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Result list

• 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

• VCKOU150

  Understand that languages change over time and influence each other through contact and cultural exchanges

  Elaborations

  • viewing images of the original version of 훈민정음 and recognising that some letters in the original are not used in modern Korean, for example, •, ᅙ, ᅀ
  • reflecting on and discussing which languages Korean might have influenced and might have been influenced by over time, for example,Chinese, Japanese, English, French and Italian

  VCKOU150 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCKOU209

  Understand that language and culture are interrelated and reflect on how they shape and are shaped by each other

  Elaborations

  • recognising that language and culture are intertwined in texts and together convey cultural perspectives, concepts and values
  • analysing how the Korean language may reflect cultural perspectives and values such as collectivism, harmony, humility and the importance of ties between family members, for example, arange of kinship terms extending to remote relations, using kinship terms rather than first names to address members ofthe family and norms such as showing deference and saving face, for example, 네, 괜찮아요
  • investigating the origins of particular expressions or words, developing awareness of the origins of meanings and how these may or may not change over time
  • reflecting on own experiences of moving between cultures in the school, local and virtual communities and on their different roles played in different intercultural exchanges as a learner and user of Korean
  • recognising the historical, political and cultural functions and values of language, researching how the Korean language played a role in maintaining the Korean people’s culture and everyday life under the cultural and linguistic oppression during the early 19th century colonial period and how Korean culture and language lived it out, flourish and are recognised in the contemporary world

  VCKOU209 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCKOU031

  Understand and use key features of Korean sound and writing systems, including pronunciation, intonation and print conventions, applying this understanding to own speech and writing

  Elaborations

  • recognising and reproducing sounds of Korean in sentences consisting of multiple clauses, attending to pauses and intonation to identify clause sequences and types of sentences
  • pronouncing syllable blocks in a word, making appropriate changes to the sounds on syllable boundaries according to pronunciation rules, for example, pronouncing such words as 한국어, 같이, 감사합니다, 먹고 and어떻게 as 항구거, 가치, 감사함니다, 먹꼬 and 어떠케
  • experimenting with pronunciation rules and intonation collaboratively with peers
  • using basic punctuation in writing, including a question mark (?) for questions and a full stop (.) for other types of sentences
  • using spacing and spelling rules in reading and writing, recognising their differences to English, for example, 소라가 방에 있어요 versus 소라 가방에 있어요

  VCKOU031 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• 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

• VCKOU033

  Understand and use a range of vocabulary associated with different aspects of everyday life, such as basic honorific or humble words, and identify culture-embedded words and expressions

  Elaborations

  • using a range of common nouns and verbs for everyday interactions at home and school on familiar and broader topics (for example, 방학, 시험, 춤, 노래, 여행, 추다, 부르다, 배우다, 하다, 말하다, 끝나다, 만나다, 놓다, 사다, 팔다, 생기다), including words for clothing (for example, 모자, 바지, 쓰다, 입다) and transportation (for example, 버스, 기차, 자동차, 지하철, 타다) and loan words from English (for example, 파티, 이메일, 인터넷)
  • recognising and using some abstract vocabulary in the school context (for example, 과목, 수업, 과외 활동, and names of school subjects such as 수학, 과학, …)
  • using descriptive vocabulary to describe emotions (for example, 무섭다, 슬프다, 기쁘다. 신나다), senses (기분, 맛,맵다, 짜다, 아프다, 덥다, 춥다) and appearance (아름답다, 깨끗하다)
  • using abstract vocabulary relating to cognitive activity (for example, 뜻, 생각(하다), 필요하다)
  • recognising the difference between 나 and 저 referring to self and using them appropriately according to the audience, for example, peers or adults
  • indicating comparative quality using 더, for example, 더 커요
  • expressing relative frequency of events (for example, 가끔, 보통, 자주, 언제나)
  • using common adverbs such as 다시, 먼저, 한번, 열심히
  • indicating time/seasons using 오전, 오후, 주말,아침, 점심, 저녁, 봄, 여름, 가을, 겨울
  • using Korean cardinal and ordinal numbers appropriately with counters, for example, 스무 잔, 백 장, 천 송이, 첫 번째
  • using honorific or humble words such as 분, 주무시다, 계시다, 말씀, 드리다
  • identifying culture-embedded Korean words and expressions in context, for example, 추석, 새해 복 많이받으세요, 쌀밥/보리밥, 아리랑
  • using vocabulary related to youth culture such as 동아리, 힙합, including some hybrid words (for example, K–팝)
  • using reflective vocabulary such as 아마, 글쎄요
  • using location words, for example, 앞, 뒤, 위, 아래, 옆
  • inferring meaning of unfamiliar words or expressions from context, for example, 게으름뱅이 (소가 된 게으름뱅이), 연락하다 (이메일로 연락하세요), 그림의 떡
  • using idiomatic expressions as communication strategies or to enhance the interest of audiences, for example, 제 생각에는 …, –ㄴ/은/는 것 같아요, 괜찮아요
  • using some special vocabulary in Korean to express ideas drawn from other learning areas, for example, 태풍, 강, 호수
  • using exclamatory vocabulary and expressions (for example, 와, 대단해요! 아니, 이럴 수가!)

  VCKOU033 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCKOU185

  Understand and use some words and expressions that reflect Korean culture, noticing those that need additional explanation to convey their original meaning in translation

  Elaborations

  • using a range of nouns to describe aspects of everyday life in home and school environments and of topics of interest, such as names of subjects (과학, 수학, …) and sports/games including traditional Korean sports/games (축구, 야구, 씨름, 윷놀이, …), nouns related to activities such as excursions or school camp (소풍, 캠프, 날짜, 장소, 시간, 준비물, …) and those related to transactions outside the home and school (가게, 식당, 병원, …)
  • using a range of action/descriptive verbs commonly used in basic interpersonal and transactional interactions including those for more complex activities (바빠요, 싸요, 비싸요, 자요, 타요, 사요,갈아타세요)
  • using vocabulary to express some abstract ideas (for example, 과학적, 정보, 동의해요) or describe issues relating to technology, those drawn from other learning areas or environmental issues (for example, naming some popular Korean food, such as, 순두부 찌개, 불고기, and major cities or landmarks in Korea, for example, 서울, 한강, 서울역
  • identifying commonly used culture-specific words and expressions in Korean and understanding the cultural backgrounds of such words/expressions, for example, names of festival days (명절) and their associated vocabulary or expressions, for example: 설날, 세배(하다), 떡국, 새해 복 많이 받으세요, 윷놀이, …; 단오, 그네뛰기, …; 추석, 성묘(하다), 송편, …
  • using a range of descriptive verbs to express emotions, sensory qualities or impressions (for example, 아름다워요, 신나요,매워요, 짜요, 아파요, …) including idiomatic phrases (기분이 좋아요) and those closely related to the Korean view of life and human relationships (정들었어요)
  • identifying and using basic onomatopoeic and mimetic expressions in Korean (for example, 문을 똑똑 두드려요;비가 주룩주룩 와요), and translating such words, providing additional explanations to make meanings closer to the original
  • comparing Korean and English as to how expressiveness is realised in the form of language, for example, by translating into English sentences such as 첨벙첨벙 물놀이를 해요, 아기가 콜콜 자요
  • indicating comparative quality using 더or 제일/가장, for example, 저는 더큰 가방이 필요해요, 저는 불고기가 가장/제일 좋아요
  • using adverbs to:
    • emphasise or mitigate the quality expressed, for example, 너무, 조금, 정말
    • add temporal quality to the event expressed, for example, 벌써, 아직
    • indicate frequency, for example, 가끔, 보통, 자주, 언제나
    • indicate directions, for example, 쭉, 곧장
    • add some specificity to time words using 지난 or 다음 (지난 주말에 ..., 다음 월요일에 …)
  • using location nouns such as 앞, 뒤, 위 아래, 옆, 왼쪽, 오른쪽
  • using question words such as 언제, 어디서, 어떻게, 어느, and 무슨 to obtain specific information
  • using humble/honorific words such as 드려요, 드세요, 진지
  • recognising fillers (such as 아, 음, 저. …) and exclamations (such as 어머나!, 아이고! 진짜!)

  VCKOU185 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCKOU207

  Reflect on the dynamic and ecological nature of language that interacts with constantly changing environments such as contact with different languages and cultures and changing sociocultural circumstances in local and global contexts, identifying and illustrating examples from Korean language...

  Elaborations

  • exploring how Korean language has changed over time, for example, by viewing Korean dramas in historical settings and those in contemporary settings and comparing the language used between people in comparable relationships such as between family members
  • examining possible influences on language change in Korean, such as exposure to other languages, contexts of use and the development of digital technology
  • comparing spoken and written texts (for example, spoken and print advertisements, face-to-face conversations and emails) to understand how mode relates to linguistic structures and features, and how this affects meaning
  • understanding that languages incorporate other languages into their systems and examining how this takes place in Korean, for example, 조깅해요, 온라인으로

  VCKOU207 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCKOU164

  Understand the relationships between letters and sounds, and between intonation and punctuation/printing conventions in Korean, applying this understanding to own speech, reading and writing

  Elaborations

  • pronouncing words following basic pronunciation rules, for example, pronouncing 한국어, 같이 and 감사합니다 as 항구거, 가치 and 감사함니다
  • using basic punctuation in writing, including a question mark (?) for questions and a full stop (.) for other types of sentences
  • recognising spacing and spelling rules in reading and writing, for example, 소라가 방에 있어요 versus 소라 가방에 있어요
  • comparing spacing and spelling rules in Korean with such rules in English and other known languages

  VCKOU164 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCKOC201

  Investigate different aspects of their personal sense of identity, considering how learning and experiencing Korean language and culture have (or have not) changed own sense of identity, views or attitudes

  Elaborations

  • producing an autobiography in various formats such as articles, photo stories with captions, digital stories or short films, including important episodes related to the experience of learning Korean language and culture that have impacted on their identity and attitudes
  • composing a ‘cultural ID profile’ to exchange with Korean-speaking friends, making decisions about what information will be of most interest
  • sharing with others, views and opinions on the ongoing influence of Korean language learning, relating it to own aspirations and ambitions, for example, composing a self-portrait with reference to Korean language and culture after 10 years
  • reflecting on own cultural identity in terms of family background, community relationships and contact with languages (including contact with Korean and other languages and cultures), tracking changes over time or context

  VCKOC201 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCKOU032

  Extend grammatical knowledge of Korean language, including the range of forms and functions of particles, suffixes, verb endings and irregular verb forms

  Elaborations

  • modifying nouns using an adjectival form of a descriptive verb suffixed by –(으)ㄴ, for example, 예쁜 꽃, 맑은 물
  • using particles such as –한테/에게, –한테서/에게서, –(으)로 (instrumental and directional), –보다, –와/과, –만, –도,–부터 and –까지, including honorific case markers –께, –께서, –께서는
  • recognising the meaningful parts of a verb, for example, 먹+어요
  • expressing ideas or events relating to the future, suggestions, plans and hopes using forms such as –(으)ㄹ 거예요 and –(으)ㄹ까요?
  • learning how to ask and answer negative questions, for example, 숙제를 안 했어요? 아니요, 했어요 / 네, 안 했어요)
  • connecting clauses using basic conjunctive suffixes (clausal connectives) –어/아서, –고, –(으)면, –지만
  • using basic complex-verb structures such as –어/아 주다, –어/아 보다, –지 말다with an –어/아요ending to express provision, trial and prohibition (읽어 주세요, 입어 보세요, 쓰지 마세요)
  • expressing time using structures such as: a noun + 때/동안; a noun +전/후에, for example, 방학 때; 일 년 동안; 한 달 전/후에
  • using some basic irregular verbs, such as 들어요 (듣다), 불러요 (부르다), 더워요 (덥다), 추워요 (춥다), 아름다워요 (아름답다)
  • expressing relative location using a structure: a noun + a location word + 에, for example, 식탁 위에 상자가 있어요
  • expanding metalinguistic knowledge by receptive use of:
    • intimate copula verb ending (a noun + (이)야)
    • expressions of intentions and likelihood: –겠어요, –(으)ㄹ 것 같아요
    • conjunctors connecting clauses (–(으)니까, –(으)러)
    • complex structures such as –어/아야 하다, –어/아도 되다, with the informal polite ending –아/어요 (가야 해요, 먹어도 돼요), recognising that they are in the same structure as –어/아 주다, –어/아 보다 and –지 말다 (verb stem + suffix + auxiliary verb) and that the auxiliary verbs add meanings such as obligation, permission and attempt
    • complex structures connecting verbs with various functions (to be introduced as a set phrase, for example, –기 때문에, –기 위해(서)
    • levels of politeness in speech, for example, formal polite, informal polite, intimate, for example, 해, 해요, 합니다
    • honorific suffix –시–, for example, 하십니다,가르치십니다

  VCKOU032 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCKOU204

  Understand and use vocabulary that conveys abstract ideas and establishes register and style for specific audiences

  Elaborations

  • using a range of common nouns and verbs to describe activities and phenomena taking place in home, school and the wider context, such as transport, networking, festivals, weather, seasons, nature, transactions, for example, 여행, 기차, 비행기, …, 축제, 숙제, 음악, 산, 강, 호수, …, 여름, 겨울, …, 영화, 입장권, 표, …, 차례, 소리, 바쁘다, 아끼다, 춥다, 덥다, …, 많다, 적다, …,연락하다, 편리하다, 친절하다, 다치다, 시작하다, 출발하다, 도착하다, 참가하다, 기다리다
  • using abstract nouns and verbs associated with abstract or complex concepts, processes, attitudes, for example, 방법,문제, 계획(하다), 신선하다, 생각하다, 심각하다, 생기다, 되다, 그렇다, 믿다, 확신하다
  • using a range of descriptive verbs to express qualities of people, animals or nature, such as character, appearance or scenery, including some complex personal attributes, for example, 착하다, 부지런하다, 게으르다, 참을성이 있다, 정직하다, 깨끗하다
  • using specialised vocabulary drawn from other learning areas or broader topics of interest such as social or environmental issues, including some highly abstract words, special terminology, some loan words from English and some figurative use of common words (for example, ‘지구가 죽는다’): 지구, 북극, 남극,빙하, 환경, 자연, 태풍, 사이클론, 캠페인, 에너지, 청소년, 실업, 녹다, 보호(하다), 절약(하다), 낭비(하다), 파괴되다, ‘쓰레기 분리수거’, ‘환경보호’, ‘지구 온난화’, ‘다문화 사회’
  • using/recognising some well-known Korean geographical names (for example, 부산, 제주도)
  • identifying Korean names of some folk genres such as 민요, 설화 or 탈춤, and some titles of Korean folk songs or folk tales such as 아리랑, 강강술래, 심청전 or 흥부전
  • using/recognising some procedural vocabulary relating to some aspects of everyday life such as operating appliances or cooking instant food, for example, 국수, 국물, 정도 (for example, 4분 정도) 냄비, 끓이다, 넣다, 붓다, 젓다
  • using reflective/sympathetic words or phrases to signal empathy, down-toning or indirect disagreement, or just as a pause filler, for example, 그렇지요?; 좋았겠어요;아마; 글쎄요; 그런가요?; 아닌 것 같은데요
  • expanding and using honorific or humble vocabulary, for example, 주무시다, 여쭤 보다
  • expanding the range and use of adverbs, for example,훨씬, 함께, 겨우, 아마, 한번, 모두, 분명히, 하마터면
  • expanding the use of temporal vocabulary, including 작년, 올해, 내년, …전/후
  • using elements of metalanguage appropriately, for example, 단어, 명사, 동사, 줄임말, 높임말/존대말, 문장
  • inferring meanings of unknown words or expressions from information available from the text or context

  VCKOU204 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCKOC140

  Create and perform simple imaginative and expressive spoken and written texts such as dialogues or collaborative stories, using formulaic expressions and modelled language

  Elaborations

  • composing, modifying and completing own versions of skits, chants and songs, with teacher’s guidance and scaffolding, and the stimulus of different imaginative texts and experiences
  • creating individual texts such as comics, diary entries and short stories, using modelled language to express own ideas and imagined experience
  • producing and presenting picture/digital books or short scripted plays or animations that use favourite Korean words and expressions
  • creating and performing alternative versions of stories or action songs, using voice, rhythm and gestures to animate characters, or using drawings or story maps to create visual context

  VCKOC140 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• 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

• VCKOU013

  Understand and use aspects of the Korean grammatical system to form simple sentence structures, and identify features that are either specific to Korean or similar to English

  Elaborations

  • referring to self and things using first person pronouns (저, 제, 나, 내, 우리) or demonstrative pronouns (이것, 저것, 그것)
  • using basic particles to mark case and other basic functions of nouns in a sentence, for example, –이/가, –을/를, –은/는, –에, –에서, –하고
  • using basic verbs including copula (–이에요/예요) to describe state/quality or action in present or past tenses with the informal polite-style ending –어/아요 (for example, 좋아요, 예뻐요, 재미있어요/재미있었어요, 먹어요/먹었어요, 가요/갔어요), including some set phrases with auxiliary verbs such as –고 싶어요, –(으)ㄹ 수 있어요 and –고 있어요, for example, 수영할 수 있어요
  • understanding that descriptive verbs in Korean grammar have functions similar to adjectives in English (describing qualities or states and modifying nouns) but that they also behave like verbs in a sentence (conjugating and being used as the main verb)
  • using question words to make questions, for example, 누구, 무엇, 언제, 어디, 어떻게, 왜, 몇, 무슨, 어느
  • using some honorific words and suffixes (for example, 드세요, 선생님, 일어나세요) and humble words (저/제) as part of formulaic expressions
  • using simple sentence structures in the subject–object–verb order to make statements or ask questions
  • producing a sentence without a subject/object, which can be retrieved or inferred from context, for example, 지금 뭐 해요? 공부해요
  • using simple negation, placing 안 or 못 before a verb (for example, 안 가요, 못 해요) and replacing copula (–예요/이에요) with its negative form (–이/가 아니에요)
  • comparing word order in Korean and English, such as the verb-final rule and how to count objects, for example, 사과 한 개 versus ‘one apple’

  VCKOU013 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCKOU133

  Understand that ways people use language reflect their culture, such as where and how they live and what is important to them, finding examples of similarities and differences between Korean and Australian ways of communicating

  Elaborations

  • comparing gestures and body language associated with language use in different cultures, for example, bowing and saying 안녕하세요? when greeting in Korean, different ways of kissing on the cheek saying ‘hi’ in English-speaking cultures including Australia and pressing noses (that is, hongi) and saying ‘kia-ora’ when greeting in Maori
  • exploring the meaning of ‘culture’ and how it involves visible elements, for example, ways of eating or symbols such as flags, and invisible elements, for example, how people live, what they value, and how they think about themselves and others

  VCKOU133 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• VCKOU184

  Understand and use grammatical forms and structures such as suffixes for tense, honorifics and polite style marking, and auxiliary verbs and particles, using appropriate metalanguage to identify or explain forms, structures and parts of speech

  Elaborations

  • extending the use of case markers and particles to express the genitive case (소라의 생일이에요), a time frame (아침부터 저녁까지 서핑했어요), the instrumental case (색연필로 그림을 그려요) and the directional case (왼쪽으로 가세요), and to use a nominal connective –와/과 (불고기와 김치를 먹어요)
  • learning how to modify a noun by using an adjectival form of the premodifying descriptive verb suffixed by –(으)ㄴ, for example, 좋은 생각, 착한 사람
  • expressing future plans using –(으)ㄹ 거예요, for example, 한국에 갈 거예요
  • expressing intention or conjecture using –겠–, for example, 파티에 참석하겠어요, 비가 오겠어요
  • asking for or offering suggestions using –(으)ㄹ까요?, for example, 무엇을 살까요? 이 책을 읽을까요?
  • connecting clauses using conjunctive suffixes (clausal connectives) such as –어/아서, –지만, –(으)면 to express events or ideas in different relationships
  • identifying time references expressed by forms and structures of verbs such as –었/았– and –(으)ㄹ 거예요 and learning how to use them in two-clause sentences, for example, 김치가맛있었지만 조금 짰어요; 학교에 가서 공부할 거예요
  • using basic complex-verb structures such as –어/아 주다, –고 있다, –(으)ㄹ 줄 알다, –(으)ㄹ수 있다 and –어/아 보다 as set phrases in their –어/아요 form to express complex ideas, for example, 보여 주세요, 자고 있어요, 할 줄 알아요, 먹을 수 있어요, 읽어 보세요
  • learning how to construct noun phrases out of verbs using a suffix –기 and using it with case markers or particles, for example, 한국어를 배우기가 쉬워요
  • extending the use of polite language to honorific particles and humble/honorific words, for example, 할머니께 선물을 드렸어요; 할아버지, 진지 드세요
  • understanding and developing metalanguage for parts of speech relating to grammatical functions such as naming (학교, 연필), referring to people or objects (나/저, 이것/저것/그것), qualifying things (예쁜 꽃) and expressing actions, states or qualities (먹어요, 좋아요)
  • comparing how the case of a noun or pronoun is identified in Korean and English sentences, for example, 저는 사과를 먹어요 versus ‘I eat apples’

  VCKOU184 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCKOU146

  Understand and use key grammatical forms and structures such as basic pronouns and case markers and the polite verb ending –어/아요 in own simple language production, and recognise politeness embedded in humble or honorific forms such as 저 and –(으)세요

  Elaborations

  • constructing sentences with an –어/아요 ending on topics of personal interest in simple structures withsupport such as scaffolding, modelling or cues and in meaningful contexts, for example, 저는 사과를 먹어요
  • using –(으)세요 for different types of sentences (such as statements, questions, requests or commands) and recognising the honorific meaning embedded in −세−
  • using 저 and 나 to refer to self and understanding different contexts where they are used
  • using a structure, a noun or pronoun + a case marker/particle (–은/는, –이/가, –을/를, –에, –도) as a set phrase, for example, 저는, and understanding differences in meanings
  • understanding that 이게, 저게 and 그게 refer to objects without naming and that they are subjects in sentences, for example, 이게 뭐예요?
  • asking simple questions about a person, object or number using a basic question word such as 누구/누가, 무엇/뭐 or 몇, for example, 지금 뭐 해요? 누구예요?

  VCKOU146 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCKOU203

  Understand how grammatical elements, such as particles and suffixes, impact on higher levels of grammar, such as tense, mood, honorification, speech level and formality, and on meaning-making from the phrasal level to that of the entire text

  Elaborations

  • understanding and using the dictionary forms of action and descriptive verbs, for example, to identify the meaningful part or to look up unknown verbs in a dictionary (가다, 오다, 하다, 먹다, 들다, 듣다, 읽다, 덥다, 예쁘다, …)
  • using a range of case markers and particles, including honorific forms as applicable, for appropriate grammatical functions, for example, –한테/에게, –한테서/에게서, –께, –께서, –께서는,–(으)로, –보다, –만, –마다
  • understanding various functions/meanings of a topic marker –은/는, using it for functions other than marking the subject as the topic of the sentence (저는 마이클이에요) such as highlighting, emphasising or making contrast, for example, 저는 오렌지를 좋아하지 않아요. 그런데 사과는 좋아해요; 한국에는 태풍이 오고 호주에는 사이클론이 와요. 태풍은 …, 사이클론은 …
  • making a relative clause, that is, a noun-modifying clause, by replacing the verb ending of the clause- final verb with –(으)ㄴ, –는, or –(으)ㄹ appropriately, for example, 저기에서 노래하는 사람이 누구예요?; 제가 어제 본 영화는 정말 슬펐어요; 언제 갈계획이에요?; 날씨가 좋은 날에 바비큐를 해요; 재미있을 것 같아요
  • using long negative forms of verbs, such as –지 않다, –지 못하다
  • using negative questions and answering appropriately, for example, 그 영화를 안 봤어요/보지 않았어요? 아니요, 봤어요 / 네, 안 봤어요/보지 않았어요; 김치를 못먹어요/먹지 못해요? 아니요, 먹어요/ 네, 못 먹어요/먹지 못해요; 숙제가 없어요? 아니요, 있어요 / 네, 없어요)
  • understanding the concept of different speech levels and styles in Korean, and using sentence-final verb endings in three speech styles appropriately for the audience: –ㅂ/습니다, –ㅂ/습니까, –ㅂ/읍시다, –(으)십시오 (the formal polite style); –어/아요 (the informal polite style); and –어/아 (the intimate style)
  • analysing the structure of complex verb phrases and expanding their use, understanding how meanings are added to the main verb, such as desire, likelihood, shift of actions, designation, habits, pretence (as if …) and verge (almost ...), for example, 알고 싶어요, 비가 올 것 같아요, 갔다 왔어요, 보러 가요,조깅을 하곤 했어요, 바쁜 척했어요, 가지 못할 뻔했어요
  • reporting speech or thought using –다고/–(이)라고, forexample, 맞다고 생각해요, 4 번이라고 생각해요; 한국에서 가장 큰 축제라고 해요
  • connecting ideas in different relationships using a range of conjunctive suffixes, noting the different tense expressions in the two connected clauses, for example:
    • –다가: 학교에 가다가 친구를 만났어요: 학교에 갔다가 친구를만났어요
    • –(으)니까: 비가 올 것 같으니까 우산을 가지고 가세요
    • –(으)ㄴ/는데: 생각을 많이 해 봤는데 아직 잘 모르겠어
    • –느라고: 축구를 하느라고 숙제를 못 했어요
    • –더니: 한국에 갔더니 아름다운 산이 아주 많았어요
    • –(으)면서: 소라가 음악을 들으면서 책을 읽고 있어요
    • –다면: 한국에 간다면 제주도에 가 보고싶어요
  • using the structures: a verb stem + –기 때문에 and a noun + 에 대해서 appropriately, for example, 비가 자주 오지 않기 때문에 물을 아껴야 해요; 쓰레기 분리수거에 대해서 이야기해 봅시다
  • understanding the function and meaning of a range of defective nouns (불완전 명사, for example, 동안, 때, 뻔, 것/거, 척, …) used in complex structures, and using them appropriately: …노래하는 동안(에) …; 한국에 갈 때(에) …; 비행기를 못 탈 뻔했어요; 학교에 갔을 거예요; 바쁜 척 했어요
  • using a range of sentence enders and understanding their differences in meaning and appropriateness to the context, for example, –잖아요, –(으)ㄹ래요, –(으)ㄹ까요, –(으)ㅂ시다, –(으)ㄴ/는데요, –지요

  VCKOU203 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCKOU017

  Understand the dynamic nature of Korean and other languages

  Elaborations

  • viewing images of the original version of 훈민정음 and recognising that some lettersin the original are not used in modern Korean script, for example •, ᅙ, ᅀ
  • identifying loan words in Korean borrowed from other languages, for example, 텔레비전, 쇼핑, 컴퓨터
  • identifying hybrid –하다 verbs where a loan word (noun) and –하다 are conjoined to behave as a verb, for example, 쇼핑해요, 조깅해요
  • identifying words which have similar meanings and pronunciation across different languages, reflecting on the possible origins of such words and their associated cultures

  VCKOU017 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change