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The New Zealand Curriculum.

This site has been developed to support The New Zealand Curriculum

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Example 1: Survey > graph data > report (presentation)

日本語の　クラスの　アンケート は い＝O（まる）、いいえ＝X（ばつ）
ちょうしょくは　何をたべますか。  
どこで　ちょうしょくを　たべますか。  
何時に　たべますか。  
まいにち　おなじものを　たべますか。 　　　　　
ちゅうしょくは　何を　たべますか。  
どこで　ちゅうしょくを　たべますか。  
おすしを　よく　たべますか。  
すきなゆうしょくは　何ですか。  
すきなおやつは　何ですか。  
あまりすきじゃない　ものは　何ですか。  

Communication, Language Knowledge and Cultural Knowledge, levels 3 and 4

At these levels, students can understand and construct simple texts using their knowledge of Japanese. Students can describe aspects of their own background and immediate environment.

In selected linguistic and sociocultural contexts, students will: For example, students might:
  • understand and produce information and ideas;
  • give and understand information about food and eating routines;
  • express and respond to personal needs and interests;
  • describe their favourite food;
  • use cultural knowledge to communicate appropriately;
  • ask questions about specific Japanese food;
  • recognise and describe ways in which Japanese is organised;
  • use some kanji;
  • reflect on use of particles;
  • compare and contrast languages;
  • compare ０/Ｘ with True/False; √ / X;
  • compare word order and placing of particles;
  • recognise and describe ways in which Japanese culture is organised;
  • recognise that rice is a common ingredient in every Japanese meal;
  • compare and contrast cultural practices.
  • compare school lunches or family dinners.

Context:

Students write a survey to send to a group of young people in Japan/their sister school to find out about their daily activities, leisure activities, and personal interests.

Or

Students produce a survey to send to a group of students in Japan, who they will be hosting next month. The survey asks them their food preferences, which will be passed on to their host families and the canteen staff to enable them to provide suitable food when the students are visiting.

Variations:

After completing this survey, students could collate their answers, graph the data, and write and give a presentation in Japanese summarising their findings. They could then evaluate the results and have a discussion that involves comparing and contrasting healthy lifestyles – are Japanese people healthy? Students may have had opportunities for input about Japanese eating habits before conducting the survey, or the results of the survey may provide the catalyst for discovery learning.

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