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• VCJAU161

  Recognise that the Japanese language is both influenced by in turn influences other languages and cultures

  Elaborations

  • exploring how the Japanese language is influenced by other languages and cultures, for example, in relation to food パン、スパゲッティー、クレープ、ハンバーガー, music and sport ミュージカル、ロック、ダンス、サッカー、バスケットボール, and technology パソコン、メール、インターネット
  • investigating the influence of Japanese language and culture on their own language and experience, for example, by creating a glossary of Japanese words and expressions used in fields such as martial arts (‘judo’, ‘karate’, ‘sensei’, ‘sumo’), food (‘sushi’, ‘tofu’, ‘wasabi’) or communication/culture (‘haiku’, ‘anime’, ‘manga’, ‘sudoku’)
  • understanding that there are Japanese-speaking communities outside Japan, for example, in Hawaii and South America, and that Japanese is widely taught in many countries around the world, including Australia and other countries of the Asia-Pacific region
  • understanding that all languages change, that some are constantly growing and expanding while others are disappearing or being revived, for example, many indigenous languages, including Aboriginal languages and Torres Strait Islander languages

  VCJAU161 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCJAU157

  Recognise some single and whole word katakana and develop the ability to use hiragana and kanji in a single text

  Elaborations

  • reading and writing all hiragana (including voiced, combined and long vowel sounds and double consonants) using the kana chart
  • learning that kanji were brought from China and that hiragana was formed by simplifying the form of kanji, while katakana was formed using a part of kanji
  • learning to apply the basic principles of stroke order to write all hiragana and high-frequency kanji such as 月、日、木、人
  • recognising frequently used katakana words such as オーストラリア
  • reading and writing words, phrases and sentences using kana, for example, わたし　の　本、これ　は　かぞく　です。
  • understanding the use of basic Japanese punctuation marks such as まる(。) and てん(、), and katakana long vowel marks, for example, in a student’s name such as ルーク
  • understanding the use of furigana as a reading aid

  VCJAU157 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCJAU159

  Recognise the use of formulaic expressions and textual features in familiar texts such as emails, letters, postcards or telephone conversations

  Elaborations

  • recognising the order for writing the components of the date in Japanese, for example, 年(ねん)、月、日、よう日
  • understanding the significance of features of different types of texts, such as opening and closing emails, letters or phone conversations, for example, ～さんへ、～より、もしもし
  • considering how the composition of texts in different languages reflects cultural values, such as the ordering of information on Japanese ID cards or when kanji or Arabic numerals are used in Japanese texts
  • understanding conventions associated with using げんこうようし、for example, the size of small characters, the position in the square and the placing of punctuation

  VCJAU159 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCJAU158

  Recognise the systematic nature of Japanese grammatical rules and apply these to generate new language for a range of purposes

  Elaborations

  • expanding metalanguage for communicating about language, using additional terms such as ‘pronoun’ and ‘conjunction’
  • understanding and identifying elements of different sentence structures and the use of particles such as へ、で
  • understanding the use of ～が　あります/います。to refer to inanimate/animate objects
  • describing locations of homes, people, animals and items, using basic structures, for example, noun　は　place　に　 あります。 noun　は　place　に　います。
  • knowing how to use prepositions to describe the position of objects, for example, つくえ　の　上　に, いす　の　下　 に
  • understanding the use of こそあど series in concrete contexts, for example, これ、それ、あれ、どれ
  • using the verb て form as a formulaic expression, such as when giving instructions or seeking permission, for example, 見て　ください。トイレ　に　いっても　いい　です　か。
  • knowing how to use common counters and classifiers such as ～こ、～ひき/ びき/ ぴき、～えん
  • understanding Japanese numerical place order: 一、十、百(ひゃく)、千(せん)、万(まん)
  • understanding location words and expressions indicating direction or means of transportation, for example, くるま　で　がっこう　に　いきます。
  • understanding different question words such as いくら、どれ
  • using conjunctions such as そして、それから to link ideas

  VCJAU158 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCJAU156

  Engage with authentic spoken language, recognising how words blend and understanding the relationship between sounds, words and meaning

  Elaborations

  • knowing how to pronounce all the sounds in the kana chart, including voiced and unvoiced sounds (てんてん and まる), combined and long vowel sounds and double consonants, for example, きって and りょうり
  • understanding that the sounds of hiragana and katakana are identical even though the associated scripts are different
  • knowing that the hiragana spelling of a particular particle does not match its pronunciation, for example, ‘wa’ for は , ‘e’ for へ, ‘o/wo’ for を
  • noticing that certain combinations of two moras make one rhythm unit (foot), for example, the copula です and the verb suffix ます

  VCJAU156 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCKOC155

  Interact in classroom activities such as creating and following shared class rules and procedures, expressing opinions and asking for permission or clarification

  Elaborations

  • expressing opinions using set phrases such as 저는 ...이/가 맞는/틀린 것 같아요, for example, 저는 미나가 맞는 것 같아요
  • asking for permission using ...에 가도 돼요? as a set phrase, for example, 화장실에 가도 돼요?
  • asking for clarification, for example, …이/가 한국어로 뭐예요?
  • giving advice and reminders to peers, for example, 빨리/천천히 해요; 숙제했어요?

  VCKOC155 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCKOC162

  Examine their perceptions of and reactions to Korean culture embedded in the language, and reflect on the relationship between language and culture

  Elaborations

  • finding examples of the significance of gestures across cultures, for example, (not) making eye contact when talking to older people, and reflecting on these
  • comparing interactions between Korean speakers and interactions insimilar Australian contexts by observing them in their immediate environments or from resources such as video clips or films (for example, students and teachers, or people interacting on the street or in shops, identifying who bows at the beginning and end of the interaction, who uses –요 at the end of sentences or how they shake hands)
  • recognising and exploring cultural aspects embedded in or accompanying language use, for example, the use of honorifics and different terms of address
  • noticing the impact of their own assumptions about Korean people and culture when engaging with texts, and considering what assumptions Koreans might hold about Australian people and culture

  VCKOC162 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCKOC158

  Share responses to a range of imaginative texts in different forms including digital texts by expressing opinions and feelings about key ideas, characters and actions, making connections with own experience or feelings

  Elaborations

  • listening to and viewing texts in various modes including those in digital mode (for example, performances, game shows and artwork), sharing opinions or feelings about them using expressions such as … 어때요?; 좋아요/좋았어요; 재미있어요/재미있었어요
  • producing storyboards to represent key events in different types of imaginative texts, including captions or word bubbles to capture moods or feelings, for example, 무서워요; 행복해요; 이상해요
  • asking about and providing reasons for feelings and opinions using 왜요? and 왜냐하면 … as set phrases
  • responding to questions about characters, events or effects in different types of imaginative texts such as puppet shows, stories and films, using modelled language to express reactions, for example, 용감해요, 예뻐요, 슬퍼요, 아파요
  • comparing favourite characters instories, plays or cartoons, listing words or expressions associated with their personality (…은/는 착해요, 예뻐요, 멋있어요, 무서워요,이상해요, …) and explaining how they can relate to them (저는 …이/가 좋아요, 싫어요, …)

  VCKOC158 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCKOC154

  Collaborate in group tasks and shared experiences that involve making collective arrangements, such as making decisions or suggestions in group games, or creating and performing a role- play that involves simple transactional exchanges

  Elaborations

  • making collaborative decisions and arrangements using Korean in traditional Korean games either in online or offline mode, for example, playing 윷놀이(yunnori) counting (하나, 둘, …), ordering (첫 번째, 두 번째, …), numbering (일, 이, 삼, …) and using other expressions in Korean to decide on the movement of markers
  • creating and performing role-plays such as simulating simple transactions that involve asking for or giving prices or asking for goods or services, for example, 얼마예요?; 오천 원이에요; 아이스크림 한 개 주세요
  • allocating and swapping roles in group games or simulated transactional exchanges

  VCKOC154 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCKOC161

  Create bilingual texts and resources such as signs, notices, captions, displays, websites or word banks for own learning, and share them in the school community and with learners of Korean in the virtual community

  Elaborations

  • creating bilingual texts for digital or multimodal resources for the community, for example, a virtual tour for school with signs, notices, labels and short comments in Korean and English, for example, 조용히 하세요 (‘Be quiet’), 도서실 (‘Library’)
  • creating parallel lists of informal Korean and English expressions for everyday interactions with friends and family in print and digital modes
  • composing bilingual texts such as posters for class or school assembly performances, events or displays, for example, 10월 3일 개천절
  • constructing and co-maintaining a bilingual website with a sister-school or contact group of young learners of English in a Korean-speaking community

  VCKOC161 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCKOC153

  Describe people, places, objects and everyday routines relating to school and home environments; express feelings and share interests and preferences

  Elaborations

  • exchanging experiences of everyday life and leisure activities using –해요/했어요 as a chunk, for example, 오늘 한국어를 공부해요 / 어제 영어를 공부했어요
  • sharing experiences and feelings such as weekend activities and likes/dislikes using 나/저도 …–어/아요 and 나/저도 …–었/았어요 as set phrases, for example, 나/저도 좋아요/좋았어요,나/저도 한국어를 공부해요/공부했어요
  • interacting via different modes of communication including class blogs or wikis to exchange personal information and to express opinions, for example, … 어때요/어땠어요?
  • recounting experiences with family and friends in speaking and writing, for example, in conversations, diaries or blogs (토요일에 저는 친구하고 쇼핑했어요.제니하고 웨스트필드에 갔어요 ...)

  VCKOC153 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCKOC159

  Compose and perform a variety of creative texts based on a stimulus concept or theme, sharing them face-to-face and online to present to different audiences

  Elaborations

  • composing texts for own and others’ enjoyment and interest, for example, a description of an imaginary character, animal or event
  • creating texts to share with others face-to-face or online, for example, a commercial for a new product, a short film, video clip or rap, or a poster for an imagined event
  • creating and performing alternative versions of known songs or raps by creating lyrics with support of language model or scaffolding
  • creating a poem, rap or song, experimenting with rhyme and rhythm, for example, writing a shape poem, an acrostic poem or 삼행시

  VCKOC159 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCKOC156

  Listen to, view and read texts for specific information drawn from a range of sources relating to social and cultural worlds in different times, places and communities, and to different learning areas

  Elaborations

  • identifying information in texts such as advertisements, conversations, brochures and announcements, and sharing this information with others in another format, for example, presenting a chart of favourite television programs or computer games
  • reading texts and extracting key points about an issue or topic (such as weather, types of activities for young people, daily routines), and sharing information with peers, for example, 날씨가 어때요? 비가 와요; 언제 만나요? 내일 두 시에 만나요
  • reading, viewing and listening to texts to collect information about concepts related to other learning areas such as the arts, humanities and science
  • identifying and comparing perspectives represented in spoken and written informative texts, for example, 누가 썼어요/말했어요? ...이/가 맞는 것 같아요? 왜 맞아요?

  VCKOC156 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCKOC157

  Convey ideas and information in different modes to suit particular audiences and contexts on subjects of interest to young people

  Elaborations

  • creating a website for a contact group of Korean students, posting information on own interests and experiences, for example, 방학, 친구, 운동, 미디어, and using resources such as sound, visuals or graphics to highlight elements which may be unfamiliar to Korean students
  • constructing a visual, digital or narrative profile of the local community for people arriving from overseas, collecting information from public and community texts such as fliers, newsletters, advertisements and brochures
  • creating a video clip to present information or ideas to a particular audience, for example, a virtual tour of the school or classroom for exchange student groups
  • creating an interactive display or performance to inform younger children of the benefits of learning Korean

  VCKOC157 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCKOC160

  Translate simple texts identifying words and expressions that may not readily correspond across languages, and expanding descriptions or giving examples where necessary to clarify meaning

  Elaborations

  • creating Korean versions of Australian school signs and notices, considering why some words or expressions require freer translation than others, for example, the sports oval, the tuckshop, the office
  • identifying words in Korean and English that cannot be readily translated, clarifying meanings for such words by providing examples, explanations or extra information, for example, 벼 (‘rice as a crop’), 쌀(‘rice as raw grains’), 밥 (‘cooked rice/meals’)
  • interpreting Korean expressions in familiar texts such as greeting cards or story titles that do not translate easily into English, for example, 생신 축하합니다, considering how these expressions reflect aspects of Korean language or culture

  VCKOC160 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCKOC163

  Explore connections between aspects of identity such as nationality, ethnicity and language use, considering how these are related to culture and own identity, and to learning Korean language and culture

  Elaborations

  • experiencing aspects of traditional Korean culture, for example, trying on traditional costumes (한복) or carrying out traditional performances (for example, 사물놀이), and commenting on the experience, for example, 한복이 멋있어요; 한복을 입어 보세요; 사물놀이가재미있어요, comparing their experiences of Korean culture with their own culture/s, making connections between them
  • reflecting on their individual cultural experiences and relating these to the enrichment of their sense of identity
  • considering whether learning and using Korean impacts on their sense of identity either in or out of the classroom

  VCKOC163 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCKOU168

  Recognise that variables such as age and personal and social relationships impact on language use in Korean, considering similar variations in language use in English and other languages represented in the classroom

  Elaborations

  • recognising social relationships between participants in interactions through their language use, for example, 미안합니다/미안해요/미안해
  • reflecting on how such differences are expressed in own and other cultures and languages
  • analysing how the language of texts such as invitations and greeting cards can vary depending on the occasion and the degree of closeness of the relationship between people

  VCKOU168 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCKOU171

  Explore how beliefs and value systems are reflected in everyday language use

  Elaborations

  • understanding the significance of social conventions and cultural concepts, for example, 잘 먹겠습니다, 잘 먹었습니다
  • reflecting on diverse interpretations of everyday language use in Korean, for example, possible interpretations of such phrases as 어디 가요? and밥 먹었어요? as either greetings or genuine questions depending on the context
  • reflecting on and comparing culturally embedded meanings of equivalent proverbs in Korean and English, providing possible reasons for the differences in expression of the same meaning, for example, 식은 죽먹기 versus ‘piece of cake’

  VCKOU171 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture

• VCKOU165

  Understand and use aspects of the Korean grammatical system such as verb conjugations, suffixes, some particles, basic conjunctions and the honorific system, building a metalanguage to talk about basic grammatical features in Korean

  Elaborations

  • expressing simple events occurring in the past using –었/았–, for example, 캔버라에 살았어요
  • making simple negation using 안 and 못, for example, 비가 안 와요, 김치를 못먹었어요
  • expressing events occurring in sequence by using:
    • conjunctive adverbs such as 그리고 at the beginning of thesecond of two sentences, for example, 밥을 먹어요. 그리고 운동해요
    • a conjunctive suffix (clausal connective) in a coordinative structure –고, for example, 밥을 먹고 운동해요
  • using particles –하고 (as a meaning of ‘together with’) and–에서, for example, 친구하고 쇼핑했어요, 학교에서 공부해요
  • using a structure, a noun + –(으)로, as a set phrase and understanding the meaning of the particle–(으)로, for example, 펜으로 쓰세요. 한국어로 뭐예요?
  • using the complex structures –(으)ㄴ/는 것 같다 and –도 되다 in the informal polite style ending –‍어/아요 to express opinions and give/request permission, for example, 맞는 것 같아요; 가도 돼요?
  • using question words to ask about reasons and prices in set phrases 왜요? and 얼마예요? and asking about states, feelings or opinions using 어때요, for example, 영화가 어땠어요?
  • recognising the formal polite ending –ㅂ/습니다 and the intimate ending –어/아, 해, and understanding the different contexts where different levels of politeness and formality are indicated by verb endings, for example, 미안합니다/미안해요/미안해
  • recognising how word ordersare different and syntactic functions are realised differently in simple sentences in Korean and English, for example,‘저는 (subject) 사과를 (object) 먹어요 (verb)’ versus ‘I (subject) eat (verb) an apple (object)’

  VCKOU165 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCKOU169

  Recognise the dynamic nature of languages and cultures, and the changing and influential relationships that exist between languages

  Elaborations

  • listening to and viewing stories on the creation of Hangeul and reflecting on the background/rationale for its creation, for example, stories about 세종대왕, 홍익인간, • (천), ㅡ (지), ㅣ (인)
  • sharing knowledge of some historical aspects of own languages, including Australian English and Aboriginal languages, for example, koala/gula, kangaroo/gangurru
  • identifying Korean words used in Australia and sharing own experience of using/encountering them, for example, 비빔밥 (bibimbap), 아리랑 (arirang)
  • matching Korean loan words from English and other languages, and exploring their origins, for example, 피아노 (piano), 피자 (pizza), 케밥 (kebab)

  VCKOU169 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change