical and/or cultural features of a Japanese destination or event; comment on the similarities and differences between significant sites in Australia
• Justify decisions about travel options for specific audiences e.g. discuss guidelines, rules, laws and expectations of travellers and the resulting recommendations for different groups.

Background units: 

• Beginner Unit 5: Countries and Nationalities
• Intermediate Unit 4: Places and Directions
• Intermediate Unit 5: Holidays
• Intermediate Unit 10: Going on an Exchange

Advanced level units:

• Advanced Unit 1: Travel and Exchanges
• Advanced Unit 9: Changing World (Listening texts 1&6, Reading texts 2, 5&7) 
• Advanced Unit 10: Japan and the World (Listening texts 2&4, Reading texts 1, 5&7) 

Topic two: Technology and media

In creating and evaluating Japanese texts, students will: 

• Consider the central role of technology in their own lives and the lives of Japanese-speaking peers e.g. compare and contrast the ways they connect and acquire new information; identify ways technology has made travel easier or more accessible 
• Assess the impact of, and trends in, technology with regard to young people in the 21st-century society e.g. investigate the advantages and disadvantages of using technology to communicate and/or access information
• Appraise the effects of technology and media on their own worldview and on the worldview of Japanese
• Speaking peers, e.g. evaluate the positive and negative effects of their own use of technology; discuss how the rapid transfer of news and information (substantiated and not) influences their worldview. 

• Advanced Unit 6: Technology and Social Media 
• Advanced Unit 9: Changing World (Listening texts 2, 4&5, Reading text 6)
• Advanced Unit 10: Japan and the World (Listening texts 1&7) 

Topic three: The contribution of Japanese culture to the world

In creating and evaluating Japanese texts, students will: 

• Identify how Japanese traditional culture is maintained in the modern world e.g. describe festivals, events, rites of passage and community celebrations 
• Analyse how aspects of Japanese culture have made diverse contributions around the world, Japanese 2019 v1.2 General Senior Syllabus Queensland Curriculum & Assessment Authority June 2017 Page 31 of 78 e.g. consider to what extent Japanese culture is present in the local community and the reasons why 
• Investigate significant/prominent Japanese speaker/s and their contribution to linguistic/cultural identity e.g. summarise significant/prominent Japanese-speaker/s influence on the arts (music, film, literature or digital), sports or broader community

• Advanced Unit 8: Traditional Culture
• Advanced Unit 10: Japan and the World 

Unit three: 私達の社会 – Our society

Topic one: Roles and relationships 

In creating and evaluating Japanese texts, students will:

• Recognise the diversity of roles and relationships as portrayed in a variety of media e.g. summarise personal accounts detailing the evolving nature of family/carers, identify stereotypical versus actual family/carers and/or gender roles 
• Consider the concept of the individual and how different factors influence their perceptions of themselves and their place in society e.g. compare and contrast how relationship status, cultural norms, social media and peer pressure impact self-image 

• Comment on the changing structure of the family/carer unit, stereotypical roles in society and gender bias in their own and Japanese-speaking communities in the 21st century, as represented in texts and media

  e.g. summarise the differences and similarities of traditional social structures, cultural expectations and employment opportunities between home and Japanese-speaking communities

• Advanced Unit 2: Relationships 
• Advanced Unit 6: Technology and Social Media 
• Advanced Unit 9: Changing World (Listening texts 3&7) 

Topic two: Socialising and connecting with my peers 

In creating and evaluating Japanese texts, students will: 

• Identify and describe how they and their Japanese-speaking peers socialise and connect with each other e.g. summarise the opportunities available, describe specific activities and barriers to socialising and connecting 
• Compare the opportunities and challenges for young people in maintaining a sense of connectedness e.g. determine societal expectations and definitions of success and the impact on young people’s sense of belonging 
• Analyse the impact of socialising and connecting with their peers e.g. consider the nature of connectedness with their peers in their own and Japanese-speaking communities
• Discuss and advise peers on issues that affect young people and are impacted by their cultural values and beliefs e.g. consider topics such as youth health, addiction and harassment.

• Advanced Unit 2: Relationships
• Advanced Unit 4: Health

Topic three: Groups in society

In creating and evaluating Japanese texts, students will: 

• Identify how young people in their own and Japanese speaking communities represent their perspectives and uniqueness by joining groups with particular identities, appearances, and interests e.g. participating in community service organisations and support groups for those in need 
• Investigate news items impacting young people e.g. comment on the effect of world events on their lives and how they develop opinions and/or make decisions 
• Evaluate the impact of ‘the group’ and ‘the individual’ in terms of independence, individuality and responsibility e.g. appraise the impact of societal expectations/conventions on their life and those of Japanese-speaking peers

• Advanced Unit 2: Relationships 

Unit four: 私の将来 – My future

Topic one: Finishing secondary school, plans and reflections

In creating and evaluating Japanese texts, students will:

• Reflect on the end of their school lives, e.g. describe the significance of graduation ceremonies and end of secondary-school celebrations in Australian and Japanese-speaking communities; explain their achievements, challenges and experiences as a student 
• Consider the role of Japanese in their future, e.g. explore the opportunities for future study, travel, employment and career prospect
• Discuss a variety of perspectives about finishing secondary school and plans for the future, e.g. summarise their plans for travel, study and careers and the factors that impact these decisions
• Comment on personal feelings about their experiences at school, the relationships they most valued, and what they will miss as they leave school, e.g. advise future senior students on what they wish they had known and/or done differently.

• Advanced Unit 3: Future Plans
• Advanced Unit 10: Japan and the World (Listening text 3)

Topic two: Responsibilities and moving on

In creating and evaluating Japanese texts, students will:

• Compare and contrast employment prospects and post-school options in their own and Japanese-speaking communities

  e.g. consider study and job opportunities in a range of Japanese-speaking communities and the associated economic factors (cost of living, accommodation) 

• Discuss the considerations associated with creating a more independent life after school for themselves and their Japanese-speaking peers

  e.g. offer advice to their peers on study, employment and gap years post-secondary school 

• Comment on their own concerns relating to the responsibilities they face at the end of their secondary school lives e.g. discuss the kind of person they aspire to be and the impact they hope to have on others/the world.

• Advanced Unit 3: Future Plans
• Advanced Unit 10: Japan and the World (Listening text three)

Topic/Theme

LIA units

The individual

Personal identity and lifestyles

For example:

• Personal information
• Home
• Neighbourhood
• Daily life
• Health and wellbeing
• Interests and leisure
• Travel
• Tourism
• Places of interest in Australia

• Advanced Unit 1: Travel and Exchanges
• Advanced Unit 4: Health 

School and aspirations

For example:

• Family
• Friends
• School/social relationships
• Neighbourhood/community
• Relationships
• Pets

• Advanced Unit 2: Relationships
• Advanced Unit 6: Technology and Social Media (Reading text 3)
• Advanced Unit 10: Japan and the World (Reading text 1)

Aspirations, education and careers 

For example:

• Experiences of schooling
• Casual work (arubaito)
• Future aspirations
• Career choices
• Employment opportunities
• Men and women in the workforce

• Advanced Unit 3: Future Plans 
• Advanced Unit 9: Changing World (Listening texts 3, 5&7) 

The Japanese-speaking communities 

The Japanese-speaking communities 

For example:

• The arts
• Traditional culture
• Contemporary culture
• Japanese customs and traditions
• Festivals
• Celebrations and entertainment

• Advanced Unit 7: Entertainment and Pop Culture
• Advanced Unit 8: Traditional Culture 

Significant people

For example:

• Famous or significant Japanese people in a selected field of endeavour (the arts, sciences, sports, business). 

• Advanced Unit 8: Listening text 7 – A text on the Emperor
• More resources being developed

Living in a Japanese community/visiting Japan

For example:

• Living in Japan
• Meeting and visiting people
• Leisure activities
• Getting around (transport and directions, tickets and reservations, accommodation)
• Tourist attractions in Japan
• Shopping and eating

• Advanced Unit 1: Travel and Exchanges
• Advanced Unit 7: Entertainment and Pop Culture 
• Advanced Unit 7: Changing World (Reading text 7)
• Advanced Unit 10: Japan and the World (Reading text 6)

Background units:

• Intermediate Unit 1: Fashion and Style 
• Intermediate Unit 2: Ordering in a restaurant
• Intermediate Unit 4: Places and Directions 

The world around us

Global and contemporary society

For example:

• Caring for the environment
• Changes in family life
• The ageing society

• Advanced Unit 5: Environment
• Advanced Unit 9: Changing World (Reading texts 1, 3&5)

Communication and media

For example:

• The internet
• Social media and advertisements

• Advanced Unit 6: Technology and Social Media
• Advanced Unit 9: Changing World (Listening text 1)

The influence of technology

For example:

• Innovations in technology
• Impact of technological change

• Advanced Unit 6: Technology and Social Media
• Advanced Unit 9: Changing World (Listening text 2, Reading texts 5&6)

Topic/Theme

LIA units 

Unit one: 日常生活 (Daily life)

The individual – 私の生活 (My life)

Students reflect on their home life and explore homestay experiences, including exchanging information about their personal and family profile, hobbies and interests. They describe typical rules and routines of home and school life.

• Intermediate Unit 6: Parties and Leisure Time
• Intermediate Unit 7: Daily Routine
• Intermediate Unit 9: Teenage Life
• Intermediate Unit 10: Going on an Exchange
• Advanced Unit 1: Travel and Exchanges
• Advanced Unit 2: Relationships

The Japanese-speaking communities – 学校と家での生 活 (Homelife)

Students explore home‐stay, typical rules, routines, family life, school activities, making contact with visitors and making arrangements to meet within Japanese‐speaking communities

• Intermediate Unit 10: Going on an Exchange
• Advanced Unit 1: Travel and Exchanges
• Advanced Unit 2: Relationships

The changing world – 生活 せいかつ をくらべて (Daily life)

Students consider the daily life of young people and how they exchange information and opinions.

• Advanced Unit 2: Relationships 

Unit two: ようこそ、 私の国へ！ (Welcome to my country) 

The individual – ようこそ！ (Welcoming a guest)

Students reflect on welcoming a visitor, networking with friends, making arrangements to go out, entertaining at home, dining out and describing special occasions. 

Linked but not directly related:

• Intermediate Unit 2: Ordering in a Restaurant 
• Intermediate Unit 6: Parties and Leisure Time 
• Advanced Unit 8: Traditional Culture

The Japanese-speaking communities – しきとイベント (Seasonal activities and celebrations )

Students explore seasonal activities, celebrations, and giving and receiving on special occasions. 

• Advanced Unit 8: Traditional Culture

The changing world – けんこう (Healthy lifestyles)

Students consider a healthy lifestyle in a changing world. 

• Advanced Unit 4: Health 
• Advanced Unit 6: Technology and Social Media

Topic/Theme

LIA units

Unit three: わかい旅行者 (Young travellers)

The individual – 旅行 (Travel)

Students reflect on their own travel experiences, including highlights and problems, travel preparations, such as what to take, booking accommodation, transport options, and sightseeing.

• Intermediate Unit 5: Holidays
• Intermediate Unit 10: Going on an Exchange
• Advanced Unit 1: Travel and Exchanges 

The individual – アルバイトとお金 (Part-time jobs and money)

Students reflect on part time work, pocket money and saving and spending money.

• Advanced Unit 3: Future Plans

The Japanese-speaking communities – 旅行 (Travel)

Students explore travel in Japanese‐speaking communities: preparation, accommodation, transport options, places of interest and typical travel experiences.

• Intermediate Unit 5: Holidays
• Intermediate Unit 10: Going on an Exchange
• Advanced Unit 1: Travel and Exchanges

The changing world – 旅行 (Travel)

Students consider the importance of travel for young people.

• Advanced Unit 1: Travel and Exchanges

Unit four: かこと未来 (Reflections and horizons)

The individual – 今年と将 来 (This year and beyond)

Students reflect on significant events of the year and school life: school balls, graduation, obtaining a driver’s license and their future plans.

• Advanced Unit 3: Future Plans 

The Japanese-speaking communities – 若者の行事と進路 (Youth events and pathways)

Students explore important events and future plans for young people in Japanese‐ speaking communities.

Linked but not directly related:

• Advanced Unit 8: Traditional Culture

The changing world – 未来 (Future plans)

Students consider the education and career pathways available to young people in a technological world and how the study of Japanese can influence their choices. 

• Advanced Unit 3: Future Plans
• Advanced Unit 6: Technology and Social Media
• Advanced Unit 10: listening text 3