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• 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

• Korean - 7–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use Korean to interact with each other and teachers in classroom routines and activities, exchanging greetings, wishes, experiences, interests and information. They approximate different sounds and intonation patterns of Korean during spoken interaction, and construct...

  Level description | Languages | Korean | 7–10 Sequence | Levels 7 and 8

• Korean - F–10 Sequence: Levels 7 and 8 description

  Students use a range of grammatical forms and structures to convey more complex relationships between ideas and events, developing awareness of how language structures and features build up textural features. They use descriptive and expressive language including onomatopoeic and mimetic words...

  Level description | Languages | Korean | F–10 Sequence

• Korean - 7–10 Sequence: Levels 7 and 8 description

  Students become familiar with the sounds of Korean and approximate pronunciation of Korean syllables in words and short phrases, noting meaningful sounds in Korean and their differences from English sounds. They are introduced to Hangeul, recognising its alphabetical nature and different shapes...

  Level description | Languages | Korean | 7–10 Sequence

• 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

• 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

• 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

• 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

• 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

• 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

• 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

• 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

• 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

• VCKOU014

  Recognise and use vocabulary relating to familiar environments and activities such as home, school, daily routines, leisure activities and cultural celebrations

  Elaborations

  • discriminating between content words (words that have more to do with meaning, such as 나무 or 예뻐요) and function words (words that have less to do with meaning and more to do with grammatical functions, such as –이/가, 을/를, –은/는)
  • identifying family members using basic kinship terms (어머니, 아버지, 동생, 언니, 오빠, 형) and others in school environments (선생님, 학생, 친구)
  • using vocabulary to describe people, animals or objects, for example, names of body parts (눈, 코. 입, 머리, 날개, …) and colours (빨간색, 노란색, 갈색, …)
  • identifying familiar things, pets/animals, activities and places, using basic common nouns (운동, 수영, 축구, 요리, 음식, 사과, 오렌지, 집, 동물원, 공원, 영화, 코알라, 캥거루, 고양이, 강아지, 토끼, 호랑이, 여우, …) including some words for Korean food (밥, 불고기, 김치, …) and loan words from English (바비큐, 아이스크림, 크리켓, 텔레비전, 쇼핑, 컴퓨터, 조깅,…)
  • identifying objects and facilities in the school environment (책, 책상, 화장실, 매점, 교실, 음악실, 수영장, …), known languages (한국어, 영어, 아보리진어, 스페인어, 중국어, ...) and countries they are spoken in (한국, 호주, 스페인, 중국, ...)
  • using common descriptive/action verbs to describe qualities/states (좋아요, 예뻐요, 재미있어요, 재미없어요, 키가 커요/작아요, 착해요, 귀여워요, 맛있어요, 맛없어요, 맞아요, 틀려요) and actions (가요,먹어요, 좋아해요, 공부해요, 일어나요, 알아요. 몰라요, 주세요, 앉으세요, 보세요, 들으세요, 쓰세요, 따라하세요, 미세요, 당기세요), including some abstract words such as 중요해요
  • qualifying actions or states/qualities using basic adverbs (아주, 잘, 같이, 빨리, 천천히)
  • marking time using time vocabulary 어제, 오늘, 내일, 주말, –요일 (월요일, …)
  • referring to what is being communicated / discussed using 이/그/저 (이 사과가 맛있어요), 이것/저것/그것 (이것이 영어로 뭐예요?) or 여기/저기/거기 when referring to a place (여기가 우리 집이에요)
  • using numbers in Korean expressed in two different systems for different things (하나, 둘, 셋, … versus 일, 이, 삼, …)
  • using basic counters and Arabic numerals with appropriate pronunciations, for example, 사과 한 개, 학생 세 명, 11 살, 7 학년
  • using basic honorific/humble words appropriately, for example, 저, 선생님, 생신
  • using idiomatic expressions forgreeting, farewelling, for some learning activities and everyday interactions, for example, 안녕하세요? 만나서 반가워요, 안녕히가세요/계세요, 고맙습니다, 감사합니다, 환영합니다, 생일 축하합니다, … 같아요, …계 … 사람 (중국계 호주 사람), … 회원이에요
  • recognising some words related to celebrations, festivals or traditions in Korea, for example, 설날, 세배, 첫돌, 연날리기, 한복
  • recognising some specialised vocabulary, for example, 안전띠, 구명 조끼, 비상구, …

  VCKOU014 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCKOU189

  Explore the power and influence of language in local and global contexts

  Elaborations

  • investigating examples of the social power of language, drawing on other learning areas such as the humanities, other languages and the arts
  • reflecting on and sharing experiences where language has played a vital role in their daily life, such as improving or maintaining social relationships (for example, giving praise, persuading)
  • recognising the importance of a writing system suitable for its oral language in transmitting culture within its community and across time

  VCKOU189 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCKOC174

  Participate in classroom interactions and exchanges such as giving and following instructions, clarifying meanings, explaining and describing actions and reflecting on responses

  Elaborations

  • inviting people to give opinions or suggestions 어떻게 생각해요? 무엇을 먼저 이야기할까요?
  • expressing opinions using reflective language as set phrases, for example, 제 생각에는 …, 아마…, 글쎄요, …–인 것 같아요
  • indicating/checking understanding or non-understanding (알겠어요/모르겠어요(?)) and clarifying instructions or specific meanings (다시 설명해 주세요, 무슨 뜻이에요?)
  • giving and following instructions, and asking and responding to questions relating to aspects of learning activities, for example, 아직 쓰지 마세요, 숙제를 언제까지 해요/내요? 어디에서 정보를 찾아요?

  VCKOC174 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• 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

• 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

• 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