ROSMINI COLLEGE

JAPANESE DEPARTMENT
Curriculum Plan and Scheme
2016

CONTENTS
Section 1: Goals
1.1 Japanese Scheme Goals
1.2 National Education Goals
1.3 School Goals
1.4 Japanese Department Goals
Section 2: The New Zealand Curriculum
2.1 The Essential Learning Areas
2.2 The vision and principles of Rosmini College
2.3 The values of Rosmini College
2.4 The key competencies at Rosmini College
2.5 Effective pedagogy in teaching and learning at Rosmini College
2.6 Assessment and reporting at Rosmini College
Section 3: Japanese in the New Zealand Curriculum
3.1 Aims of Japanese in the New Zealand Curriculum
3.2 Structure of Japanese in the New Zealand Curriculum
3.3 Japanese in the New Zealand Curriculum
Section 4: Teaching and Learning in Japanese
4.1 Characteristics of Teaching and Learning
4.2 Interaction in Teaching and Learning
4.3 Equitable Learning Outcomes: Culture
4.4 Equitable Learning Outcomes: Gender
4.5 Equitable Learning Outcomes: Special Needs
4.6 Gifted and Talented
4.7 Strategies to Help Students at Risk
4.8 Differentiation and Learning Styles of Students
4.9 Teaching the mixed Ability Class
4.10 The Fifty Minute Period
4.11 Feedback to Students
4.12 Learning to learn Japanese
4.13 Homework
Section 5: Japanese Skills and Knowledge
5.1 Skills Overview
5.2 Literacy in Japanese
5.3 Numeracy in Japanese
5.4 ICT in Japanese
5.5 Fieldwork in Japanese
Section 6: Planning in Japanese
6.1 Principles of Planning
6.2 The Planning Cycle
6.3 Planning Units of Work
6.4 Effective Classroom Teaching
6.5 Evaluation of Teaching

Section 7: Assessment, Record Keeping and Reporting

7.1 Purposes of Assessment
7.2 Forms of Assessment
7.3 Monitoring Student Progress
7.4 Common Assessment Practices
7.5 Reporting Student Progress
7.6 Identifying Barriers to Learning
Section 8: Year level Japanese programmes
8.1 Year 8
8.2 Year 9
8.3 Year 10
8.4 Year 11
8.5 Year 12
8.6 Year 13
Section 9: Departmental System
9.1 Asset Register
9.2 Budget
9.3 Trips and Visits
9.4 Classroom Equipment and Rules
9.5 Communications
9.6 Copyright
9.7 Student Course Entry
9.8 Resources
9.9 Staff Selection, Appraisal and Development
9.10 Purchasing
Section 10: Appendices

THE PLACE OF THE

D E PAR T M E N TAL S C H E M E I N T H E C U R R I C U L U M
Classroom
Practice

Teachers plan of
work

Japanese
Department
Scheme

School Charter

National
Education
Guidelines

Japanese in the New

Zealand Curriculum

Curriculum is designed and interpreted in a three-stage process: as the national curriculum, the
school curriculum, and the classroom curriculum. The national curriculum provides the
framework and common direction for schools, regardless of type, size, or location. It gives
schools the scope, flexibility, and authority they need to design and shape their curriculum so
that teaching and learning is meaningful and beneficial to their particular communities of
students. In turn, the design of each schools curriculum should allow teachers the scope to
make interpretations in response to the particular needs, interests, and talents of individuals and
groups of students in their classes.

1
Goals

1.1 CURRICULUM GOALS

This Japanese language Scheme aims to:
Comply, in general terms, with our school mission statement and the National
Administration Guidelines
Provide a philosophical framework for teaching, consistent with the New Zealand
Curriculums principles and vision
Provide a teaching and learning programme in Japanese consistent with the New
Zealand Curriculum
Provide overviews or prescriptions for the emphasis of work at each level, giving a
progression of teaching and learning which contributes to each students
development as fully as possible
Assist teachers in planning teaching and learning programs
Enable teachers to select relevant factual and case study data to engage students
Provide guidelines on Japanese policies, practices and management structures
supporting the teaching, learning, assessing, recording and reporting of Japanese
Supply details of resources and professional development opportunities available to
Japanese teachers
Provide a focus for an annual review process that complies with guidelines laid
down by the Board of Trustees
Display the practical departmental resource and management systems
The aim of this document is to provide a basis for high quality teaching and learning
of Japanese within Rosmini College, as evaluation and development take place so
this scheme will be added to in order to reflect these improvements.

1.2 NATIONAL EDUCATIONAL GOALS

The National Education Goals stress:
a broad and balanced curriculum,
equal educational opportunities for all,
parents as the first teachers of their children,
clear objectives and assessment procedures,
consideration of those with special needs,
an internationally acknowledged qualifications system,
respect for the ethnic diversity of New Zealand, and
the needs of Maori and Pacific Island students.
The Japanese Department endorses the National Education Goals and this scheme attempts to
reflect them.
THE NATIONAL EDUCATION GOALS
Education is at the core of our nations effort to achieve economic and social progress. In recognition of the
fundamental importance of education, the Government sets the following goals for the education system of New
Zealand.
NEG 1
The highest standards of achievement, through programmes which enable all students to realise their full potential
as individuals, and to develop the values needed to become full members of New Zealand's society.
NEG 2
Equality of educational opportunity for all New Zealanders, by identifying and removing barriers to achievement.
NEG 3
Development of the knowledge, understanding and skills needed by New Zealanders to compete successfully in
the modern, ever-changing world.
NEG 4
A sound foundation in the early years for future learning and achievement through programmes which include
support for parents in their vital role as their children's first teachers.
NEG 5
A broad education through a balanced curriculum covering essential learning areas. Priority should be given to the
development of high levels of competence (knowledge and skills) in literacy and numeracy, science and technology
and physical activity.
NEG 6
Excellence achieved through the establishment of clear learning objectives, monitoring student performance
against those objectives, and programmes to meet individual need.
NEG 7
Success in their learning for those with special needs by ensuring that they are identified and receive appropriate
support.
NEG 8
Access for students to a nationally and internationally recognised qualifications system to encourage a high level of
participation in post-school education in New Zealand.
NEG 9
Increased participation and success by Mori through the advancement of Mori education initiatives, including
education in Te Reo Mori, consistent with the principles of the Treaty of Waitangi.
NEG 10
Respect for the diverse ethnic and cultural heritage of New Zealand people, with acknowledgment of the unique
place of Mori, and New Zealand's role in the Pacific and as a member of the international community of nations.

SCHOOL CHARTER
NATIONAL EDUCATION GUIDELINES
NEGs

NC

(Why)
National
Education
Goals

(What)
New Zealand
Curriculum
Statements

NAGs
(How)
National
Administration
Guidelines

CURRICULUM PLAN

POLICY
STATEMEN
T

PROCEDUR
AL
GUIDELINES

CURRICULUM
STRATEGIC
PLAN

1.3 SCHOOL GOALS

1.3.1 Essential Characteristics of a Catholic School
A Catholic School
Provides Catholic Education
where Christ is the foundation of the whole enterprise,
that is a synthesis of culture, faith and life,
that recognizes, and is appropriately sensitive to, people within the school
community who do not share the Catholic faith.
Strives for Educational Excellence
by providing a curriculum in keeping with the teachings of the church, quality
education, and management systems
in its academic standards, so that it is at least as outstanding as other local
schools,
by providing for the fulfillment of personal potential, extending the able, and
supporting those who require support,
by respecting its teachers and supporting their continuing professional
development.
Contributes to the Churchs Mission by
working in partnership with the parish and wider Church community,
accepting responsibility for spiritual guidance,
providing education with a Special Character,
developing students ability to critique society and promote social justice,
having its teachers reflecting models of Christianity,
recognizing the uniqueness of each individual.
Contributes to Society through
manifesting the belief that the person finds true significance in relationship
with others,
reaching out to and serving the wider community,
recognizing and confirming all cultures,
giving practical recognition of the Treaty of Waitangi,
preparing its students to play a fully constructive role in society,
teaching its students to preserve the balance and beauty of the physical
world for the Glory of God.
(The Declaration NZ Council of Proprietors of Catholic Integrated Schools, 1997)
The teachers in the Japanese Department, through word and action, will try to support the
Catholic philosophy outlined above. When preparing work, we shall carefully select
examples and contexts in accordance with the moral and social beliefs expected in this
school.
1.3.2 Relationship with Charter Goals
The organization and implementation of Japanese teaching programmes shall be
consistent with the Charter goals of Rosmini College.
1.3.3 The Mission Statement of Rosmini College
The school is a learning community that requires of each student, regardless of race and
social-economic background, the pursuit of his fullest potential for excellence in
academic, social, cultural spiritual and sporting activities.
The school seeks to equip each student with the desire to keep the law of Christ: Love
your God with your whole heart, and your neighbour as yourself. This is the essence of

the Gospel. Each Religious Order brings something of the thought and spirit of its
founder to the work it is engaged in. We, at Rosmini College, are influenced by the three
key concepts central to the thought of Antonio Rosmini.
1. People must never be used as a means to an end but as ends in themselves.
2. We must recognize the absolute value and dignity of the human person. A person is
an individual who is aware that they are distinct from every other individual. They are
a person because they have a God-given power of reason, and a free will to direct
their actions.
3. The third concept is derived from the first two and concerns the unity of education.
To quote Rosmini: The Intellectual physical education therefore must not be
sundered from moral education, but must be considered as a means to it.
Hence the school motto of the Rosmini Order Charity fulfills the Law.
The school endeavours to be a caring, praying and learning community.
The Japanese Department endorses the Schools Mission Statement and this
scheme attempts to reflect it.

1.4 JAPANESE DEPARTMENT GOALS

The aim of the Japanese Department is to set in place policies and practices that enable
students to:
engage with and enjoy Japanese language and culture
develop confidence and self-respect;
be sensitive to different cultures and belief systems
learn a range of personal, social, practical, and thinking skills so that they may use
these constructively in present and future situations
develop the ability to see language learning in a broader social and economic
framework
to understand people's interaction with language as a marker for identity and
develop empathy with people who have different identities
For 2014 the specific goals of the Japanese Department are:
1) Develop strategies for identified junior students who are not as engaged as others in
the class.
2) Increase the number of parents of junior students studying Japanese attending parent
teacher interviews.
3) Tracking Years 9 and 10 student achievement
.
Strategic plan
For 2014 the following areas are being reviewed:
Goal
How to achieve the goal
Better engagement of all
1.Identifying points in the
junior students
course where identified junior
Target 90% of students
students lose focus
Archive with 75% achieve with 2.Identify reasons for loss of
Merit/Excellence
focus by interviewing students
3.Develop strategies to
address this loss of focus
4. Communicate directly with
parents
Increase number of parents of 1.Survey parents as to
junior Japanese students who reasons for attending/not
attended parent teacher
attending parent interviews for
interviews.
Japanese
Target 50% of parents of
2.Interview sample group of
junior Japanese students
parents to tease out issues
attend parent teacher
raised from survey
interviews
Tracking of Years 9 and 10
1.Comparison of Japanese
achievement in Japanese as
achievement in relation to
part of school wide focus on
school wide data with a view
tracking the achievement of
to addressing any gaps in
Years 9 and 10 students
achievement

Evaluation

2
The New Zealand
Curriculum

2.1 THE ESSENTIAL LEARNING AREAS

The New Zealand Curriculum is a statement of what is deemed important in education in New
Zealand. It places students at the centre of learning and integrates a clear set of principles on
which to base curriculum decision making. The vision can be achieved through the interrelated
strands of values, key competencies and learning areas. Achievement objectives give clear
direction on the outcomes expected and allow the design of a curriculum relevant to the needs
of students at Rosmini College.

Learning languages is one of the essential leaning areas. Students are expected to achieve
proficiency in text construction and communicate with others in the target language. Students
will also be expected to know how language is organised and make connections to other
languages. Cultural knowledge is an important aspect of learning a foreign language. Students
will be expected understand some of the important cultural markers in Japanese and make
connections to the New Zealand context

2.2 THE VISION AND PRINCIPLES OF ROSMINI COLLEGE

Vision
What we want for our young people
Our vision for young Rosminians
Who will be students with a desire to keep the law of Christ with a strong foundation of basic
Christian values before all else.
Who will be creative, innovative, energetic, curious and enterprising.
Who will work towards a sustainable environmental, social, economic and cultural future.
Who will work towards an environment in which they are aware of all the diverse cultures in
New Zealand, learn to treat them equally, respect them and value their contribution to society.
Who will strive to develop their knowledge skills and competencies to realize their full potential
and live satisfying lives.
Who will be active participants in social work in the wider community as living embodiments of
the faith values they should aspire to live out.
Who are confident and positive in their own Catholic and cultural identity.
Who will be able to relate well to others, be respectful of other and strive for equity and justice.
Who will be effective users of communication tools and technology.
Who will be connected to the land and actively caring for a sustainable environmental future.
Who will see themselves as global citizens and be conscious of New Zealands role and future
in the world.
Who will be enthusiastic and motivated lifelong learners who are literate, numerate, critical
thinkers and informed decision makers.

Principles
Foundations of curriculum design at Rosmini college
Curriculum design at Rosmini should contain:High Expectations
Rosmini curricula promotes
Students who will strive to achieve personal excellence through individual goal setting
Treaty of Waitangi
Curriculums at Rosmini will acknowledge the principles of the Treaty of Waitangi
All students will have the opportunity to acquire knowledge of the te reo Maori.
Cultural Diversity

Rosmini curriculums will reflect New Zealands cultural diversity. Students will be taught to
value, respect and treat all cultures justly and fairly.
Inclusion
Rosmini curricula is non-sexist, non-racist and non-discriminatory and will ensure all
students are treated equally, fairly and with respect.
Learning to Learn
Rosmini curricula will encourage students to reflect on their own learning and thinking
processes.
Community engagement
Rosmini curricula will endeavour to connect with the wide community through engagement
with families the wider Catholic Faith community and the general public.
Coherence
Rosmini curricula will offer students opportunities to link learning areas and open pathways
for further learning.
Future Focus
Rosmini curricula which will encourage students to look to the future and explore issues
such as sustainability and the challenges of technological change.

2.3 THE VALUES OF ROSMINI COLLEGE

It could be said that all the values in the new curriculum are taught through the schools
Religious Education programme at Rosmini. Indeed the teaching of the Catholic faith and its
Gospel values is the very reason for the schools existence. These values or morals can be
taught directly in subjects such as Religious Education, English and History. However it is
important to note that values should be embodied in the teaching practices of all subjects, and
in that way values and morals can be caught rather than taught.
It could be argued that Catholic schools could well be complacent and not give full attention to
the values strand in the new curriculum, claiming that they have already covered it. This would
be unfortunate because without giving full attention to this strand one could lessen its
importance (the values strand).
There is no doubt that the values outlined in the new curriculum are substantially covered in the
schools Mission Statement. Antonio Rosmini, the schools founder, had as the centre of his
education philosophy that youth must learn and be instructed in basic values before moving on
to more complex and lofty aspirations.
Rosminis school motto is Charity fulfils the law and that lays the foundation for an emphasis on
practical Christianity. The students are encouraged to help the needy and disadvantaged, at
home and abroad. In the same vein Rosmini is committed to the principles of the Treaty of
Waitangi and reinforces them in the life of the school wherever relevant.
It is a fact that the values are reinforced through the Religious Education programme which
includes school Masses, Retreats and Reconciliation. Again, values that are tabulated in the
new curriculum are emphasized in our Mission and Vision statements.
Lets look in more detail at the values in the curriculum and see how we can identify,
complement and embody them in our values and moral framework.
Excellence
The schools value system is based around the pursuit of excellence even the school prayer
encourages students to strive for excellence.
Innovation, Enquiry and Curiosity
These values are encouraged in all aspects of school life. Students are asked to bring an
enquiring mind to both secular and religious programmes.
Diversity
Rosmini is multi-cultural in its student and teacher numbers. Our faith teaches that all people
are equal in the eyes of God.
Equity
Social justice must underpin our religious pursuits and there is no social justice without equity.
Community and Participation
Students are involved in social work, or practical Christianity, through their work with the elderly,
the handicapped and those less fortunate as part of their commitment to their faith.
Ecological Sustainability
As outlined by the Pope, Catholics are strongly urged to care for the environment. It makes little
sense to talk about charity and values as we go about destroying our environment. The topic is
covered in R.E. under caring for creation.

Integrity
This goes to the heart of values education in our school. We measure honesty, fairness, justice
etc against the blueprint of the Ten Commandments and the Beatitudes.
Respect
Treat others as you yourself would like to be treated. The golden rule in all cultures comes
down to respect respect for ones own self and respect for others.

2.4 THE KEY COMPETENCIES AT ROSMINI COLLEGE

The establishment of the curriculum offers opportunities to improve student engagement and
outcomes by infusing key competencies and values into all aspects of the curriculum at Rosmini
College. The key change is that content will now be the vehicle to carry the process of learning.
Content should be selected which will enable students to participate and ultimately drive their
own learning experiences. The competencies draw also on knowledge, attitudes, and values in
ways that lead to action. They are not separate or stand-alone. They are the key to learning in
every learning area.
In order for there to be school wide consistency in the application of the new curriculum a model
of curriculum design has been developed to build the new curriculum around. After much
research, advice from experts and investigation into successful practices in other New Zealand
schools Art Costas 16 Habits of Mind are to be used as the common building blocks around
which we aim to develop student thinking and learning in Y7-10. This allows a shared language
across learning areas and enables effective demonstration of the key competencies in practice.
The aim of the Habits of Mind (HoM) approach is to enable students to behave intelligently
when confronted with problems. The New Zealand Curriculum identifies five key competencies:

thinking

using language, symbols, and texts

managing self

relating to others

participating and contributing

It is intended that the curriculum will allow students to become effective learners through their
ability to understand and apply their learning to the competencies (and vice versa) stated
above. The HoM approach allows us to cover the vast majority of the key competencies through
aligning the curriculum with specific habits of mind. The end goal is to have the KCs and HoM
infused into each individual and allow them to continue to develop these dispositions as they
advance through life.
The focus is on building depth of understanding (see Blooms taxonomy) rather than breadth.
This is the reason for the lack of content prescription within the curriculum. Opportunities for
student planning, research, evaluation and reflection (i.e. inquiry learning) are essential to this
process.

Applying the Habits of Mind to Key Competencies

Thinking
Relating to others
Thinking about your thinking
Listening with understanding and
(metacognition)
empathy
Thinking and
Taking responsible risks
communicating with clarity
Responding with wonderment and awe
& precision
Finding humour
Thinking interdependently
Remaining open to continuous learning
Thinking flexibly
Thinking interdependently
Applying past knowledge to
Applying past knowledge to new
new situations
situations
Creating, imagining &
innovating
Using Language, Symbols and Managing self
Texts
Persisting
Applying past knowledge to
Managing impulsivity
new situations
Striving for accuracy
Questioning and problem
Creating, imagining & innovating
posing
Taking responsible risks
Gather data through all
Listening with understanding and
senses
empathy
Striving for accuracy
Thinking flexibly
Thinking and
Thinking about your thinking
communicating with clarity
(metacognition)
& precision
Creating, imagining &
innovating
The wow factor
Taking responsible risks
Participating and contributing
Thinking interdependently
Listening with understanding and empathy
Questioning and problem posing
Applying past knowledge to new situations
Gather data through all senses
Managing impulsivity
The wow factor
Persistence
Thinking and communicating with clarity & precision
Remaining open to continuous learning

Thinking
Thinking is about using creative, critical, and metacognitive processes to make sense of
information, experiences, and ideas. These processes can be applied to purposes such as
developing understanding, making decisions, shaping actions, or constructing knowledge.
Intellectual curiosity is at the heart of this competency.

Students who are competent thinkers and problem-solvers actively seek, use, and create
knowledge. They reflect on their own learning, draw on personal knowledge and intuitions, ask
questions, and challenge the basis of assumptions and perceptions.
Using language, symbols, and texts
Using language, symbols, and texts is about working with and making meaning of the codes in
which knowledge is expressed. Languages and symbols are systems for representing and
communicating information, experiences, and ideas.
Students who are competent users of language, symbols, and texts can interpret and use
words, number, images, movement, metaphor, and technologies in a range of contexts. They
recognise how choices of language, symbol, or text affect peoples understanding and the ways
in which they respond to communications. They confidently use ICT (including, where
appropriate, assistive technologies) to access and provide information and to communicate with
others.
Managing self
This competency is associated with self-motivation, a can-do attitude, and with students
seeing themselves as capable learners. It is integral to self-assessment.
Students who manage themselves are enterprising, resourceful, reliable, and resilient. They
establish personal goals, make plans, manage projects, and set high standards. They have
strategies for meeting challenges. They know when to lead, when to follow, and when and how
to act independently.
Relating to others
Relating to others is about interacting effectively with a diverse range of people in a variety of
contexts. This competency includes the ability to listen actively, recognise different points of
view, negotiate, and share ideas.
Students who relate well to others are open to new learning and able to take different roles in
different situations. They are aware of how their words and actions affect others. They know
when it is appropriate to compete and when it is appropriate to co-operate. By working
effectively together, they can come up with new approaches, ideas, and ways of thinking.
Participating and contributing
This competency is about being actively involved in communities. Communities include family,
whnau, and school and those based, for example, on a common interest or culture. At Rosmini
the community links are an integral part of the character of the school and the basis of the
Rosminian identity. The community comes together for purposes of prayer, celebration, cultural
and sporting performance. The Rosmini values are embedded in the motto Charity fulfils the
law. Our students are expected to live out this maxim through their positive contributions to the
school community, the local and national community and where possible in their actions at a
global level. This focus enables our students to grow into fine young men who are an asset to
the community and who are prepared for the wide ranging responsibilities that life brings.

Suggested methods for successful integration of Key Competencies

2.5 EFFECTIVE PEDAGOGY IN TEACHING AND LEARNING AT

ROSMINI COLLEGE
Rosmini College aims to improve student outcomes through the successful application of the
following teaching approaches:
Creating a supportive learning environment:
Students at Rosmini College come from a diverse set of cultural and economic backgrounds. It
is crucial that all students who attend Rosmini College are valued and accepted for who they
are and what they bring to us. Positive relationships between teachers and students foster this
feeling of value and allow us to create an environment founded on the caring principles of
Catholic education. Students are encouraged to become actively involved in the Rosmini way of
life and contribute back to their own communities. Parents are encouraged to become involved
in the teaching and learning process through the strong links that the school maintains with the
wider community. This culture of acceptance and valuing needs to emanate from the teacher
and thence into the student body of the school. We encourage all students to be proud of the
school and the values it represents.
Encouraging reflective thought and action:
Reflection and effective evaluation of the learning process by both staff and students leads to
improved performance and attainment. This ties in with the use and application of the 16 Habits
of Mind. At Rosmini students are given opportunities to reflect, evaluate and plan for future
learning opportunities. This encourages students to be creative, to uttilise past knowledge and
skills, to think critically and develop metacognition. Task design and lesson planning are a vital
part of this process.
Enhancing the relevance of new learning:
Teachers aim to promote student understanding through the selection of stimulating and
interesting materials that are relevant and valued by those in the class. This approach
encourages students to develop questions and seek further knowledge on topics studied.
Allowing students to become involved in making decisions relevant to their own learning
provides challenge and to enable the process increasingly relevant to the Rosmini community.
Facilitated shared learning:
Involving a range of individuals and communities in the process of learning creates and
environment that values knowledge and understanding. This shared view is conducive to
partnerships between students and people beyond the school gates and leads to a positive
discourse which promotes excellence and increases the significance of all stakeholders linked
to Rosmini College.
Making connections to prior learning and experience:
The school aims to promote learning across the curriculum through the use of a shared
language of learning that encourages students to integrate prior knowledge developed across
all subject areas. The Habits of Mind are a key part of this process. Effective planning also
prevents duplication of knowledge and maintains the challenge and vigour necessary to
effective teaching and learning.

Providing sufficient opportunities to learn:

Increasing focus on effective learning requires teachers to offer students knowledge through a
variety of contexts. These repeated learning opportunities promote student engagement and
allow students who learn effectively in different ways to develop depth of understanding.
Teaching as Inquiry:

Pl
anning and review at Rosmini College is part of a cyclical process that is based on analysis of a
range of outcomes and needs. This process occurs at a variety of different points after the
teaching and learning event to inform future action. Being open to effective review is an
important aspect of this. It is also necessary to accept that student needs vary form class to
class and year to year thus necessitating the need for ongoing review and change to teaching
design and actions. Design should take into account the need to connect to students through
content, alignment to prior knowledge and desired future outcomes, linking to the student
community in a mutually positive manner and meeting the interest of students. At Rosmini
College teachers are encouraged to investigate the knowledge and skills that students have
already gained in order to design challenging and appropriate teaching and learning
experiences.

2.6 ASSESSMENT AND REPORTING AT ROSMINI COLLEGE

Teachers at Rosmini College align assessment with teaching in order to create meaningful data
that informs students, teachers and other stakeholders. Assessment criteria is developed prior
to unit planning ensuring that lessons are focused and relevant to desired outcomes. This
process allows success criteria to be modeled to students in order to improve performance.
Rich tasks enable students to develop understanding and call on higher order thinking skills.
In order for understanding to be successfully revealed it is important that the following
components are considered in the construction of assessment activities:
1) Assessments are set in a realistic context
2) Students need to make judgements and to evaluate a range of knowledge and skills in
order to successfully problem solve
3) Students are asked to explore like a scientist, historian, mathematician etc demonstrating
their knowledge and skills
4) Provide real challenges that extend students in real life environments
5) Where possible allow students to perform, be given feedback, and to evaluate their own
attainment
Assessment activities at Rosmini take a wide variety of forms. These are mixed between
formative and summative tests that combine to provide teachers and students with clear ideas
on performance. This is a positive process that provides pathways for ongoing development.

3
Japanese in the
New Zealand
Curriculum

3.1 JAPANESE IN THE NEW ZEALAND CURRICULUM

General aims
The aims are to:

encourage the learning of another language from the earliest practicable age

broaden students' general language abilities and to bring their own language into sharper
focus

enrich students intellectually, socially, and culturally

develop an understanding of the ways in which other people think and behave

further international relations and trade.

Achievement aims
Students will:

develop the skills needed to understand and use spoken and written Japanese

communicate effectively in Japanese for authentic purposes

learn the conventions of communicating in Japanese and develop an understanding of

Japanese culture.

Learning another language can improve performance in the learners first language and is
highly recommended not only for students who have particular strengths in language learning
but also for those who find language and language-related activities challenging.
Above all, learning Japanese can be fun. Enjoyment and a sense of achievement are likely to
provide the strongest motivation for learning in the early years.

3.2 STRUCTURE OF JAPANESE IN THE NEW ZEALAND

CURRICULUM
Levels
As students progress through the eight curriculum levels, they become familiar with a
broadening range of vocabulary, increasingly complex language structures, and increasingly
challenging contexts for language use. The range and complexity of the achievement
objectives increases from level to level.
When deciding whether a student has met the requirements of achievement objectives at a
particular level, the teacher should consider whether the student has demonstrated:

the ability to understand ad use the kinds of Japanese vocabulary suitable for that level
appropriately and accurately;
the ability to understand and use the kinds of constructions suitable for that level
appropriately and with increasing accuracy;
the ability to understand and create texts of the types suggested at that level;
the ability to cope with the kinds of learning activities suggested at that level;
an increasing ability to engage in self-motivated and self-directed learning.

The levels defined by the curriculum do not necessarily coincide with students years of
schooling. The age at which students begin learning a language will be one factor in
determining what level or levels a class might work within in the course of one year.
Students may begin at level 1 at any age. However, the objectives at curriculum levels 6,7 and
8 are directly related to qualifications at National Qualifications Framework levels 1,2 and 3. For
example, the prescription for School Certificate Japanese is based on objectives at curriculum
level 6.
Proficiency Statements
A proficiency statement describes the level of language proficiency that students are expected
to achieve. The proficiency statements describe what is expected at each stage in the following
progression of language development;

Emergent Communication (at levels 1, 2 and 3)

Emergent Communication and Survival Skills (at level 4)
Survival Skills (at levels 5 and 6)
Survival Skills and Social Competence (at level 7)
Social Competence (at level 8)

The structure of Japanese in the New Zealand Curriculum

(From Japanese in the New Zealand Curriculum, Ministry of Education)

3.3 JAPANESE IN THE NEW ZEALAND CURRICULUM 2014

The New Zealand Curriculum has now been implemented.
Learning languages is one of the eight learning areas and is deemed to be an important
learning area because students learn to communicate in an additional language, develop their
capacity to learn further languages and explore a different world views in relation to their own.
(NZC p.17)
The curriculum specifies three overall achievement strands:
Communicative competence
Language knowledge
Cultural knowledge
The curriculum information that is available shows that the following achievement objectives will
guide our planning and inform our decision making on programmed provision:
New Zealand Curriculum Level 1

recognise, respond to, and use simple sentences appropriately in listening and speaking

in reading and writing, recognise the different scripts and copy simple words and kanji

follow basic cultural conventions that operate when meeting Japanese people

demonstrate knowledge about Japan and Japanese people

New Zealand Curriculum Level 2

listen to short conversations and read short texts, identifying the key details

interact in simple conversations

write short sentences, using hiragana and some kanji

demonstrate knowledge of everyday life in Japanese schools

New Zealand Curriculum Level 3

get the gist of short spoken or written dialogues and texts, identifying the key details and
responding appropriately

interact in everyday conversations, using variations of learned words and phrases

apply their knowledge of vocabulary and structures to write and manipulate learned
phrases and sentences, using hiragana, some katakana, and some kanji

demonstrate knowledge of Japanese family life

New Zealand Curriculum Level 4

recognise and respond to details in spoken and written Japanese

initiate and maintain short conversations

create short passages in hiragana, katakana, and some kanji, as appropriate

demonstrate knowledge of housing, leisure, and annual events in Japan

New Zealand Curriculum Level 5

seek and give information through conversation in a range of everyday situations

read and write notes and short letters in which sentences are linked and ideas are
logically ordered

write hiragana, katakana, and some kanji accurately and fluently

demonstrate knowledge of social interactions in everyday situations in Japan, for

example, shopping and gift giving

New Zealand Curriculum Level 6 (NCEA level 1)

get the gist of a range of texts and pick up some new language, from its use in context,
when listening and reading

use written and spoken language flexibly in a variety of routine situations

demonstrate knowledge about the conventions that are used when interacting with
people in the wider community in Japan, for example, when travelling on public transport
and booking for events

New Zealand Curriculum Level 7 (NCEA level 2)

comprehend detail and summarise meaning in spoken and written Japanese

initiate and maintain a conversation that may have some unpredictable content

write extended passages, presenting ideas and information logically and demonstrating
their expanding knowledge of kanji

demonstrate their understanding of contemporary Japanese life and show an awareness

of current attitudes and values

New Zealand Curriculum Level 8 (NCEA level 3)

interact flexibly in familiar social situations

recognise fine detail in spoken and written text, and draw inferences and conclusions
from it

use basic language patterns spontaneously and develop and support their points of view

investigate issues of mutual interest to Japan and New Zealand (for example, social,
environmental, and commercial issues)

4
Teaching and
Learning In
Japanese

4.1 CHARACTERISTICS OF TEACHING AND LEARNING

Effective language learning

interaction
co-operation
confidence
social development
COMMUNICATION

language development
general knowledge
learning how to read and write
cultural awareness
Communication is the pivotal point of a language programme. Effective, stimulating, and varied
communicative activities should form the basis of the teaching and learning programme.
Through such activities, students become more experienced and confident in other areas (for
example, cultural awareness) while involved in meaningful communication.
Communication in Japanese may be reinforced by many non-verbal techniques, particularly in
the early stages. Such techniques include visual cues, mime, and gestures. In addition,
teachers or students may repeat or rephrase what they have said, or they may give an example
to clarify a point. Learners need to be offered examples and models of good usage.
All these techniques should be used in realistic contexts that are relevant to the students'
interests, experiences, and stage of Japanese language development.
Teachers and learners should make use of authentic Japanese materials wherever possible.
Students should be exposed to all forms of discourse:
listening

speaking

reading

writing.

Generally, simple structures will be learned first, but more complex structures may be
introduced early if they are of high frequency or high interest value.

When students work in pairs and small groups, they are encouraged to interact with one
another and can build up their confidence. Teachers can encourage students to explore the
range of language and its possibilities in a variety of meaningful contexts. As the students gain
experience in communicating in Japanese, they acquire the ability to use more complex
language structures and become independent, spontaneous communicators.
Students learn in many different ways. A variety of activities will enhance the learning
environment and increase interest, motivation, and enjoyment. A Japanese language
programme with communication as its main goal includes certain features. These features must
be carefully planned, implemented, integrated, and maintained.
In a successful Japanese language programme:

the dominant language in the classroom is Japanese

students learn appropriate grammar when they need it to comprehend or convey

messages in Japanese

communication involves using appropriate language for real purposes

communication will often have some personal importance or meaning for the students

communication will often be unrehearsed and may be unpredictable, especially in

conversation

the development of listening skills is recognised as an essential part of language learning

students' conversation in Japanese is very important

classroom organisation is flexible, allowing pairing, grouping, and movement of students

and teacher

when assessing, teachers and students place emphasis on communicative skills

Japanese culture (especially the current expression of language, beliefs, customs, social
structures, and values) is stressed as an integral part of language learning

aspects of Japanese culture are compared with equivalent aspects in other cultures,
including the students own

4.2 INTERACTION IN TEACHING AND LEARNING: THE RESEARCH

4.2.1 The Teacher and the Learner:

the teacher
is prepared
directs instruction
has high expectations
gives consistent feedback
is caring
is positive

the learner
recognises the need to learn
is motivated to succeed
is interested in the topic
finds instruction useful
sees personal relevance
is secure in the environment

the task
is achievable
can be broken down into manageable units
is useful and relevant
is dynamic, not passive
is challenging

4.2.2

What the School and Home Expect from Each Other

the school expects the home to

support the schools norms and policies
reinforce the educational activities of the school
be consistent in the raising of children
be available when teachers need to talk
be constructive when talking about the school and its professionals
have a home environment consistent with the developmental needs of the child

the home expects the school to

communicate clearly and consistently
show fairness in dealings with children
be attentive to the individual needs of each child
have a safe environment
have good, committed teachers
have a school atmosphere that welcome parents
have a school environment and programme consistent with the developmental needs of the
child

4.3 EQUITABLE LEARNING OUTCOMES: CULTURE

All students should be encouraged to appreciate New Zealands multi-cultural heritage, and
understand and respect the different cultures that make up New Zealand society.
The teachers in the Japanese Department will endeavour to use strategies that recognise the
multi-cultural nature of the school including:

trying to create environments that are supportive of cultural and linguistic differences,

drawing upon the experiences and backgrounds of the students, where possible, and

using resources that reflect the cultural heritages of the school community.

4.4 EQUITABLE LEARNING OUTCOMES: GENDER

The gender-inclusive curriculum acknowledges and includes the educational needs and
experiences of girls equally with those of boys.
(The New Zealand Curriculum Framework, Ministry of Education, 1993)
Key factors influencing boys achievement include:

their lack of accurate knowledge about learning and how to learn,

that boys are fragile, over-confident, and over estimate their abilities,
that boys underestimate the effort required for success,
that they desire success, fear failure, and are reluctant to take risks,
acknowledging an anti-learning culture, where the dominant peer group may, for
example, emphasise rugby, or skateboarding, to the exclusion of learning,
that the dominant culture and gender message is that study is not cool,
that boys want a pragmatic, utilitarian orientation to their education unless it is useful, it
is no good and
that boys lack clear, realistic vocational goals.

Inclusive strategies that may help boys achievement are:

displaying examples of high quality finished products,

assisting boys to set short-term goals,
letting boys know, in clear and concise terms, what work is required, with specified

quality and quantity targets then how they get there,

monitoring boys progress at specific intervals and providing feedback
recognising skill deficits then intervening at an early stage,
encouraging boys to take risks in learning,
balancing the open/reflective/language centred teaching strategies and the
closed/process/action centred learning,
finding a balance between individual and group activities,
encouraging pre-test and post-test student self assessment,
using a range of equally weighted assessment methods, and
utilising diverse strategies to recognise achievement, for example subject awards
consistently firm and fair attitude
well-prepared and well-delivered material
taking a personal interest in each student
a pleasant unthreatening classroom environment
positive incentives and encouragement given regularly

(T Gerrards notes from Catholic Principals Conference, Melbourne, July 2000 and Educating
Boys paper September 2007)
The Japanese department endeavours to closely monitor student progress and provide
students with individual attention.
Boys are often more affected than girls by how interesting lessons are. Teachers try their best to
motivate students using humour and real-life case studies. Other strategies that have proved to
be effective in boys education are:
lessons with short-term objectives

consistent discipline

set seating arrangements

a climate where "intellectual endeavour was not second to sport"

4.5 EQUITABLE LEARNING OUTCOMES: SPECIAL NEEDS

Japanese Department strategies that recognise the learning requirements of special needs
students include:

making instructions explicit,

writing keywords on the board, and

using written handouts, so that those who have not understood spoken instructions have
clear written instructions to follow

provision of additional or different resources

The unmotivated and/or disruptive student

The unmotivated student can often be a major difficulty in the classroom, as he may also be
disruptive and inconsiderate of others.
The teacher can encourage this student to stay on task, try to ignore disruptive, attention
seeking behaviour, and acknowledge and reward on-task and co-operative behaviour. Teachers
may find it necessary to keep a brief, but accurate record of the students behaviour during a
class period, and give this to the dean to add to cumulative records.
If behaviour stops others from learning, send the boy to his dean with a signed note. Back this
up with a written report as soon as possible. The dean system is very effective, but relies on
written facts from classroom teachers. There is a strong and effective discipline system at
Rosmini College. Use it.
The unmotivated student may respond positively to individual attention during lessons. Quietly
spending more time with him can often get him involved in his learning. You could discuss your
concerns with the Guidance Counsellor.

4.6 GIFTED AND TALENTED

4.6.1 Teaching More Able Students
The following strategies have been designed to respond to the needs of gifted and talented
learners as recognised in the amendment to NAG 1 (iii) c in 2005.
Japanese Department strategies that recognise the learning needs of gifted and talented
students include:

early identification of a students abilities through the collection of appropriate data

the availability of demanding investigations at each year level
departmental support and encouragement for extra-curricular activities
inclusion of open-ended assignment work
accelerated programmes
Scholarship entry and scholarship teaching programme.
Enrichment programs

Gifted and talented students may show potential for a high performance in any of the following
areas when compare to others of similar age, background and experience.
Intellectual
Creative
Artistic
Social
Physical
Spiritual
We may identify gifted and talented students by using information from
1) Teacher checklists
2) Contributing schools
3) Parent information form
4) Exams, assessments, tests, competitions
5) Peer assessment
6) Outside professional recommendation

Pupils who are gifted in Japanese are likely to:

understand

concepts clearly so that they can apply this understanding to new

situations in order to make interpretations, develop hypotheses, reach conclusions
and explore solutions
Languages

offer gifted students the chance to excel as language learning by its

nature is intellectually demanding and students who have mastered an additional
language are more able to master other additional languages
communicate

effectively using both the written and spoken word

they communicate knowledge, ideas and understanding in ways that are appropriate
to the task and audience (for example, writing formal letters and reports, producing
brochures representing particular groups). They learn subject-specific vocabulary,
use it accurately and are able to define words
reason,

argue and think logically, showing an ability to manipulate abstract

symbols and recognize patterns and sequences
In learning Japanese students have to learn new patterns of scripts and use these
scripts appropriately. Gifted students find learning the Japanese characters (Kanji)
both fun and intellectually demanding
be

confident and contribute effectively when taking part in less formal teaching
situations. They take part readily in role-play situations or simulations and enjoy
contributing education outside the classroom
relate

well to other people, showing an ability to lead, manage and influence

others, appreciating and understanding others' views, attitudes and feelings.
they are willing to share their knowledge and understanding, and steer discussion
have

a more highly developed value system than most pupils of their age
they have well-considered opinions on issues such as the role of language in
marking identity

4.6.2 Enriching and extending pupils experiences

Teachers need to plan to develop the breadth and depth of pupils' experiences,
and the quality of their responses and outcomes.

Broadening knowledge, skills and understanding

A helpful way to broaden and extend Japanese language acquisition is to allow
students to use their learnt language patterns outside the classroom. Examples
include taking year 9s to the central city to discover various Japanese places of
interest using skype to interact in authentic settings and for senior students debating
other schools using the Japanese language

Teachers should consider:

What prior knowledge students may have
What understanding of this topic/unit do I expect gifted pupils to be able to
achieve?
In what ways would their understanding go beyond that of other pupils?
To which relevant concepts might they be introduced?
What qualities of understanding of this concept should I look for?
What links between relevant concepts could the pupils usefully explore?
Can key ideas be placed within a structured network of ideas that gifted pupils
could understand?
Would understanding involve the ability to explain? If so, what sort of explanation
would be appropriate, and what forms of reasoning are required?
Can the new ideas be related to pupils' experience? In what ways can they best be
illustrated?
How can pupils be encouraged and helped to apply ideas to other situations?
To what extent are gifted pupils being challenged to deal with appropriate levels of
complexity, abstraction and precision?
Teachers could use their answers to these questions to underpin decisions about
the information that pupils acquire, the teaching methods and learning activities that
might be effective, and the formative assessment that would be appropriate
(irrespective of which course or scheme the school or department is following).
Improving the quality of response and outcomes
The quality of pupils' responses and outcomes can be improved through the
development of an enquiry approach to language learning. In this approach, gifted
pupils are given increasing autonomy for organising their work (an example of this is
the extended Japanese project undertaken in Year 13 scholarship students) and the
teacher moves away from providing direct instruction to act as a facilitator or
consultant.

4.7 STRATEGIES TO HELP STUDENTS AT RISK

The first of the National Administration Guidelines requires us
through a range of assessment practices, [to] gather information that is sufficiently
comprehensive to enable the progress and achievement of students to be
evaluated...
so that we can
on the basis of good quality assessment information, identify students and groups of students
a. who are not achieving;
b. who are at risk of not achieving;
c.
who have special needs;
d. and identify aspects of the curriculum which require particular attention.
We are required to
develop and implement teaching and learning strategies to address the needs of students
and aspects of the curriculum identified above.
And
.... develop .... plans and targets for improving the achievement of Maori students.

4.7.1 Addressing Barriers to Learning

We are required to:
develop and implement strategies which address identified learning needs in order to
overcome barriers to students' learning
(National Administration Guideline 1)

We can recognise that a student is not achieving or at risk of not achieving through
formal assessment procedures such as class tests and school examinations,
observation of a students interest, enthusiasm, participation, and motivation in the
classroom,
liasing with colleagues, external agencies and the home
his completion of assignments and homework, and
as a social being in the classroom, playground, or sports field.
Through appropriate professional judgement teachers should be able to identify issues that
prevent achievement regardless of the social and economic circumstances of their students and
to comply with the following guideline:
Provide equality of educational opportunity for all New Zealanders, by identifying and removing
barriers to achievement.
(National Education Goal 2)
4.7.2 Strategies of Learning Over Which Teachers Have Some Control
Teachers need to observe the barriers to learning within their classes and develop strategies to
try to overcome them.
Barriers to learning over which the teacher has some control may include:

the student who lacks confidence or has a poor attitudes towards Japanese will require
considerable extra attention in the classroom

the student who does not understand work frequently responds to a few minutes individual

attention at lunch-time, or ask for the assistance of the RTLB, who can work with the student
in the classroom, or in a small group,

poor learning skills try teaching students how to learn,

inappropriate teaching style try extending the range of lessons into contextual, problem
solving, investigations, puzzles, games,

an inappropriate assessment method try having students demonstrate competence at the

board, and using a weekly test, where improved results are rewarded,

poor classroom management try thinking about your words and actions, discussing
management ideas with other teachers, deans, senior staff, and students,

lack of teacher planning try developing a new lesson, using lessons prepared by others,
lessons from our departmental files, or taking ideas from the internet,

unenthusiastic teaching try reflective practice through keeping a journal,

uninteresting classroom environment brighten the room with posters (bought, studentmade) and quality student work, and

lack of ongoing assessment and feedback to students try weekly testing, and frequent
marking of exercise books, giving verbal or written encouragement to students

above all listen attentively to students, recognising that their language development will
generally not be as good as the teachers.

4.7.3 Improving Achievement of Maori and Pacific Island Students

We are required to:
develop plans and targets for improving the achievement of Maori students.
(National Administration Guideline 1)
The Japanese Department at Rosmini College has few Maori and Pasifika students. However,
these students study hard and they are successful in learning Japanese language.
In order to maintain their success the Japanese department continues to provide a variety of
teaching and learning styles and activities where appropriate.
We have a strong Maori Department at Rosmini College, and the teacher in charge is very
approachable and supportive. He spends time discussing boys difficulties and gives teachers
insight and fresh ideas to support Maori male achievement.
4.7.4 Maori dimensions in Japanese
hapanihi (Japanese)
tikanga Maori (customs and traditions)
Aroha (love/empathy)
taonga (treasure/resource)
tapu (sacred)

4.7.5 Barriers to Learning over Which Students Have Some Control

Some barriers to learning for students originate outside the school, arising from social,
economic and cultural contexts over which the school has no control.
This Questionnaire, Barriers to Learning, designed for senior students, could help boys become
more aware of the value they place on their education, and suggest ways to improve their
performance.
BARRIERS TO LEARNING
SURVEY OF PUPILS
(a)

From the following list of activities in the table below, rank three activities only from the
most preferred activity as 1st to the next most preferred activity as 2nd,and the next most
preferred activity as 3rd.
Activity
Playing sport or talking, planning for the weekend.
After school or weekend job
After school social activities going out, ringing friends
Watching TV
Doing schoolwork homework, assignments
Studying for end of year exams
Completing assignments, projects set

Rank

(b)

Given your ranking in the table above, what would you most likely be successful at

(c)

Tick which of the following you would consider as a barrier to your learning.
Barrier to learning
Talking to friends in class rather than doing the work set or listening to the
teacher
Not completing work in class
Inability to read the questions set.
Not finishing homework as required
Inability to ask for help from the teacher
Leaving assignments, projects to the last minute.
Little or no study
Inadequate or poor study method
Time taken up by sporting activities
Time taken up by social activities
Time taken up by after school, weekend job
Watching TV
Lack of motivation

(d)

Given your answers above, what steps could you take to remove barriers to your
learning?

If you want something done give it to a busy person, as they will find the time to
do it. The onus for your learning has to be on you. The teacher can neither change
what you do, nor improve your work habits. The only person who can change you
is you. If you want to be the best you can be, take up the challenge and seek to
change things for the better.

STUDY METHODS
Tick which of the following best describes the study method(s) you most regularly use.
Method of Study
I rely on the hard work I do in class
I dont need to study much because I can do the work set in class so this means I will
be able to do the exam questions
Reading over my notes and doing old exam papers / questions
Mind-mapping
Writing notes and studying these
Using flash (cue) cards
The do nothing study method
The night before study method
Other (please state/explain)
Is your study method effective does it need to change?

EXAM TECHNIQUE
Study is not the only thing that is required for you to do well in exams. A good part of doing well
in exams is the ability to read the question(s) set and answer just what is asked. ie You need to
understand the question and answer accordingly.
The following skill can be used in Economics, as well as other subjects, for exams and tests. It
takes only a few seconds to do in exams/tests and could improve your results. Try doing the
following steps in answering questions you might just be surprised!
(i)
(ii)
(iii)

Read the whole question, not just the start or end of it.
Circle any key word(s) in the question.
_____________
_______________________
__________________________________
________________
__________________.

(iv) Write the key terms to go with the key words in your question.
(v) Use the [economic] ideas you have been taught rather than make up your own words to
answer the question.
(vi) If the question involves a calculation, write out the formula (correctly) and then calculate.
Check your formula and complete the calculation.

4.8 DIFFERENTIATION AND LEARNING STYLES OF STUDENTS

Differentiation is about trying to match students learning opportunities to the type and level of
task that allows them to make the most progress.
Types
Some students learn best by copying notes from the blackboard and others understand better
when the teacher explains to them. Yet there are others who learn better when the teacher is
able to connect what he is teaching to real-life examples. And there are others who learn
through images and visuals that a teacher might have brought to class. A good teacher who
practices differentiated teaching will be able to employ these skills and more in a class.
Understanding our learning is one key to academic success.
Learning Styles research has lead to various ways in which to define and test how different
people learn. There is no one way to define a learner and no one right test to take to find out
how you learn. Japanese encompasses the range of learning styles outlined above and the
programs of study incorporate a range of teaching and learning methods to enable all students
to progress to the best of their ability.
What types of learning styles are there?
There are many ways of looking at learning styles. Here are some of the classification systems
that researchers have developed.

The four modalities

Students may prefer a visual (seeing), auditory (hearing), kinesthetic (moving) or tactile
(touching) way of learning.
o

Those who prefer a visual learning style...

...look at the teacher's face intently

...like looking at wall displays, books etc.

...often recognize words by sight

...use lists to organize their thoughts

...recall information by remembering how it was set out on a page

Those who prefer an auditory learning style...

...like the teacher to provide verbal instructions

...like dialogues, discussions and plays

...solve problems by talking about them

...use rhythm and sound as memory aids

Those who prefer a kinesthetic learning style...

...learn best when they are involved or active

...find it difficult to sit still for long periods

...use movement as a memory aid

Those who prefer a tactile way of learning...

...use writing and drawing as memory aids

...learn well in hands-on activities like projects and demonstrations

Field-independent vs. Field-dependent

o

Field-independent students

Field-dependent students

They can easily separate important details from a complex or confusing

background. They tend to rely on themselves and their own thought-system
when solving problems. They are not so skilled in interpersonal
relationships.

They find it more difficult to see the parts in a complex whole. They rely on
others' ideas when solving problems and are good at interpersonal
relationships.

Left-brain dominated vs. right-brain dominated

o

Students who are left-brain dominated...

...are intellectual

...process information in a linear way

...tend to be objective

...prefer established, certain information

...rely on language in thinking and remembering

Those who are right-brain dominated...

...are intuitive

...process information in a holistic way

...tend to be subjective

...prefer elusive, uncertain information

...rely on drawing and manipulating to help them think and learn

McCarthy's four learning styles

McCarthy (1980) described students as innovative learners, analytic learners, common
sense learners or dynamic learners
o

Innovative learners...

...look for personal meaning while learning

...draw on their values while learning

...enjoy social interaction

... are cooperative

...want to make the world a better place

Analytic learners...

...want to develop intellectually while learning

...draw on facts while learning

...are patient and reflective

...want to know " important things" and to add to the world's knowledge

Common sense learners...

...want to find solutions

... value things if they are useful

...are kinesthetic

...are practical and straightforward

... want to make things happen

Dynamic learners...

...look for hidden possibilities

...judge things by gut reactions

...synthesize information from different sources

...are enthusiastic and adventurous

Visual Learners:

Audio Learners:

Kinesthetic/Tactile Learners:

Characteristics
of Learners

-Remember written
directions well.
-Need to see
material to learn it.
-May be artistic.
-May have difficulties
focusing on lectures
if there are few
visuals.

-Very good at
remembering what
they hear.
-May have
difficulties
remembering things
that they have read.
Also may have
difficulties reading
and/or writing.
-Can find it hard to
read facial and body
language.

-Need hands-on/active learning (touch

and movement).
-Dont require instructions to assemble
something.
-Can have difficulties if have to remain
seated for a long period of time.
-May be athletic.

Strategies for
Students to
Use

-Use visual aids

when taking
notes/studying
(eg.diagrams).
-Look at a person to
help you focus on
what they are saying.
-Work in a relatively
quite location.
-Use colour coding.
-Visualize facts/word
spellings when trying
to memorize.
-Take clear and
detailed notes during
lectures.
-Review and write
out key points from
lectures and
readings.
-Skim a reading prior
to starting so that
you have a general
understanding before
you begin.

-Record lectures or
yourself reading
your notes (even
just the most
important points).
Listen to the tapes
as one method of
studying.
-Study with a
partner so you can
talk about main
ideas of lectures,
key points from
readings, etc.
-Recite aloud what
you are trying to
learn so that you
hear yourself.
-Create flashcards
for studying and
read them aloud.
-Before reading,
skim the information
and tell yourself
what you think the
reading will be
about.
-Read aloud.

-Take notes for lectures using diagrams

when possible.
-Try moving while you read.
-Take advantage of assignments that
allow you to do hands-on work.
-Use flashcards that you can move on a
table or other surface.
-Read aloud.
-Write information out (on paper, board,
etc.) when studying.
-Use colour coding.
-Listen to course information on tape
while you move (or recite to yourself).
-Take frequent breaks when working and
move/stretch.
-Try studying in a position other than a
chair in front of a desk.
-Find a way in which fidgeting allows you
to focus on learning.

Strategies for
Teachers to
use

-Provide clear
outlines with
headings (for
lectures and possibly
readings).
-Present information
in a visual format (as
one option), when
possible.

-Provide clear audio

information when
possible and make
the audio part of
lectures as
captivating as
possible.

-Use demonstrations in class.

-Provide opportunities for hands-on/active
learning.

Graduate tasks e.g. from easy to

hard on a worksheet.
Use Blooms Taxonomy and mix
Mastery and Developmental tasks

Set open tasks, because stronger

students interpret these in a
more demanding way. Expect
more from the more able
students.

Use high-order Q&A: why? how?

& which? questions.

Differentiate by
task; outcome;
and time
allowed

Differentiate resources: e.g. use

texts of different depth,
breadth, and difficulty

Accommodate Learning styles.

Visual, aural, & Kinesthetic
Right and left brain
Honey and Mumford etc

Set different tasks. Use:

ability groups
help sheets and writing frames
extension tasks, or
grade criteria + targets

Use teaching methods that

differentiate well, e.g. require all
students to participate, and all
students to carry out thought
provoking tasks,

Differentiate time allowed by:

Resource Based Learning
Independent learning
Mastery Learning

Accommodate
different
preferences &
support-needs

Buddy up students who can help

each other. E.g. one who can write
and one who cant. The buddy
needs some training

Integrate Learning Support into

your classes

Use group work so that peers can

support each other

Make explicit use of for e.g.

peer checking
peer tutoring
learning teams

Develop Generic skills by :

Feedback proformas
Teaching skills with both Process
and Product

Use self-assessment and ask

students to set themselves targets

Differentiate
feedback, then
set individual
tasks & targets

Reduce the need for differentiation by:

Accurate initial guidance

Set individualised goals and

targets based on diagnostic tests
& assessment; ILP; One-to-one
action planning; etc

Blooms Taxonomy and Task Design

Blooms Taxonomy is a spectrum of task difficulty. It goes from easy tasks such as recalling
knowledge to harder tasks such as evaluating an argument. It deals with cognitive learning*, but
a similar approach can be used in other sorts of learning.

Tasks include everything you ask students to do: verbal question and answer, tasks set in
the lesson; and full blown assignments or projects. It also includes tasks for work inside and
outside the class.

In order to differentiate there should be a mix of:

Mastery Tasks that can be mastered by all learners in a short period of time
regardless of their prior learning. This allows weaker learners to succeed. Without
this success they will probably give up.

Developmental tasks that stretch the more able, develop the skills required for
academic success, and for the world of work. These tasks develop the skills required
for progression to the next educational level. They also create deep learning, that is,
real understanding.

4.9 TEACHING THE MIXED ABILITY CLASS IN JAPANESE

Mixed-ability grouping can support all learners appropriately. Many subject and class teachers
manage it successfully by using a wide range of teaching strategies, differentiated teaching
materials and assessment.
However, mixed-ability grouping is both challenging and demanding for teachers.
The advantages of mixed-ability grouping are that it:

gives all pupils access to a common curriculum, teachers and resources;

encourages cooperative behaviour and better social integration;

allows matching to individual needs and encourages assessment of learners in relation to

their own potential;

aids transition and continuity of learning styles between institutions;

reduces competition and labelling;

allows individuals to learn at their own pace;

allows learners to be stimulated by others and/or their needs. For example, high attainers
can act as models for others by setting standards and can strengthen their own learning
by explaining or discussing their work.

can help each other. E.g. one who

can write and one who cant.
(TheBuddy needs some training)

4.10 THE FIFTY MINUTE PERIOD

Attention span of students is limited to about twenty minutes. To avoid boredom and the
associated restlessness and poor behaviour, the lesson should have distinct parts.
A teacher may decide to start with revision of the previous days work, an unrelated starter
exercise, a short test, or some mental computation. A starter exercise could introduce the days
lesson. Students could open their textbooks and continue with previously taught work, but
usually their interest in the topic would not carry over sufficiently for this to succeed.
You could write work on the board for the boys to read, or hand a copy to them, as they enter
the classroom. This part of the lesson may take up to ten minutes.
The main part of the lesson may consist of formal teaching, with full class involvement and
student and teacher interaction.
The third part may be practice of the lesson. Here the teacher would walk around the class,
checking that all students understand the work by observing what is written in exercise books,
asking and answering questions, offering assistance, helping boys communicate ideas in logical
written steps, and encouraging on-task behaviour.
If the main part of the lesson were a written problem, the teacher would introduce the problem in
an interesting way, possibly through telling a story. This is important, as a good story draws all
the class members together, puts a problem in context, and is the motivation for the lesson.
Story telling is a fragile skill that takes time to develop. Once the problem is set in its context,
the teacher would help the less able readers understand the problem, follow instructions, and
get started. Presenting the problem in a written form reduces the chance of ambiguity and helps
students whose first language is not English. With a meaningful problem to solve, the teacher
must be careful to avoid doing the work for the students. The student needs to be encouraged
to think laterally, bringing previously learnt skills to bear and trying out different approaches. The
teacher needs to avoid the guess whats in my mind trap, where the student asks the teacher if
such and such is the answer, and the teacher gives a yes or no response. The students
reasoning must be convincing to the student himself.
Investigations, often extending over more than one class period, can fully involve students.
There must be clear goals, with a conjecture that they can support or refute. The objective is to
reach some, at least tentative, conclusion. Statistical investigations, for example, should be set
up and done by the class, and be seen as interesting and worthwhile. On conclusion, they
should be able to say how they could improve the investigation. Boys, for example, enjoy finding
out which of five brands of popcorn kernel popped offers best value for money. This
investigation can cover numerous mathematical processes and much of the statistics strand at
Level 5. Communicating the findings clearly is an important skill developed here, and may most
easily be achieved by making group posters for wall display.

4.11 FEEDBACK TO STUDENTS

Students need regular, positive and detailed comments about their learning and about the
teachers expectations.
Teachers can
respond personally to the student, as this can be an effective motivating tool,
use opportunities for oral comments (e.g. conferencing),
return assessed work as quickly as possible, give out an answer sheet including the
marking schedule, and encourage students to go over the test, discussing questions and
answers, so that they learn from their mistakes,
specify an area for improvement, and give students text references so that they can
study that area for a future assessment,
put examples of high quality work on the wall for other students to look at, and
use peer assessment and self assessment to provide further feedback to students.
The following list summarises good practice concerning the marking of students' work:
Plan your work with the marking load in mind. Long sessions of writing may keep
the pupils out of trouble in class, but they will also keep you out of trouble on
Saturday night.
The best way to mark is with the pupil beside you. You should be able to find
ways of giving more classroom time to it, moving from desk-to-desk as the
children work.
Teach your pupils to edit and correct their own work, perhaps working in pairs
and groups. Not only do they become very good at this, but they also learn
much more than they would from looking at your corrections.
In many cases, there is no need to provide a correction - cues may be more
appropriate.
Students may on occasion continually give in work that requires heavy correction
or, alternatively, submit page after page of perfect work. This probably indicates
that more attention needs to be given to differentiation.
Decide on a balanced marking procedure for the unit of work. Decide on marking
purpose and marking role.
Ensure pupils are clear about the marking criteria and the marking system
Clarify whether any marking is based upon effort or achievement or both
Try to build in an ipsative element i.e. based upon progress or achievement
Consider whether a simple code system will help for some marking with a wholeschool approach
Identify strengths before mentioning weaknesses
Link marking to learning targets or learning strategies in some cases.
Adapted from Haigh (1997); Munby (1996)

4.12 LEARNING TO LEARN JAPANESE

Learning a language demands effort and study. Even boys who have a gift for language, still
need to study the vocabulary and grammar necessary to master the language. At Rosmini
College boys will be given homework on regular basis.
Genuine learning requires boys to
have a strong desire to succeed,
listen and fully participate in class lessons,
go over the main ideas in the lesson that night,
practice examples as homework,
revise carefully for assessments,
practise pronunciation and spelling regularly.
Boys are encouraged to use the internet and eLearning to download tasks. As part of the
Japanese Departments commitment to providing learning skills lessons are taught on how to
revise, these emphasise the importance of a range of revision methods with a focus on
strategies for active revision. The department has developed a wide range of eLearning
resources and activities for students.

4.13 HOMEWORK
Homework is an important part of every students education. School policy is to set and check
meaningful homework. In the senior school it is reasonable to expect at least 20 minutes per
night in each subject.
Generally, homework will fall into the following categories:
sentence structure practice,
revising vocabulary,
reading a passage
assignment work,
research and open ended questions.
For seniors preparing for external examinations, we can reinforce study techniques in their
revision programme.
We must check homework whenever it is set. It is a good idea to keep an accurate record of
homework completion. Students should understand that the consequences of not completing
homework should result in further action, following the school discipline procedures.
4.13.1 Research on homework
Homework
builds self-discipline, personal responsibility and independent action,
develops thinking, concentration, and time-management skills,
gives parents a window on the childs school experience,
helps students develop more positive attitudes towards themselves and learning if they
are able to complete homework assignments,
exposes students to the realities of post-secondary study and some adult jobs, and
offers the opportunity-to-learn by reinforcing and extending class work and enhancing
test scores.
Homework
serves little purpose for students under 10 years of age,
if in too large an amount robs students of their leisure time,
instructions can be unclear or confusing,
can be seen as busy work and students will resent it as they grow older,
creates frustration when not taken in and marked,
when under-supervised leads to sloppy habits, copying, and learning wrong answers.
(Brian Burnham, Chief Research Officer, Ontario Board of Education, Canada
from SET, Number 1, 1988)
Concerning homework and achievement, Burnham observed
Schools

spending time on homework had small but consistent increases in test scores
over other schools".
Colemen 1982
Achievements and attitudes improved as a result of homework, more so if it was graded
or commented on by teachers"
Walberg (1985)
Homework to reinforce what was introduced in class, especially when spread over time, seems

most productive".

Dunn (1985)

To get the best from a homework programme, Burnham advises the classroom teacher to:
tie the homework to day-to-day and on-going programmes
be sure students can gain access to the resources needed
comment on, or grade homework (even briefly)
teach skills required for homework in class, do some practise in class to identify any
problems
be clear with students concerning homework expectations for each session
(students write this down)
check to see each session is not too demanding of time, as short and regular is
best,
co-ordinate homework with all staff in the department to reinforce subject
expectations in students minds
vary homework exercises, trying to make them fun
In a study of homework policies of effective secondary school departments, researchers found
The [most effective] departments in our study had consistent and consistently applied
homework policies. This resulted in a clear routine for setting and marking of homework.
Such homework often involved or had the potential to involve parents. Homework tended
to be returned quickly and good work was rewarded, reinforcing the pupils behaviour.
Our interviews with pupils tend to indicate that they undertook more homework in the
effective departments subject.
(A Study of Effective Departments in Secondary Schools in the United Kingdom
Harris, Jamieson and Rush, University of Bath, England
from SET Number 1, 1997)

5
OVERVIEW OF
JAPANESE SKILLS
AND
KNOWLEDGE

5.1 SKILLS OVERVIEW

Language teachers have long used the concepts of four basic language skills:
Listening
Speaking
Reading
Writing
The four basic skills are related to each other by two parameters:
The mode of communication: oral or written
The direction of communication: receiving or producing the message
We may represent the relationships among the skills in the following chart:
Receptive
Productive

Oral
Listening
Speaking

Written
Reading
Writing

The following modules will briefly describe some characteristics of each basic skill.
Listening comprehension skill
Listening comprehension is the receptive skill in the oral mode. When we speak of listening
what we really mean is listening and understanding what we hear.
In our first language, we have all the skills and background knowledge we need to understand
what we hear, so we probably arent even aware of how complex a process it is. Here we will
briefly describe some of what is involved in learning to understand what we hear in a second
language.
There are two kinds of listening situations in which we find ourselves:
interactive, and
non-interactive
Interactive listening situations include face-to face conversations and telephone calls, in which
we are alternately listening and speaking, and in which we have a chance to ask for clarification,
repetition, or slower speech from our conversation partner. Some non-interactive listening
situations are listening to the radio, TV, films, lectures, or sermons. In such situations we usually
dont have the opportunity to ask for clarification, slower speech or repetition.
Richards (1983, cited in Omaggio, 1986 p.126) proposes that the following are the micro-skills
involved in understanding what someone says to us. The listener has to: retain chunks of
language in short-term memory
discriminate among the distinctive sounds in the new language
recognize stress and rhythm patterns, tone patterns, intonational contours
recognize reduced forms of words
distinguish word boundaries
recognize typical word-order patterns
recognize vocabulary
detect key words, such as those identifying topics and ideas
guess meaning from context
recognize grammatical word classes
recognize basic syntactic patterns

 recognize cohesive devices

detect sentence constituents, such as subject, verb, object, prepositions, and the
like
Speaking skill
Speaking is the productive skill in the oral mode. It, like the other skills, is more complicated
than it seems at first and involves more than just pronouncing words.
There are three kinds of speaking situations in which we find ourselves:
interactive,
partially interactive, and
non-interactive.
Interactive speaking situations include face-to face conversations and telephone calls, in which
we are alternately listening and speaking, and in which we have a chance to ask for clarification,
repetition, or slower speech from our conversation partner. Some speaking situations are
partially interactive, such as when giving a speech to a live audience, where the convention is
that the audience does not interrupt the speech. The speaker nevertheless can see the
audience and judge from the expressions on their faces and body language whether or not he
or she is being understood.
Some few speaking situations may be totally non-interactive, such as when recording a speech
for a radio broadcast.
Here are some of the micro-skills involved in speaking. The speaker has to:
pronounce the distinctive sounds of a language clearly enough so that people can
distinguish them. This includes making tonal distinctions
use stress and rhythmic patterns, and intonation patterns of the language clearly
enough so that people can understand what is said
use the correct forms of words. This may mean, for example, changes in the tense,
case, or gender
use vocabulary appropriately
use the register or language variety that is appropriate to the situation and the
relationship to the conversation partner.
make clear to the listener the main sentence constituents, such as subject, verb,
object, by whatever means the language uses
make the main ideas stand out from supporting ideas or information
make the discourse hang together so that people can follow what you are saying
Reading skill
Reading is the receptive skill in the written mode. It can develop independently of listening and
speaking skills, but often develops along with them, especially in societies with a highlydeveloped literary tradition. Reading can help build vocabulary that helps listening
comprehension at the later stages, particularly.
Here are some of the micro-skills involved in reading. The reader has to:
decipher the script. In an alphabetic system or a syllabary, this means establishing
a relationship between sounds and symbols. In a pictograph system, it means
associating the meaning of the words with written symbols.
recognize vocabulary
pick out key words, such as those identifying topics and main ideas

 figure out the meaning of the words, including unfamiliar vocabulary, from the
(written) context
recognize grammatical word classes: noun, adjective, etc.
detect sentence constituents, such as subject, verb, object, particles, etc
recognize basic syntactic patterns
reconstruct and infer situations, goals and participants
use both knowledge of the world and lexical and grammatical cohesive devices to
make the foregoing inferences, predict outcomes, and infer links and connections
among the parts of the text
get the main point or the most important information
distinguish the main idea from supporting details
adjust reading strategies to different reading purposes, such as skimming for main
ideas or studying in-depth
Writing skill
Writing is the productive skill in the written mode. It, too, is more complicated than it seems at
first, and often seems to be the hardest of the skills, even for native speakers of a language,
since it involves not just a graphic representation of speech, but the development and
presentation of thought in a structured way.
Here are some of the micro-skills involved in writing. The writer needs to:
use the orthography correctly, including the script, and spelling and punctuation
conventions
use the correct forms of words. This may mean using forms that express the right
tense, or case or gender
put words together in correct word order
use vocabulary correctly
use the style appropriate to the genre and audience
make the main sentence constituents, such as subject, verb, and object, clear to the
reader
make the main ideas distinct from supporting ideas or information
make the text coherent, so that other people can follow the development of the
ideas
judge how much background knowledge the audience has on the subject and make
clear what it is assumed they dont know

5.2 LITERACY IN JAPANESE

Through studying a foreign language, students get a better view of their native tongue. At
Rosmini College we put emphasis on grammar when introducing Japanese. All the differences
and similarities between the foreign language and English are discussed and highlighted. Boys
get a better insight in English and it helps the development of understanding of Japanese.
Together with the emphasis on correct spelling in Japanese, teachers try to encourage correct
spelling in English, by correcting mistakes on tests and in exercise books. Mistakes that
reoccur often are discussed and corrected in class.
Writing essays in Japanese relates to writing essays in English. Students should organize the
essay in a style of Introduction, body paragraphs and conclusion.
Boys need not only do speeches in Japanese, but research on the internet and in English books
is required to complete some of the assignments around culture. Reading comprehension and
the ability to communicate ideas clearly are important in these assignments.

5.3 NUMERACY IN JAPANSE

Numeracy is the ability to cope confidently with the mathematical demands of everyday life in
the home, workplace, and community (Cockcroft, 1982: Withnall, 1995). The tools of
mathematics provide adults with the recources to express facts and opinions and to analyze
situation. Knowing how to calculate percentages, for example, is necessary for discount
shopping and for figuring sales tax. For many adults, expressing and using the abstract
concepts of mathematics is not an easy task, in part, because numeracy needs change as ones
life circumstances change. However, like literacy, numeracy is not a case of ones either being
proficient or not, rather individuals skills are situated along a continuum of different purposes
and levels of accomplishment with numbers (Kerka, 1995, p.1)
It is not always easy to integrate numeracy into the study of languages. At Rosmini College,
when introducing the numbers in the Japanese lessons, teachers make use of simple
sequences, additions, multiplications to make the lessons more practical. In later stage, when
talking about shopping and going to restaurants, the percentages of sales can be calculated.
When discussing future plans, wages and tax can be discussed and calculated.

5.4 ICT AND JAPANESE

ICT helps students learn in Japanese by giving them access to sources of information and
enabling communication with native speakers. ICT also supports students understanding of
grammar improve their comprehension skills and vocabulary repetition.
Using ICT can help students to:
access, select and interpret information
recognize patterns, relationships and behaviours
model, predict and hypothesise
test reliability and accuracy
review and modify their work to improve the quality
communicate with others and present information
evaluate their work
improve efficiency
be creative and take risks
gain confidence and independence
ICT therefore provides challenging and engaging activities for listening, speaking and writing.
For example, ICT can help students:
communicate with native speakers from other countries
access a range of authentic sources of information, both spoke and written
support their understanding of grammatical patterns and relationships
support their comprehension of written and spoken language
share work with others so they can comment on it
become aware of the experiences and perspectives of people in other countries
For junior levels, the Japanese department sets up hiragana and katakana learning websites in
eLearning. For senior levels, the new NCEA level 1 assessments require some activities to be
done electronically. At Rosmini College teachers try to integrate the use of computers as much
as possible in the curriculum. Computers in the computers room have been set up for the
Japanese language tool bar.

5.5 FIELDWORK IN JAPANESE

At Rosmini College we attach great importance to the role of fieldwork and the kinesthetic
learning experiences it provides. The department plans fieldwork based upon the school policy
for Trips and Visits and builds upon the purposes as outlined in this policy:
1) To enrich the classroom program and enhance learning by providing first-hand
experience
2) To utilize the community to further pupils learning by sharing knowledge and experience
3) To assist in understanding and appreciating an authentic environment
Fieldwork programs
Year 9
Year 10
Exploring city in Japanese and Visiting a zoo and describing
tasting Japanese food
animals colour and features

Year 11
Ordering a Japanese meal in
Japanese

Within our fieldwork programs we attach huge importance to health and safety issues and follow
appropriate school and national guidelines.

6
Planning
in
Japanese

6.1 PRINCIPLES OF PLANNING

A school and its community will establish their vision for learning languages and their priorities
for the school programme through the school strategic plan.
To bring the strategic plan to life, the overall programme needs to address:
issues that relate to the nature of language learning
the need to use curriculum guidelines, and the status that will be given to learning
languages in the curriculum
the need to plan for continuity of teaching and learning
the need to establish an effective environment for language learning
the need for language teachers to gain professional support and development
The learning partnership
The partnership of teacher and learner is described in the following diagram.

Students are both learners and users of language. They need frequent opportunities to apply
their learning in contexts that are real, meaningful, and culturally specific.
Importance of frequent contact
Learning a new language if commulative in order to become proficient, students need regular,
ongoing, frequent experiences with the new language.
Teachers should provide these experiences for students in contexts that support the students
language development and promote culturally appropriate forms of social interaction.
The goal is for the students to communicate effectively in a range of contexts, both orally and in
writing, with other speakers of the language. Learning Japanese therefore has a practical
application and use.
Learning by communicating
Teachers build an effective language programme around communication. Using a variety of
stimulating activities that encourage learners to communicate, teachers help their students to

become increasingly competent in Japanese, and to gain the confidence to participate in a

range of real life interactions.
When teachers use an active, communicative approach to teaching and learning languages,
students have many opportunities to work on well defined tasks in paris or small groups.
Through such small group activities, students:
gain experience of interacting in specific contexts
receive immediate feedback
take increasing responsibility for their learning
As students gain experience and skills, teachers can use the new language for an increasing
range of classroom interactions, including class routines.
Using learning technologies
Through an extensive range of learning technologies, teachers can integrate meaningful
language in its natural context into their programmes. These technologies include:
video
audio
CD-ROMs
satellite television
computer software
relevant internet site
Using this support, teachers can select activities that cater for different learning needs, and
sustain the continuity of learning for all their students.
Using the curriculum guidelines
The curriculum guidelines for each language describe eight progressive levels of achievement,
each with defined objectives. Each level builds on previous learning, so that students are able
to carry out tasks with increasing sophistication and independence, in a wider range of social
and cultural contexts.
The eight levels are not linked to years of schooling. They, therefore, offer a range of entry
points that allow both primary and intermediate schools to introduce language learning, and to
enable students to begin more concentrated courses at various year levels in secondary
schools.
Teachers using effective approaches to learning languages in their programmes integrate the
learning strands at each level, by constantly affirming the use of language for meaningful
communication in specific contexts and responding to students individual needs and strengths.
The strands encompass:
language skills specific linguistic requirements for oral and written language
communication functions the purposes for which students will use the language
aspects of cultural conventions and customs that students need to understand in
order to communicate effectively in that language and society.

6.2 THE PLANNING CYCLE

Planning and Assessment in Japanese follows the model below:

Specific
Learning
Outcome

Achievement
Objective

Activities,
research
& fieldwork

Assessment

Resources

Although it is possible to start from anywhere on the planning cycle, it is always necessary to
trace back and trace forward to take into account relevant factors, for example, the scheme,
examination prescriptions and student needs at that time. There will inevitably be compromises.

6.3 PLANNING UNITS OF WORK

6.3.1 Creating an Effective Unit of Work
An effective unit or context of work
builds on what students can do and makes them ready for new learning,
provides a variety of new and challenging experiences,
identifies a number of specific learning outcomes or objectives to be achieved, and
gives students some say in planning and goal-setting wherever possible.
6.3.2 The Planning Steps

consult the course outline in the scheme, which includes curriculum objectives and NZQA
prescriptions,
read the achievement objectives carefully,
identify specific learning outcomes,
identify your purpose in designing the unit by specifying what you want your students to
do and learn,
plan teaching and learning activities
select the best activities to gauge prior knowledge,
introduce the topic,
provide variety,
enable skills to be developed.
find resources - check the departmental files and resource shelves
texts,
handouts,
equipment,
videos, dvd, ClickView
software,
technologies,
visitors,
decide on assessment tasks diagnostic, formative and summative assessment tasks
built into the unit to collect achievement information
develop specific marking schedules to reflect the relevant achievement objectives.

6.3.3 Developing an Assessment Schedule

Where appropriate, the assessment schedule, or marking schedule, must spell out in some
detail what students need to do in order to achieve a particular achievement objective. Students
are informed of the achievement criteria prior to undertaking achievement standards. A sample
assessment schedule is included in the appendices of this document.

6.4 EFFECTIVE CLASSROOM TEACHING:

The principles of good classroom practice, and therefore lesson planning, are outlined below:
1. Lessons incorporate a variety of teaching and learning styles.
2. Pupils are encouraged to look objectively at what they are studying: i.e. why are we
doing this and why in this way?
3. Teachers use open ended questioning whenever possible.
4. Pupils are given opportunities to use speaking and listening skills.
5. Teachers promote an anxiety-free classroom.
6. All pupils are encouraged to participate actively in lessons.
7. Pupils success is celebrated.
8. Teaching encourages life-long, independent learning.
9. Teachers and pupils are reflective learning.
10. Developing technologies are an integral part of teaching and learning.
A good Japanese teacher will (where possible):
provides language content which is accurate and reflects current information,
knowledge and understanding about the context of the language being studied;
enthuse pupils with descriptions and explanations of appropriate language and
make connections New Zealand;
help pupils to develop a strong sense of place,
provide pupils with good opportunities to have first hand experiences of language
learning
exploit information and communication technology as a means of learning Japanese
through use of a rapidly expanding library of software;
show sensitivity in dealing with controversial questions which arise in Japanese
such as the place of language learning and why learning Japanese is both useful
and demanding
show pupils how a learning a language can help them to understand some of the
major concerns facing the world and their relevance to their own lives - for
example, globalisation and the need to preserve linguistic heritages
act as a role model for pupils by using specialist and technical vocabulary
accurately and regularly;
ensure that pupils learn to become increasingly independent in their linguistic
enquiries and investigations, capable of organising and managing the individual
coursework and projects in public examinations;
use field-based and practical work to make links between theory and practice;
ensure that in fieldwork and other practical activities there is equity in the
experiences offered to pupils, within a framework of safe practice;

 provide a range of resources and experiences to stimulate and extend all pupils'
learning; for example, audio-visual materials, information and communication
technology.

6.5 EVALUATION OF TEACHING

At the end of each section of work, the teacher should reflect on the students achievement and
the effectiveness of the topic. As a department, we will meet each year to review our
programmes at each level. Student responses should be part of any major evaluation process.
6.5.1 Assessing the Effectiveness of Lessons Teachers Reflective Practice
Reflective practice is most meaningful when done as soon as possible after the
lesson.
Make a mental, or written, note on student responses to the lesson.
During the lesson, ask the student how he arrived at an answer, and ask him to
write out his reasoning for you. It is fascinating to follow a students line of thinking,
to notice student clues, and to explore the breadth of ideas students bring to a
lesson.
You will become aware of student (and teacher) misconceptions. Much of our work
is in resolving these misconceptions.
If you keep journals of your work and student work over the years you are
establishing reference points of the standard reached, and exemplars of the quality
of work.
Reflective practice helps keep a teacher interested in his work.
6.5.2 Student Assessment of Lessons
You can ask students for their opinions of your lessons. You will often find this very helpful, and
learn from the comments. You should first explain that you want to improve your teaching and
their learning. You will find that there are very few boys who will use this as an opportunity to
have a go at you.
Hand out a blank sheet of A4 paper. Tell them that they do not need to put their names on the
paper. Ask them to comment under headings such as
quality of lessons
quality of teaching
helpfulness of the teacher
homework
textbooks
any other comments.
An example of a student evaluation sheet is included in the appendix.
Reading and classifying the responses takes some effort, but it may be time well spent, as you
will see your teaching from the student point of view. You may find this helpful in the appraisal
process, where you want to set professional development goals for yourself.
You can report to the students in summary form.

7
Assessment,
Record Keeping and
Reporting in
Japanese

7.1 PURPOSES OF ASSESSMENT

The primary purpose of school-based assessment is to improve students learning and
the quality of the learning programmes.
(The New Zealand Curriculum Framework, page 24)
The purpose of assessment is to improve learning by providing a tool to:

find out how much the students know in order to plan the teaching and learning
programme,

measure the effectiveness of the teaching programme,

report on progress, both to parents and students,

provide information for the schools cumulative student record/profile in order to monitor
his progress,

provide information for reporting to the Board of Trustees, and

assess against internal unit and achievement standards for various levels of the National
Certificate of Educational Achievement (NCEA).

7.2 FORMS OF ASSESSMENT

Teachers should use a range of formal and informal approaches to assessment to take account
of students varying learning needs and styles.
These could include:

ongoing, informal assessment which provides immediate feedback, enhancing the

learning as it proceeds,
observation by teachers,
self-assessment, which enables students to monitor their own progress against specific
objectives and evidence from their own work,
peer assessment, which helps to improve learning and develop social and co-operative
skills,
conferencing, which is valuable for diagnosing difficulties and reinforcing success, and
benchmarks or exemplars, such as those provided for NCEA.

Forms of assessment:
Formal assessment - an internal or external occasion. Examples would range from a short test
or special assessment task to public examinations.
Formative assessment - using formally or informally collected information about students
learning to plan and support future learning.
Informal assessment - part of the classroom routine, for example, observing and questioning
students as they work, or through discussion.
Summative assessment - using assessment information, usually from a variety of tasks, to
produce a statement of what a student knows, understands and can do.
7.2.1 Criterion-referenced assessment
The standards of performance are fixed into a set of written criterion before the assessment
takes place. If a particular student matches a particular criteria for performance and attainment
he or she will be awarded the grade ascribed to that criterion (Achieved, Merit etc.) Therefore, it
does not matter how other students perform - any number of students who meet a given
criterion can be awarded the grade which accompanies it.
We can use different types of assessment within each year level, including:

classroom activities,
written tests,
examinations,
assignments,
projects,
individual and group work,
student portfolios,
homework tasks,
oral presentations,
discussing work and asking questions.

7.3 MONITORING STUDENT PROGRESS

7.3.1 Assessment Criteria
We provide students with an assessment schedule at the beginning of each year in the course
booklet.
This schedule includes information about the
approximate timing of the assessment,
form of assessment, and
aspects of the curriculum which may be included in the task.
We aim to present assessments in a way that can be easily understood by all students.
Instructions must be clear and not ambiguous, through taking care with language and symbols.
Failure to present clear information disadvantages all students, but especially those whose
language skills are poor or whose first language is other than English. It also makes marking
very difficult.
Formulate schedules of assessment in a way that both teachers and students can understand
so all can identify
where and why grades were gained or lost,
what students need to do to improve their performance, and
a record of their progress.
The criteria against which a students work is marked must be given, so
1. Students are able to link knowledge and understanding to a particular task.
2. They may appropriate Japanese skills into their responses.
Where a project is to be marked using achievement based criteria then we must give the
student the criteria required for the award of each grade. This is given in a detailed instruction
sheet, specifying requirements for each achievement standard or unit standard.
7.3.2 Assessing student progression in Japanese:
Student progress is recorded by the class teacher in their mark book. Summative assessments
are given at the end of each topic and areas for improvement are outlined. NCEA assessments
are carried out according to the Year Plan (see Section 8) and formative assessment takes
place within teaching and learning programs.
Teachers are able to draw from a bank of past questions and assessments to assist with
monitoring student progression. Glossary tests and setting of textbook questions and teacher
developed tasks also assist with assessment. This offers opportunities for both formative and
summative assessment to take place. These assessment opportunities are signposted in the
programmes of study (Section 8)
7.3.3 NCEA Assessments
Assessment tasks come from NZQA.
We select assessment tasks after consultation with all teachers working at a specific level.
We modify assessments as necessary but retain the integrity changing wording to clarify
questions and avoid ambiguity, and changing format to simplify procedures.
Assessments are held in classrooms, while examinations are often held in the ESOL room next
to Auditorium. Procedures are common to all classes. Assessments are held on the same day
for each level.

The work is authentically the pupils own when done in school time under examination
conditions as out-lined in these procedures.
The external achievement standards are assessed twice if possible. The examination result
appears on the school report.
At the beginning of the year, we give pupils a summary of the course. This indicates when a
topic will be taught and when the assessments will take place. It also describes requirements of
each achievement and unit standard in detail. We tell boys in class when and where
assessments will take place.

7.4 COMMON ASSESSMENT PRACTICES

7.4.1 School Moderation
Moderation is a quality management system designed to achieve a valid, fair and consistent
assessment. Moderation includes pre-assessment moderation of the task as well as moderation
of the students work.
All NCEA achievement and unit standard assessments must be pre-moderated.
The TIC will be responsible for developing and validating new NCEA (or unit standard)
assessments. The TIC will fill out the form for Moderation of New/Modified Assessment Material
and keep them on file;
Where there is more than one class the TIC will ensure that
Common Assessment tasks are used
The assessment schedule has been discussed and understood by all staff involved.
Panels for common assessment task marking are set up.
TIC is supplied with samples of a range of assessed work. The TIC or nominated teacher
should complete the verification form.
Using external moderation reports, external exemplars and through outside sources
departments should be able to ensure that tasks/schedules are at the National Standard.
Copies of student work should be kept as benchmarks for future years. These should be
kept in the Internal Moderation Summary folder. Samples from the range for verification
could be used.
Once external moderation reports are received they are forwarded to the Head of
Curriculum (NZQA). After consultation they are to be placed in the moderation folder.
Copies of reports with invalid assessment material and/or invalid verification will be kept
by the Head of Curriculum. The Head of Curriculum will ensure that an appropriate
written response is made to the moderation report.
Twice a year the TIC will be required to verify to the Head of Curriculum that Moderation
procedures are being followed. This will be reported to the Board of Trustees.
7.4.2 Reporting
The TIC ensures that each assessment outline includes due date, implications of late work and
specific aspects being assessed. Students are notified in the course outline when assessments
will occur. Staff ensure that students have been given adequate preparation for the assessment.
7.4.3 Learners with Special Needs
Teachers need to identify students who may need special assessment conditions e.g. a physical
impairment or identified Learning Difficulty such as Dyslexia which may require reader/writer or
extra time.
The Principals Nominee should be informed and will consult with relevant staff. (For
identification procedures please see Special Needs Policy).
Special Assessment conditions will be granted in accordance with NZQA requirements.
7.4.4 Authenticity
Students are expected to verify the authenticity of any work submitted for assessment purposes
completed outside the classroom.
This can be done through the following methods:
Assessments are altered each year.
Students sign each assessment task to verify validity.

Assessments are carried out in class.

Oral testing/interviews about assignments done.
Work is checked at milestone points.

7.4.5 Cheating
If there is a question about authenticity then the class teacher shows the suspect work to the
TIC. The student may be asked to offer proof of authenticity (drafts etc). Students suspected of
having offered inappropriate help to their peers are also interviewed.
If the TIC judges that cheating has occurred then the student will gain no credit for that item of
work. The parents/caregivers will be contacted.
Further penalties may be imposed by Senior Management. The seriousness of the penalty will
be dependent on the seriousness of the cheating.
7.4.6 Procedures for missed assessments
Accumulated evidence for the particular standard being assessed can be used to determine a
grade. No award can be given if sufficient evidence is not available.
If a student cannot hand in an assignment on time, or do an in-class test or practical activity on
the day, then they must apply to their teacher as soon as they know they will be late with an
assignment or will be absent, or as soon as they return to school.
Valid reasons for requesting an extension of time or a new assessment date are:
Sickness or injury: a medical certificate or note from a parent/caregiver must be supplied.
Family bereavement: a note from parent/caregiver must be supplied.
School/National sporting or cultural activity.
A Missed Assessment application form should be filled in and given to the teacher concerned.
Requests for extension of time must be made before the due date.
Based on information presented in the Missed Assessment application, the TIC and/or the
Assistant principal may decide to:
Grant an extension
Set a new assessment date
Deny the application and award no credit for the standard(s) concerned.
Teachers keep records of student progress toward externally assessed standards. Candidates
for externally assessed achievement standards who have suffered from a temporary illness,
non-permanent disability or other event close to or during the external assessment, and which
they believe has significantly impaired their performance, may apply to NZQA for
compassionate consideration in those external assessments
7.4.7 Professional Development
All staff are to be encouraged to attend relevant professional development courses on
assessment. Teachers keep informed of the national standard through accessing the NZQA and
Ministry of Education web sites. The TIC is a member of the Secondary School Teachers
Cluster Group. The school expects teachers to keep up to date by reading NZQA information
and attending appropriate courses.
7.4.8 Appeals
Good assessment practice reduces the volume of appeals.

If a student feels his work has been unfairly assessed he can appeal the grade through the
following procedure:
Any appeal against the grade for an Internal Assessment must be mad to the teacher
concerned within 5 school days of the work being returned.

If the matter cannot be resolved then a copy of the appeal form must be taken to the AP
within 5 school days of the outcome of the initial meeting.

The AP will meet with the teacher and the pupil. If this is unsuccessful then a committee
of senior teachers will resolve the issue, if necessary bringing in an outside consultant.

As last resort the matter goes to the Principal or his designated agent. This decision is
final.

Note: The work concerned and the assessment schedule must accompany the complaint
Parents/caregivers have a right to be involved in this process at any stage.
7.4.9 Storage of assessed work
Assessed work is to be kept for the following reasons:
All internally assessed work is to be kept for up to 1 year in case of appeals and for
external moderation.
Selected work is also to be kept for Benchmarking. This should be a cross section of
grades allocated.
Work should be stored in the filing cabinet in the Japanese classroom.
Staff should only release grades to the student involved, parents/caregivers and other college
staff. Therefore storage of material must be secure.
7.4.10 Recording of Assessment Results
Teachers should record grades on the students work before work is returned to students.
Teachers are to keep their own hard copy e.g. the traditional staff work book.
An electronic grade book is set up in PC School at the beginning of each year. Teachers are to
transfer their grades from the hard copy to the PC School grade sheet. This should be done
soon after each assessment.
Common electronic grade books are held by the TIC and the Principals Nominee and AP in
charge of Curriculum.
All student grades are confidential.
7.4.11 Policy Regarding Pupil and Staff Access to Assessment Records
Staff have the right to access student assessment records at any time.
Students have the right to access their own raw marks for any assessment task or examination
on request from their class teacher or TIC. All marked assessment tasks and examinations are
to be returned to students for checking, but they must subsequently be retained by the
department for NZQA requirements.
7.4.12 Withdrawing students from Achievement Standards

The TIC coordinates this process and passes a list onto the Principals Nominee after
consultation with teachers, students and informing parents. This can occur for both internal and
external NCEA achievement standards as well as Unit Standards.
7.4.13 Examinations Policy
Timetable: In keeping with Rosmini College policy the Japanese Department stages the
following examination each year:
Year 11

3 hour exam (L & R)

during the senior exams

Year 12

3 hour exam (L & R)

during the senior exams

Year 13

3 hour exam (L & R)

during the senior exams

7.5 REPORTING STUDENT PROGRESS

Teachers collect and record both qualitative and quantitative assessment information for
reporting to:
students,
parents,
other teachers, and
the Board of Trustees.
The formal, written report to parents is a snapshot of a students performance in aspects of
Japanese at that time.
There are other opportunities for achievement information to be given, such as the parentteacher evenings held during the year, when deans need to know how a boy is progressing, and
when parents telephone the College asking about progress.
Reports are issued twice per year, in terms 2 and 3. Teachers are encouraged to contact
parents when they are concerned about a students progress or to commend a student on
exceptional achievement.

7.6 IDENTIFYING BARRIERS TO LEARNING

The College is required,
through a range of assessment practices, [to] gather information that is sufficiently
comprehensive to enable the progress and achievement of students to be
evaluated...
so that the school can:
on the basis of good quality assessment information, identify students and groups of
students
a.
who are not achieving;
b.
who are at risk of not achieving;
c.
who have special needs; and
d.
identify aspects of the curriculum which require particular attention.
(National Administration Guidelines 1)
Our assessment procedures must be sufficiently robust for us, in the Japanese Department, to
recognise those students who fall into the categories above.
Having identified students at risk, we must
develop and implement teaching and learning strategies to address the needs of students
and aspects of the curriculum identified above.
The College must also
.... develop .... plans and targets for improving the achievement of Maori students.
The Japanese department has developed strategies to assist with these students as outlined in
Section 5.

8
Programmes
of Study
Y8-13

8.1 YEAR 8
Year 8 Japanese is introduced from 2014 for 2 Terms as a compulsory subject. Two Year 8
classes learn Japanese in Terms 1 and 2. Three Year 8 classes learn Japanese in Terms 3 and
4. Some of the students are new to the school and may have been previously taught some
Japanese but most will have had little or no previous knowledge of the language. The students
are considered beginners and are taught from scratch.
Communication Functions:
greet and farewell people
recognise and respond to greetings, farewells, and introductions
introduce themselves and others
recognise and respond to classroom expressions and simple instructions
use the numbers 0 to 20
express and respond to apology and thanks
Japanese Culture:
follow basic cultural conventions that operate when meeting Japanese people
demonstrate knowledge about Japan and Japanese people
demonstrate knowledge of everyday life in Japanese schools
demonstrate knowledge of Japanese festivals
Topics and contents to be studied:
New
1st Term
Unit 1: Introductions, greetings, numbers
nd
language
2 Term
Unit 2: Classroom instructions, classroom objects
Term planner and assessment:
1st Term: Year 8 Japanese workbook, Introductions and greetings
2nd Term: Year 8 Japanese workbook, Classroom instructions
Informal or formative assessment (2nd Term):
- Vocabulary quiz once a month (5 minutes)
- Short test (S or L, R, W) at the end of each unit (20 minutes)

Year: 8

Duration: 1st Term

Curriculum Level: 1

HOD: K. Crosby

Unit Title: A new language

Introduction: This unit is focused on greeting people at different times of the day, students will
introduce themselves, say their name and age. This unit is also focused on understanding
their self-introductions, reading and writing self-introductions in roomaji. The students will also
find out some interesting things about Japan.
Habit of Mind:
Thinking flexibly: students learning
Japanese will be able to view
situations from a different perspective.
Listening with empathy and
understanding: In learning Japanese
students need to listen carefully and
actively.

Curriculum Principles:
1. Students will recognise that the target language
is organised in particular ways.
2. Students will make connections with their own
language(s).
3. Students will recognise that the target culture(s)
is(are) organised in particular ways.
4. Students will make connections with known
culture(s).

Values:
Learning a new language provides a
means of communicating with people
from another culture and exploring
ones own personal world. Languages
and cultures play a key role in
developing students personal, group,
national, and human identities.

Key Competencies:
Selecting and sing language, symbol and texts:
students will receive and produce information using
familiar expressions and everyday vocabulary
Managing self and relating to others: students will
produce and respond to questions and requests
about personal details.
Participating and contributing in communities:
students will show social and cultural awareness
when interacting with others.

Achievement Criteria
Achieved
Students can understand
and use some familiar
expressions and simple
everyday vocabulary.

Merit
Students can understand and
use with growing confidence
familiar expressions and
everyday vocabulary

Excellence
Students can understand and
use a range of expressions
and relevant vocabulary
confidently and with flair.

Students can interact in a

simple way in supported
situations. Communication
is achieved despite a
number of errors.

Students can interact with

growing confidence in
supported situations.
Any errors do not significantly
hinder communication.

Students can interact

confidently in a range of
situations.
Errors do not hinder
communication.

Assessment Evidence
Performance task:
Other activities:
1. Regular roomaji quiz
1. Role play
2. A course test on all units covered during the
2. Cultural projects
course assessing Cultural, Reading, Writing,
Listening and Speaking.
Note: Please refer to unit plan file for each unit details.

Year: 8

Duration: 2nd Term

Curriculum Level: 1

HOD: K. Crosby

Unit Title: Classroom instructions and items

Introduction: This unit is focused on following classroom instructions and knowing classroom
items. Students will be able to ask and tell the classroom items, and will understand the
classroom instructions. The students will also be able to read and write the classroom items
and instructions in roomaji.
Habit of Mind:
Thinking flexibly: students learning
Japanese will be able to view
situations from a different perspective.
Listening with empathy and
understanding: In learning Japanese
students need to listen carefully and
actively.

Curriculum Principles:
1. Students will recognise that the target language
is organised in particular ways.
2. Students will make connections with their own
language(s).
3. Students will recognise that the target culture(s)
is(are) organised in particular ways.
4. Students will make connections with known
culture(s).

Values:
Learning a new language provides a
means of communicating with people
from another culture and exploring
ones own personal world. Languages
and cultures play a key role in
developing students personal, group,
national, and human identities.

Key Competencies:
Selecting and sing language, symbol and texts:
students will receive and produce information using
familiar expressions and everyday vocabulary
Managing self and relating to others: students will
produce and respond to questions and requests
about personal details.
Participating and contributing in communities:
students will show social and cultural awareness
when interacting with others.

Achievement Criteria
Achieved
Students can understand
and use some familiar
expressions and simple
everyday vocabulary.

Merit
Students can understand and
use with growing confidence
familiar expressions and
everyday vocabulary

Excellence
Students can understand and
use a range of expressions and
relevant vocabulary confidently
and with flair.

Students can interact in a

simple way in supported
situations. Communication
is achieved despite a
number of errors.

Students can interact with

growing confidence in
supported situations.
Any errors do not significantly
hinder communication.

Students can interact confidently

in a range of situations.
Errors do not hinder
communication.

Assessment Evidence
Performance task:
1. Regular hiragana quiz
2. A course test on all units covered during the course
assessing Cultural, Reading, Writing, Listening and
Speaking.

Note: Please refer to unit plan file for each unit details.

Other activities:
1. Role play
2. Cultural projects

8.2 YEAR 9
Year 9 Japanese is chosen as an option. Some of the students are new to the school and may
have been previously taught some Japanese but most will have had little or no previous
knowledge of the language. The students are considered beginners and are taught from
scratch.
Communication Functions:
greet and farewell people
recognise and respond to greetings, farewells, and introductions
introduce themselves and others
recognise and respond to classroom expressions and simple instructions
use the numbers 0 to 100
express and respond to apology and thanks
ask about and respond to personal information about themselves and others
use the words for hours and days of the week
recognise, express, and ask about likes and dislikes
identify activities and describe them
Japanese Culture:
follow basic cultural conventions that operate when meeting Japanese people
demonstrate knowledge about Japan and Japanese people
demonstrate knowledge of every day life in Japanese schools
demonstrate knowledge of Japanese festivals
Topics and contents to be studied:
Friends
Unit 1
Introductions, greetings
Unit 2
Personal information, numbers
Unit 3
Residence, nationality, more greetings
School
Unit 4
School grades, timetables, subjects
Unit 5
Describing subjects, teachers, lunches
Unit 6
Classroom objects, commands, request, encouragement
Sports
Unit 7
Daily events, time, hours and minutes
and
Unit 8
Places to go to, things to do
Leisure
Unit 9
Leisure time in the past, transport
Term planner and assessment:
Term 1: Mirai 1 Unit 1 3
Term 2: Mirai 1 Unit 4 5
Term 3: Mirai 1 Unit 6 7
Term 4: Mirai 1 Unit 8 9
Informal or formative assessment (Term 1, 2, 3 & 4):
- Vocabulary quiz once a week (5 minutes)
- Short test (S or L, R, W) at the end of the each Unit (30 minutes)
A summative assessment (Term 2 & 4): will be undertaken by students a few weeks before the
school assessment.

Year: 9

Curriculum Level: 1 - 3

Duration: Term1

HOD: K. Crosby

Unit Title: Friends

Introduction: This unit is focused on greeting people at different times of the day, students will
introduce themselves, say their age, tell others their phone number and where they live. This
unit is also focused on understanding their self-introductions, reading and writing selfintroductions in hiragana. The students will also find out some interesting things about Japan.
Habit of Mind:
Thinking flexibly: students learning
Japanese will be able to view
situations from a different perspective.
Listening with empathy and
understanding: In learning Japanese
students need to listen carefully and
actively.

Curriculum Principles:
5. Students will recognise that the target language
is organised in particular ways.
6. Students will make connections with their own
language(s).
7. Students will recognise that the target culture(s)
is(are) organised in particular ways.
8. Students will make connections with known
culture(s).

Values:
Learning a new language provides a
means of communicating with people
from another culture and exploring
ones own personal world. Languages
and cultures play a key role in
developing students personal, group,
national, and human identities.

Key Competencies:
Selecting and sing language, symbol and texts:
students will receive and produce information using
familiar expressions and everyday vocabulary
Managing self and relating to others: students will
produce and respond to questions and requests
about personal details.
Participating and contributing in communities:
students will show social and cultural awareness
when interacting with others.

Achievement Criteria
Achieved
Students can understand
and use some familiar
expressions and simple
everyday vocabulary.

Merit
Students can understand and
use with growing confidence
familiar expressions and
everyday vocabulary

Excellence
Students can understand and
use a range of expressions
and relevant vocabulary
confidently and with flair.

Students can interact in a

simple way in supported
situations. Communication
is achieved despite a
number of errors.

Students can interact with

growing confidence in
supported situations.
Any errors do not significantly
hinder communication.

Students can interact

confidently in a range of
situations.
Errors do not hinder
communication.

Assessment Evidence
Performance task:
Other activities:
3. Regular hiragana quiz
3. Role play
4. A course test on all units covered during the
4. Cultural projects
course assessing Cultural, Reading, Writing,
Listening and Speaking.
Note: Please refer to unit plan file for each unit details.

Year: 9

Curriculum Level:

1-3

Duration: Term 2

HOD: K. Crosby

Unit Title: School

Introduction: This unit is focused on students being able to say what school grade they are in,
to ask what grade someone is in, to understand the Japanese school system, to explain their
school timetable, to say what their favourite subjects are and to say what their favourite food
is.
Habit of Mind:
Thinking flexibly: students learning
Japanese will be able to view situations
from a different perspective.
Listening with empathy and understanding:
In learning Japanese students need to
listen carefully and actively.

Curriculum Principles:
1 Students will recognise that the target
language is organised in particular ways.
2 Students will make connections with their
own language(s).
3 Students will recognise that the target
culture(s) is(are) organised in particular ways.
4 Students will make connections with known
culture(s).

Values:
Learning a new language provides a
means of communicating with people from
another culture and exploring ones own
personal world. Languages and cultures
play a key role in developing students
personal, group, national, and human
identities.

Key Competencies:
Selecting and sing language, symbol and texts:
students will receive and produce information
using familiar expressions and everyday
vocabulary
Managing self and relating to others: students
will produce and respond to questions and
requests about personal details.
Participating and contributing in communities:
students will show social and cultural awareness
when interacting with others.

Achieved
Students can understand
and use some familiar
expressions and simple
everyday vocabulary.

Achievement Criteria
Merit
Students can understand and
use with growing confidence
familiar expressions and
everyday vocabulary

Excellence
Students can understand and
use a range of expressions
and relevant vocabulary
confidently and with flair.

Students can interact in a

simple way in supported
situations. Communication
is achieved despite a
number of errors

Students can interact with

growing confidence in
supported situations.
Any errors do not significantly
hinder communication.

Students can interact

confidently in a range of
situations.
Errors do not hinder
communication.

Assessment Evidence
Performance task:
1. Regular hiragana quiz
2. A course test on all units covered during the course
assessing Cultural, Reading, Writing, Listening and Speaking.
Note: Please refer to unit plan file for each unit details.

Other activities:
1. Role play
2. Cultural projects

Year: 9

Curriculum Level: 1 - 3

Duration: Term 3

HOD: K. Crosby

Unit Title: Classroom, daily activities and sports

Introduction: This unit is focused on following classroom instructions and knowing classroom
items. Students will be able to ask and tell the time, and will be able to ask and tell what time
you do things. The students will also know the name of the sports and will be able to read and
write more sentences in hiragana.
Habit of Mind:
Thinking flexibly: students learning
Japanese will be able to view
situations from a different perspective.
Listening with empathy and
understanding: In learning Japanese
students need to listen carefully and
actively.

Curriculum Principles:
1. Students will recognise that the target language
is organised in particular ways.
2. Students will make connections with their own
language(s).
3. Students will recognise that the target culture(s)
is(are) organised in particular ways.
4. Students will make connections with known
culture(s).

Values:
Learning a new language provides a
means of communicating with people
from another culture and exploring
ones own personal world. Languages
and cultures play a key role in
developing students personal, group,
national, and human identities.

Key Competencies:
Selecting and sing language, symbol and texts:
students will receive and produce information using
familiar expressions and everyday vocabulary
Managing self and relating to others: students will
produce and respond to questions and requests
about personal details.
Participating and contributing in communities:
students will show social and cultural awareness
when interacting with others.

Achieved
Students can understand
and use some familiar
expressions and simple
everyday vocabulary.

Achievement Criteria
Merit
Students can understand and
use with growing confidence
familiar expressions and
everyday vocabulary

Students can interact in a

simple way in supported
situations. Communication
is achieved despite a
number of errors.

Students can interact with

growing confidence in
supported situations.
Any errors do not significantly
hinder communication.

Assessment Evidence
Performance task:
1. Regular hiragana quiz
2. A course test on all units covered during the course
assessing Cultural, Reading, Writing, Listening and
Speaking.

Note: Please refer to unit plan file for each unit details.

Excellence
Students can understand and
use a range of expressions and
relevant vocabulary confidently
and with flair.
Students can interact confidently
in a range of situations.
Errors do not hinder
communication.

Other activities:
1. Role play
2. Cultural projects

Year: 9

Curriculum Level: 1 - 3

Duration: Term 4

HOD: K. Crosby

Unit Title: Leisure and transportation

Introduction: This unit is focused on talking about leisure and transportation. Students will be
able to ask and say where they are going, who is going with them, what they did yesterday.
Students will also be able to issue invitations and talk about transport. The students will also
be able to read and write more sentences in hiragana.
Habit of Mind:
Thinking flexibly: students learning
Japanese will be able to view situations
from a different perspective.
Listening with empathy and
understanding: In learning Japanese
students need to listen carefully and
actively.

Curriculum Principles:
1. Students will recognise that the target language
is organised in particular ways.
2. Students will make connections with their own
language(s).
3. Students will recognise that the target culture(s)
is(are) organised in particular ways.
4. Students will make connections with known
culture(s).

Values:
Learning a new language provides a
means of communicating with people
from another culture and exploring ones
own personal world. Languages and
cultures play a key role in developing
students personal, group, national, and
human identities.

Key Competencies:
Selecting and sing language, symbol and texts:
students will receive and produce information using
familiar expressions and everyday vocabulary
Managing self and relating to others: students will
produce and respond to questions and requests
about personal details.
Participating and contributing in communities:
students will show social and cultural awareness
when interacting with others.

Achieved
Students can understand
and use some familiar
expressions and simple
everyday vocabulary.

Achievement Criteria
Merit
Students can understand and
use with growing confidence
familiar expressions and
everyday vocabulary

Students can interact in a

simple way in supported
situations. Communication
is achieved despite a
number of errors.

Students can interact with

growing confidence in
supported situations.
Any errors do not significantly
hinder communication.

Assessment Evidence
Performance task:
1. Regular hiragana quiz
2. A course test on all units covered during the course
assessing Cultural, Reading, Writing, Listening and
Speaking.
Note: Please refer to unit plan file for each unit details.

Excellence
Students can understand and
use a range of expressions and
relevant vocabulary confidently
and with flair.
Students can interact confidently
in a range of situations.
Errors do not hinder
communication.

Other activities:
1. Role play

8.3 YEAR 10
Year 10 Japanese is chosen as an option. The year starts with a revision of all previously seen
grammar points and puts more emphasis on proper spelling. The four key skills are all
developed through repetition and participation in dialogues. Pair work is the best way to
improve on the speaking skills, while classroom work and homework improve writing skills. For
listening skills, teachers use CDs, video and read texts out loud in class. Some of the students
are new to the school and may have been previously taught some Japanese but they will have
had little or no previous knowledge of the language. Those students will receive Japanese
alphabet learning booklets from the Japanese department and it is expected that they should
study at home.
Communication Functions:
use the words for months
recognise and talk about when activities take place
say how often they do things
recognise, ask about, and talk about the existence of people, places, animals, and things
point out or identify people, places, animals, and things
recognise descriptions of themselves, other people, and animals
express desire for, offer, accept, and refuse things
recognise, issue, accept, and decline invitations
recognise, ask bout, and talk about future plans, as well as past, present, and future
activities
recognise descriptions of themselves and others including their clothing and occupations
enquire about the weather and comment on it
recognise, ask about, and express wishes
Japanese Culture:
demonstrate knowledge of Japanese family life
demonstrate knowledge of housing, leisure, and annual events in Japan
Topics and contents to be studied:
Families
Unit 1
Families, Counting people
Unit 2
Working and studying
Unit 3
Likes and dislikes, Abilities
Animals
Unit 4
Homes and pets, Counting animals
Unit 5
Describing people and animals, Colours
Unit 6
Describing where things are
Lets have
Unit 7
Leisure, Weather, Desires
fun
Unit 8
Eating out
Unit 9
Dates, Shopping
Cultural
Unit 10
Open day
festival
Term Planner and Assessment:
Term 1: Mirai 2 Unit 1 3
Term 2: Mirai 2 Unit 4 6
Term 3: Mirai 2 Unit 7 8
Term 4: Mirai 2 Unit 9 10
Informal or formative assessment (Term 1, 2, 3 & 4):
- Vocabulary quiz once a week (5 minutes)
- Short test (S or L, R, W) at the end of the each Unit (30 minutes)

A summative assessment (Term 2 & 4): will be undertaken by students a few weeks before the
school assessment.

Year: 10

Curriculum Level: 3 - 5

Duration: Term1

HOD: K. Crosby

Unit Title: Families

Introduction: This unit is focused on students being able to talk and write about family members
and other peoples family members, and to talk and write about family occupations. Students
will also be able to talk and write about likes, dislikes and abilities. Students will find out more
about Japanese families and will learn some kanji and katakana.
Habit of Mind:
Met cognition: Students learning Japanese
will have opportunities to reflect on their
own learning
Thinking flexibly: students learning
Japanese will be able to view situations
from a different perspective.
Listening with empathy and understanding:
In learning Japanese students need to listen
carefully and actively

Curriculum Principles:
1. Students will recognise and describe ways in
which the target language is organised.
2. Students will compare and contrast
languages.
3. Students will recognise and describe ways in
which the target culture(s) is(are) organised.
4. Students will compare and contrast cultural
practices.

Values:
Learning an additional language provides a
means of communicating with people from
another culture and exploring ones own
personal world. Languages and cultures
play a key role in developing students
personal, group, national, and human
identities.

Key Competencies:
Selecting and sing language, symbol and texts:
Students will understand and produce
information and ideas.
Managing self and relating to others: Students
will express and respond to personal needs and
interests.
Participating and contributing in communities:
Students will use cultural knowledge to
communicate appropriately.

Achievement Criteria
Achieved
Students can understand and
construct simple texts using
their knowledge of the target
language.

Merit
Students can understand and
with growing confidence
construct simple texts using
their knowledge of the target
language

Excellence
Students can understand and
with confidence construct a
range of texts using their
knowledge of the target
language

Students can interact in a

simple way in supported
situations. Communication is
achieved despite a number of
errors.

Students can interact with

growing confidence in
supported situations.
Any errors do not significantly
hinder communication.

Students can interact

confidently in a range of
situations.
Errors do not hinder
communication.

Assessment Evidence
Performance task:
1. Regular katakana & vocabulary quiz
2. A course test on all units covered during the course
assessing Reading, Writing, Listening and Speaking.
Note: Please refer to unit plan file for each unit details.

Other activities:
1. Role play
2. Cultural projects

Year: 10

Curriculum Level: 3 - 5

Duration: Term 2

HOD: K. Crosby

Unit Title: Animals are friends too

Introduction: This unit is focused on students being able to say where things are, describe the
different parts of a house, describe pets, describe other animals, and count animals. Students
will also find out about some unusual Japanese pets and learn some more katakana and
kanji.
Habit of Mind:
Met cognition: Students learning Japanese
will have opportunities to reflect on their own
learning
Thinking flexibly: students learning
Japanese will be able to view situations from
a different perspective.
Listening with empathy and understanding:
In learning Japanese students need to listen
carefully and actively

Curriculum Principles:
1. Students will recognise and describe ways in
which the target language is organised.
2. Students will compare and contrast
languages.
3. Students will recognise and describe ways in
which the target culture(s) is(are) organised.
4. Students will compare and contrast cultural
practices.

Values:
Learning an additional language provides a
means of communicating with people from
another culture and exploring ones own
personal world. Languages and cultures
play a key role in developing students
personal, group, national, and human
identities.

Key Competencies:
Selecting and sing language, symbol and texts:
Students will understand and produce
information and ideas.
Managing self and relating to others: Students
will express and respond to personal needs
and interests.
Participating and contributing in communities:
Students will use cultural knowledge to
communicate appropriately.

Achieved
Students can understand
and construct simple texts
using their knowledge of the
target language.

Achievement Criteria
Merit
Students can understand and
with growing confidence
construct simple texts using
their knowledge of the target
language

Excellence
Students can understand and
with confidence construct a
range of texts using their
knowledge of the target
language

Students can interact in a

simple way in supported
situations. Communication
is achieved despite a
number of errors.

Students can interact with

growing confidence in
supported situations.
Any errors do not significantly
hinder communication.

Students can interact

confidently in a range of
situations.
Errors do not hinder
communication.

Assessment Evidence
Performance task:
5. Regular katakana & vocabulary quiz
6. A course test on all units covered during the course
assessing Reading, Writing, Listening and Speaking.
Note: Please refer to unit plan file for each unit details.

Other activities:
5. Role play
6. Cultural projects

Year: 10

Curriculum Level: 3 - 5

Duration: Term 3

HOD: K. Crosby

Unit Title: Lets have fun!

Introduction: This unit is focused on students being able to talk and write about what they
want to do and dont want to do, the weather, eating and ordering food in a restaurant, and the
seasons. Students will also find out more about Japan and learn some more kanji and
katakana.
Habit of Mind:
Met cognition: Students learning Japanese
will have opportunities to reflect on their
own learning
Thinking flexibly: students learning
Japanese will be able to view situations
from a different perspective.
Listening with empathy and understanding:
In learning Japanese students need to
listen carefully and actively

Curriculum Principles:
1. Students will recognise and describe ways in
which the target language is organised.
2. Students will compare and contrast
languages.
3. Students will recognise and describe ways in
which the target culture(s) is(are) organised.
4. Students will compare and contrast cultural
practices.

Values:
Learning an additional language provides a
means of communicating with people from
another culture and exploring ones own
personal world. Languages and cultures
play a key role in developing students
personal, group, national, and human
identities.

Key Competencies:
Selecting and sing language, symbol and texts:
Students will understand and produce
information and ideas.
Managing self and relating to others: Students
will express and respond to personal needs and
interests.
Participating and contributing in communities:
Students will use cultural knowledge to
communicate appropriately.

Achieved
Students can understand
and construct simple
texts using their
knowledge of the target
language.
Students can interact in a
simple way in supported
situations.
Communication is
achieved despite a
number of errors.

Achievement Criteria
Merit
Students can understand and
with growing confidence
construct simple texts using
their knowledge of the target
language
Students can interact with
growing confidence in
supported situations.
Any errors do not significantly
hinder communication.

Excellence
Students can understand and
with confidence construct a
range of texts using their
knowledge of the target
language
Students can interact confidently
in a range of situations.
Errors do not hinder
communication.

Assessment Evidence
Performance task:
1. Regular katakana & vocabulary quiz
2. A course test on all units covered during the course
assessing Reading, Writing, Listening and Speaking.
Note: Please refer to unit plan file for each unit details.

Other activities:
1. Role play
2. Cultural projects

Year: 10

Curriculum Level: 3 - 5

Duration: Term 4

HOD: K. Crosby

Unit Title: Lets have fun! 2

Introduction: This unit is focused on students being able to talk and write about shopping,
dates, birthdays and cultural festivals. Students will be able to buy food, stationary and clothes
at shops and at department stores. Students will also understand about cultural festivals at
Japanese school and a play based on a traditional Japanese story.
Habit of Mind:
Met cognition: Students learning
Japanese will have opportunities to reflect
on their own learning
Thinking flexibly: students learning
Japanese will be able to view situations
from a different perspective.
Listening with empathy and
understanding: In learning Japanese
students need to listen carefully and
actively

Curriculum Principles:
1. Students will recognise and describe ways in
which the target language is organised.
2. Students will compare and contrast languages.
3. Students will recognise and describe ways in
which the target culture(s) is(are) organised.
4. Students will compare and contrast cultural
practices.

Values:
Learning an additional language provides
a means of communicating with people
from another culture and exploring ones
own personal world. Languages and
cultures play a key role in developing
students personal, group, national, and
human identities.

Key Competencies:
Selecting and sing language, symbol and texts:
Students will understand and produce information
and ideas.
Managing self and relating to others: Students will
express and respond to personal needs and
interests.
Participating and contributing in communities:
Students will use cultural knowledge to
communicate appropriately.

Achievement Criteria
Achieved
Students can understand
and construct simple texts
using their knowledge of the
target language.

Merit
Students can understand and
with growing confidence
construct simple texts using
their knowledge of the target
language

Excellence
Students can understand and
with confidence construct a
range of texts using their
knowledge of the target
language

Students can interact in a

simple way in supported
situations. Communication
is achieved despite a
number of errors.

Students can interact with

growing confidence in
supported situations.
Any errors do not significantly
hinder communication.

Students can interact

confidently in a range of
situations.
Errors do not hinder
communication.

Assessment Evidence
Performance task:
1. Regular katakana & vocabulary quiz
2. A course test on all units covered during the course
assessing Reading, Writing, Listening and Speaking.
Note: Please refer to unit plan file for each unit details.

Other activities:
1. Role play
2. Cultural projects

8.4 YEAR 11
Year 11 Japanese prepares the students for the NCEA level 1 examinations in Japanese. The
Japanese department will accept students who have never studied Japanese before. However,
the students should have mastered reading and writing the Japanese alphabets - hiragana and
katakana - before the course starts.
Communication Functions:
recognise and respond to a description of a sequence of activities and events
ask for, give and respond to directions
recognise and express amounts and quantities
ask for, give, and decline permission
recognise and use expressions that relate to giving and receiving
recognise, express, and ask about feelings in relation to events, actions, and other
people
compare and contrast people, places, and things
recognise, ask about, and express intentions
recognise, ask for, and give reasons for or against a proposed activity
Japanese culture:
demonstrate knowledge of social interactions in every day situations in Japan, for
example, shopping and gift giving
demonstrate knowledge about the conventions that are used when interacting with
people in the wider community in Japan, for example, when travelling on public transport
and booking for events.
Topics and contents to be studied:
Kitto Dekiru 4:
Writing letters, Invitations, Making Telephone calls, Weather, Direction,
Free time
Hobbies, Future, Eating out, Visiting a Japanese Home
Kitto
When is it open?, What floor is it on?, Asking the price, Buying souvenirs,
Dekiru 5:
What is the matter?, Going to the Doctor, Going to School, School Rules,
Shopping
After School, The Japanese School Year
Health
School
Kitto
Travelling to Japan, Buying Tickets, Finding Accommodation, Finding the
Dekiru 6:
Way, Writing letter, Homestay Rules, The seasons, Festivals, Comparing
Travel
Japan and New Zealand
Term Planner and Assessment:
Term 1: Kitto Dekiru 4
Term 2: Kitto Dekiru 5
Term 3: Kitto Dekiru 6
Term 4: Revision
Term 1
Term 2
Term 3
Term 4

(L & R)
(W)
(L & R)
(S)
(W)
(L & R)
(W)
Revision

Formal/Summative Assessment
NCEA Internal Assessment Log 1
Formal/Summative Assessment
NCEA Internal Assessment
NCEA Internal Assessment Log 2-3
Formal/Summative Assessment
NCEA Internal Assessment Log 4-5

Credit: 4
Credit: 5

Informal or formative assessment (Term 1-4):

- Vocabulary quiz once a week (5 minutes)
- Short test (S or L, R, W) at the end of the each Unit (30 minutes)
Term 1, 2 & 3: Internal Writing assessment will be logged (NCEA internal assessment, Credit:
5).
Term 1: One formal practice assessment (speech) will be undertaken by students. The results
will be recorded and may be used in the case of compassionate consideration or if the work
produced during a summative assessment does not show the students potential.
Term 2: Speech assessment (NCEA internal assessment, Credit: 4) will be undertaken by
students in term 2.
Term 2 & 3: External practice assessment takes place under national examination conditions.
Students will be given a grade (Not Achieved, Achieved, Merit, Excellence) for each skill (L & R).
These grades will be recorded and will be used in cases of compassionate consideration. There
are no opportunities for reassessment in the externally assessed skills.

Year: 11

Curriculum Level: 4 - 6

Duration: Term1

HOD: K. Crosby

Unit Title: Experiencing Japanese Tradition

Introduction: This unit is focused on students being able to understand a schedule, give and
understand information about schedules, read and write descriptions of places, respond
appropriately and accurately in an interview about future plans, understand information on a
poster, understand an invitation, give and follow directions, and negotiate holiday plans.
Habit of Mind:
Met cognition: students learning Japanese
will have opportunities to reflect on their own
learning
Thinking flexibly: students learning
Japanese will be able to view situations from
a different perspective.
Listening with empathy and understanding:
in learning Japanese students need to listen
carefully and actively
Persisting: students learning Japanese at
this level need to show high levels of
persistency to set an achieve their learning
goals
Values:
Learning an additional language provides a
means of communicating with people from
another culture and exploring ones own
personal world. Languages and cultures
play a key role in developing students
personal, group, national, and human
identities.

Achieved
Students can communicate
beyond the immediate
context, for example, past
and future events.
Communication of relevant
information is achieved
overall, despite errors.

Curriculum Principles:
1. Students will understand ways in which the
target language is organised for different
purposes..
2. Students will understand ways in which the
target culture(s) is (are) organised for different
purposes.

Key Competencies:
Selecting and sing language, symbol and texts:
students will communicate information, ideas,
and opinions through different text types.
Managing self and relating to others:
students will express and respond to personal
ideas and opinions.
Participating and contributing in communities:
students will communicate appropriately in
different situations.

Achievement Criteria
Merit
Students can communicate
with growing confidence
beyond the immediate context,
for example, past and future
events.
Communication of relevant
information is achieved using a
variety of simple language.
Any errors do not significantly
hinder communication.

Assessment Evidence
Performance task:
1. Regular kanji & vocabulary quiz
2. A course test on all units covered during the course
assessing Reading, Writing, Listening and Speaking.
Note: Please refer to unit plan file for each unit details.

Excellence
Students can communicate
confidently beyond the
immediate context, for
example, past and future
events.
Communication substantially
develops relevant
information, using a wide
variety of simple language.
Any errors do not hinder
communication.
Other activities:
1. Role play

Year: 11

Curriculum Level: 4 - 6

Duration: Term 2

HOD: K. Crosby

Unit Title: Reflect on peace and nature

Introduction: This unit is focused on students being able to talk, read and write about the
Peace Park in Hiroshima, to ask about and describe health symptoms. Students will also be
able to talk, read and write about climbing Mt Fuji, clothing for different seasons, indigo dyeing
in Japan. They will be able to read and write letters making plans.
Habit of Mind:
Met cognition: students learning Japanese
will have opportunities to reflect on their own
learning
Thinking flexibly: students learning Japanese
will be able to view situations from a different
perspective.
Listening with empathy and understanding: in
learning Japanese students need to listen
carefully and actively
Persisting: students learning Japanese at this
level need to show high levels of persistency
to set an achieve their learning goals
Values:
Learning an additional language provides a
means of communicating with people from
another culture and exploring ones own
personal world. Languages and cultures play
a key role in developing students personal,
group, national, and human identities.

Curriculum Principles:
1. Students will understand ways in which the
target language is organised for different
purposes..
2. Students will understand ways in which the
target culture(s) is (are) organised for different
purposes.

Key Competencies:
Selecting and sing language, symbol and
texts: students will communicate information,
ideas, and opinions through different text
types.
Managing self and relating to others:
students will express and respond to personal
ideas and opinions.
Participating and contributing in communities:
students will communicate appropriately in
different situations..

Achievement Criteria
Achieved
Students can communicate
beyond the immediate
context, for example, past
and future events.
Communication of relevant
information is achieved
overall, despite errors.

Merit
Students can communicate
with growing confidence
beyond the immediate
context, for example, past
and future events.
Communication of relevant
information is achieved using
a variety of simple language.
Any errors do not significantly
hinder communication.

Assessment Evidence
Performance task:
1. Regular kanji & vocabulary quiz
2. A course test on all units covered during the course
assessing Reading, Writing, Listening and Speaking.
Note: Please refer to unit plan file for each unit details.

Excellence
Students can communicate
confidently beyond the
immediate context, for example,
past and future events.
Communication substantially
develops relevant information,
using a wide variety of simple
language. Any errors do not
hinder communication.
Other activities:
1. Role play

Year: 11

Curriculum Level: 4 - 6

Duration: Term 3

HOD: K. Crosby

Unit Title: Have the best time at the end

Introduction: This unit is focused on students being able to express sympathetic feelings, to
ask what things are, to ask and give reasons, to express your intentions, to describe your
actions, to design and show the programming of a robot, to understand familiar language, to
read and write a diary extract, and to understand and make a phone call. Students will also
know much more about Japan.
Habit of Mind:
Met cognition: students learning Japanese
will have opportunities to reflect on their own
learning
Thinking flexibly: students learning
Japanese will be able to view situations from
a different perspective.
Listening with empathy and understanding:
in learning Japanese students need to listen
carefully and actively
Persisting: students learning Japanese at
this level need to show high levels of
persistency to set an achieve their learning
goals
Values:
Learning an additional language provides a
means of communicating with people from
another culture and exploring ones own
personal world. Languages and cultures
play a key role in developing students
personal, group, national, and human
identities.

Curriculum Principles:
1. Students will understand ways in which the
target language is organised for different
purposes..
2. Students will understand ways in which the
target culture(s) is (are) organised for different
purposes.

Key Competencies:
Selecting and sing language, symbol and texts:
students will communicate information, ideas,
and opinions through different text types.
Managing self and relating to others:
Students will express and respond to personal
ideas and opinions.
Participating and contributing in communities:
students will communicate appropriately in
different situations..

Achievement Criteria
Achieved
Students can
communicate beyond the
immediate context, for
example, past and future
events.
Communication of
relevant information is
achieved overall, despite
errors.

Merit
Students can communicate with
growing confidence beyond the
immediate context, for example,
past and future events.
Communication of relevant
information is achieved using a
variety of simple language. Any
errors do not significantly hinder
communication.

Assessment Evidence
Performance task:
1. Regular kanji & vocabulary quiz
2. A course test on all units covered during the course
assessing Reading, Writing, Listening and Speaking.
Note: Please refer to unit plan file for each unit details.

Excellence
Students can communicate
confidently beyond the
immediate context, for
example, past and future
events.
Communication substantially
develops relevant information,
using a wide variety of simple
language. Any errors do not
hinder communication.
Other activities:
1. Role play

8.5 YEAR 12
Year 12 Japanese prepares the students for the NCEA level 2 examination in Japanese.
A prerequisite for this course is a minimum of 14 credits NCEA level 1 Japanese or at the
discretion of the HOD.
Communication Functions:
compare and contrast people, places, and things
describe people, places, things, and experiences
recognise and respond to descriptions of how something is done
describe how something is done
recognise, ask about, and express purpose
recognise and respond to descriptions of a sequence of activities and events
report what someone said or wrote
recognise gift-giving conventions, including the use of formal, polite language, and
express themselves appropriately when giving and receiving
recognise, ask about, and express probability and uncertainty
Japanese culture:
demonstrate their understanding of contemporary Japanese life and show an awareness
of current attitudes and values
Contents to be studied:
Part 1
Exchange students
Part 2
Family life and celebrations
Part 3
Leisure and fitness
Term Planner and assessment:
Term 1: Mirai Stage 5 (Part 1)
Term 2: Mirai Stage 5 (Part 2)
Term 3: Mirai Stage 5 (Part 3)
Term 4: Revision
Term 1
Term 2
Term 3
Term 4

(L & R)
(W)
(L & R)
(S)
(W)
(L & R)
(W)
Revision

Informal/Formative Assessment
NCEA Internal Assessment Log 1
Formal/Summative Assessment
NCEA Internal Assessment
NCEA Internal Assessment Log 2-3
Formal/Summative Assessment
NCEA Internal Assessment Log 4-5

Credit: 4
Credit: 5

Term 1, 2 & 3: Internal Writing assessment will be logged (NCEA internal assessment, Credit:
5).
Term 2: One formal practice assessment (speech) will be undertaken by students. The results
will be recorded and may be used in the case of compassionate consideration or if the work
produced during a summative assessment does not show the students potential.
Term 2 & 3: External practice assessment takes place under national examination conditions.
Students will be given a grade (Not Achieved, Achieved, Merit, Excellence) for each skill (L & R).
These grades will be recorded and will be used in cases of compassionate consideration. There
are no opportunities for reassessment in the externally assessed skills.

Term 3: Speech assessment (NCEA internal assessment, Credit: 4) will be undertaken by

students in term 3. The results will be recorded digitally.
Year: 12

Curriculum Level: 5 - 7

Duration: Term1

HOD: K. Crosby

Unit Title: Exchange students

Introduction: This unit is focused on students being able to talk and write about themselves,
their family, home and friends using the target language at curriculum level up to 7. Students
will also be able to read and write kanji at curriculum level up to 7.

Habit of Mind:
Thinking and communicating with
precision: students learning Japanese
will be able to think and communicate
clearly using a range of learned
expressions and structures
Taking responsible risks: students
learning Japanese will take risks with
language
Thinking interdependently: students
learning Japanese will learn
cooperatively and in groups
Values:
Learning an additional language
provides a means of communicating
with people from another culture and
exploring ones own personal world.
Languages and cultures play a key role
in developing students personal, group,
national, and human identities.

Curriculum Principles:
1. Students will analyse ways in which the target
language is organised in different texts and for
different purposes.
2. Students will explore how linguistic meaning is
conveyed across languages.
3. Students will analyse ways in which the target
culture(s) is (are) organised for different purposes
and for different audiences.
4. Students will analyse how the use of the target
language expresses cultural meanings.
Key Competencies:
Selecting and sing language, symbol and texts:
students will communicate information, ideas, and
opinions through increasingly complex and varied
texts.
Managing self and relating to others: students will
explore the views of others, developing and
sharing personal perspectives.
Participating and contributing in communities:
students will engage in sustained interaction and
produce extended text.

Achievement Criteria
Achieved
Students can communicate
clearly giving relevant
information using
appropriate language.
Communication is achieved
overall despite errors in
language use.

Merit
Students can communicate
clearly and in an organised
way giving relevant
information using a range of
appropriate language.
Any errors in language use
do not significantly hinder
communication.

Excellence
Students can communicate
clearly and in organised way
giving relevant information,
using a wide range of
appropriate language.
Delivery is confident and fluent
and any errors in language use
do not hinder communication.

Assessment Evidence
Performance task:
1. Regular kanji & vocabulary quiz
2. A course test on all units covered during the course
assessing Reading, Writing, Listening and Speaking.
Note: Please refer to unit plan file for each unit details.

Other activities:
1. Role play

Year: 12

Curriculum Level: 5 - 7

Duration: Term 2

HOD: K. Crosby

Unit Title: Family life and celebrations

Introduction: This unit is focused on students being able to talk and write about daily routines
including part-time work, neighbourhood, and celebrations using the target language at
curriculum level up to 7. Students will also be able to read and write kanji at curriculum level
up to 7.

Habit of Mind:
Thinking and communicating with
precision: students learning Japanese will
be able to think and communicate clearly
using a range of learned expressions and
structures
Taking responsible risks: students learning
Japanese will take risks with language
Thinking interdependently: students
learning Japanese will learn
cooperatively and in groups

Curriculum Principles:
1. Students will analyse ways in which the target
language is organised in different texts and for
different purposes.
2. Students will explore how linguistic meaning is
conveyed across languages.
3. Students will analyse ways in which the target
culture(s) is (are) organised for different purposes
and for different audiences.
4. Students will analyse how the use of the target
language expresses cultural meanings.

Values:
Learning an additional language provides
a means of communicating with people
from another culture and exploring ones
own personal world. Languages and
cultures play a key role in developing
students personal, group, national, and
human identities.

Key Competencies:
Selecting and sing language, symbol and texts:
students will communicate information, ideas, and
opinions through increasingly complex and varied
texts.
Managing self and relating to others: students will
explore the views of others, developing and
sharing personal perspectives.
Participating and contributing in communities:
students will engage in sustained interaction and
produce extended text.

Achievement Criteria
Achieved
Students can
communicate clearly
giving relevant information
using appropriate
language.
Communication is
achieved overall despite
errors in language use.

Merit
Students can communicate
clearly and in an organised
way giving relevant information
using a range of appropriate
language.
Any errors in language use do
not significantly hinder
communication.

Excellence
Students can communicate
clearly and in organised way
giving relevant information,
using a wide range of
appropriate language.
Delivery is confident and fluent
and any errors in language use
do not hinder communication.

Assessment Evidence
Performance task:
1. Regular kanji & vocabulary quiz
2. A course test on all units covered during the course
assessing Reading, Writing, Listening and Speaking.

Other activities:
1. Role play

Note: Please refer to unit plan file for each unit details.
Year: 12

Curriculum Level: 5 - 7

Duration: Term 3

HOD: K. Crosby

Unit Title: Leisure and fitness

Introduction: This unit is focused on students being able to talk and write about their school life,
shopping and eating out using the target language at curriculum level up to 7. Students will
also be able to read and write kanji at curriculum level up to 7.
Habit of Mind:
Thinking and communicating with
precision: students learning Japanese
will be able to think and communicate
clearly using a range of learned
expressions and structures
Taking responsible risks: students
learning Japanese will take risks with
language
Thinking interdependently: students
learning Japanese will learn
cooperatively and in groups
Values:
Learning an additional language provides
a means of communicating with people
from another culture and exploring ones
own personal world. Languages and
cultures play a key role in developing
students personal, group, national, and
human identities.

Curriculum Principles:
1. Students will analyse ways in which the target
language is organised in different texts and for
different purposes.
2. Students will explore how linguistic meaning is
conveyed across languages.
3. Students will analyse ways in which the target
culture(s) is (are) organised for different purposes
and for different audiences.
4. Students will analyse how the use of the target
language expresses cultural meanings.
Key Competencies:
Selecting and sing language, symbol and texts:
students will communicate information, ideas, and
opinions through increasingly complex and varied
texts.
Managing self and relating to others: students will
explore the views of others, developing and
sharing personal perspectives.
Participating and contributing in communities:
students will engage in sustained interaction and
produce extended text.

Achievement Criteria
Achieved
Students can
communicate clearly
giving relevant information
using appropriate
language.

Merit
Students can communicate
clearly and in an organised
way giving relevant information
using a range of appropriate
language.

Excellence
Students can communicate
clearly and in organised way
giving relevant information,
using a wide range of
appropriate language.

Communication is
achieved overall despite
errors in language use.

Any errors in language use do

not significantly hinder
communication.

Delivery is confident and fluent

and any errors in language use
do not hinder communication.

Assessment Evidence
Performance task:
1. Regular kanji & vocabulary quiz
2. A course test on all units covered during the course
assessing Reading, Writing, Listening and Speaking.

Other activities:
1. Role play

Note: Please refer to unit plan file for each unit details.

8.6 YEAR 13
Year 13 Japanese prepares the students for the NCEA level 3 examination in Japanese.
A prerequisite for this course is a minimum of 14 credits NCEA level 2 Japanese or at the
discretion of the HOD.
Communication Functions:
recognise and express decisions
make and respond to requests for something to be done
recognise and talk about doing something for someone
give, seek, and receive advice
recognise and talk about advantages, disadvantages, and reasons
recognise, ask about, and express the doubt, possibility, probability, or uncertainty of
actions and events
recognise, ask about, and express ability or inability to do something
recognise, ask about, and talk about actions or events that are conditional upon other
actions or events
interpret selected and adapted media items
describe actions and states of being, using appropriate transitive and intransitive verbs
Japanese culture:
investigate issues of mutual interest to Japan and New Zealand (for example, social,
environmental, and commercial issues)
Contents to be studied:
Part 1
Travel, living in Japan
Part 2
The last year of school
Part 3
Social and Environmental issues
Term Planner and assessment:
Term 1: Mirai Stage 6 (Part 1)
Term 2: Mirai Stage 6 (Part 2)
Term 3: Mirai Stage 6 (Part 3)
Term 4: Revision
Term 1
Term 2
Term 3
Term 4

(L & R) Formal/Summative Assessment

(C & W) NCEA Internal Assessment Log 1
(L & R) Formal/Summative Assessment
(S)
NCEA Internal Assessment (optional)
(C & W) NCEA Internal Assessment Log 2-3
(L & R) Formal/Summative Assessment
(C & W) NCEA Internal Assessment Log 4-5
Revision

Credit: 4 (optional)
Credit: 5 each

Term 1, 2 & 3: Internal Conversation and Writing assessments will be logged (NCEA internal
assessment, Credit: 5 each).
Term 2 & 3: External practice assessment takes place under national examination conditions.
Students will be given a grade (Not Achieved, Achieved, Merit, Excellence) for each skill (L & R).
These grades will be recorded and will be used in cases of compassionate consideration. There
are no opportunities for reassessment in the externally assessed skills.

Term 3: Speech assessment (NCEA internal assessment, optional) will be undertaken by

students. The results will be recorded digitally.
Year: 13

Curriculum Level: 6 - 8

Duration: Term1

HOD: K. Crosby

Unit Title: Travel

Introduction: This unit is focused on students being able to talk and write about planning a trip
and travelling in Japan using the target language at curriculum level up to 8. Students will
also be able to read and write kanji at curriculum level up to 8.
Habit of Mind:
Thinking and communicating with
precision: students learning Japanese will
be able to think and communicate clearly
using a range of learned expressions and
structures
Taking responsible risks: students
learning Japanese will take risks with
language
Thinking interdependently
Students learning Japanese will learn
cooperatively and in groups
Metacognition: students learning
Japanese will reflect on how and why
they learn
Values:
Learning an additional language provides
a means of communicating with people
from another culture and exploring ones
own personal world. Languages and
cultures play a key role in developing
students personal, group, national, and
human identities.

Achieved
Students can communicate
clearly on a less familiar
topic giving relevant
information and expressing
a point of view using
complex language.
Communication is achieved
overall despite errors in
language use.

Curriculum Principles:
1. Students will analyse ways in which the target
language is organised in different texts and for
different purposes.
2. Students will explore how linguistic meaning is
conveyed across languages.
3. Students will analyse ways in which the target
culture(s) is (are) organised for different purposes
and for different audiences.
4. Students will analyse how the use of the target
language expresses cultural meanings.

Key Competencies:
Selecting and sing language, symbol and texts:
students will communicate information, ideas, and
opinions through increasingly complex and varied
texts.
Managing self and relating to others: students will
explore the views of others, developing and
sharing personal perspectives.
Participating and contributing in communities:
students will engage in sustained interaction and
produce extended text.

Achievement Objectives
Merit
Students can communicate
clearly and in an organized
way on a less familiar topic
giving relevant information and
expressing a point of view
using a range of complex
language.
Any errors in language use do
not significantly hinder
communication.

Excellence
Students can communicate
clearly, fluently and in an
organized way on a less
familiar topic giving relevant
information and expressing a
point of view using a wide
range of complex language.
Delivery is confident and
fluent and any errors in
language use do not hinder
communication.

Assessment Evidence
Performance task:
1. Regular kanji & vocabulary quiz
2. A course test on all units covered during the course
assessing Cultural, Reading, Writing, Listening and Speaking.

Other activities:
1. Role play

Note: Please refer to unit plan file for each unit details.
Year: 13

Curriculum Level: 6 - 8

Duration: Term 2

TIC: K. Crosby

Unit Title: The last year of school

Introduction: This unit is focused on students being able to talk and write about leisure
including holidays, and traditions and culture in Japan using the target language at curriculum
level up to 8. Students will also be able to read and write kanji at curriculum level up to 8.
Habit of Mind:
Thinking and communicating with
precision: students learning Japanese will
be able to think and communicate clearly
using a range of learned expressions and
structures
Taking responsible risks: students
learning Japanese will take risks with
language
Thinking interdependently
Students learning Japanese will learn
cooperatively and in groups
Metacognition: students learning
Japanese will reflect on how and why
they learn
Values:
Learning an additional language provides
a means of communicating with people
from another culture and exploring ones
own personal world. Languages and
cultures play a key role in developing
students personal, group, national, and
human identities.

Curriculum Principles:
1. Students will analyse ways in which the target
language is organised in different texts and for
different purposes.
2. Students will explore how linguistic meaning is
conveyed across languages.
3. Students will analyse ways in which the target
culture(s) is (are) organised for different purposes
and for different audiences.
4. Students will analyse how the use of the target
language expresses cultural meanings.

Key Competencies:
Selecting and sing language, symbol and texts:
students will communicate information, ideas, and
opinions through increasingly complex and varied
texts.
Managing self and relating to others: students will
explore the views of others, developing and
sharing personal perspectives.
Participating and contributing in communities:
students will engage in sustained interaction and
produce extended text.

Achievement Objectives
Achieved
Students can
communicate clearly on a
less familiar topic giving
relevant information and
expressing a point of
view using complex
language.
Communication is
achieved overall despite
errors in language use.

Merit
Students can communicate
clearly and in an organized
way on a less familiar topic
giving relevant information and
expressing a point of view
using a range of complex
language.
Any errors in language use do
not significantly hinder
communication.

Assessment Evidence
Performance task:
1. Regular kanji & vocabulary quiz
2. A course test on all units covered during the course
assessing Cultural, Reading, Writing, Listening and
Speaking.

Excellence
Students can communicate
clearly, fluently and in an
organized way on a less familiar
topic giving relevant information
and expressing a point of view
using a wide range of complex
language.
Delivery is confident and fluent
and any errors in language use
do not hinder communication.
Other activities:
1. Role play

Note: Please refer to unit plan file for each unit details.
Year: 13

Curriculum Level: 6 - 8

Duration: Term 3

HOD: K. Crosby

Unit Title: Social and Environmental Issues

Introduction: This unit is focused on students being able to talk and write about future plans
and work including careers, and issues including the environment, society and technology,
using the target language at curriculum level up to 8. Students will also be able to read and
write kanji at curriculum level up to 8.
Habit of Mind:
Thinking and communicating with
precision: students learning Japanese will
be able to think and communicate clearly
using a range of learned expressions and
structures
Taking responsible risks: students learning
Japanese will take risks with language
Thinking interdependently
Students learning Japanese will learn
cooperatively and in groups
Metacognition: students learning Japanese
will reflect on how and why they learn
Values:
Learning an additional language provides a
means of communicating with people from
another culture and exploring ones own
personal world. Languages and cultures
play a key role in developing students
personal, group, national, and human
identities.

Achieved
Students can communicate
clearly on a less familiar
topic giving relevant
information and expressing
a point of view using
complex language.
Communication is achieved
overall despite errors in
language use.

Curriculum Principles:
1. Students will analyse ways in which the target
language is organised in different texts and for
different purposes.
2. Students will explore how linguistic meaning
is conveyed across languages.
3. Students will analyse ways in which the target
culture(s) is (are) organised for different
purposes and for different audiences.
4. Students will analyse how the use of the
target language expresses cultural meanings.
Key Competencies:
Selecting and sing language, symbol and texts:
students will communicate information, ideas,
and opinions through increasingly complex and
varied texts.
Managing self and relating to others: students
will explore the views of others, developing and
sharing personal perspectives.
Participating and contributing in communities:
students will engage in sustained interaction and
produce extended text.

Achievement Objectives
Merit
Students can communicate
clearly and in an organized
way on a less familiar topic
giving relevant information
and expressing a point of
view using a range of
complex language.
Any errors in language use
do not significantly hinder
communication.

Excellence
Students can communicate
clearly, fluently and in an
organized way on a less
familiar topic giving relevant
information and expressing a
point of view using a wide
range of complex language.
Delivery is confident and fluent
and any errors in language use
do not hinder communication.

Assessment Evidence
Performance task:
1. Regular kanji & vocabulary quiz
2. A course test on all units covered during the course
assessing Cultural, Reading, Writing, Listening and
Speaking.
Note: Please refer to unit plan file for each unit details.

Other activities:
1. Role play

9
Departmental
Systems

9.1 ASSET REGISTER

The Japanese department continues to develop its use of resources. For learning a language,
visual and audible aids have been proven to be very useful.
A list of current assets in the Japanese department:
1 x Camcorder
2 x Voice recorders
1 x Mini tripod
1 x Computer camera
1 x Microphone for a computer
1 x Battery charger
2 x Computers
1 x Tripod
1 x iPad
1 x Digital camera
1 x Interactive whiteboard
1 x Digital camera
1 x Video recorder

2010
2010
2010
2010
2010
2011
2011
2011
2012
2012
2013
2013
2013

$150.00
$130.00
$20.00
N/A
N/A
$50.00
$1138.00
$50.00
$700.00
$400.00
$2,750.00
$400.00
$300.00

9.2 BUDGET
The HOD makes a budget request to the bursar before the end of November for the following
year. To decide on the amount needed to run the department effectively, we look at sums spent
in the current year, and try to predict expected expenditure for the year to come. Textbooks,
photocopying, digital equipment, digital resources and Language Perfect license are usually
our major items.
The Board of Trustees allocates funds on a needs and size of department basis.

9.3 TRIPS AND VISITS

Guidelines (these follow the school policy for Trips and Visits)
1. Planning of trips must take into consideration the needs of the children and their financial
resources.
2. Educational objectives relating to the curriculum must be established.
3. First priority should be given to using the local area.
4. Adequate adult / child relationship must be maintained throughout the trip.
5. When using public transport, seatbelts must be worn.
6. The Principal has overall responsibility for all class or school trips.
7. General school rules must be applied both in planning and managing the trip and through its
duration.
8. Parents must be informed in writing of trip details, risks and costs if any.
9. All teachers taking trips or visits outside of school must fill in a RISK ASSESSMENT
MANAGEMENT form and then have the trip approved by the Principal. These forms are
available from the Assistant Principals office.

9.4 CLASSROOM EQUIPMENT AND RULES

PUNCTUALITY
To be in class before the second bell unless you have a written note from another teacher.
If you are late to class report immediately to the teacher to make your excuse.
GENERAL BEHAVIOUR
Get books out and open ready to start work
Stop talking immediately when asked to do so
If you have a question, ask it! but put up your hand first
Dont call out to each other or distract others from their work
Only pack up when told to
Mark all work in red pen, adding any corrections
One person talks at a time
WORK
If you miss work for any reason it is your responsibility to catch up
Your work should be tidy and legible
All homework and class work is to be completed. If you have a genuine reason, you
should bring a note from home
HOMEWORK / REVISION
You should do 15 to 30 minutes every night per subject. In that time you should:
Complete set homework. Use your notes, exercises and examples to help you
Reread notes and case studies given that day and week
Rework examples and some exercises given that day or week
Write up your own revision note
Write out any problem areas so you can ask me at school
Make an effort!! If you cant complete the homework, make some attempt to show
that you have tried e.g. copy out the questions
BASIC RULES
1.
2.
3.

Treat others as you would expect or like to be treated yourself

If you dont understand, ask the teacher
Make an effort

9.5 COMMUNICATIONS
Departmental meetings
As I am sole charge of Japanese I do not need formal meeting structure. However, in 2011
there is another teacher who has one Year 9 class of Japanese. Communication will be
informal.
Language Cluster Meetings
Language cluster meetings are held once every term. Miss Dee Edwards from Team Solutions
organizes the meetings and the contents of the meetings.
Specific Language Associations Contact List
NZALT New Zealand Association of Language Teachers
President of NZALT: Martin East m.east@auckland.ac.nz
Regional Officer Aucklnd (Greater Auckland, Northland): Aaron Noran
Birkenhead College
auckland@nzalt.org.nz
NZAJLT New Zealand Association of Japanese Language Teachers
President of NZAJLT: Jo Barber
Hamilton Girls' High School
PO Box 1267
Hamilton 3240
jo.barber.nz@gmail.com
Secretary of NZAJLT: Rachael Elliott
St Andrews Middle School
90 Heath Street
PO Box 10177
Te Rapa
Hamilton
elliott_sensei@hotmail.com

9.6 COPYRIGHT
This is a very brief summary of the Copyright Act 1994. All libraries hold a copy of the Act, in full.
The Copyright Act 1994 provides statutory protection for original copyright works (ie
literary, dramatic, artistic, musical works) that are in material form (ie printed, published,
on tape etc). No registration is necessary. Copyright owners have the exclusive rights to
copy, publish, perform, show, broadcast, arrange or authorise use of their works unless
such use is allowed under a copyright exception contained in the Act. The copyright
exceptions allow fair dealing of copyright works which allows copying of extracts for
review or copying of insubstantial portions of a work for research or private study by
either individuals or prescribed libraries. It also provides for up to 3% or 3 pages of a
work (as long as no more than 50%) to be copied for educational purposes. Any use
not provided for under such exceptions must be authorised by the copyright owner.
Proceedings against any infringement of copyright can be taken under the Copyright
Act.
As a form of proof of ownership of copyright, copyright owners often send a dated and signed
copy of their works to themselves by registered post and leave the envelope unopened.

9.7 STUDENT COURSE ENTRY

Policies for entry to courses at all levels
The departments policy is:
Year 8: compulsory subject to all Year 8 students
Year 9: open entry to all students.
Year 10: open entry to all students. However, students are expected to master hiragana by the
end of Term one.
Year 11: open entry to all students. However, students are expected to master hiragana and
katakana before the course starts.
Year 12: entry is granted for those students with a minimum of 14 credits for NCEA level 1
Japanese or at the discretion of the HOD.
Year 13: entry is granted to those students with a minimum of 14 credits for NCEA level 2
Japanese or at the discretion of the HOD.
Year 12 & 13: If a pupil has not gained sufficient credits but wants to go to Level 2 or Level 3, he
must get the permission of the Assistant Principal, by making an appointment to meet him as
soon as possible after the publishing of the results. Attitude to work, co-operation with the
college staff and administration will be taken into account.
Policy on recognition of prior learning
In the main this refers to native speakers or students who have spent some time in a country
where the target language is spoken. As far as possible, notwithstanding timetable and other
constraints, they are placed in a class appropriate to their level.
Procedures for publicising student entry
School policy is explained on option sheets and in booklets outlining the possibilities available.

9.8 LIST OF RESOURCES

Year 8
Year 8 Japanese workbook

photocopy

Year 9
Year 9 Japanese workbook
Mirai 1 CD
Mirai 1 Teachers book

photocopy
1
1

Year 10
Kitto Dekiru 3 Textbook
CD

20
1

Year 11
Kitto Dekiru 4 Text book
CD
Kitto Dekiru 5 Text book
CD
Kitto Dekiru 6 Text book
CD
Year 12
Mirai 5 Textbook
CD

10
1
10
1
10
1
10
1

Year 13
Mirai 6 Textbook
CD

6
1

Others
Japanese Dictionary
Wakatta! Textbook
CD
Answers book

15
14
1
1

9.9 STAFF SELECTION, APPRAISAL AND DEVELOPMENT

Policies regarding selection and placement of staff
The Principal selects new staff members. The appointment of new staff is done by the Board of
Trustees with the AP allocating classes to staff within the department.
Responsibilities given to staff
Due to the fact that in most cases the Japanese teacher is responsible for teaching Japanese
across the school.
Appraisal of HOD and Staff
To be carried out according to school policy on this matter. Once annually.
Evaluation Resulting from Staff Development
All staff who attend professional development courses are expected to report back to the
department and fill in a course evaluation sheet and pass to the appropriate Assistant Principal.

9.10 PURCHASING RESOURCES and BOOKS

Purchasing procedure
The HOD is responsible for the departments budget. In each case, the HOD fills in an order
form in triplicate. The second (yellow) page is given, with the invoice or statement, to the bursar,
and the third (blue) page stays in the order book. Every order has an order number. The HOD
checks the monthly summary of spending against orders. There must be no exceptions to this
purchasing system.

10
Appendices

Appendix 1:
Japanese Students Evaluation

Year Level _______

Pease fill this form in carefully because your teacher would like your feedback on this course.
Please circle the appropriate level
1. I am able to understand explanation of new ideas and information
2. I enjoy my teachers enthusiasm for the subject
3. I can ask my teacher for help
4. I have learned a lot from my teacher
5. I have had helpful feedback on my work and progress

Disagree
1
2
1
2
1
2
1
2
1
2

3
3
3
3
3

Agree
4
5
4
5
4
5
4
5
4
5

For me this course

6. is interesting / challenging (circle)
7. is developing my knowledge and skills
8. has clear information about assessment and criteria
9. has activities that are varied and help me to learn
10. has been at an appropriate pace

1
1
1
1
1

2
2
2
2
2

3
3
3
3
3

4
4
4
4
4

5
5
5
5
5

As a student I learn best when

11. I work with other students in pairs
12. I work with other students in a group
13. I contribute positively to the course
14. I complete the homework
15. I achieve my goal successfully

1
1
1
1
1

2
2
2
2
2

3
3
3
3
3

4
4
4
4
4

5
5
5
5
5

1
1
1
1
1
1

2
2
2
2
2
2

3
3
3
3
3
3

4
4
4
4
4
4

5
5
5
5
5
5

If you will take Japanese, skip these questions

I will not take Japanese next year because
16. learning hiragana / katakana / kanji is difficult (circle)
17. it takes time to remember vocabulary
18. my friend is not taking Japanese
19. not useful for my future job
20. my parents want other options
21. it clashes with other options
22. Other reason (Please write here)
What have you enjoyed most in this course?

____________________________________________________________________________
____________________________________________________________________________
Why?
____________________________________________________________________________
How would you like this course to be improved in the future? (e.g. content, skills, teaching style,
etc)
____________________________________________________________________________
____________________________________________________________________________
Thank you for your comments.

Appendix 2:
References:
Boyes, K. and Watts G. (2009) Developing Habits of Mind in Secondary Schools ASCD
Burnham, B. (1988), SET Ontario Board of Education, Canada
Costa, A. (2008) The School as a Home for the Mind. Hawker Brownlow
Costa, A. and Kallick, B. (2009) Learning and Leading with Habits of Mind. Hawker Brownlow
Costa, A. and Kallick, B. (2009) Habits of Mind across the Curriculum. ASCD
Fragenheim, E. (2006) Reflections on classroom thinking strategies. Rodin Educational
Consultancy
Haigh, G., (1997) "Ten out of ten", Times Educational Supplement, 13.6.1997.
Marzano, R. (2003) What works in schools. ASCD
Munby, S., (1996) How to Manage Whole School Assessment. Bristol: SfE
Wilen, W. (1986) Effective Techniques of Questioning, National Education Association
Governing and Managing NZ Schools, (1997) MoE
New Zealand Curriculum Framework (1993) MoE
The New Zealand Curriculum Framework (2007) MoE
Japanese in the new Zealand Curriculum (1998) MoE

Websites:
Ministry of Education
National Curriculum
National Curriculum in Action
NZQA
The Field Studies Council
TKI NZ Curriculum
G Petty Differentiation

K. Crosby