Japan

2010, First Semester- Studies of Asia - Japan Investigate this link to the [|asia education] website for some great resources.

There are a number of terrific resources in the Junior store room that you can use, but please record the title in the exercise book so we can keep track of it.

We will endeavour to set up during Developmental Play supervised areas with traditional Japanese toys and Origami.

Here are the notes from the meeting held on the 28th January, 2010 after discussing how we can integrate Japan into the curriculum.

It is very important that we relate experiences to the students own understanding, and then draw comparisons with Australia and Japan. Realistically, we can work on 10% of the curriculum being about Japan. The use of photographs from the internet, you tube/teacher tube videos will give insight to relevant and current practices/images. When searching the internet go to Google then click on the images tag at the top, and in your search include the words //for kids//. This will help to keep the content kid safe.

3 weeks about my Family and myself, greetings 3 weeks about my home, my house and my school
 * The integrated topics and time line for Term 1 are:**

Where do we come from?
 * Me, My Family, My School:**
 * My Family**- use maps to give geographical identity to where in the world do we all come from? As well as where is Japan? (Google maps to be interactive with peoples houses and where and what it looks like)

Hotels- with their small rooms to rent for businessmen. Different rooms in the home? Size of the houses, and the rooms. Involve mapping (maths) draw their own rooms and develop a birds eye view. Also give a concept of how big an area is. Make comparisons with Japan and the size of rooms they have. Use newspaper to map out the area of rooms. Involve key words to engage students in understanding what each part of the room is. E.g. door, window, bed.
 * My Home**, include a comparison to Japan and what their houses look like and whether they have pets, what is different and similar to where we live? What sort of housing/buildings are traditional, contemporary?

Differentiate for Grade Prep to Grade 1 and 2. Explore basic family units and houses, and make comparisons and draw similarities. With the older students, draw more on the bird’s eye view and more conceptual ideas, such as area and size and geographical awareness. With the family discussion, draw on greetings and how we say different greetings in the family, exploring different languages.


 * My School,** again, what are the similarities and differences in buildings, uniforms, hours of attendance?

During the Footsteps program, Google Japanese dancing and explore the different styles of music as well as moving to music.

It is not appropriate to include Japan when investigating the topic of Fire Safety.
 * Term 2:**

View photos of the streets/freeways/highways in the cities of Australia and Japan and discuss how they are different/same? Compare police officers and "lollipop" ladies/men, uniforms; is there an issue with smog on the streets (do people traffic officers wear masks?); encourage discussion. What sort of vehicles are in Australia and Japan e.g. bullet trains. (Resource: We’re in Japan- Vic Parker)
 * Road safety**

Investigate food as a major focus and include a taste of various foods. For example, show how rice can be prepared simply and then elaborately for sushi. Discuss and compare the variety of breakfasts within our own classroom and compare to a Japanese breakfast.
 * Life Education**

Literacy is another aspect where we should look at adding to the curriculum with Japan.