Search results

Result list

• VCKOU037

  Understand the symbolic nature and power of language in local and global contexts

  Elaborations

  • understanding the nature of language that reflects and may effect changes in peoples’ way of thinking and in aspects of society, finding examples from Korean, English and other known languages (for example, discouraging the use of language that implies social discrimination or replacing it with alternatives or newly created vocabulary
  • identifying the function and power of cultural expressions such as stories, symbols, icons and anthems, for example, 단군신화, 애국가, 아리랑, 태극기, the Dreamtime, Aboriginal and Australian flags
  • exploring and discussing how and why new products and practices from other cultures are adopted, typically with terminology in the language/s associated
  • collecting and discussing examples of language impacting on society and culture, drawing on other learning areas such as history, social studies and the arts

  VCKOU037 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCKOU170

  Investigate how language can be used to influence people, ideas and the understanding of cultures

  Elaborations

  • exploring various ways language is used to influence perceptions of people, through verbal interactions, for example, using polite language or slang, or other means of communicating, for example, fashion or graphic design
  • experimenting with spoken and written Korean to enhance and explore others’ perceptions of Korea and Korean, for example, by designing art work using Korean letters/expressions and by predicting and reflecting on responses

  VCKOU170 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• 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

• VCKOC125

  Recognise themselves as members of different groups, including the Korean class, the school, their family and community, and consider their roles within these different groups

  Elaborations

  • naming languages they know and are learning, for example, 한국어
  • making simple statements about themselves, including who they are and their personal preferences, for example, 저는 …이에요/예요, 저는 … 좋아해요/싫어해요
  • noticing their own use of words, expressions or behaviours that make them who they are, such as using words from different languages, ways of celebrating or communicating that may not be familiar to other people

  VCKOC125 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCKOU012

  Recognise features of the Korean sound and writing systems including Hangeul, making connections between spoken and written Korean texts

  Elaborations

  • listening to and reproducing the sounds of Korean, noticing sound-symbol correspondence, for example, in consonants (발 versus 팔, 갈 versus칼), in diphthongs transcribed as combinations of vowel letters (반가워요, 와요, 왜, 의사, 가위) and in tense consonants transcribed by double-consonant letters (살 versus 쌀, 자요 versus 짜요, 고리 versus 꼬리, 방 versus빵)
  • recognising the differences in intonation between statements, questions, requests and commands, for example, 가요; 가요?; 가요; 가요!
  • constructing syllable blocks in different shapes, where a consonant and a vertical vowel are positioned side by side (for example, 가), a horizontalvowel is positioned underneath a consonant (for example, 누), or a consonant or a consonant cluster is added as asyllable-final consonant (받침) under the first two types of syllable blocks, for example, 각, 눈, 닭
  • combining syllable blocks to write a word and applying spacing rules (띄어쓰기) and basic phonological rules (for example, 친구가 교실에서 책을 읽어요) when reading and writing

  VCKOU012 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCKOU148

  Recognise differences in language features and text structures in different types of texts, including those in digital form, used in familiar contexts

  Elaborations

  • identifying familiar text types in different modes and using them in activities such as converting dialogues to chants
  • recognising language features typically associated with particular texts, for example, the use of imperatives in games
  • noticing differences between written and spoken texts (for example, comparing a written story with a spoken version), or comparing how texts within the same mode can differ, for example, a birthday card and an email message

  VCKOU148 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCKOU183

  Use appropriate pronunciation rules and writing conventions to produce and read short texts in Korean that include some less familiar language

  Elaborations

  • applying pronunciation rules and writing conventions to reading and writing, inferring meanings of less familiar texts provided in Korean, such as 먹고, 어떻게 and 축하합니다 pronounced as 먹꼬, 어떠케 and 추카함니다
  • experimenting with pronunciation of less familiar texts
  • comparing how loan words from English are written in Hangeul and pronounced in Korean with how their original counterparts in English are written and pronounced, for example, 테니스versus ‘tennis’, 포크 versus ‘fork’, 인터넷 versus ‘internet’
  • composing texts, applying spacing rules in Korean

  VCKOU183 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCKOU202

  Apply features and rules of Korean pronunciation and Hangeul to understanding and producing a range of texts for different audiences and purposes

  Elaborations

  • using Korean pronunciation and spelling rules for listening to and reading authentic texts and producing own written and oral texts
  • knowing when to pause in complex sentences with embedded clauses
  • understanding that there are variations in Korean pronunciation across people from different regions of Korea but that spelling follows standardised rules
  • writing in Hangeul independently, observing writing conventions and rules

  VCKOU202 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCKOU149

  Build understanding of the variability of language use in Korean, for example, in relation to the age and relationship of participants

  Elaborations

  • greeting and taking part appropriately in familiar situations, for example, with peers and with the teacher, identifying differences of contexts and addressees, for example, 안녕?; 안녕하세요?; 안녕히 가세요/계세요; 잘 가/있어
  • recognising the appropriateness of gestures to accompany language when addressing teachers, friends or visitors to school

  VCKOU149 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCKOU019

  Identify beliefs, attitudes and value systems reflected in their own everyday language use in English, other languages and Korean, comparing ways of communicating across cultures

  Elaborations

  • identifying non-verbal expressions taken for granted in communication in different cultures, for example, the use/non-use of eye contact, bowing, nodding, pointing
  • reflecting on individual words which may be interpreted differently by people who do not know Korean culture, for example, 우리 집, 우리 선생님
  • discussing, questioning and explaining understanding of other cultures including Korean to others non-judgmentally, for example, without stereotyping
  • understanding the significance of social conventions and cultural concepts, for example, 잘 먹겠습니다, 잘 먹었습니다
  • exploring how politeness is expressed differently in Korean and English

  VCKOU019 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• 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

• VCKOU145

  Recognise characteristics of Korean pronunciation and intonation patterns, the alphabetical nature of Hangeul, and the structural features of individual syllable blocks including 받침

  Elaborations

  • learning sets of Korean vowels and consonants
  • discriminating between sounds in Korean, for example, 가/카/까; 다/타/따; 바/빠/파; 사/싸; 자/차/짜; 내/네; 너/노
  • experimenting with Hangeul consonants and vowels to construct/deconstruct syllable blocks, for example, ㅊ + ㅏ ◊ 차; ㄱ + ㅏ + ㅇ ◊ 강; ㅅ+ ㅜ ◊ 수; ㄱ + ㅗ + ㅁ ◊ 곰
  • identifying how pronunciation and intonation are used in spoken,written and multimodal texts, for example, 좋아요; 아주 좋아요; 좋아요?

  VCKOU145 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCKOU132

  Recognise that Korean is one of many languages spoken in multicultural Australia and in the world

  Elaborations

  • understanding that the world contains many different languages spoken by many different communities of speakers and that most people in the world speak more than one language
  • naming languages they have encountered in their everyday life, such as the languages of their neighbours or classmates
  • exploring the range of languages spoken in Australia, including Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages

  VCKOU132 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCKOU126

  Recognise the sounds of the Korean language and the forms of Hangeul syllable blocks, and understand that the syllable block is the basic unit of writing in Korean, associating individual syllable blocks with their pronunciations

  Elaborations

  • differentiating Korean and English sounds, for example, by comparing names in Korean and English (for example, 로버트versus ‘Robert’)
  • categorising names according to their first consonant, for example, 마크, 매튜, 마이클
  • discriminating between simple vowel and consonant letters in a syllable block
  • recognising the order of strokes in writing syllable blocks

  VCKOU126 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCKOC199

  Create bilingual texts that reflect aspects of Australian culture (for example, Christmas celebrations) for Korean-speaking audiences in the school and wider community including virtual communities, reflecting on how meaning can be conveyed effectively

  Elaborations

  • creating captions or commentaries using Korean or English to accompany texts produced in English or Korean such as lyrics, video clips and film extracts, exchanging and comparing own bilingual texts with peers, discussing which version better fits the original version and why
  • producing public texts for different contexts in both Korean and English such as brochures, advertisements or leaflets, for example, for Korean exchange students to Australia or for student visitors to Korea on a study tour, and reflecting on the process of working in both languages
  • creating bilingual texts such as video clips with subtitles explaining Australian cultural practices, for example, bushwalking, New Year’s Eve celebrations, the Melbourne Cup

  VCKOC199 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• 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

• VCKOU147

  Recognise and use vocabulary to describe familiar people, objects and places, and basic routines, including Sino- and pure Korean number words with basic counters, words for colours, names of sports

  Elaborations

  • using number expressions with appropriate counters, for example, 한 개, 두 마리, 세 명, 아홉 살, 삼학년
  • using basic common action and descriptive verbs to describe their daily lives or preferences, for example, 가요, 일어나요, 들어요, 해요, 좋아요, 나빠요, 착해요
  • using vocabulary related to school (for example, 학교, 책, 지우개, 친구), home (for example, 집,가족, 엄마, 아빠), sports and leisure activities (for example, 방학, 수영, 캠핑)
  • using vocabulary to describe familiar objects or people, for example, 빨간색 가방
  • using some adverbs as part of formulaic language, for example, 지금/오늘/주말에 뭐 해요? 아주 잘 했어요

  VCKOU147 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• 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

• VCKOC137

  Identify topics and key points of factual information in short spoken, written, digital and multimodal texts related to familiar contexts, routines and interests

  Elaborations

  • gathering information about other people’s activities, for example, by surveying peers about weekend or daily activities, for example, 주말에 뭐 해요? 수영해요; 오늘 뭐 해요? 학교에 가요
  • compiling information and reporting it to others, for example, by making a shared class graph showing popular leisure activities
  • listening to short spoken texts with some unfamiliar language, identifying points of information, for example, the name and number on a recorded phone message, the age of a child interviewed
  • obtaining and using factual information from print, digital or multimodal texts related to other learning areas, for example, completing a simple science experiment, naming countries and significant land features, or recording distances using geography skills

  VCKOC137 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCKOC196

  Review and respond to different types of creative texts in different modes, identifying aspects of the language and culture that help to create effects such as emotion

  Elaborations

  • listening to, reading and viewing imaginative texts such as short stories, films, poetry, raps and songs, and:
    • identifying emotional aspects of the texts that are specific to Korean language and culture, for example, the use of expressive language and the description of animals
    • critically reflecting on and sharing own responses with others
  • reading texts including those in digital and online modes such as extracts from a biography or diary for enjoyment and to gain insights into other people’s experiences and perspectives
  • modifying existing texts, for example, creating an alternative ending, introducing a new character, changing the setting or adding a major event, or providing a video clip to accompany and reinforce the meaning expressed in lyrics
  • creating texts to parody existing texts and to explore a range of genres, for example, re-creating a music clip or advertisement
  • identifying and responding to key messages and values in traditional texts such as 민요, (for example, 아리랑, 강강술래), 설화 (for example, 심청전, 흥부전) or dialogues in 탈춤, and considering their relevance in modern times
  • discussing how texts such as films, plays and songs portray social issues (such as conflict in relationships or poverty) and values (such as honesty and humility)

  VCKOC196 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Communicating | Creating