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Result list

• VCKOU036

  Explore and reflect on the nature of language change in response to changing cultural and social conditions

  Elaborations

  • understanding how Hangeul was created in response to the need for a writing system that would reflect the sound system of spoken Korean in 15th-century Korea; reflecting on how its creation has impacted on the Korean language and culture and people’s lives up until now, discussing the role of script in aspects of culture in everyday life
  • discussing possible reasons for changes in Korean language use, such as exposure to other languages, changing contexts of use and the development of digital technology
  • exploring how globalisation has accelerated the use of English words and expressions in Korean language use, discussing advantages and disadvantages in the blending of languages
  • examining how acronyms or short forms of words are used in Korean and in English, discussing how these forms reflect people’s changing lifestyles

  VCKOU036 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCKOU186

  Examine grammatical structures and features and vocabulary in a range of personal, informative and imaginative texts in spoken and written modes, noticing how these contribute to textual cohesion, and compose short texts for different purposes considering cultural aspects involved

  Elaborations

  • experimenting with language appropriate to particular text types in audio-visual, print or digital/online media, such as descriptive language in documentaries, reflective language in diaries and journal entries, and persuasive language in advertisements
  • creating short texts, developing ideas coherently and using basic cohesive devices such as:
    • consistent use of the informal polite sentence ender –어/아요 throughout text consisting of multiple sentences
    • agreement of honorific elements such as honorific particles, words and suffixes in a sentence and throughout the text
    • basic conjunctive adverbs (for example, 그리고, 그러나, 그런데, 그렇지만, 그러면) and suffixes (clausal connectives) (for example, –고, –어/아서, –지만, –(으)면)
  • analysing forms, features and purposes of texts, such as how texts are organised in terms of layout, sequencing of ideas, headings and stylistic devices

  VCKOU186 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCKOU208

  Explore how language shapes thoughts and world views and mobilises action

  Elaborations

  • collecting examples that show the reciprocal relationship between language and culture, drawing on areas of interest including other learning areas
  • comparing and discussing the examples collected and relating them to Korean language and culture, for example, how the creation of Hangeul in the 15th century has continued to impact on Korean language and culture up until now
  • reflecting on how world views of a culture are reflected in and shaped by the way people use everyday language, for example, different ways to answer negative questions between Korean and English (숙제를 안 했어요? 아니요, 했어요 / 네, 안 했어요), or different perspectives involved in the use of 가다 /오다 and ‘go/come’ (파티에갈 거예요. 나하고 같이 가겠어요?; 빨리 올래요? 지금 가요!)
  • understanding how language influences people’s actions and beliefs, for example, by analysing language used in community appeals in response to natural disasters

  VCKOU208 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCKOU034

  Analyse and compose different types of texts, considering issues such as coherence, cohesion, and the relationship between textual conventions and audiences and contexts

  Elaborations

  • identifying how grammatical choices, words and images combine in a text to achieve particular intentions and effects (for example, using 나 instead of 저 in an advertisement to make the target audience identify with the social group that would use the goods being advertised)
  • exploring and identifying basic cohesive devices in texts such as:
    • consistent use of the informal polite-style ending –어/아요 throughout texts of multiple sentences
    • agreement of honorific elements such as particles, words and suffixes in a sentence (for example, 선생님께꽃을 드려요; 할머니께서 주무세요; 저에게 말씀해 주세요; 그분은 누구세요?) and throughout the text
    • use of conjunctive adverbs, for example, 그런데, 그래서, 그러면, 그렇지만, 하지만 and conjunctive suffixes (clausal connectives) such as –고, –어/아서, –(으)면
  • creating short texts, (print or digital), with a focus on textual coherence and cohesion

  VCKOU034 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCKOU151

  Reflect on and share their experience when using Korean and when using own language/s, recognising cultural elements that may cause different feelings

  Elaborations

  • reflecting on contexts where cultural elements are embedded in language use in Korean (for example, bowing when saying 안녕하세요?) and comparing this with equivalent contexts and ways of using language in English
  • recognising that 우리 means ‘my’ when used with certain words, for example, 우리 가족, 우리 나라, and sharing their ideas/experience about such use

  VCKOU151 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• 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

• 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

• 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

• VCKOU190

  Analyse how beliefs and value systems are reflected in language use and communicative behaviours, and reflect on how what is considered normal in communication varies across cultures

  Elaborations

  • investigating cultural and historical backgrounds underlying culturally appropriate body language, gestures and verbal expressions in Korean and other languages; reflecting on and discussing differences across cultures
  • investigating and using language associated with significant cultural practices and events or celebrations, for example, 설날, 단오, 추석, 한글날
  • discussing attitudes towards diversity and difference, including the use of stereotypes and generalisations, and considering how these affect communication
  • reflecting on own cultural identities and how they are expressed differently in different settings such as home, school and other social domains, considering how these might be interpreted and responded to by people from different cultures

  VCKOU190 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCKOU016

  Recognise that Korean language use varies according to contexts, situations and relationships

  Elaborations

  • identifying and discussing patterns in language use associated with gender, age, social status or purpose
  • observing differences in communication that are informal and formal (for example, 안녕하세요? versus 안녕하십니까?)
  • collecting and analysing samples of language from texts such as video clips or print/electronic forms of communication to explore differences in communicative style and expression between social groups in Korean and Australian cultures

  VCKOU016 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCKOU205

  Analyse and compose different types of texts in spoken and written modes for different purposes such as information exchange, social and cultural interaction or sharing imaginative experiences, using appropriate linguistic, textual and cultural elements

  Elaborations

  • identifying register used in Korean texts, for example in recipes, such as the formal polite style used for statements (–ㅂ/습니다) and commands (–(으)십시오) or vocabulary used to determine audience, purposes and context
  • examining cohesive devices used in Korean texts such as consistency in speech levels and honorific elements, conjunctors (–지만, –(으)니까, –어/아서, …), conjunctive adverbs (그러니까, 하지만, 그러므로, ...) and ellipsis, and their appropriateness for Korean discourse
  • creating own texts in Korean including those in digital or online forms for particular audiences and purposes in particular contexts, for example, to introduce Korean food culture to parents invited to the Korean evening, using a range of appropriate discourse devices for coherence and cohesion including appropriate vocabulary
  • comparing and contrasting the structures of a variety of authentic texts in Korean and English, exploring how the audience, purpose and context are considered differently in each language

  VCKOU205 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• 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

• 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

• VCKOU167

  Identify and use distinctive features of different types of spoken and written texts in Korean such as salutations in different contexts

  Elaborations

  • identifying the functions of parts of simple discourse such as letters/cards of invitation, for example, … 에게/께 (‘to’ in salutation) and …(으)로부터/올림 (‘from’ in closing), and comparing them with English
  • identifying the purpose, context and intended audience of a range of familiar texts, for example, phone messages, sports reports, take-away food orders
  • recognising differences between spoken and written texts, noting that some types of text such as emails or text messages combine elements of each

  VCKOU167 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCKOU038

  Analyse and comment on cultural and linguistic practices indifferent contexts and reflect on own and others’ communicative practices

  Elaborations

  • examining cultural backgrounds underlying culturally appropriate body language, gestures and verbal expressions in Korean and other languages
  • reflecting on diverse interpretations of everyday language use in Korean, including body language and gestures, and identifying Korean cultural elements, making comparisons with own language, for example, possible interpretations of such expressions as 어디 가요? and 밥 먹었어요? as either greetings or genuine questions, depending on the context
  • recognising that cultural values, customs and practices are constantly changing and are evident in language use, for example, the use of kinship terms to refer to people who are not blood relations, such as 오빠/형, 언니/누나, 이모, 삼촌
  • recognising that language use can reflect and express cultural identity; that multiple languages exist in both Korea and Australia, including indigenous languages; and that many people are multilingual and value this capability as an integral part of their identity

  VCKOU038 | Languages | Korean | 7–10 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

• 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

• 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

• VCKOU129

  Notice and identify different types of simple spoken, written and digital texts used for different purposes in familiar contexts

  Elaborations

  • listening to and viewing different types of simple texts in Korean including digital or online texts and recognising that Korean is used for purposes such as songs, chants, dialogues and stories
  • identifying Korean words in spoken and written texts where Korean is used alongside words from other languages

  VCKOU129 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCKOU015

  Recognise textual structures and features characteristic of familiar personal, informative and imaginative texts, noticing how they contribute to the making of particular meaning

  Elaborations

  • identifying the purpose, intended audience and key language features of short texts such as road signs or instructions, for example, 천천히; 미세요/당기세요
  • identifying text-type conventions from familiar types of text such as letters, emails,or greeting/invitation cards, and comparing them with English, for example, salutations, the order of elements in an address, and format of the date, for example, …에게, …로부터, 4월 3일 금요일
  • understanding how to create textual cohesion, using elements such as conjunctions to sequence and link ideas and maintain the flow of expression, for example, 그리고, 그러나, and making politeness levels consistent in a text through the use of the informal polite ending –어/아요 across sentences
  • listening, viewing and reading for gist, context and purpose, drawing on knowledge of types of text, context and language features to predict and confirm meaning, for example, the use of imperative verb forms (–(으)세요) and specialised vocabulary in an in-flight safety demonstration (안전띠, 구명 조끼, 비상구, 산소마스크, …)

  VCKOU015 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language