Years 7 and 8 Japanese standard elaborations A B C D E The folio of a student’s work has the following characteristics: Communicating considered use of Japanese to interact with peers, the teacher and others to fluently exchange information, recount experiences and express opinions effective use of Japanese to interact with peers, the teacher and others to effectively exchange information, recount experiences and express opinions use of Japanese to interact with peers, the teacher and others to exchange information, recount experiences and express opinions use of basic Japanese to interact with peers, the teacher and others to exchange information, recount experiences and express opinions use of fragmented Japanese to interact with peers, the teacher and others to exchange information, recount experiences and express opinions fluent use of verb ましょう for planning and making arrangements and offering suggestions effective use of verb ましょう for planning and making arrangements and offering suggestions use of verb ましょう for planning and making arrangements and offering suggestions partial use of verb ましょう for planning and making arrangements offering suggestions fragmented use of verb ましょう for planning and making arrangements and offering suggestions fluent asking and considered responses to a range of questions using both rehearsed and some spontaneous language, giving opinions and making comparisons effectively asking and informed responses to a range of questions using both rehearsed and some spontaneous language, giving opinions and making comparisons asking and responses to a range of questions using both rehearsed and some spontaneous language, giving opinions and making comparisons (AS1, AS2) partially asking and basic responses to a range of questions using rehearsed language fragmented asking and fragmented responses to questions using rehearsed language considered application of rules of pronunciation, rhythm, stress and intonation to a range of sentence types and vocabulary effective application of rules of pronunciation, rhythm, stress and intonation to a range of sentence types and vocabulary application of rules of pronunciation, rhythm, stress and intonation to a range of sentence types and vocabulary (AS3) partial application of rules of pronunciation to sentence types and vocabulary fragmented application of rules of pronunciation fluent reading and accurate writing of hiragana fluent reading of katakana accurate writing of familiar and katakana words effective reading and writing of hiragana effective reading of katakana effective writing of familiar and katakana words reading and writing hiragana reading katakana writing familiar katakana words (AS4) partial reading and writing aspects of: hiragana familiar katakana words reading and writing isolated elements of: hiragana familiar katakana words
Communicating fluent reading and writing of high-frequency kanji fluent reading of some compound words effective reading and writing of high-frequency kanji effective reading of some compound words reading and writing highfrequency kanji (AS5) reading of some compound words (AS6) partial reading and writing of high-frequency kanji reading aspects of some compound words fragmented reading and writing of high-frequency kanji reading isolated elements of some compound words purposeful location and considered analysis and summary of information from a range of spoken, written and multimodal texts effective location and informed analysis and summary of information from a range of spoken, written and multimodal texts location, analysis and summary of information from a range of spoken, written and multimodal texts (AS7) partial location and summary of information from spoken, written and multimodal texts fragmented summary of information from spoken, written and multimodal texts purposeful planning and considered drafting and presentation of informative and imaginative texts with the support of modelled resources effective planning and informed drafting and presentation of informative and imaginative texts with the support of modelled resources planning, drafting and presentation of informative and imaginative texts with the support of modelled resources (AS8) partial planning, drafting and presentation of informative and imaginative texts using modelled resources fragmented planning, drafting and presentation of informative and imaginative texts using modelled resources fluent use of counter classifiers in response to questions effective use of counter classifiers in response to questions use of counter classifiers in response to questions partial use of counter classifiers in response to questions use of isolated elements of counter classifiers in response to questions building of cohesion in texts and elaboration on meaning through the considered use of grammatical elements building of cohesion in texts and elaboration on meaning through the effective use of grammatical elements building of cohesion in texts and elaboration on meaning through the use of grammatical elements (AS9) building texts and elaboration on meaning through the partial use of grammatical elements building texts through the fragmented use of grammatical elements fluent use of: a variety of verb tenses to express ideas and experiences a range of particles effective use of: a variety of verb tenses to express ideas and experiences a range of particles use of: a variety of verb tenses to express ideas and experiences a range of particles (AS10) partial use of: a variety of verb tenses to express ideas and experiences a range of particles fragmented use of: verb tenses particles
Understanding identification and purposeful reproduction of a of features of familiar text types identification and effective reproduction of a of features of familiar text types identification and reproduction of features of familiar text types (AS12) identification and partial reproduction of features of familiar text types identification and fragmented reproduction of features of familiar text types considered identification of words, phrases, prefixes, suffixes and titles that indicates different levels of formality effective identification of words, phrases, prefixes, suffixes and titles that indicates different levels of formality identification of words, phrases, prefixes, suffixes and titles that indicates different levels of formality (AS13) partial identification of words, phrases, prefixes, suffixes and titles that indicates different levels of formality fragmented identification of words, phrases, prefixes, suffixes and titles that indicates different levels of formality considered recognition of: values that are important in Japanese society how these are reflected through language and behaviours effective recognition of: values that are important in Japanese society how these are reflected through language and behaviours recognition of: values that are important in Japanese society how these are reflected through language and behaviours (AS14, AS15) partial recognition of: values that are important in Japanese society how these are reflected through language and behaviours fragmented recognition of: values that are important in Japanese society how these are reflected through language and behaviours considered explanation of: how cultural values and ideas are embedded in all languages how communicative behaviour might be interpreted from other cultural perspectives effective explanation of: how cultural values and ideas are embedded in all languages how communicative behaviour might be interpreted from other cultural perspectives explanation of: how cultural values and ideas are embedded in all languages how communicative behaviour might be interpreted from other cultural perspectives partial explanation of: how cultural values and ideas are embedded in all languages how their communicative behaviour might be interpreted from other cultural perspectives fragmented explanation of: how cultural values and ideas are embedded in all languages how communicative behaviour might be interpreted from other cultural perspectives Key shading emphasises the qualities that discriminate between the AP–BA descriptors; () indicates that examples are provided in the