シラバス | バイリンガル教師の情報発信

ここでは、日本語と理科のNSW Syllabus for the Australian Curriculumの内容とそれにあった教材を紹介します。Here is the NSW Syllabus for the Australian Curriculum in Japanese and Science and the materials that go with it.

Japanese K-６
Science and Technology K-6
その他のシラバス
1. 共有:

Japanese K-６

日本語K-10シラバス全ページ　(Pdf file)

Interacting
Accessing and responding
Composing
System of Language
The role of language and culture

Kindergarten	Stage 1	Stage 2	Stage 3
LJAe-1C interacts in simple exchanges in Japanese	LJA1-1C participates in classroom routines and play -based learning activities in Japanese	LJA2-1C interacts with others to share information and participate in classroom activities in Japanese	LJA3-1C uses Japanese to interact with others to exchange information and opinions, and to participate in classroom activities
LJAe-2C engages with Japanese texts LJAe-3C responds to spoken and visual texts	LJA1-2C identifies keywords and information in simple texts LJA1-3C responds to texts using a range of supports	LJA2-2C locates and classifies information in texts LJA2-3C responds to texts in a variety of ways	LJA3-2C obtains and processes information in texts, using contextual and other clues LJA3-3C responds to texts using different formats
LJAe-4C composes texts in Japanese using visual supports and other scaffolds	LJA1-4C Composes texts in Japanese using rehearsed language	LJA2-4C composes texts in Japanese using modelled language	LJA3-4C composes texts in Japanese using a series of sentences
LJAe-5U recognises spoken Japanese LJAe-6U recognises written Japanese LJAe-7U recognises the difference between statements, questions and commands in Japanese LJAe-8U recognises that there are different kinds of texts	LJA1-5U recognises and reproduces the sounds of Japanese LJA1-6U recognises basic Japanese writing conventions LJA1-7U recognises Japanese language patterns in statements, questions and commands LJA1-8U recognises features of familiar texts	LJA2-5U recognises pronunciation and intonation patterns of Japanese LJA2-6U demonstrates understanding of basic Japanese writing conventions LJA2-7U demonstrates understanding of elements of Japanese grammar in familiar language patterns LJA2-8U demonstrates an awareness of how familiar texts are structured	LJA3-5U applies key features of Japanese pronunciation and intonation LJA3-6U applies basic Japanese writing conventions LJA3-7U demonstrates understanding of Japanese grammatical structures LJA3-8U recognises how texts and language use vary according to context and purpose
LJAe-9U recognises other languages and cultures in their immediate environment and the world	LJA1-9U recognises similarities and differences in communication across cultures	LJA2-9U recognises how terms and expressions reflect aspects of culture	LJA3-9U makes connections between cultural practices and language use

Early Stage 1

Interacting (一覧に戻る Back to chart）
LJAe-1C: interacts in simple exchanges in Japanese

Students:

exchange greetings, for example: (ACLJAC109)
- introducing self, using culturally appropriate gestures
- greeting others at different times of the day outside and inside the classroom, eg
  こんにちは、こんばんは、さようなら、おやすみなさい
- encouraging peers to say thank you when receiving worksheets, eg
  ありがとうございます。
- understanding differences between greeting a teacher/parents and peers, eg
  おはよう・おはようございます

participate in classroom routines and follow simple instructions, for example: (ACLJAC110)
- participating in classroom routines, eg opening and closing lessons
- counting down in Japanese using hand gestures before and after activities
- following simple classroom instructions, eg みてください、きいてください、しずかに、
  すわってください、たってください

Accessing and responding (一覧に戻る Back to chart）
LJAe-2C: engages with Japanese texts
LJAe-3C: responds to spoken and visual texts

Students:

participate in shared listening and viewing activities, for example: (ACLJAC114)
- listening to songs with visual images that involve onomatopoeic sounds and discussing them
- singing songs with actions, eg ひげじいさん、ちいさなはたけ、き
- following picture book stories or interactive digital texts

respond to simple or familiar stories, songs and rhymes through actions, drawing or singing, for example: (ACLJAC114)
- singing and responding to songs with actions, eg ひげじいさん、ちいさなはたけ、きらきらぼし
- listening to onomatopoeic sounds and drawing pictures to show how they felt when listening, eg びゅんびゅん、わんわん、ぽたぽた
- following familiar stories and responding to questions in English or in Japanese, eg Who is this? What is this? What did you like about this story? (だれですか。なんですか。)

Composing (一覧に戻る Back to chart）
LJAe-4C: composes texts in Japanese using visual supports and other scaffolds

Students:

describe objects in Japanese using visual supports, for example: (ACLJAC115)
- describing size and colour of objects around the classroom/school, eg おおきい、ちいさい、あかい、あおい
- describing verbally what they saw on an excursion, using pictures, simple adjectives and nouns and then drawing pictures
- responding to question words, eg これはおおきいですか。チョコレートはすきですか。

label objects and images in Japanese, for example: (ACLJAC117)
- drawing classroom objects using digital technology, for use as labels in the classroom and around the school, eg きょうしつ、まど、つくえ、いす
- cutting and pasting words to label an image, eg food items or animals
- assigning labels to a photo, eg family members

System of Language (一覧に戻る Back to chart）
LJAe-5U: recognises spoken Japanese
LJAe-6U: recognises written Japanese
LJAe-7U: recognises the difference between statements, questions and commands in Japanese
LJAe-8U: recognises that there are different kinds of texts

Students:

recognise the sounds of Japanese, for example: (ACLJAU120)
- recognising the concept that one kana represents a basic unit of a Japanese sound
- learning the rhythm of Japanese
- practising the sounds of Japanese by singing the あいうえお hiragana song
- noticing that statements and questions have different intonation patterns

recognise that Japanese and English are written differently, for example:
- tracing hiragana and learning about stroke order
- tracing their name in katakana

recognise the structure of statements, questions and commands in Japanese, for example: (ACLJAU122)
- recognising basic word order, eg adjective/noun です。
- recognising requests such as たってください。すわってください。
- recognising questions ending with か
- indicating affirmative and negative responses, using はい and いいえ

understand that some Japanese and English words are similar, for example: (ACLJAU125)
- comparing pronunciation and intonation of Japanese loan words with English pronunciation and vice versa, eg koala (コアラ), icecream (アイスクリーム), sushi, karate

understand that language is organised as ‘text’, for example: (ACLJAU123)
- understanding that texts can be spoken, written, digital, visual or multimodal and can be short or long
- recognising that Japanese can be written vertically or horizontally
- naming familiar texts, eg a story, rhyme, song or conversation

The role of language and culture (一覧に戻る Back to chart）
LJAe-9U: recognises other languages and cultures in their immediate environment and the world

Students:

understand that Japanese is one of the many languages spoken in Australia, for example: (ACLJAU143)
- discussing where students have heard Japanese spoken, such as Japanese restaurants, supermarkets, audio books or radio
- identifying local Aboriginal languages
- discussing why there are different languages spoken by their peers
- creating a data display of the different languages represented in the class

recognise that there are cultural practices that differ from their own, for example: (ACLJAC118)
- discussing cultural backgrounds of peers and their families, and sharing knowledge of own cultural background
- sharing knowledge about celebrations in their own culture, and making comparisons with celebrations in Japanese-speaking and other communities, including Aboriginal and Torres Strait Islander communities

Stage 1

Interacting (一覧に戻る Back to chart）
LJA1-1: Cparticipates in classroom routines and play-based learning activities in Japanese

Students:

interact with teacher and peers to exchange greetings and information, for example: (ACLJAC109)
- using appropriate greetings at occasions, eg ‘Grandparents’ Day’ or when visiting the principal’s office, eg おはよう and おじいさん、おばあさんおはようございます
- introducing self to students from other classes learning Japanese, eg はじめまして。ぼく・わたしは＿です。どうぞよろしく。
- dressing up as different persona in different contexts and performing a mini role-play, eg between teacher and students at school in the morning (おはよう・おはようございます), parents and child before going to school (おかえりなさい、ただいま、いってらっしゃい、
  いってきます), same aged friends at lunch, different aged friends

participate in classroom routines and activities, for example: ((ACLJAC110, ACLJAC111)
- engaging in classroom routines, eg すわって、たって、ノートをひらいて、みて
- using ‘backchannelling’ when participating in conversations to show engagement as a listener, eg ああ、そうです、へー、え？
- playing じゃんけんぽん and using it in interactions, eg when taking turns
- participating in games and activities that involve guessing, matching and choosing objects, such as Bingo, Snap or Go Fish, using modelled questions and responses, eg うさぎ　です　か。はい/いいえ。はい、うさぎ　です。いいえ、うさぎじゃないです。
- using formulaic phrases related to playing games, eg つぎ、はい！、かった、まけた、ざんねん、あたり、はずれ
- using rehearsed language to collaborate in craft activities, eg のりをください。はい、どうぞ。

Accessing and responding (一覧に戻る Back to chart）
LJA1-2C: identifies keywords and information in simple texts
LJA1-3C: responds to texts using a range of supports
Students:

locate specific items of information in texts, such as charts, songs, rhymes or lists, for example: (ACLJAC112, ACLJAC114)
- recognising some hiragana or whole words in familiar contexts, eg labels, titles or posters
- listening for keywords in stories, rhymes or songs, eg names of characters, colours, numbers
- listening to descriptions of family members and identifying names and ages in a family tree
- recognising their name written in katakana on the class list of names

respond to texts using keywords or phrases in English or Japanese, or gestures, drawings and other supports, for example: (ACLJAC113)
- drawing a picture from the descriptions provided in a spoken text
- demonstrating understanding of questions by responding, using gestures,
  はい・いいえ, or pointing to pictures
- completing a storyboard with corresponding pictures after listening to familiar storybooks read in Japanese
- responding to games with actions, eg the Japanese version of ‘Simon says’ 「＿せんせいがいいました。てはあたま」
- responding to information used in guided activities, eg drawing, building or making

Composing (一覧に戻る Back to chart）
LJA1-4C: Composes texts in Japanese using rehearsed language
Students:

compose simple texts using familiar words, phrases and patterns, for example: (ACLJAC115)
- retelling short stories with puppets, props or actions after multimodal input, eg watching videos or picture books such as さんびきのこぶた and ももたろう
- creating Mothers’ Day/Fathers’ Day cards, eg おとうさん、おかあさんへ、いつもありがとう。～へ、＿より
- creating digital texts, using pictures and captions
- creating speech bubbles for a character illustration, eg for greetings, self-introduction, expressing likes and dislikes

label objects and caption visual texts, for example: (ACLJAC117)
- creating bilingual labels for classroom objects, places around the school or items around the house
- creating sets of word cards in English and Japanese, and playing matching games, eg Memory or Snap
- creating an illustrated Japanese dictionary
- writing parallel captions in Japanese and English for a photographic display of a class event, eg a sports carnival or pets’ day, or about a topic such as caring for the school environment

System of Language (一覧に戻る Back to chart）
LJA1-5U: recognises and reproduces the sounds of Japanese
LJA1-6U: recognises basic Japanese writing conventions
LJA1-7U: recognises Japanese language patterns in statements, questions and commands
LJA1-8U: recognises features of familiar texts
Students:

recognise the sounds and rhythms of spoken Japanese, for example: (ACLJAU120)
- participating in a syllable clapping game to learn the rhythm of Japanese
- playing the karuta game in groups, using あいうえお cards
- singing the あいうえお song to recognise sounds of spoken Japanese
- practising the different intonation of statements and questions, eg comparing おげんき
  ですか。 with げんきです。
- pronouncing names in English and Japanese
- recognising hiragana sounds by pointing at symbols on the hiragana chart
- understanding the system of basic Japanese sound combinations, that is, a vowel can be attached to most consonants to produce a kana

recognise and copy some hiragana and a few high-frequency kanji, for example: (ACLJAU121)
- understanding that the Japanese language uses three different scripts depending on word origins and the context of language use
- understanding that one kana represents a basic unit of Japanese sound
- rearranging hiragana characters from あ～ん in groups
- recognising some hiragana, using supports such as mnemonic clues
- identifying known hiragana within a word, and using it to predict the meaning
- tracing and copying their own name in katakana or hiragana with attention to stroke order and direction
- understanding that each individual kanji represents meaning as well as sounds, eg 日(ひ)、日(び)、日(にち), whereas one kana or one letter of the English alphabet does not represent individual meaning
- recognising some kanji, eg numbers and pictographs, eg 山、川、口、上

understand basic Japanese sentence structure and recognise some key elements of Japanese grammar, for example: (ACLJAU122)
- identifying gender-specific pronouns わたし and ぼく
- understanding the use of common suffixes, eg さん or くん or titles, eg せんせい to address and refer to other people, eg Luke くん and White せんせい
- understanding basic word order in simple sentences, eg noun がすきです。りんごがすき
  です。, adjective + noun です。おおきいいぬです。
- understanding how to specify items using the possessive particle の, eg わたしのかぞく、 Sarah さんのほん、おばあさんのいえ
- referring to numbers of things, using cardinal numbers 0 to100: 一(いち)、二(に)、三(さん) …
- learning to describe the colour, eg あおです。size, eg おおきいです。and shape, eg まるです。of things
- understanding different question words, eg だれ、なに、どこ、どれ and the sentence-ending particle か
- recognising and responding to a request, using the verb ください, eg きいてください。, すわってください。
- indicating affirmative and negative responses, using はい and いいえ
- using some culturally specific parallel phrases related to giving and receiving, eg どうぞ and ありがとう
- learning to use common onomatopoeia, eg ぺこぺこ and わんわん
- building vocabulary to describe and label familiar objects and immediate environments
- recognising and/or using particles, eg は、の
- recognising and/or using pronouns, eg ここ、これ

recognise that Japanese and English borrow words and expressions from each other and other languages, for example: (ACLJAU125)
- recognising English loan words in Japanese, and matching words with pictures, eg テレビ、ペン、コンピューター、マーカー
- noticing that languages borrow words from one another, and that both Japanese and Australian English include many words and expressions from other languages
- recognising that Japanese uses many loan words from other languages, eg ペン、テレビ、ピンク, and that these are pronounced differently by Japanese speakers

understand that there are different types of text with particular features, for example: (ACLJAU123)
- understanding texts as different forms of communication that are spoken, written, digital or visual, and recognising that they can be very short, eg たって or much longer, eg たってください。
- recognising that different types of texts have different features, eg repetition and rhythm in action songs and chants
- beginning to use metalanguage to talk about texts, identifying and naming familiar types of texts, eg ‘story’, ‘list’, ‘song’, ‘rhyme’ and ‘tongue twister’, and describing features, eg stories usually have a story starter (むかしむかし), while songs usually have rhyming and the repetition of words
- noticing how texts, such as storybooks, are sequenced and organised, eg by identifying the main title and the connections between pictures and text

The role of language and culture (一覧に戻る Back to chart）
LJA1-9U: recognises similarities and differences in communication across cultures
Students:

recognise that the ways of greeting and addressing others vary in different cultural and social contexts, for example: (ACLJAU124)
- exploring how language is used differently in Japanese to reflect different relationships, eg parent–child exchanges おはよう、いってらっしゃい、いってきます、ただいま、おかえり, communication with peers なに？, and teacher–child interactions なんですか。
- understanding that language use varies according to the context and situation, eg
  こんにちは。and もしもし。
- understanding that language forms such as greetings vary according to the time of day or the occasion, eg おはよう、こんにちは、こんばんは
- understanding that language used in particular interactions can vary between cultural contexts, eg the use of titles in Japanese (～さん、～せんせい) compared to the informal use of names in Australian English
- understanding that in conversations, older siblings are often referred to as おにいちゃん、おねえちゃん rather than by their name

understand that language and culture are closely connected, for example (ACLJAU126):
- understanding that learning and using Japanese involves becoming familiar with some different ways of communicating, eg いただきます、ごちそうさま, and also some ways of thinking about things and behaving that may be unfamiliar
- noticing similarities and differences between classroom interactions in Japanese and English, for example, referring to the teacher using only せんせい
- understanding that culture and cultural behaviours are woven into languages and cannot be separated from them, eg it is possible to bow without a spoken greeting in Japanese but not to greet without bowing
- recognising ways in which people express their culture through music, dance, traditional stories, food, games and celebrations, eg おしょうがつ、日本むかしばなし、
  そうらんぶし、えんか
- exploring cultural symbols and practices through games and crafts
- exploring the range of languages and cultures at school and in the local community, including local Aboriginal languages and cultures

identify what may look or feel similar or different to their own language and culture when interacting in Japanese, for example: (ACLJAC118, ACLJAC119)
- reflecting on what sounds, looks or feels similar or different to their own language and culture when interacting in Japanese
- comparing body gestures used to convey different messages
- comparing ways of thinking and behaving in similar contexts, eg eating or entering homes, between Japanese and other cultures