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• 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

• VCKOC154

  Collaborate in group tasks and shared experiences that involve making collective arrangements, such as making decisions or suggestions in group games, or creating and performing a role- play that involves simple transactional exchanges

  Elaborations

  • making collaborative decisions and arrangements using Korean in traditional Korean games either in online or offline mode, for example, playing 윷놀이(yunnori) counting (하나, 둘, …), ordering (첫 번째, 두 번째, …), numbering (일, 이, 삼, …) and using other expressions in Korean to decide on the movement of markers
  • creating and performing role-plays such as simulating simple transactions that involve asking for or giving prices or asking for goods or services, for example, 얼마예요?; 오천 원이에요; 아이스크림 한 개 주세요
  • allocating and swapping roles in group games or simulated transactional exchanges

  VCKOC154 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCKOC007

  Create and perform a range of texts that express imagined experiences or events

  Elaborations

  • composing and participating in dialogues and imagined interactions, explaining the relationships between characters and contexts in a short drama or skit, rap or poem, for example, 여우야, 여우야, 뭐 하니? / 여우님, 여우님, 뭐 해요?
  • creating stories in different modes such as a video clips or digital photo stories based on imaginary characters, places and events
  • creating texts to entertain others, for example, a comic strip or Big Book for younger students, a role-play or imagined exchanges to present to parents, or a poem for an online newsletter or magazine
  • designing texts for real or imagined special occasions and imaginative games, such as greeting cards (for example, using 환영합니다, 축하합니다, 초대합니다), or board/electronic games (for example, using ideas from 윷놀이)

  VCKOC007 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• 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

• 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

• 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

• 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

• VCKOC176

  Present oral and written reports, summaries and comparisons of information obtained from a range of Korean texts in different modes

  Elaborations

  • classifying information gathered from different print and electronic sources and creating flow charts, tabulations, posters or cartoons to be used in advertisements, notices and instructions in print and digital formats
  • creating texts such as notices, brochures and posters to inform others about issues and upcoming events such as Korean cultural performances or class excursions, for example, 소풍 날짜, 장소, 시간, 준비물
  • organising information for a Korean audience, for example, creating a presentation to explain sport and leisure activities (씨름, 태권도, 축구, …) or a video recording of a cooking demonstration
  • reporting on own and others’ experiences of events such as a school camp, a holiday or concert, or playing a new computer game

  VCKOC176 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCKOC155

  Interact in classroom activities such as creating and following shared class rules and procedures, expressing opinions and asking for permission or clarification

  Elaborations

  • expressing opinions using set phrases such as 저는 ...이/가 맞는/틀린 것 같아요, for example, 저는 미나가 맞는 것 같아요
  • asking for permission using ...에 가도 돼요? as a set phrase, for example, 화장실에 가도 돼요?
  • asking for clarification, for example, …이/가 한국어로 뭐예요?
  • giving advice and reminders to peers, for example, 빨리/천천히 해요; 숙제했어요?

  VCKOC155 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCKOC123

  Create labels, captions or short statements in Korean and English for the immediate learning environment and for familiar objects or images

  Elaborations

  • creating a bilingual picture dictionary for their classroom use
  • matching Korean and English texts, for example, name tags of friends in Korean and English
  • creating bilingual captions in Korean and English for a photographic display using digital technologies to show parents or others about a class event or experience such as sports day, school camp or pets day

  VCKOC123 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• 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

• 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

• 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

• VCKOC026

  Create imaginative texts that draw on past experiences or future possibilities for the purpose of self-expression and performance for others

  Elaborations

  • composing own texts such as films, posters, comics or short stories about imaginary people, places or experiences, for example, setting a story in the past or future, creating a new species, a new planet, space travel, or virtual reality
  • illustrating and captioning imaginative stories in various formats such as cartoons, graphic stories or photo stories, using descriptive and expressive language, for example, 호랑이는 아름다운 날개가 필요했어요; 날개가 생겼어요; ’와, 대단해요!’;‘아니, 이럴 수가!’
  • creating and presenting performances such as role-plays or skits based on imaginative stories and scenarios that involve language related to time (for example, 옛날에, 처음에, 다음에, 마지막에, 끝) and emotional expression (for example, 신났어요, 무서웠어요, 슬펐어요, 기뻤어요)
  • creating a range of texts to entertain particular audiences, for example, songs and video clips, skits, graphic stories for peers, children’s books and cartoons suitable for younger learners of Korean

  VCKOC026 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCKOC121

  Create captions to images for individual presentation and participate in shared performances and imaginative activities using familiar words, phrases and language patterns

  Elaborations

  • creating own version of a story by sequencing a series of pictures with captions or by creating a storyboard with labels using modelled language, for example, 안녕하세요?; … 있어요? 네, 있어요 / 아니요, 없어요; 고맙습니다
  • performing songs, rhymes and action stories using non-verbal forms of expression such as clapping, gestures and facial expressions to support the making of meaning
  • creating and presenting own Big Books, storyboards or digital texts based on imaginary scenarios in familiar contexts, for example, 곰 세 마리

  VCKOC121 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• 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

• 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

• Korean - F–10 Sequence: Foundation to Level 2 description

  Students become familiar with the sound system of the Korean language, recognising Korean pronunciation as being different from English and other languages. They learn to pronounce syllable blocks as part of sight words, recognising the association between simple vowel and consonant sounds with...

  Level description | Languages | Korean | F–10 Sequence

• 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