Japanese

Japanese at Solway – Term 3

This term in Japanese, students across all year levels are connecting their language learning with their Inquiry units, helping them deepen their understanding of culture, empathy, and global thinking.

Our Prep students are exploring the traditional Japanese folktale ‘Momotaro’ (Peach Boy) as part of their Inquiry focus on Topsy Turvy Tales. They are enjoying listening to the story in Japanese, learning simple vocabulary, and acting it out using action cues and songs. This helps them understand how stories can reflect different cultures and values.

Our Year 1/2 students are learning about school life in Japan to support their Inquiry unit, Celebrating Differences. They are comparing aspects such as classroom routines, lunches, uniforms, and cleaning time in Japanese and Australian schools. They are learning to use Japanese words to describe what they see and are developing a respectful curiosity about different ways of learning. 

Our Year 3/4 students are exploring the features of a traditional Japanese house as part of their Inquiry unit, Someone Else’s Shoes. They are discovering how homes in Japan differ from their own and imagining what it might feel like to live in a Japanese household. They are using Japanese vocabulary to describe rooms and household items while building empathy and cultural understanding.

Our Year 5/6 students are planning an imaginary trip to Japan as part of their Inquiry unit, Think Global, Act Local. They are researching destinations, cultural experiences, and essential Japanese phrases to use during their travels. This unit helps students develop global awareness, practical language skills, and an appreciation for cultural differences. They are also learning about the various natural disasters that can occur in Japan, how people prepare for and respond to them, and what to do in such situations if they were to experience one during their visit.

It has been inspiring to see how Japanese learning is supporting broader thinking across the school and encouraging students to step into the shoes of others—locally and globally. 

Ryoko Yamaoka

Japanese Teacher