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• VCKOC193

  Use interactional language to elicit, offer, negotiate, report, and reflect and elaborate on opinions and ideas

  Elaborations

  • participating in class discussion by:
    • expressing own opinion such as agreement or disagreement with others, for example, 저는 민수가 맞다고 생각해요; 저는 정답이4번이라고 생각했어요
    • eliciting and reflecting on others’ opinions, for example, 왜 그렇게 생각해요?; 어떻게 그렇게 되었어요?; 정말 그럴까요?; 아,그렇군요
  • interacting in class activities such as games or events, by taking turns, expressing agreement/disagreement, giving encouragement/praise or critique, for example, 내차례예요; 누가 먼저 하는 거예요?; 그건 아닌 것 같아요; 잘 할 수 있을 거예요
  • discussing language and language learning using metalanguage, for example, 단어, 명사, 동사, 줄임말, 높임말/경어, 문장

  VCKOC193 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCKOC161

  Create bilingual texts and resources such as signs, notices, captions, displays, websites or word banks for own learning, and share them in the school community and with learners of Korean in the virtual community

  Elaborations

  • creating bilingual texts for digital or multimodal resources for the community, for example, a virtual tour for school with signs, notices, labels and short comments in Korean and English, for example, 조용히 하세요 (‘Be quiet’), 도서실 (‘Library’)
  • creating parallel lists of informal Korean and English expressions for everyday interactions with friends and family in print and digital modes
  • composing bilingual texts such as posters for class or school assembly performances, events or displays, for example, 10월 3일 개천절
  • constructing and co-maintaining a bilingual website with a sister-school or contact group of young learners of English in a Korean-speaking community

  VCKOC161 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• 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

• VCKOC003

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

  Elaborations

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

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

• VCKOC179

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

  Elaborations

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

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

• VCKOC138

  Present information gathered from different types of texts relating to people, objects, places and events

  Elaborations

  • reporting on information gathered from sources including online resources such as interviews, surveys or brochures, using different media including those in digital formats such as drawings, posters and captioned photos
  • using simple descriptive language and supporting resources to introduce family members and friends, identifying relationships (우리 엄마예요; 친구예요) and cultural backgrounds (호주 사람이에요;한국 사람이에요)
  • creating a class profile from information collected from each other, for example, creating a chart or database to identify favourite sports, food, or colours (크리켓, 불고기,빨간색)
  • presenting information on events or topics of possible interest to Korean children of their own age (for example, 생일, 방학), using multimodal resources and realia support and building vocabulary to describe actions and feelings

  VCKOC138 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCKOC020

  Initiate and sustain interactions to develop relationships with peers and adults, to exchange ideas, opinions and feelings and to reflect on own and others’ responses

  Elaborations

  • initiating a conversation by using expressions appropriate to the context and the audience such as 지금 뭐해요? 어디 가요? 어제 …봤어요? and developing the conversation on topics of mutual interest, for example, 주말에 시간 있어요? 네, 시간 있어요. 그런데 토요일 오후와 일요일에괜찮아요. 토요일 아침에 뭐 해요? 아홉 시부터 열 두 시까지 운동해요
  • exchanging and describing opinions and ideas, expressing hopes and feelings, and giving reasons for plans, for example, 왜 한국어를 배워요? 소라가 좋아서 한국어를 배웠어요. 어느 선생님한테서 배웠어요? 방학 때 뭐 할 거예요? 한국에 갈거예요. 시험이 끝나서 기분이 좋아요
  • using communication strategies such as asking for clarification/repetition and indicating concession, for example, …이/가/은/는 무슨 뜻이에요? 다시 말해 주세요. 괜찮아요

  VCKOC020 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCKOC198

  Translate texts for different audiences and contexts, and reflect on how cultural values, attitudes, assumptions and world views are differently encoded in languages

  Elaborations

  • translating short texts and excerpts from a range of informative and literary texts, identifying cultural elements and reflecting on how they are encoded in common words or expressions, for example, the use of family terms, titles and terms of address, and the way of answering negative questions and of using 가다/오다 from a perspective different from that involved in using ‘go/come’ (나하고 같이 갈래요? 샘하고 같이올래요? 지금 가요! 제니가 지금 와요!), and providing additional explanation, information or exemplification
  • translating texts that contain cultural elements, for example, old sayings or proverbs, considering how differently cultural values or culture-specific concepts are embedded in texts in different languages to represent same/similar ideas or practices, for example, 호랑이도 제 말하면 온다 (‘speak of the devil’), 소 잃고 외양간 고친다 (‘to shut the barn door after the horse has bolted’)
  • translating texts such as advertisements, songs or film extracts, including those in online or digital form, examining the appropriateness of translation for specified audiences and contexts
  • comparing own translation with others, noticing similarities and differences, and reflecting on why interpretations may vary

  VCKOC198 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• 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

• VCKOC024

  Convey ideas or viewpoints from different perspectives to various audiences in familiar contexts using different modes of presentation

  Elaborations

  • describing aspects of Australian culture for a particular audience, for example, the physical environment, specific celebrations or features of cuisine, including explanations of expressions such as ‘the bush’ or ‘fair go’
  • creating texts such as brochures, cartoons, notices, blogs or video clips to introduce Korean culture or lifestyle to Australian friends, parents or peers on social networking websites or to the general public, for example, 한국은 7월과 8월에 아주 더워요. 그래서 여름에 …
  • presenting information on different elements or perspectives on ideas such as seasons, festival food, costumes, entertainment (games, sports, dances, music …), specific cultural practices associated with festival days, for example,on 설날, 추석, in various modes (for example, concept maps, flow charts and tabulations, graphics or captioned photographs)
  • explaining to others a procedure or practice, for example, a recipe, the rules of a sport or a board game, instructions on caring for a pet/animal, or fashion tips, for example, by giving priority to classified information using 첫 번째, …, 두 번째, …
  • conveying information about different viewpoints on topics of interest such as sustainability, health or environmental issues, for example, 호주의 강과 호수는 깨끗해요

  VCKOC024 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCKOC115

  Interact and socialise with peers and teacher to greet, introduce themselves and give basic personal information

  Elaborations

  • greeting the teacher and peers using appropriate expressions and body language, for example, 안녕하세요? 안녕? 만나서 반가워요
  • introducing themselves using 저는…이에요/예요 as a set phrase
  • asking about and expressing likes/dislikes using simple language such as 뭐 좋아해요? 고양이를 좋아해요

  VCKOC115 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• 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

• 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

• VCKOC028

  Create bilingual texts for the wider community, such as notices, instructions, promotional material, performances or announcements, considering cultural aspects of each language

  Elaborations

  • providing bilingual captions for images of Korean or Australian scenes to explain cultural references, for example, bush, beach or city images
  • producing bilingual texts in different formats including digital texts such as captioned photos, notices, signs and instructions, for particular audiences in familiar contexts, for example, for intending international students to Korean or Australian schools, highlighting key terms and expressions associated with the context, such as 과목 (수학, 과학, 사회, 역사, …), 수업 시간, 과외 활동
  • conveying information and providing instructions to others in a range of bilingual texts including those in digital or online form, for example, a car park ticket, a health brochure/announcement, or instructions for a computer game
  • creating bilingual texts to inform others in the local community, for example, a poster to announce a lunchtime concert or fundraising food stall, a display for a local venue such as a library, youth club or flea market, for example, 힙합 동아리에 오세요!; 청바지를 팝니다; 이메일로 연락하세요

  VCKOC028 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCKOC192

  Arrange and manage shared activities such as problem-solving and different types of transactions, adopting different roles to present diverse views and perspectives

  Elaborations

  • solving problems by explaining discoveries and results, discussing ideas, suggesting a range of options with specific information such as roles of participants, locations, time, methods and reasons, for example, 한국에 갔더니 아름다운 산이 아주 많았어요. 다음에 갈 때 같이 갑시다; 언제 …–겠어요?; 누가 …–(으)ㄹ래요?; 어떻게 …–(으)ㄹ계획이에요?; 왜 그렇게생각해요? 어디에서 …–(으)면 좋을까요?; 선생님께 여쭤 봅시다
  • planning and negotiating collaboratively in scenarios or events related to travelling or living in Korea, such as living with a host family, seeking medical treatment, or using transport, for example, 안녕히 주무세요/잘 자; 팔을 다쳤는데 병원에 가야 할까요?; 지하철을 타면 5시까지 도착할수 있을 거예요
  • comparing the quality of goods and taking action, for example, 이것이 저것보다 훨씬 더 신선해요. 그러니까 이것을 사요; 기차가 버스보다 더 편리하니까 기차로 가요
  • making complaints and recommendations, for example, 그 식당은 서비스가 친절하지 않으니까 가지 맙시다
  • sharing experiences and transactions, for example, 주말에 영화를 같이 보러 갈래요?; 무슨 영화가 좋아요?; 영화가 몇 시에 시작해요?; 입장권이 얼마 정도 해요?;비행기표를 겨우 샀어요; 하마터면 부산에 가지 못할 뻔했어요
  • planning shared events or activities, using online and digital forms of communication such as emails, chat forums and community websites, for example, intercultural components of 호주 한국 국제 영화제, 한국 문화원, 관광명소, 자매학교
  • presenting views and perspectives at real or simulated forums, protests or rallies to raise awareness of environmental, social or ethical issues such as 쓰레기 분리수거, 청소년 실업 문제, 환경보호 캠페인, 절약, 낭비, 지구 온난화, using language, for example, 쓰레기 분리수거에 대해서 …; 청소년실업 문제가 심각하다고 합니다 …; 호주에는 여름에 비가 자주 오지 않기 때문에 물을 아껴야 해요; 물을 절약하는 방법은…; 에너지를 낭비하면…; 깨끗한 환경 …
  • transacting for goods and services, considering concepts such as value, availability, competition and ethics, for example, 세 시 전에 출발하는 버스가 있어요?; 환경보호 캠페인에 참가하고 싶은데 누구한테 연락해야 해요?

  VCKOC192 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCKOC172

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

  Elaborations

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

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

• VCKOC142

  Create simple bilingual resources for their learning and for the school community

  Elaborations

  • producing a parallel bilingual word list by identifying known Korean words or expressions and relating them to English equivalents, and vice versa, noticing that direct translation sometimes does not work
  • preparing descriptions in both Korean and English about familiar topics, using modelled language and choosing vocabulary from word lists, discussing differences in expression between the two languages with the teacher
  • creating bilingual texts for the classroom and the school community using digital technologies (for example, posters, songs and online newsletter items), sharing ideas about how to represent meaning in different languages for different audiences

  VCKOC142 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCKOC116

  Engage in guided group activities and simple exchanges such as playing games; group singing or dancing; contributing ideas through key words, images, mimes

  Elaborations

  • participating in group singing and chanting and performing actions, for example, 가나다 노래, 안녕 노래
  • making simple requests using … 주세요 and expressing thanks, 고맙습니다
  • providing descriptions of familiar objects or people, for example, 마이클이에요, 코예요
  • following instructions for language games such as pass the message, 코코코 놀이

  VCKOC116 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCKOC117

  Interact in familiar classroom routines and follow simple classroom instructions

  Elaborations

  • using ... 있어요/없어요 and 네/아니요 to interact with the teacher in routine exchanges such as roll call
  • responding with appropriate actions to the teacher’s simple instructions such as 따라하세요, 일어나세요, 앉으세요,인사하세요
  • asking questions and responding to the teacher and peers by using 뭐예요? …이에요/예요
  • using 안녕하세요?; 안녕히 가세요/계세요, to greet or to take leave

  VCKOC117 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCKOC197

  Create and present imaginative texts that express ideas through characters, events or settings, making connections between past, present and future, and between reality and imagination

  Elaborations

  • creating various types of texts including those in digital and online forms such as stories, songs, chants, or scripts for role- plays or skits, considering main characters, themes, settings and/or plots, for different types of audience, for example, young learners of Korean or parents of peers
  • creating and presenting texts invarious forms, such as digital stories or performances that reflect significant Korean or Australian events or histories (for example, 한글날, 개천절, Australia Day, Anzac Day, National Sorry Day)
  • creating and acting out imaginary characters in contexts that involve possible intercultural circumstances, drawing on resources such as news reports or feature articles
  • critiquing own and others’ presentations, taking the perspectives of authors and performers (for example, 내가 애나라면 더 큰 소리로 말하겠어요)

  VCKOC197 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Communicating | Creating