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• 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

• VCKOC021

  Contribute to collaborative planning, decision-making, problem-solving and transactions, providing ideas or suggestions and considering options

  Elaborations

  • participating in planning and decision-making with others, such as arranging a class excursion or a birthday party, for example, 소라의 생일 파티에서 무엇을 할까요? 춤도 추고 노래도 불러요. 한국 노래를 할 줄 알아요? 네, 아리랑을 할 줄 알아요. 그러면 한 번 해 보세요
  • making transactions in either authentic or simulated situations such as shopping in a Korean shop, purchasing goods such as fashion items, food or a mobile phone and checking the receipt to confirm the price and information relating to the purchase, for example, 이 모자가얼마예요? 모자가 예쁘지만 너무 작아요. 더 큰 모자를 보여 주세요. 써 보세요, 영수증 좀 보여 주세요
  • planning collaboratively for an event by participating in scenarios related to travelling or living in Korea, for example, living with a host family, seeking medical treatment, or using transport, for example, 지하철을 타면 빨리 갈수 있어요; 맛이 어때요? 김치가 매워요. 하지만 맛있어요; 머리와 목이 아파요
  • applying for services or opportunities such as student exchange programs, scholarships or fundraising, explaining reasons for the application, for example, 일 년 후에 한국으로 여행 갈거예요. 그래서 한국어를 열심히 공부해요 …

  VCKOC021 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• 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

• 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

• VCKOC030

  Reflect on own identity and on how it is affected by the experience of Korean language learning

  Elaborations

  • gathering examples of language/s used by various people in different contexts, including the Korean language spoken by Koreans in different social/age groups and in different places, and discussing how the examples reveal aspects of identity
  • discussing challenges and rewards they feel during intercultural interactions and how the experience of learning and using Korean challenges preconceptions or stereotypes and helps them to revise own attitudes
  • recounting personal stories, in oral, written or digital forms, about significant encounters, explaining why they consider them significant
  • monitoring own language use and sense of identity across a range of intercultural interactions, such as by using a blog or journal, and considering personal experience, perspectives and values about being a learner and user of Korean
  • sharing with others the ongoing influence of Korean language learning on the shaping of their identity

  VCKOC030 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCKOC134

  Socialise and build relationships with peers and teacher through the exchange of personal information in relation to self, friends and family members

  Elaborations

  • asking and answering questions relating to personal information about themselves, each other, friends, family members, favourite things and special talents, for example, 누구예요? 몇 살이에요?
  • interacting with each other, for example, by using 나/저도 좋아요; 아, 그래요? as set phrases in action-related exchanges and shared activities such as games, including interactive computer games, role-plays and composing chants/rhymes
  • exchanging simple correspondence such as notes, invitation or birthday cards in print or digital form

  VCKOC134 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• 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

• 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

• VCKOU188

  Explore and reflect on the impact of social, cultural and intercultural changes such as globalisation and new technologies on Korean as a language of local, international and virtual communication and on their own individual use of language

  Elaborations

  • examining how the creation of Hangeul impacted on the common people’s lives in a kingdom in 15th-century Korea, and discussing the role of script in aspects of culture and everyday life
  • exploring how globalisation has accelerated the use of English words and expressions in Korean language use, and discussing the advantages/disadvantages of these influences on languages, such as using technological terminology (for example, 인터넷, 키워드) or mixing Korean and English as lyrics in contemporary Korean popular music
  • examining how acronyms or short forms of words are used in Korean and in English (for example, 쌤, 여친, 남친, ‘ASAP’,‘RSVP’), and discussing how these forms reflect people’s changing lifestyles
  • reflecting on changes in their own language/s, identifying new terms and behaviours that they have adopted with changes in technology and social media, and on how such terms and behaviours have become part of everyday language used in different modes (for example, handwritten notes using language for electronic messaging, acronyms or emoticons replacing whole words or phrases)

  VCKOU188 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• 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

• VCKOU018

  Explore how language use and communicative practices can influence people’s lives, thoughts and perceptions

  Elaborations

  • identifying examples of language use that show membership of a particular social group, for example, slang, accents, jargon
  • observing how differently abbreviated forms in multimedia and social media are accepted in Korean and English, for example, ‘ASAP’, ‘RSVP’, 쌤, 여친, 남친
  • examining the presence of Korean language and culture in the Australian linguistic landscape (for example, signage, food, art and music, local newspapers, television or radio), and reflecting on how this is perceived by other cultural groups in Australia

  VCKOU018 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• 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

• 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

• 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

• 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

• 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