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• VCKOU168

  Recognise that variables such as age and personal and social relationships impact on language use in Korean, considering similar variations in language use in English and other languages represented in the classroom

  Elaborations

  • recognising social relationships between participants in interactions through their language use, for example, 미안합니다/미안해요/미안해
  • reflecting on how such differences are expressed in own and other cultures and languages
  • analysing how the language of texts such as invitations and greeting cards can vary depending on the occasion and the degree of closeness of the relationship between people

  VCKOU168 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCKOU148

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

  Elaborations

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

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

• Korean - F–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students use written and spoken Korean to communicate with teachers, peers and others in a range of settings and for a range of purposes. They use Korean to access and exchange information on a broad range of social, cultural and environmental issues of interest to young...

  Level description | Languages | Korean | F–10 Sequence | Levels 9 and 10

• 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

• 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

• VCKOC200

  Examine and modify own cultural assumptions and practices, taking responsibility for language use and choices, and recognising the significance of shared responsibility and mutual effort in intercultural communication

  Elaborations

  • reflecting on own engagement in communication with Koreans and how their language use was perceived by self, and making adjustments to own Korean language use, for example, to feel comfortable with some silence during conversation; to be indirect when making refusals (saying 잘 모르겠는데요, 글쎄요); to speak in a rather monotone without being negative; to use address terms infrequently during conversation
  • reflecting on aspects of own experiences of intercultural communication, such as possible causes of breakdowns or breakthroughs in communication, repair and recovery strategies, and responses to and insights gained through interactions
  • considering ways to improve intercultural understanding and acting on them, for example, by keeping a record (for example, journal, log, posting on forum) of memorable incidents involving intercultural interactions
  • recounting own experiences of intercultural language use in oral or written forms, for example, speeches or essays, reflecting on concepts such as ‘culture’, ‘attitudes’, ‘assumptions’ and ‘values’
  • comparing understandings of the relationship between language, culture and identity, using symbols, graphic representations, images and metaphors to represent how the relationship works
  • discussing how intercultural communication involves being flexible, responsive and open to alternative ways of communicating, for example, responding to different levels of emotionality or confrontation in debate, or different levels of respect in casual exchanges or service encounters

  VCKOC200 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• Korean - F–10 Sequence: Levels 5 and 6 achievement standards

  By the end of Level 6, students engage in classroom interactions to carry out collaborative tasks, to exchange information and to express feelings and ideas related to specific contexts, personal interests and daily routines at home and school. They ask and answer questions with appropriate intonation...

  Level description | Languages | Korean | F–10 Sequence | Levels 5 and 6

• 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

• 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

• 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