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• 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

• VCKOC120

  Participate in chants, choral and shared reading of short imaginative texts in audio-visual, print and digital media such as cartoons, stories or rhymes, and responding through play-acting, illustrating, miming or making short statements

  Elaborations

  • participating in shared reading, sharing opinions and responding to questions about imaginative texts
  • responding to imaginative texts including digital texts, stories, rhymes and songs through play-acting, illustrating, facial expression or movement
  • interacting with a character or puppet in an imaginary situation or setting, for example, 안녕하세요?; 저는 미나예요; 만나서 반가워요
  • making simple evaluative statements about favourite characters in stories, rhymes or songs, for example, … 좋아해요/싫어해요
  • re-creating stories, rhymes and songs through mime, dance or drawing with simple captions

  VCKOC120 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCKOC141

  Translate simple Korean words and expressions for peers, teachers and family, noticing how they have similar or different meanings when translated to English or other languages

  Elaborations

  • noticing different aspects of Korean and English language and culture, such as naming conventions (for example, 박준호 versus ‘JohnSmith’) and explaining differences such as order and spacing
  • noticing Korean in texts such as signage and labels, and producing their equivalents in English
  • translating Korean texts such as public signs to understand the gist, noticing how meaning changes when translated into English, as in the case of expressions of politeness
  • identifying words that change their meaning according to the context, for example, 집(home/house: 집에 가요, 우리 집이에요), or 있어요 (have … /there is (are) … :저는 지우개가 있어요; 제니 있어요?)

  VCKOC141 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCKOC144

  Associate them selves with wider networks such as clubs, countries or language-speaking communities, and reflect on how being a Korean language user broadens these networks

  Elaborations

  • identifying various groups they belong to and reflecting on themselves as members of multiple groups
  • appreciating their additional identity as a learner of the Korean language and culture and their expanded role in their own network
  • creating own profile using spoken, written or digital forms of expression to identify roles in or memberships of various groups, including their identity as a person knowing more than one language
  • describing themselves as members of various groups by profiling themselves with drawings of their friends, family, class and school, naming them using 친구, 우리 가족, 우리 반 and 우리 학교

  VCKOC144 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCKOC029

  Interact with Korean speakers and resources, recognising that intercultural communication involves shared responsibility for meaning-making

  Elaborations

  • interacting with Koreans, noticing social norms and practices such as the use of personal space, gender roles, respect for older people, boyfriend or girlfriend relationships, same-sex hand-holding, and acceptable topics of conversation (for example, 몇 살이에요?), and considering own reactions
  • describing their experience of authentic or virtual interaction involving Korean language and culture, for example, face-to-face interaction with community members through excursions or at Korean festivals, web-chatting, or other forms of social networking
  • monitoring, recording and reflecting on intercultural experiences, examining aspects that were unexpected, comfortable or uncomfortable, successful or unsuccessful, and considering possible reasons for such feelings of comfort/discomfort
  • recognising that social values such as politeness can be expressed differently indifferent cultures, and understanding features of Korean etiquette such as avoiding direct refusal, aiming to please by answering a question even if they don’t know the answer, expressing gratitude through actions and not necessarily language (for example, limited use of 고맙습니다, 감사합니다) and waiting to be invited to eat or drink

  VCKOC029 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCKOC163

  Explore connections between aspects of identity such as nationality, ethnicity and language use, considering how these are related to culture and own identity, and to learning Korean language and culture

  Elaborations

  • experiencing aspects of traditional Korean culture, for example, trying on traditional costumes (한복) or carrying out traditional performances (for example, 사물놀이), and commenting on the experience, for example, 한복이 멋있어요; 한복을 입어 보세요; 사물놀이가재미있어요, comparing their experiences of Korean culture with their own culture/s, making connections between them
  • reflecting on their individual cultural experiences and relating these to the enrichment of their sense of identity
  • considering whether learning and using Korean impacts on their sense of identity either in or out of the classroom

  VCKOC163 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCKOC135

  Participate in collaborative tasks and shared experiences such as creating and playing simple language games or dialogues that involve simple negotiation, or preparing and presenting a group display

  Elaborations

  • asking and responding to questions in group activities such as number games, for example, using 몇이에요? and …이에요/예요, for example, 삼이에요 to form a group with those who have the same number card
  • negotiating requests using simple Korean expressions, for example, 지우개 있어요?; 아니요, 없어요; 빌려 주세요; 네, 여기 있어요
  • preparing, rehearsing and carrying out presentations, such as a Korean item for school assembly, or a digital presentation about a significant cultural event or celebration,for example, Taegeukgi, taekwondo

  VCKOC135 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCKOC191

  Initiate, sustain and extend interactions with each other and with other familiar and less familiar people, for example, by seeking and giving advice, discussing aspirations, relationships and social and cultural issues, exchanging and reflecting on different ideas

  Elaborations

  • asking for and providing specific information in sustained interactions, for example, 언제 한국에 가 봤어요? 작년 여름에 갔다 왔어요, 그 때한국은 여름이 아니고 겨울이었어요, …; 크리스만 안 보이는데요? 아마 크리켓을 하고 있을 거예요 …
  • following up own and others’ responses by elaborating on and extending the topic, for example, 누구하고 같이 갔어요? 가족하고 함께 갔어요; 거기에서 뭐 했어요?; 왜 저 가수를좋아해요? 노래도 잘 하고 멋있잖아요 …
  • sharing ideas and making suggestions relating to own and others’ experiences, for example, 한강에서 축제를 한다고 해요. 여러분도 한번 축제에 가 보세요
  • participating in exchanges, using communication strategies such as showing empathy, down-toning or indirectly expressing disagreement, for example, 그렇지요?; 좋았겠어요; 아마;글쎄요; 그런가요?; 아닌 것 같은데요
  • corresponding with peers by using telephone/video calls, text messages or computer-mediated communication tools to build relationships and share views on aspects of teenage life, such as friends, responsibilities, interests, aspirations and topical issues, for example, 함께 한국에 가면 재미있을 것 같아요; 왜 숙제를 못 했어요?; 축구를 하느라고숙제를 못 했어요; 공부하느라고 바쁜 척했어요; 주말에 음악을 들으면서 책을 읽었어요; 비행기를 기다리는 동안에 인터넷을 했어요

  VCKOC191 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCKOC022

  Use classroom language to participate in shared activities and everyday routines, such as asking for clarification and responding to others’ requests and questions

  Elaborations

  • participating in reflective activities and evaluations of classroom experiences using language such as 어떻게 생각해요? 제생각에는 …, 아마 …, 글쎄요, –(으)ㄴ/는 것 같아요
  • checking understanding and indicating understanding or not understanding (알겠어요? 네, 알겠어요/아니요, 모르겠어요)
  • giving and following instructions such as 책을 책상 위에 놓으세요; 쓰지마세요 and requesting clarification, for example, 다시 설명해 주세요; 무슨 뜻이에요?
  • asking for and making suggestions relating to shared activities, for example, 무엇을 먼저 이야기할까요? …한테 물어 보세요

  VCKOC022 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCKOC182

  Create spoken, written or multimodal texts that reflect significant experiences related to the experience of learning Korean language and culture

  Elaborations

  • mapping their own linguistic and cultural profiles, for example, by creating a chart/timeline/webprofile to highlight formative elements such as family languages, key relationships and intercultural experiences
  • describing their significant past encounters with Korean language and culture involving people, places and events, and the influence these encounters have had in shaping own identity, recording their experiences by, for example, keeping a digital/online journal in blogs or wikis
  • reflecting on own identity, relating it to own past experience involving Korean language and culture,and considering how others’ experience impacts on their identity
  • sharing and comparing, face-to-face and online, cultural and intercultural experiences and language capabilities, and exchanging views on the benefits of speaking more than one language, such as having a larger vocabulary to draw on, new insights and perspectives, and opportunities for new experiences

  VCKOC182 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCKOU187

  Explore how language use varies according to context, purpose and audience and to the mode of delivery and the relationship between participants

  Elaborations

  • identifying linguistic/textual features used in different types of text, for example, different degrees of formality and flexibility expressed in conversations, speeches, letters, emails and electronic text messages
  • recognising how language use, such as the level of politeness, reflects the intention of the speaker or author and impacts on the further development of relationships, for example, switching from a polite style to an intimate style (저를 좋아해요?; 나 좋아해?)
  • comparing language structures in Korean and English and how these are used to create affinity or distance, for example, the use of 반말 or colloquial language
  • comparing elements of communication such as body language, the use of personal space and silence in different cultural contexts and exchanges

  VCKOU187 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• 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

• 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

• 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

• 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

• 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

• VCKOU037

  Understand the symbolic nature and power of language in local and global contexts

  Elaborations

  • understanding the nature of language that reflects and may effect changes in peoples’ way of thinking and in aspects of society, finding examples from Korean, English and other known languages (for example, discouraging the use of language that implies social discrimination or replacing it with alternatives or newly created vocabulary
  • identifying the function and power of cultural expressions such as stories, symbols, icons and anthems, for example, 단군신화, 애국가, 아리랑, 태극기, the Dreamtime, Aboriginal and Australian flags
  • exploring and discussing how and why new products and practices from other cultures are adopted, typically with terminology in the language/s associated
  • collecting and discussing examples of language impacting on society and culture, drawing on other learning areas such as history, social studies and the arts

  VCKOU037 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | 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

• 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

• VCKOU132

  Recognise that Korean is one of many languages spoken in multicultural Australia and in the world

  Elaborations

  • understanding that the world contains many different languages spoken by many different communities of speakers and that most people in the world speak more than one language
  • naming languages they have encountered in their everyday life, such as the languages of their neighbours or classmates
  • exploring the range of languages spoken in Australia, including Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages

  VCKOU132 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change