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Rosmini College Japanese Department Curriculum Plan and Scheme 2016
Rosmini College Japanese Department Curriculum Plan and Scheme 2016
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
Teachers plan of
work
Japanese
Department
Scheme
School Charter
National
Education
Guidelines
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
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
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.
Evaluation
2
The New Zealand
Curriculum
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
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.
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.
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
managing self
relating to others
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.
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.
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.
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
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
develop an understanding of the ways in which other people think and behave
Achievement aims
Students will:
develop the skills needed to understand and use spoken and written Japanese
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.
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;
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
listen to short conversations and read short texts, identifying the key details
get the gist of short spoken or written dialogues and texts, identifying the key details and
responding appropriately
apply their knowledge of vocabulary and structures to write and manipulate learned
phrases and sentences, using hiragana, some katakana, and some kanji
read and write notes and short letters in which sentences are linked and ideas are
logically ordered
get the gist of a range of texts and pick up some new language, from its use in context,
when listening and reading
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
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
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
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:
communication will often have some personal importance or meaning for the students
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
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
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.
(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
using written handouts, so that those who have not understood spoken instructions have
clear written instructions to follow
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
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
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
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,
inappropriate teaching style try extending the range of lessons into contextual, problem
solving, investigations, puzzles, games,
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,
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.
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.
Field-independent students
Field-dependent students
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.
...are intellectual
...tend to be objective
...are intuitive
...tend to be subjective
Innovative learners...
Analytic learners...
...want to know " important things" and to add to the world's knowledge
...are kinesthetic
Dynamic learners...
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.
Strategies for
Students to
Use
-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.
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.
Differentiate by
task; outcome;
and time
allowed
Accommodate
different
preferences &
support-needs
Differentiate
feedback, then
set individual
tasks & targets
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.
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.
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.
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
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
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
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
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
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.
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.
provide a range of resources and experiences to stimulate and extend all pupils'
learning; for example, audio-visual materials, information and communication
technology.
7
Assessment,
Record Keeping and
Reporting in
Japanese
find out how much the students know in order to plan the teaching and learning
programme,
provide information for the schools cumulative student record/profile in order to monitor
his progress,
assess against internal unit and achievement standards for various levels of the National
Certificate of Educational Achievement (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.
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.
7.4.5 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
Year 12
Year 13
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
Curriculum Level: 1
HOD: K. Crosby
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.
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
Curriculum Level: 1
HOD: K. Crosby
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.
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
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.
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
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.
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
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
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
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
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
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
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
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
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
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
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
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
Year: 11
Curriculum Level: 4 - 6
Duration: Term1
HOD: K. Crosby
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
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
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.
Curriculum Level: 5 - 7
Duration: Term1
HOD: K. Crosby
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
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
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.
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
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.
Curriculum Level: 6 - 8
Duration: Term1
HOD: K. Crosby
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
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
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
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.
9.5 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 [email protected]
Regional Officer Aucklnd (Greater Auckland, Northland): Aaron Noran
Birkenhead College
[email protected]
NZAJLT New Zealand Association of Japanese Language Teachers
President of NZAJLT: Jo Barber
Hamilton Girls' High School
PO Box 1267
Hamilton 3240
[email protected]
Secretary of NZAJLT: Rachael Elliott
St Andrews Middle School
90 Heath Street
PO Box 10177
Te Rapa
Hamilton
[email protected]
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.
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
10
Appendices
Appendix 1:
Japanese Students Evaluation
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
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1
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1
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5
____________________________________________________________________________
____________________________________________________________________________
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