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• VCKOC010

  Engage with Korean speakers and resources in the school and wider community through various media, including online technologies, noticing how interaction involves culture as well as language

  Elaborations

  • observing interactions between Korean speakers in different contexts in their immediate environments or from resources such as video clips or films, noticing cultural aspects and recording their similarities and differences in interactions in similar contexts in their own culture/s
  • describing in spoken or written mode, or using digital technologies, a significant person relating to Korea or Korean language whom they have encountered, discussing their personal qualities, why that person is important to them, and how they are similar to or different from that person, for example, 저도 …–고 싶어요. 요리를 잘 해요. 가수가 되고 싶어요. 나/저에게중요해요
  • reflecting on significant past encounters with Korean language and culture (and other languages and cultures that have shaped their thinking) such as by creating timelines of their lives, including visual representations
  • describing and sharing encounters with Korean culture (for example, 설날, 한복, 세배, 첫돌, 연날리기), comparing them to traditional games, festivals or celebrations in their own culture, and reflecting on how these connections are important to their identity
  • participating in guided discussion of the nature and role of ‘culture’ and its relationship with language, with reference to Korean, English and other known languages

  VCKOC010 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCKOC176

  Present oral and written reports, summaries and comparisons of information obtained from a range of Korean texts in different modes

  Elaborations

  • classifying information gathered from different print and electronic sources and creating flow charts, tabulations, posters or cartoons to be used in advertisements, notices and instructions in print and digital formats
  • creating texts such as notices, brochures and posters to inform others about issues and upcoming events such as Korean cultural performances or class excursions, for example, 소풍 날짜, 장소, 시간, 준비물
  • organising information for a Korean audience, for example, creating a presentation to explain sport and leisure activities (씨름, 태권도, 축구, …) or a video recording of a cooking demonstration
  • reporting on own and others’ experiences of events such as a school camp, a holiday or concert, or playing a new computer game

  VCKOC176 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCKOC175

  Identify, classify and compare information and ideas obtained from spoken, written, print or digital texts

  Elaborations

  • identifying context, purpose and audience of texts such as advertisements, signs, announcements and recipes
  • gathering facts independently and collaboratively about events or people and report information to others, by accessing simple texts from sources such as magazines, interviews, announcements and websites, for example, drawing a timeline to show a sequence of events or to profile a famous Korean, or person from their country of origin
  • listening to, viewing and reading texts that reflect different aspects of Korean culture, art, history or geography, noting key words, specialised terms or points of information to be re-used when sharing the information in print and digital forms such as class magazines or web postings
  • analysing and summarising information from texts such as television programs, reports, interviews, video clips, documentaries and social networks, using tools such as tables, concept maps and charts to organise and order information and inform others of findings
  • comparing details from a range of texts about special occasions and ceremonies, and discussing culture-specific terms and representations

  VCKOC175 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCKOC004

  Identify and classify factual information obtained from a range of spoken, written, digital and multimodal texts encountered in the media and in public spaces

  Elaborations

  • identifying context, purpose and audience of texts such as advertisements, signs, notices and brochures, recognising features of language use in different types of text
  • locating, classifying and summarising data such as results of class surveys or factual information from notices, timetables and announcements; presenting findings to others, for example, in a digital visual presentation, poster or wall chart
  • reading and viewing a range of texts (for example, promotional brochures and signs, websites and cards) to obtain and compile information about Korean places, lifestyles and practices
  • gathering information, collaboratively or independently, about people, times and activities, and using the information in new ways, for example, creating a timeline, diary or timetable to show a sequence of activities

  VCKOC004 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCKOC001

  Interact with peers and teachers, using appropriate language and gestures to exchange greetings, wishes, and information about self, family and friends, routines, events, leisure activities, interests, likes and dislikes

  Elaborations

  • greeting and farewelling others, introducing themselves, expressing states of wellbeing, appreciation and wishes, using informal polite language appropriate for familiar interlocutors, for example, 안녕하세요?; 저는 …예요/이에요; 만나서 반가워요;12살이에요; 7학년이에요; 안녕히 가세요/계세요
  • describing friends, family members or pets, for example, 동생이 귀여워요, 눈이 커요, 앵무새가예뻐요, 날개가 빨간색이에요
  • describing routines, likes/dislikes, events and leisure activities, for example, 6시에 일어나요; 주말에 뭐해요?바비큐를 해요; 무슨 운동/음식을 좋아해요? 크리켓을/불고기를 좋아해요

  VCKOC001 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCKOC178

  Create and present imaginative texts including digital and interactive texts to entertain others, involving imagined characters and contexts

  Elaborations

  • creating stories with self as the main character in imaginative settings in the past, future or virtual reality, incorporating communicative styles and social behaviours observed in Korean texts (for example, 저는 화성에서 왔어요 …, 지구에 정들었어요)
  • illustrating imaginative stories in visual forms such as cartoons or captioned photo stories
  • producing performances to present imaginative stories, for example, role-plays, skits, raps, using expressive language for sounds and shapes/movements (똑똑, 첨벙첨벙, 콜콜, …)
  • creating alternative versions of stories such as a Korean tale or film script with a new character and an alternative ending

  VCKOC178 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCKOC007

  Create and perform a range of texts that express imagined experiences or events

  Elaborations

  • composing and participating in dialogues and imagined interactions, explaining the relationships between characters and contexts in a short drama or skit, rap or poem, for example, 여우야, 여우야, 뭐 하니? / 여우님, 여우님, 뭐 해요?
  • creating stories in different modes such as a video clips or digital photo stories based on imaginary characters, places and events
  • creating texts to entertain others, for example, a comic strip or Big Book for younger students, a role-play or imagined exchanges to present to parents, or a poem for an online newsletter or magazine
  • designing texts for real or imagined special occasions and imaginative games, such as greeting cards (for example, using 환영합니다, 축하합니다, 초대합니다), or board/electronic games (for example, using ideas from 윷놀이)

  VCKOC007 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCKOC177

  Compare ways in which people, places and experiences are represented in different imaginative and expressive texts, drawing on own interpretations, those of peers and personal experiences

  Elaborations

  • expressing personal opinions about ideas in Korean texts in various modes such as stories, excerpts from films, paintings, songs or video clips, for example, …이/가/은/는 착한 사람인 것 같아요; 이/그 노래가 정말아름다워요/슬퍼요/신나요
  • stating personal preferences about characters, attitudes and events in texts (for example, using 제가 가장 좋아하는/싫어하는 ... as a setphrase), including spoken and written comments on reactions, for example, 크리스는 자주 농담을 잘해요, 그래서 재미있어요
  • reflecting on ways people, places and experiences are expressed in imaginative texts, and comparing them with those expressed in own and peers’ work and in the work of artists or authors encountered in other learning areas such as the arts, English or history, for example, 아리랑, Waltzing Matilda
  • comparing key messages and beliefs from Korean and Australian texts such as 단군신화, Creation or Dreaming stories, fables, myths and legends
  • comparing contemporary Korean and Australian music popular among young people by listening to music stations, viewing video clips, reading print or online music magazines; identifying similarities and differences in expressions, themes and styles of performance

  VCKOC177 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCKOC003

  Engage in routine classroom interactions and activities, developing language for a range of basic classroom functions and processes

  Elaborations

  • asking and responding to questions, for example,이것/저것이 뭐예요? …예요/이에요. 알아요, 몰라요, 네, 아니요, 맞아요, 틀려요
  • asking how to say something in Korean or English, for example, …이/가/은/는 영어/한국어로 뭐예요?
  • expressing opinions using formulaic phrases such as 제생각에는/으로는 …이/가 맞아요, for example, 제 생각에는/으로는 민수가 맞아요
  • giving and following instructions and commands such as 일어나세요, 앉으세요, 쓰세요, 보세요, 들으세요, 따라하세요, 빨리 하세요
  • interacting in classroom routines such as responding to the teacher during rollcalls, for example, … 있어요? 네, (여기) 있어요; 아니요, 없어요; …이/가 안 왔어요

  VCKOC003 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCKOC179

  Compare own translation of texts with others, discussing differences and possible reasons and alternatives, and reflecting on how to make connections between meanings in different languages

  Elaborations

  • translating existing texts or texts produced by self and others into Korean and English, experimenting with unknown words or expressions, using and evaluating translation resources such as web-based translation tools and print and digital dictionaries
  • translating texts, identifying culture-specific vocabulary (for example, 세배하다, 성묘하다, 추석) and expressions (for example, 새해 복 많이 받으세요, 그림의 떡), discussing the translation process (such as possible reasons for equivalence/non-equivalence), choosing ‘best fit’ words or omitting words
  • paraphrasing or annotating words or expressions where equivalence is not possible, discussing their original meanings and how to convey them (for example, 정들었어요, ‘mufti day’)
  • comparing different versions of translations, reflecting on the differences in translation of the same text and identifying possible reasons for such differences

  VCKOC179 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCKOC181

  Reflect on the experience of using Korean to communicate in different social situations and on their individual responses to differences in language use

  Elaborations

  • experiencing authentic or virtual interaction where Korean language and culture are involved, for example, face-to-face interaction with community members through an excursion or at Korean festivals, web-chatting, ePal, social networking
  • experimenting with Korean gestures and body language, and considering which will or will not be incorporated into own interactions when communicating in Korean, for example, using both hands when giving something to older people or beckoning downwards to signal others to come
  • noticing the use of Korean expressions of fillers (such as 어, 음, 저, …) and exclamations (어머나!, 아이고!진짜!) and deciding whether or not to adopt them in own language use
  • making appropriate language choices with awareness of social situations, for example, using 선생님as an address term when communicating with an older person to show respect, and not overly using 너/당신 to refer to the communication partner nor 그/그녀 to refer to the third party
  • reflecting on how own cultural etiquette and behaviour may be interpreted when interacting with speakers of Korean, noticing own body language and modifying gestures, such as beckoning with the palm facing upwards or downwards, rubbing hands or making direct eye contact when talking to older people
  • identifying elements of successful intercultural communication when using Korean or other languages, for example, awareness of differences, flexibility, and respect for other perspectives and traditions

  VCKOC181 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCKOC172

  Initiate and sustain interactions with peers and adults by seeking and offering ideas, expressing thoughts and feelings and making connections across different areas of interest

  Elaborations

  • initiating conversations by using expressions such as 지금 뭐 해요? 어디 가요? and 어제 … 봤어요? as appropriate according to context and participants, and developing conversations on topics of mutual interest
  • exchanging information and opinions about various topics such as family, friends, teachers, subjects, entertainment, sport and leisure, travelling, for example, 왜 한국어를 배워요? 한국어는 과학적이에요. 그리고 배우기가 쉬워요
  • expressing hopes and feelings, describing personal plans (for example, plans for school holidays), giving reasons or background information, for example, 소라가 좋아서 한국어를 배웠어요; 방학 때 뭐 할 거예요? 한국에 갈 거예요; 시험이 끝나서 기분이 좋아요
  • usingcommunication strategies such as asking for clarification or repetition, or giving feedback to indicate concession/acceptance/satisfaction, for example, 무슨 뜻이에요?; 다시 말해 주세요; 괜찮아요
  • communicating with peers via online correspondence or social networking to seek or share information or ideas on social, cultural or environmental issues, for example, 한국에서 보통 쓰레기를 어떻게 버려요? 한강에서 언제나 물놀이를 할 수 있어요? 방학 때 뭐해요? 가끔 서핑을 해요
  • recounting significant events, special occasions and milestones, for example, 지난 주말에 학교 캠프에 갔어요, 거기에서…

  VCKOC172 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCKOC008

  Translate simple idiomatic phrases and short texts such as labels, signs or short dialogues from Korean to English and vice versa, explaining perceived differences in meaning between the two versions

  Elaborations

  • translating and interpreting personal texts collaboratively and with teacher support, noticing similarities and differences in language use and considering why these might exist, for example, 민수는/가 키가 커요,착해요, 입어요/써요
  • translating public signs or notices from Korean to English and English to Korean, comparing meanings and considering how effective the translations are and why
  • using bilingual dictionaries and electronic translation tools, identifying issues such as multiple meanings of words, different words inthe same sound/form (that is, homophones), the need to consider context and to understand that meaning goes beyond the literal, for example, 우리 집 (my house), 써요 (to wear/write/use/be bitter)

  VCKOC008 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCKOC002

  Participate in collaborative activities that involve planning, making arrangements, negotiating and transacting, using different modes of communication

  Elaborations

  • planning and making decisions on details and information in organising events, such as day, time, place, activity and participants, for example, 같이 가요, 언제/어디에서 만나요? 누가 해요?
  • negotiating arrangement, indicating modality such as desire and possibility/capability, through the formulaic use of auxiliary verbs such as –고 싶어요 and –(으)ㄹ 수 있어요, for example, 무엇을 하고 싶어요?; 영화를 보고 싶어요; 할 수 있어요; 주말에 갈 수 있어요
  • making arrangements and decisions using text types such as memos, emails, letters or text messages
  • participating in real and simulated familiar transactions, such as ordering/purchasing food using the basic –어/아요 or –(으)세요 form, for example, 아이스크림 하나 주세요, 여기 있어요,고맙습니다, 감사합니다

  VCKOC002 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCKOC011

  Reflect on own identity, including identity as a user and learner of Korean, comparing observations made about experiences over time

  Elaborations

  • communicating / sharing information about own identities in terms of cultural background and personal and social experience, using declarative and descriptive statements, for example, 저는중국계 호주 사람이에요; (저는) 한국어하고 스페인어를 해요; (저는) … 회원이에요
  • preparing information to exchange with Korean-speaking students, such as a class profile showing cultural backgrounds, languages used in the home, interests and values, and using resources such as photos, captions, quotes and symbols
  • sharing ideas about how cultural aspects embedded in or accompanying Korean language use might be perceived differently in different cultures, for example, politeness, terms of address, and gestures such as bowing when greeting older people, using fingers when counting, or pointing with the index finger
  • sharing feelings or ideas on the reciprocal benefits of learning and knowing each other’s language and culture, for example, mutual understanding and friendship between themselves and peers from a Korean background

  VCKOC011 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCKOC173

  Taking action in collaborative tasks, activities and experiences which involve negotiation, making arrangements, problem-solving and shared transactions

  Elaborations

  • expressing preferences for plans, comparing and contrasting alternatives (for example, 사물놀이를 할 거예요. 그런데 꽹과리가 없어요. 어떻게 해요? …; 저는 금요일에 소풍 가는 것이 더좋아요, 금요일에 못 가면 … )
  • making plans and decisions with others, for example, arranging a birthday party or class excursion (소라의 생일 파티에서 무엇을 할까요? 춤도 추고 노래도 불러요. 한국 노래를 할 줄 알아요? 네, 할 줄 알아요. 그러면 한 번 해 보세요), agreeing or disagreeing with others’ opinions or suggestions, for example, 좋은 생각이에요, 글쎄요, 별로 …, 그 생각에 동의해요/동의하지 않아요
  • responding to invitations by accepting, declining, andgiving excuses, for example, 네, 참석하겠어요; 미안하지만 바빠서 못 가겠어요
  • participating in transactions and negotiations such as purchasing food, clothing, souvenirs or transport (for example, 이 모자가 얼마예요? 조금 작아요. 더 큰 모자를 보여주세요.) and maintaining the interaction (for example, 기념품이 너무 비싸요. 너무 비싸면 조금 싼 것을 사세요)
  • planning and participating in learning experiences that combine linguistic and cultural elements (for example, an excursion to a Korean restaurant, exhibition, festival or performance), rehearsing language forms, structures, vocabulary and behaviours, for example, 한국 식당에 갈까요?; 이 식당에서 뭐가 제일맛있어요?; 순두부 찌개와 불고기가 맜있어요; 뭐 드릴까요? 순두부 찌개 하나 주세요; 맛있었어요? 네, 아주 맛있었어요. 그렇지만 조금 매웠어요
  • asking for, giving and following directions to real or virtual locations (for example, 병원에 어떻게 가요?;쭉/곧장/왼쪽/오른쪽으로 가세요; 버스를 타고 세 정거장을 가세요; 서울역에서 갈아타세요) using electronic information devices, apps, street maps or directories
  • seeking and offering opinions in collaborative decision-making in class activities such as playing (electronic) games, for example, playing 윷놀이 (어떻게 할까요? 말을 세 칸 움직여요/옮겨요)

  VCKOC173 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCKOC009

  Create bilingual texts that refer to experiences, objects or events commonly encountered in both Australian and Korean contexts, considering how easily words or expressions translate and why some are more difficult to translate than others

  Elaborations

  • creating bilingual resources such as picture dictionaries or photo stories, including those in digital form, with bilingual captions and labels, for example, comparing photos of Korean and Australian classrooms for exchange students to each country and highlighting differences in the arrangement of furniture and wall displays
  • designing bilingual signage, for example, names of school facilities for school maps (화장실, 매점, 교실, 음악실, 수영장, …), explaining how well the translated labels represent the attributes of their designated items
  • creating and using bilingual texts, including those in digital form, for specific audiences (for example, a Big Book or game for young learners of Korean, invitations to a class event or posters for a performance), noticing how meanings need to be tailored to take account of intended audience and cultural perspectives

  VCKOC009 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCKOC180

  Create texts in Korean and English on same themes or events in different modes such as digital photo stories, short video clips or cartoons, and provide subtitles, captions or commentaries in either language to help meaning

  Elaborations

  • creating subtitles, captions or commentaries for texts such as brochures, slide show presentations or video clips that inform the school community of aspects of Korean culture (such as dining at a Korean home, shopping at a market, attending a ceremony, giving a gift)
  • producing texts in Korean and English on community events such as posters or advertisements in print or multimedia format, for example, to promote a concert or an interview with a celebrity for a teen radio station
  • creating texts such as songs or dialogues in multimedia format in either Korean or English with subtitles displayed in the language (for example, English) which is not the language used as the medium (for example, Korean)

  VCKOC180 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCKOC005

  Present ideas and information obtained from different sources in a variety of ways for a different audiences such as listing, tabulating, sequencing or charting information

  Elaborations

  • reporting, orally and in writing, on events in their immediate environments or personal worlds, such as a school/community event, celebration, excursion, or the arrival of a new student, for example, 토니는 아주 재미있어요, 토니는 김치를 안/못 먹어요
  • presenting in the form of graphs or tables information collected from surveys, for example, results from a class survey about likes and dislikes, leisure activities or diets
  • creating texts to present information or ideas to a particular audience, for example, to advertise an event, create a virtual tour of the school or report on a favourite band or type of music
  • describing and classifying aspects of Australian culture for a Korean audience, for example, food/diet, daily life, significant places or cultural practices

  VCKOC005 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCKOC006

  Participate in imaginative experiences by listening to, viewing and reading texts, including online or digital texts, such as songs, stories and cartoons, sharing feelings, responses and ideas about aspects such as characters, settings and plots/events

  Elaborations

  • listening to and reading texts including those in online or digital form such as dialogues, cartoons, comics and stories, taking note of key words or expressions and of language features such as characters’ use of the informal polite-style ending –어/아요
  • identifying and describing characters, settings, events and key ideas in texts, asking each other questions such as 여기는 학교예요, 누구예요? 어디예요? 무엇을 하고 있어요? 왜요?
  • expressing opinions about characters or settings in imaginative texts, using ‘… 같아요’, for example, 뭐예요? / 뭐 같아요? 호랑이 같아요
  • inventing a new aspect of a text, such as a new character, plot, object, perspective or an alternative ending

  VCKOC006 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating