Japanese Stage 5 sample assessment activity



Japanese Years 7–10 sample assessment activity

Stage 5

|Activity name: Creating a bilingual poster – The school’s Harmony Day. |

| |

|Outcomes |

|A student: |

|experiments with linguistic patterns and structures to compose texts in Japanese, using a range of formats for a variety of |

|contexts, purposes and audiences LJA5-4C |

|demonstrates understanding of how Japanese writing conventions are used to convey meaning LJA5-6U |

|analyses the function of complex Japanese grammatical structures to extend meaning LJA5-7U |

|analyses linguistic, structural and cultural features in a range of texts LJA5-8U |

|explains and reflects on the interrelationship between language, culture and identity LJA5-9U |

|Context |

|Students have discussed the concept of harmony and social inclusion in Australia. They have viewed websites that showcase |

|Japanese culture in Australia. They have learnt vocabulary and built their kanji knowledge relating to festivals and cultural |

|events. They have worked collaboratively to share ideas about culturally appropriate activities for Harmony Day. |

|Using models provided by the teacher, students have reviewed a range of written and digital posters to analyse context, |

|purpose, and audience, as well as language and text features. They have extended their grammatical knowledge by learning |

|additional linguistic structures to make suggestions, persuade and list activities. |

|Description of activity |

|Students create a bilingual digital poster to promote the school’s Harmony Day. They explain cultural activities of the day |

|and invite members of the community to participate. |

|Criteria for assessing learning |

|Students will be assessed on their ability to: |

|demonstrate the relevance of information and ideas |

|demonstrate knowledge of hiragana, katakana and kanji |

|apply knowledge of language structures and vocabulary in Japanese |

|write texts appropriate to context and audience |

|demonstrate knowledge of the way in which culture and identity are expressed. |

|Feedback |

|Following the activity students will receive written feedback from their peers in relation to the criteria for assessment. |

|Recording evidence of learning |

|Teachers may gather a variety of evidence of learning, informal and/or formal, during the assessment activity. This may |

|include: |

|peer assessment |

|written comments or annotations. |

Japanese Years 7–10 sample assessment activity

Stage 5 (Students with prior learning and/or experience)

|Activity name: Creating a bilingual program – The school’s Harmony Day. |

| |

|Outcomes |

|A student: |

|experiments with linguistic patterns and structures to compose texts in Japanese, using a range of formats for a variety of |

|contexts, purposes and audiences LJA5-4C |

|demonstrates understanding of how Japanese writing conventions are used to convey meaning LJA5-6U |

|analyses the function of complex Japanese grammatical structures to extend meaning LJA5-7U |

|analyses linguistic, structural and cultural features in a range of texts LJA5-8U |

|explains and reflects on the interrelationship between language, culture and identity LJA5-9U |

|Context |

|Students have read a blog from a Japanese person’s perspective about Harmony Day in Australia. They have consulted websites to|

|gather ideas for a school Harmony Day program and used a visual organiser to collate ideas. They have learnt vocabulary and |

|built their kanji knowledge relating to festivals and cultural events. They have worked collaboratively to summarise ideas |

|about culturally appropriate events for the Japanese-speaking community. |

|Using digital technologies, students have designed the layout of the program with information in English and Japanese, |

|appropriate to context, purpose, and audience. They have extended their grammatical knowledge by learning the conditional form|

|to include in their program. Students have reflected on the significance of an event like Harmony Day and what they have |

|discovered about their own cultural identity. |

|Description of activity |

|Students create a bilingual program in digital format for the school’s Harmony Day, detailing the events and cultural |

|significance of these events to the Japanese-speaking community. |

|Criteria for assessing learning |

|Students will be assessed on their ability to: |

|demonstrate the relevance of information and ideas |

|demonstrate knowledge of hiragana, katakana and a range of kanji |

|apply knowledge of a range of language structures and vocabulary in Japanese |

|write texts appropriate to context and audience |

|analyse the way in which culture and identity are expressed. |

|Feedback |

|Following the activity students will receive oral feedback on student research and written feedback in relation to the |

|criteria for assessment. |

|Recording evidence of learning |

|Teachers may gather a variety of evidence of learning, informal and/or formal, during the assessment activity. This may |

|include: |

|conversations |

|observations |

|written comments or annotations. |

Japanese Years 7–10 sample assessment activity

Stage 5 (Students with a background in Japanese)

|Activity name: Creating a bilingual video for new immigrants – Explanation of Australia Day. |

| |

|Outcomes |

|A student: |

|experiments with linguistic patterns and structures to compose texts in Japanese, using a range of formats for a variety of |

|contexts, purposes and audiences LJA5-4C |

|demonstrates understanding of how Japanese writing conventions are used to convey meaning LJA5-6U |

|analyses the function of complex Japanese grammatical structures to extend meaning LJA5-7U |

|analyses linguistic, structural and cultural features in a range of texts LJA5-8U |

|explains and reflects on the interrelationship between language, culture and identity LJA5-9U |

|Context |

|Students have accessed a variety of spoken, written and digital texts to research the history and meaning of Australia Day. |

|They have created a written summary of the information. They have considered information to include in their video that would |

|be beneficial and interesting for Japanese immigrants. They have extended their knowledge of language structure to elaborate |

|on and enhance communication of ideas and information. |

|Students have drafted the script of their video in English and Japanese, and considered language appropriate to context, |

|purpose, and audience. They have reflected on the significance of an event like Harmony Day and compared this event and |

|Australia Day with Japanese festivals and high school cultural festivals in Japan. |

|Description of activity |

|Students create a bilingual video with subtitles in Japanese explaining Australia Day for new migrants. |

|Criteria for assessing learning |

|Students will be assessed on their ability to: |

|demonstrate the relevance of information, ideas and opinions |

|demonstrate control of hiragana, katakana and a range of kanji |

|demonstrate control of a range of language structures and vocabulary in Japanese |

|write texts appropriate to context and audience |

|analyse identity and culture in language use. |

|Feedback |

|Following the activity students will receive oral feedback on their research and written feedback in relation to the criteria |

|for assessment. |

|Recording evidence of learning |

|Teachers may gather a variety of evidence of learning, informal and/or formal, during the assessment activity. This may |

|include: |

|conversations |

|observations |

|written comments or annotations. |

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