Korean: Second Language — Pre-primary to Year 10
Korean: Second Language — Pre-primary to Year 10 learning area contacts:
- Pre-primary to Year 6 : +61 8 9273 6355 | Nadia.Civa@scsa.wa.edu.au
- Year 7 to Year 10 : +61 8 9273 6382 | Lisa.Djanegara@scsa.wa.edu.au
Korean: Second Language — Pre-primary to Year 10
Pre-primary year syllabus
Year Level Description
Students enter the early years of school with established communication skills in one or more languages and varying degrees of early literacy capability. Typically, students come to Korean: Second Language with little to no prior experience of Korean language and culture.
In Pre-primary, students communicate in Korean, exchanging greetings and simple information about themselves with their teacher and peers through action-related talk and structured play, using culturally appropriate gestures. They participate in shared activities, facilitated by movement and gestures, to perform songs, stories, rhymes and chants, or to respond to teacher talk and instruction in Korean. Students recognise pictures, symbols, key words and phrases of spoken and written Korean in rhymes, songs and titles, and convey factual information about their personal worlds using gestures and familiar words. They engage by listening to and viewing short imaginative texts and through action and other forms of expression, and participate in shared performance of short imaginative texts, playing with sound patterns and non-verbal forms of expression.
Students become familiar with the systems of the Korean language, recognising and experimenting with reproducing the sounds and rhythms of spoken Korean by singing, reciting and repeating words and phrases in context, and experimenting with strokes that create Hanguel. They notice and use context-related vocabulary and recognise some first elements of grammar in simple spoken and written texts to generate language for purposeful interaction.
In Pre-primary, students recognise that while English is the most commonly spoken language in Australia, Korean is one of many languages, including Aboriginal and Torres Strait Islander languages, which are spoken in Australia. They also notice similarities and differences between Korean and English, and begin to develop curiosity around the ideas of language and culture. Creative play in the classroom provides opportunities for exploring these differences.
Students learn Korean in the early years through rich language input. Regular opportunities to revisit, recycle and review, and continuous feedback, response and encouragement, assist students in the language learning process.
Communicating
Socialising
Interact with teacher and peers through action-related talk and structured play to exchange greetings using culturally appropriate gestures; for example,
선생님,안녕하세요?; 매튜야, 안녕?
Introduce and share information about themselves; for example,
이름이 뭐예요? 저는 [이름]이에요./예요.;
몇 살이에요? 저는
[몇 살]이에요.
Participate in shared actions with teacher and peers, using simple, repetitive key words, images, movement and songs; for example,
코코코 놀이,
여우야 여우야 뭐하니?
Respond to teacher talk and instruction; for example,
조용히 해 주세요.;
일어나 주세요.;
앉아 주세요.;
감사합니다.;
색칠해 주세요.
Informing
Recognise pictures, symbols, key words and phrases of spoken and written Korean in rhymes, songs, labels and titles related to their personal worlds
Convey factual information about their personal worlds using songs, rhymes, gestures, pictures, labels, captions and familiar words
Creating
Engage by listening to and viewing short imaginative texts and responding through action, dance, singing, drawing, movement and other forms of expression
Participate in the shared performance of songs or rhymes, playing with sound patterns, rhyming words and non-verbal forms of expression; for example,
동물농장
Translating
Share with others familiar Korean words, phrases, sounds and gestures, noticing how they may have similar or different meanings in English or other languages
Reflecting
Begin to notice how Korean feels/sounds different when speaking, singing a song or hearing it spoken by others compared with using and hearing their own language/s
Understanding
Systems of language
Differentiate the sounds of spoken Korean and English; for example, by comparing names in Korean and English, such as 티모시 versus Timothy
Recognise and experiment with reproducing sounds and rhythms of spoken Korean by singing, reciting and repeating words and phrases in context
Notice that Korean is written horizontally, while the syllable blocks can be constructed vertically
Experiment with strokes that create Hangeul, such as long, short, straight and diagonal lines, dots and circles
Generate language for a range of purposes in simple spoken and written texts by noticing and using context-related vocabulary and recognising some first elements of the Korean grammatical system, including:
- noticing -요 at the end of a sentence through its repetitive use in sentences such as 안녕하세요. and 주세요.
- using common forms of greetings and noticing the different levels of formality; for example,
안녕하세요? to adults and 안녕? to peers - noticing that the Korean copula alternates between two forms
(-이에요 and -예요) - noticing that 제/저 is used to refer to self
- developing number knowledge for numbers zero to ten
- building simple vocabulary to identify familiar objects and environments
Recognise that language is organised as ‘text’ that can be spoken, written, digital, visual or multimodal
Language variation and change
Recognise that in Korean, as in English and other languages, there are different ways of greeting and interacting with people according to different ages and/or different degrees of familiarity
Role of language and culture
Recognise that Korean is one of many languages spoken in Australia, including Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages
Achievement standard
At standard, students use action-related talk, structured play, classroom instructions and routines when participating in spoken interactions to exchange greetings using culturally appropriate gestures and providing simple information in Korean about themselves. Students recognise most pictures, symbols, keywords and some phrases of spoken Korean relating to aspects of their personal worlds and convey most simple, factual information with guidance, using verbal and non-verbal forms of expression. They participate in shared performance of imaginative texts, and respond with guidance, using verbal and non-verbal forms of expression. Students share with others familiar Korean words, phrases and gestures related to their personal worlds and explore how these may have similar or different meanings in English. They begin to talk about how Korean feels/sounds different when speaking or hearing it spoken by others.
Students become familiar with the systems of the Korean language, with a satisfactory level of accuracy, experimenting with reproducing the common sounds and rhythms of spoken Korean. They begin to build vocabulary to identify familiar objects and environments and develop number knowledge. Students comment on how language is organised as ‘text’. They identify the different ways of greeting, addressing and interacting with people of different ages and degrees of familiarity and usually act accordingly. Students recognise Korean as one of many languages spoken in Australia and around the world and begin to develop curiosity around the ideas of language and culture.
Year 1 Syllabus
Year Level Description
Year 1 Korean: Second Language builds on the skills, knowledge and understanding required to communicate in the Korean language developed in Pre-primary and focuses on extending students’ oral communication skills. Typically, the students’ only exposure to and experience of Korean language and culture is from their school learning environment.
In Year 1, students communicate in Korean, interacting with their teacher and peers to share information about themselves, their age and where they live, and to talk about their likes and dislikes. They participate in guided collaborative tasks using simple modelled language in songs, rhymes and games to support understanding and to convey meaning, or to respond to teacher talk and instruction in Korean. Students locate key words, simple Hanguel and information in simple spoken and written texts about their personal worlds and convey factual information using pictures, familiar words and simple statements. They participate in listening to and viewing short imaginative texts and in the shared performance of imaginative texts.
Students become familiar with the systems of the Korean language, recognising and replicating the sounds and rhythms of spoken Korean and the forms of Hanguel syllable blocks. They notice and use context-related vocabulary and recognise some first elements of grammar in simple spoken and written texts to generate language for purposeful interaction.
In Year 1, students recognise that Australia is a multilingual society with speakers of many different languages, including Korean, and that Korean and English borrow words and expressions from each other. They recognise that in Korean, as in English and other languages, there are different ways of greeting, addressing and interacting with people, and that particular interactions can vary between cultural contexts.
Students learn Korean in the early years through rich language input. Regular opportunities to revisit, recycle and review and, continuous feedback, response and encouragement, assist students in the language learning process.
Communicating
Socialising
Interact with teacher and peers orally and in writing to share information about themselves, their age and where they live, and to talk about their likes and dislikes; for example, 안녕? 나는 민아야.; 저는 여섯 살이에요.; 저는 퍼스에 살아요.; 호주 사람이에요? 네, 호주 사람이에요.; 고양이를 좋아해요.;
저는 빨간색을 안 좋아해요.
Participate in guided collaborative tasks, using simple modelled language in songs, rhymes, games such as 무궁화 꽃이 피었습니다, gestures and pictures to support understanding and to convey meaning
Respond to teacher talk and instruction; for example, 네.;아니요.
Informing
Locate key words, simple Hangeul and information in simple spoken and written texts, such ascharts, lists, labels and captions, rhymes and songs related to their personal worlds
Convey factual information about their personal worlds using pictures, labels, captions, familiar words and simple statements
Creating
Participate in listening to and viewing short imaginative texts and responding through action, dance, singing, drawing and collaborative retelling
Participate in the shared performance of songs, rhymes, stories and the presentation of action stories using verbal and non-verbal forms of expression and modelled language; for example,
머리 어깨 무릎 발
Translating
Share with others simple Korean expressions, sounds and gestures, name familiar objects and use Korean and/or English to conduct simple conversations
Show understanding that some Korean and English words are similar by recognising Korean words used in English; for example, bingsu, kimchi
Reflecting
Notice ways of talking in Korean that appear different from their own ways and become aware of how voice, behaviour and body language may change when speaking Korean
Understanding
Systems of language
Recognise and differentiate the sounds of spoken Korean; for example, categorising names according to their first consonant, such as 미셸, 마크, 마이클
Recognise the sounds of six basic two-stroke vowel letters: ㅏ, ㅓ, ㅜ, ㅗ, ㅡ, ㅣ
Recognise and replicate the sounds and rhythms of spoken Korean and the forms of Hangeul syllable blocks
Understand that the syllable block is the basic unit of writing in Korean; for example, identifying syllable blocks that make up Korean words, such as 아기 which has two syllable blocks
Recognise simple Hangeul using early language strategies; for example, sounding out vowels using their arms
Generate language for a range of purposes in simple spoken and written texts by noticing and using context-related vocabulary and some first elements of the Korean grammatical system, including:
- recognising that -요 at the end of a sentence can be used with different intonation for a question or statement; for example, 좋아해요? and 좋아해요.
- understanding and using 제/저 to refer to the self in sentences
- recognising and responding to simple questions using 네/아니요 (to express dis/agreement) and 안 (for affirmative or negative responses)
- recognising simple vocabulary to identify and describe familiar animals, objects and environments, including colours
Understand that language is organised as ‘text’ and that different types of texts have different features
Language variation and change
Recognise that Korean speakers use language differently in different situations such as when socalising with peers and friends or at home with the family
Role of language and culture
Recognise that Australia is a multilingual society with speakers of many different languages, including Korean, and that Korean and English borrow words and expressions from each other
Achievement standard
At standard, students use simple modelled language, gestures and other forms of expression, with occasional guidance, when participating in spoken and written interactions in Korean, to share information about themselves, their age and where they live, and to talk about their likes and dislikes. They locate some key words and information in simple texts and convey some factual information about their personal worlds using verbal and non-verbal forms of expression. Students respond to short imaginative texts and participate in the shared performance of these texts using familiar verbal and non-verbal forms of expression and well-rehearsed modelled language. When translating, students use Korean and/or English to share with others simple Korean expressions, sounds and gestures and to name some familiar objects. They talk about how voice, behaviour and body language may change when speaking Korean.
Students become familiar with the Korean sound and writing systems, recognising simple vocabulary to identify and describe familiar animals, objects and environments, and using some first elements of grammar, with a satisfactory level of accuracy. They make some comments about how language is organised as ‘text’ and that different types of texts have different features. Students recognise that there are different ways interacting with people in Korean, and usually act accordingly. They recognise that Korean is one of the many languages spoken in Australia and identify some words and expressions that Korean and English borrow from each other.
Year 2 Syllabus
Year Level Description
Year 2 Korean: Second Language builds on the skills, knowledge and understanding required to communicate in the Korean language developed in Year 1 and focuses on extending students’ oral communication skills.
In Year 2, students communicate in Korean, interacting with their teacher and peers in routine exchanges, such as asking each other how they are, offering wishes and sharing information about events in the day and over the year. They participate in guided collaborative tasks, taking turns, exchanging and negotiating, or responding to teacher talk and instruction in Korean. Students identify specific points of information from familiar types of simple texts to complete guided tasks and convey factual information about their personal worlds. They participate in listening to, viewing and reading imaginative texts, and create stories and perform imaginative scenarios.
Students become familiar with the systems of the Korean language, recognising and reproducing the sounds, rhythms and intonation patterns of spoken Korean and associating individual syllable blocks with their pronunciation. They notice and use context-related vocabulary and understand some first elements of grammar in simple spoken and written texts, such as verb endings and the use of case markers, to generate language for purposeful interaction.
In Year 2, students recognise that all languages, including Korean, change continuously over time through contact with each other and changes in society. They understand that Korean speakers change how they use language in different situations and according to cultural norms.
Students learn Korean in the early years through rich language input. At this stage, play and imaginative activities, music, movement and familiar routines, along with continuous feedback and opportunities to revisit, recycle and review, provide the essential scaffolding to assist students in the language learning process.
Communicating
Socialising
Interact with teacher and peers orally and in writing to participate in routine exchanges, asking each other how they are and offering wishes, and to share information about events in the day and over the year; for example, 안녕윤미야? 만나서반가워!; 메리 크리스마스!; 오늘 생일이에요.; 생일 축하해!;
낮에 노래해요.; 밤에 공부해요.
Participate in guided collaborative tasks, transactions and games such as 딱지치기,
가위 바위 보, using simple language to take turns, exchange and negotiate
Respond to teacher talk and instruction; for example, 보세요., 자르세요., 붙이세요.
Informing
Identify specific points of information from familiar types of simple spoken, written or digital texts to complete guided tasks related to their personal worlds
Convey factual information about their personal worlds using familiar words and phrases, simple statements and modelled language
Creating
Participate in listening to, viewing and reading imaginative texts and responding through action, performance, shared reading and collaborative retelling
Create stories and perform imaginative scenarios through role play, mime, drawing, oral discussion or scaffolded writing activities, using familiar words and modelled language; for example, 옛날 옛날에
Translating
Translate for others what they can express in Korean, interpreting simple expressions and songs such as 생일 축하 노래, and explaining how meanings are similar or different in English or other languages
Show understanding that some Korean and English words are similar by recognising English words used in Korean; for example, 피아노, 바나나
Reflecting
Recognise similarities and differences between aspects of Korean and Australian cultural practices and related language use
Understanding
Systems of language
Recognise the sounds of the Korean language and the forms of Hangeul syllable blocks, and understand that the syllable block is the basic unit of writing in Korean, associating individual syllable blocks with their pronunciation
Recognise the sounds of four basic three-stroke vowel letters:ㅑ, ㅕ, ㅠ, ㅛ
Reproduce sounds, rhythms and intonation patterns of spoken Korean
Recognise Hangeul sounds by pointing at symbols on the Hangeul chart
Recognise the basic order of strokes in writing syllable blocks
Generate language for a range of purposes in simple spoken and written texts by noticing and using context-related vocabulary and some first elements of the Korean grammatical system, including:
- beginning to use basic verbs with the -해요 ending in sentences; for example, 노래해요.;
공부해요.; 요리해요. - recognising a structure where a noun or pronoun is followed by a basic case marker, such as
-은/는, -이/가, -에 and -을/를 - understanding how to construct a simple question using a basic question word; for example,
뭐 해요?
어때요? 주세요. - recognising and using simple vocabulary to describe simple actions, states or qualities in familiar contexts, including time of the day and weather
Understand that language is organised as ‘text’ that takes different forms and uses different structures and features to achieve its purpose
Language variation and change
Understand that Korean speakers use language differently in different situations and according to cultural norms, such as when at home with the family or in the classroom
Role of language and culture
Recognise that all languages, including Korean, change continuously over time through contact with each other and through changes in society
Achievement standard
At standard, students use simple modelled language when participating in spoken and written routine exchanges in Korean, to share information about how they are, offer wishes and talk about events in the day and over the year. Students identify some specific points of information in simple texts to mostly complete guided tasks, and they make use of familiar words and phrases, simple statements and modelled language, to convey factual information about their personal worlds. They listen to, view and read imaginative texts and respond in some detail using simple verbal and non-verbal forms of expression and some modelled language. Students create stories and perform imaginative scenarios, using familiar words and modelled language. They translate for others some of what they can express in Korean, and state how meanings are similar or different in English. Students recognise similarities and differences between cultural practices and related language use of Korean-speaking communities and of Australia.
Students become familiar with the Korean sound and writing systems, with a satisfactory level of accuracy, using words and expressions to convey factual information at word and simple sentence level, and some first elements of grammar to write simple texts. They identify some different forms of texts that use different structures and features to achieve their purpose. Students identify some ways Korean speakers use language differently in different situations, and between people, and some ways that the Korean language has changed over time through its contact with other languages and changes in society.
Year 3 Syllabus
Year Level Description
Year 3 Korean: Second Language builds on the skills, knowledge and understanding required to communicate in the Korean language developed in Year 2 and focuses on extending students’ oral and written communication skills. Students benefit from varied, activity-based learning that builds on their interests and capabilities and makes connections with other areas of learning.
In Year 3, students communicate in Korean, interacting with their teacher and peers to exchange information about friends and family members. They participate in individual and collaborative tasks that involve following instructions, asking questions and making statements. Students locate specific points of information in a range of short texts and convey factual information about their personal worlds in simple statements, short descriptions and modelled texts. They participate in and respond to imaginative texts, identifying and comparing favourite elements and making simple statements about characters or themes. Students create and perform short imaginative texts that use familiar expressions and modelled language as well as simple visual supports.
Students become familiar with the systems of the Korean language, recognising the sound–writing relationships of the 10 basic vowels and 14 basic consonant letters, and use this knowledge to construct and deconstruct syllable blocks. They notice and use context-related vocabulary and elements of grammar in simple spoken and written texts, such as recognising honorifics and using simple question words, to generate language for purposeful interaction. Students begin to develop a metalanguage in Korean for talking about language, using terms similar to those used in English.
Students understand and demonstrate how language use varies according to the participants’ identity and context of use. They notice differences between Korean, Australian and other cultures’ practices and how these are reflected in language.
In Year 3, students require extensive support with their language learning. Tasks are carefully scaffolded, and models and examples are provided, along with support for self-monitoring and reflection. Students are encouraged to use Korean as much as possible for classroom routines and social interactions, and in learning tasks.
Communicating
Socialising
Interact with teacher and peers orally and in writing to exchange information about friends and family members; for example, 우리 가족은 5명이에요. 아빠, 엄마, 할머니, 언니 그리고 제가 있어요. 아빠는 힘이세요.; 엄마는 예뻐요.; 언니는 10살이에요.
Participate in routine exchanges, such as asking each other how they are; for example, 선생님,
안녕하세요? 새해복많이받으세요.; 생일축하합니다!
Participate in individual and collaborative tasks that involve following instructions, asking questions and making statements, and asking for help and permission; for example, 이게 뭐예요? 책이에요.
누구 책이에요?
Informing
Locate specific points of information in a range of short written, spoken, multimodal and digital texts related to their personal worlds
Convey factual information about their personal worlds in simple statements, short descriptions and modelled texts
Creating
Participate in and respond to imaginative texts, acting out events, identifying and comparing favourite elements and making simple statements about characters or themes
Create and perform short imaginative texts that use familiar expressions and modelled language as well as simple visual supports; for example, 곰 세마리
Translating
Translate words and expressions in simple texts such ascaptions, story titles or recurring lines in a story, noticing which ones are difficult to interpret
Show understanding that some English slang words have been incorporated into Korean language; for example, 오케이 (OK), 바이 바이 (bye bye)
Reflecting
Notice what looks or feels similar to or different from their own language and culture when interacting in Korean
Understanding
Systems of language
Recognise the sounds of 10 basic vowel letters and 14 basic consonant letters
Reproduce pronunciation and intonation and recognise sound–writing relationships
Experiment with Hangeul consonants and vowels to construct/deconstruct syllable blocks
Recognise and copy some high-frequency words in familiar contexts
Generate language for a range of purposes in simple spoken and written texts by noticing and using context-related vocabulary and elements of the Korean grammatical system, including:
- recognising the honorific meaning embedded in
-세요 in different types of sentences; for example, 운동해요 versus 운동하세요 - recognising that 이게, 저게 and 그게 refer to objects without naming and that they are subjects in sentences; for example, 이게 뭐예요?
- using simple question words, such as 누구/누가, 무엇/뭐 or 몇, to ask about a person, object or number
- developing number knowledge beyond 10 and recognising the naming pattern
- beginning to use basic number expressions with appropriate counters; for example, 다섯 명, 여덟 살
- using vocabulary to describe familiar objects or people; for example, 친구는 자상해요.;
우리 엄마예요.;
아빠는 간호사예요.
Begin to develop a metalanguage in Korean for talking about language, using terms similar to those used in English
Recognise the particular language features and textual conventions in simple and familiar spoken, written and multimodal Korean texts
Language variation and change
Understand and demonstrate how language use varies according to the participants’ age, gender and relationship, and the context of use
Role of language and culture
Notice differences between Korean, Australian and other cultures’ practices and how these are reflected in language
Achievement standard
At standard, students use simple modelled language, when participating in spoken and written interactions, to exchange information about friends and family members. Students locate specific points of information in short texts and convey factual information about their personal worlds with simple statements, short descriptions and modelled texts. They participate in and respond to imaginative texts, acting out events, identifying and comparing favourite elements and making simple statements about characters or theme. Students create and perform short imaginative texts that use modelled language as well as simple visual supports. They translate words and expressions in simple texts, including English words that have been incorporated into Korean language, with a satisfactory level of accuracy. When interacting in Korean, students talk about what looks or feels similar to or different from their own language and culture.
Students become familiar with the Korean sound and writing systems, with a satisfactory level of accuracy, using words and expressions to convey factual information at word and simple sentence level, and some first elements of grammar to write simple texts. They begin to describe, with guidance, how the Korean language works, using terms similar to those used in English, and apply some of the language features and textual conventions in simple and familiar Korean texts. Students show how language use varies according to the participants’ age, gender and relationship and the context of use. They talk about the differences between Korean, Australian and other cultures’ practices and how these are reflected in language.
Year 4 Syllabus
Year Level Description
Year 4 Korean: Second Language builds on the skills, knowledge and understanding required to communicate in the Korean language developed in Year 3 and focuses on extending students’ oral and written communication skills.
In Year 4, students communicate in Korean, interacting with their teacher and peers to exchange information about aspects of their personal worlds, including their daily routines at home and school, their important days, and their interests. They participate in individual and collaborative tasks that involve asking for help, clarification and permission, solving problems and sharing decisions. Students locate and process factual information in texts, and gather and convey information and short descriptions from familiar texts related to their personal and social worlds. They participate in and respond to a range of imaginative texts, discuss messages and make statements about characters or themes. Students create and perform short imaginative texts that allow for exploration and enjoyment of language and cultural expression, using familiar expressions and modelled language.
Students become familiar with the systems of the Korean language, discriminating the characteristics of Korean pronunciation and intonation patterns of different letters and letter combination sounds. They develop knowledge of Sino-Korean numbering and notice and use context-related vocabulary and elements of grammar in simple spoken and written texts, such as the Korean subject + object + verb structure, to generate language for purposeful interaction. Students develop a metalanguage in Korean for talking about language, using terms similar to those used in English.
Students understand that Korean is an important global language used by communities in many countries around the world and make connections between culture and language use.
In Year 4, students continue to be encouraged to use Korean as much as possible for social interactions and in learning tasks.
Communicating
Socialising
Interact with teacher and peers orally and in writing to exchange information about aspects of their personal worlds, including their daily routines at home and school, their important days and their interests; for example,저는 화요일 아침에 달리기를 해요.; 점심에 밥을 먹어요.; 저녁에 잠을 자요.; 저는 생일이 2월 8일이에요. 수영장 파티를 해요.
Participate in individual and collaborative tasks that involve asking for help, clarification and permission, solving problems and sharing decisions; for example,creating a display, conducting a role play or scenario, science experiments, cooking or craft activities, such as Korean calligraphy (문방사우,
서예)
Informing
Locate and process factual information in a range of written, spoken, digital and multimodal texts related to their personal and social worlds
Gather and convey factual information, simple statements and short descriptions from familiar texts related to their personal and social worlds
Creating
Participate in and respond to imaginative texts, including Korean traditional tales, discussing messages and using modelled language to make statements about characters or themes
Create and perform short imaginative texts that allow for exploration and enjoyment of language, cultural expression and performance, using familiar expressions, simple statements and modelled language
Translating
Translate words, phrases and expressions in simple texts (for example, Korean translation of the
배고픈애벌레 and The Very Hungry Caterpillar; Korean translation of 갈색 곰아, 갈색 곰아,
무엇을 보고 있니? and Brown Bear, Brown Bear, What Do You See?) to compare meanings and share understandings about aspects of Korean language and culture that are different from English
Use visual, print or online dictionaries, word lists and pictures to translate simple familiar texts
Reflecting
Notice and describe how language reflects cultural practices and norms
Understanding
Systems of language
Recognise characteristics of Korean pronunciation and intonation patterns; for example, discriminating between lenis, aspirated and fortis sounds in Korean, such as 가/카/까
Recognise the alphabetical nature of Hangeul and the structural features of individual syllable blocks, including batchim
Recognise that there are combined vowels and consonants that derive from the basic characters by adding extra strokes; for example, ㄲ, ㅒ, ㅔ
Begin to read and write simple words using Hangeul in familiar contexts
Generate language for a range of purposes in simple spoken and written texts by recognising and using context-related vocabulary and elements of the Korean grammatical system, including:
- recognising word order in sentences, such as subject + object + verb; for example, 숀이 밥을
먹어요 - using some adverbs as part of formulaic language; for example, 잘 했어요.;
아침/점심/저녁에 뭐 해요? - recognising and using the particle ‘에’ as an indicator of location of things, including abstract things like times; for example, 아침에 노래해요.
- developing knowledge in the Sino-Korean numbering system and applying it to appropriate contexts, such as date
- continuing the use of number expressions with appropriate counters; for example, 한 개, 두 마리
- developing knowledge in and using basic verbs with the -어/아요 ending in sentences; for example, 읽어요.; 놀아요.
- using basic, common action and descriptive verbs to describe their daily lives or preferences; for example, 가요.; 일어나요.; 먹어요.
- using vocabulary related to the calendar, such as the days of the week, month and date
- using vocabulary related to school, home, sports and leisure activities
Develop a metalanguage in Korean for talking about language, using terms similar to those used in English
Notice differences in familiar texts, such as personal, informative and imaginative texts, and explain how particular features of such texts help to achieve their purpose
Language variation and change
Understand that different ways of using Korean language reflect different regions and countries, different relationships and different ways of making meaning
Role of language and culture
Understand that Korean is an important global language used by communities in many countries around the world and that it has connections with several other languages
Make connections between language and culture use by identifying vocabulary and expressions that reflect different cultural values, traditions or practices
Achievement standard
At standard, students use simple familiar language, with occasional guidance, when participating in spoken and written interactions, to exchange information about their daily routines at home and school, their important days and their interests. They participate in most tasks that involve asking for help, clarification and permission, solving problems and sharing decisions. Students locate, process and convey some factual information and simple statements from familiar texts related to their personal and social worlds. They respond to imaginative texts, using modelled language, to make statements about characters or themes. Students create and perform short imaginative texts, using familiar expressions, simple statements and modelled language. They use dictionaries with guidance, word lists and pictures to translate simple familiar texts. Students share meanings and understandings about aspects of Korean language and culture that are different from English.
Students become familiar with the Korean sound and writing systems, with a satisfactory level of accuracy, using vocabulary and applying elements of grammar in simple spoken and written texts related to their daily routines at home and school and their interests. They begin to describe how the Korean language works, using terms similar to those used in English with guidance. Students make some simple comparisons between features of familiar texts. They state that Korean is an important global language and list connections with several other languages. Students make some connections between language and culture use by identifying vocabulary and expressions that reflect different cultural values, traditions or practices.
Year 5 Syllabus
Year Level Description
Year 5 Korean: Second Language builds on the skills, knowledge and understanding required to communicate in the Korean language developed in Year 4 and focuses on extending students’ oral and written communication skills and their understanding of Korean language and culture.
In Year 5, students communicate in Korean, initiating interactions with their teacher and peers to exchange information about their home, neighbourhood and local community. They engage in collaborative tasks that involve planning outings, conducting events and completing transactions. Students gather, compare and convey information and supporting details and ideas from texts related to their personal and social worlds. They engage with imaginative texts, sharing responses to characters, events and ideas, and make connections with their own experiences and feelings. Students create or reinterpret, present or perform imaginative texts for different audiences, based on or adapted from events, characters or settings.
Students become more familiar with the systems of the Korean language. They recognise and apply features of intonation and pronunciation and read and write simple words using Hanguel. Students use context-related vocabulary and elements of grammar in simple spoken and written texts to generate language for purposeful interaction, such as recognising set phrases with nouns and particles. They build a metalanguage in Korean to comment on vocabulary and grammar and describe patterns, grammatical rules and variations in language structures.
Students show understanding that there are different forms of spoken and written Korean used in different contexts within Korea and in other regions of the world. They are encouraged to reflect on how their own and others’ language use is shaped by and reflects communities’ ways of thinking and behaving, and may be differently interpreted by others.
In Year 5, students are widening their social networks, experiences and communication repertoires in both their first language and Korean. They are supported to use Korean as much as possible for classroom routines and interactions, structured learning tasks and language experimentation and practice. English is predominantly limited to use for discussion, clarification, explanation, analysis and reflection.
Communicating
Socialising
Initiate interactions with teacher and peers orally and in writing to exchange information about their home, neighbourhood and local community; for example, 우리 집은 프리맨틀에 있어요.;
내일 친구하고 도서관에 가요.
Interact in classroom activities such as creating and following shared class rules and procedures, expressing opinions and asking for permission or clarification; for example,
한국어로 뭐예요?; 화장실에 가도 돼요?; 맞아요.;
틀려요.
Engage in individual and collaborative tasks that involve organising displays, planning outings and conducting events, such as performances, group games or activities, and completing transactions in places such as a café or a market
Informing
Gather and compare information and supporting details from a range of written, spoken, digital and multimodal texts related to their personal and social worlds
Gather and convey information and ideas in different formats from a range of texts related to their personal and social worlds
Creating
Share responses to characters, events and ideas in imaginative texts, such asstories, dialogues, cartoons, television programs or films, and make connections with their own experience and feelings
Create or reinterpret, present or perform imaginative texts for different audiences, based on or adapted from events, characters or settings
Translating
Translate simple texts from Korean to English and vice versa, noticing which words or phrases require interpretation or explanation; for example, 벼 (rice as a crop), 쌀 (rice as raw grains), 밥 (cooked rice/meals)
Use visual, print or online dictionaries, word lists and pictures to translate short familiar texts
Reflecting
Compare ways of communicating in English-speaking and Korean-speaking contexts and identify ways in which culture influences language use
Understanding
Systems of language
Reproduce pronunciation, intonation and stress, recognising the relationship between sounds, words and meaning
Recognise basic punctuation in writing, including a question mark ‘?’ for questions, an exclamation mark ‘!’ for expressing emotions and a full stop ‘.’ for other types of sentences
Read and write simple words using Hangeul
Generate language for a range of purposes in simple spoken and written texts by recognising and using context-related vocabulary and elements of the Korean grammatical system, including:
- recognising the noun + - (으)로, as a set phrase; for example, 한국어로 뭐예요?
- recognising and using the particle -하고; for example, 친구하고 카로셀에 가요.
- recognising and using the particle -에서 as an additional indicator of location of things; for example, 집에서 가까워요.
- using 가까워요 and 멀어요 to describe distance between two places
- using question words to ask about reasons and prices in set phrases; for example, 왜요?;
얼마예요? - expanding the use of number expressions with appropriate counters; for example, 한 개, 삼 학년, 이천 원
- extending knowledge in the Sino-Korean numbering system to apply to appropriate contexts, such as money and addresses
- describing emotions, feelings or viewpoints; for example, 재밌어요.; 어려워요.
- using vocabulary to describe basic activities in and locations of school, home and surrounding environments
Build a metalanguage in Korean to comment on vocabulary and grammar, and describe patterns, grammatical rules and variations in language structures
Recognise that spoken, written and multimodal Korean texts have certain conventions and can take different forms depending on the context in which they are produced
Language variation and change
Understand that there are variations in Korean as it is used in different contexts by different people; for example,formal/informal register and regional variations
Role of language and culture
Understand that there are different forms of spoken and written Korean used in different contexts within Korea and in other regions of the world
Reflect on how their own and others’ language use is shaped by and reflects communities’ ways of thinking and behaving and may be differently interpreted by others
Achievement standard
At standard, students use familiar language when participating in spoken and written interactions, to exchange information about their home, neighbourhood and local community. They use mostly familiar language to participate in tasks that involve planning outings and conducting events. Students gather and compare information and supporting details and convey information and ideas in different formats from texts related to their personal and social worlds. They share simple responses to characters, events and ideas in imaginative texts and make simple connections with their own experiences. They create and present, with guidance, imaginative texts for different audiences, based on or adapted from events, characters or settings. Students translate simple texts from Korean to English and vice versa, showing some awareness that there are words or phrases that require interpretation or explanation. They use dictionaries, word lists and pictures to translate short familiar texts. Students identify ways in which culture influences language use and provide simple examples when comparing ways of communicating in Australian and Korean-speaking contexts.
Students become familiar with the Korean sound and writing systems, with a satisfactory level of accuracy, using a range of vocabulary and developing and applying knowledge of grammatical elements in simple spoken and written texts related to their home, neighbourhood and local community. Students talk about how the Korean language works, with guidance. They identify that texts have certain conventions and can take different forms. They explain that the differences in how people use Korean may be due to differences in register and regional variations. Students discuss how their own and others’ language use is shaped by and reflects communities’ ways of thinking and behaving and may be differently interpreted by others.
Year 6 Syllabus
Year Level Description
Year 6 Korean: Second Language builds on the skills, knowledge and understanding required to communicate in the Korean language developed in Year 5 and focuses on extending students’ oral and written communication skills and their understanding of Korean language and culture. Students gain greater independence and become more conscious of their peers and social context. As they gain a greater awareness of the world around them, they also become more aware of the similarities and differences between Korean language and culture and their own.
In Year 6, students communicate in Korean, initiating interactions with their teacher and peers to exchange information and relate experiences about free time and scheduling activities. They engage in individual and collaborative tasks with peers to plan events or activities to showcase their progress in learning and using Korean. Students gather, compare and respond to information and supporting details from texts related to their personal and social worlds. They convey information, ideas and opinions, and use them in new ways. Students share and compare responses to imaginative texts. They create or reinterpret, present or perform alternative versions of imaginative texts for different audiences and to suit a variety of modes or contexts.
Students become more familiar with the systems of the Korean language, explaining and applying features of intonation, pronunciation and writing conventions used in different contexts and types of texts. They read and write simple sentences and phrases using Hanguel and notice spacing and spelling rules in their reading and writing. Students generate language for purposeful interaction in spoken and written texts using context-related vocabulary and elements of grammar, including expressing events in present and future tenses and in sequence. They build a metalanguage in Korean to describe patterns, grammatical rules and variations in language structures.
Students understand that the Korean language is constantly changing due to contact with other languages and the impact of new technologies and knowledge. They also understand that language and culture are integral to the nature of identity and communication.
In Year 6, students continue to widen their social networks, experiences and communication repertoires in both their first language and Korean. They are encouraged to use Korean as much as possible for interactions, structured learning tasks and language experimentation and practice.
Communicating
Socialising
Initiate interactions with teacher and peers orally and in writing to exchange information, relate experiences about free time and schedule activities; for example, 숙제하고 게임을 해요.; 일요일 9:30
분에 축구를 갈 거예요.
Participate in routine exchanges to express feelings, opinions and personal preferences; for example,
선생님이 되고 싶어요.; 의사가 될 거예요.;
저는 강아지를 좋아해요.; 저는 버섯을 싫어해요.
Engage in individual and collaborative tasks to plan events or activities to showcase their progress in learning and using Korean, developing projects or budgeting for a shared event
Informing
Gather, compare and respond to information and supporting details from a range of written, spoken, digital and multimodal texts related to their personal and social worlds
Convey information, ideas and opinions related to their personal and social worlds, selecting appropriate written, spoken, digital and multimodal texts to suit specific audiences and contexts
Creating
Share and compare responses to characters, events and ideas, and identify cultural elements in imaginative texts
Create or reinterpret, present or perform alternative versions of imaginative texts for different audiences, adapting stimulus, theme, characters, places, ideas and events to suit different modes or contexts
Translating
Translate and interpret short texts from Korean to English and vice versa, recognising that words and meanings do not always correspond across languages and expanding descriptions or giving examples where necessary to assist meaning
Experiment with bilingual dictionaries and/or online translators, considering the relative advantages and limitations of each resource
Reflecting
Engage in intercultural experiences, describing aspects of language and culture that are unfamiliar and discussing their own reactions and adjustments
Understanding
Systems of language
Pronounce high-frequency words following basic pronunciation rules; for example, pronouncing
한국어 and 같이 as 항구거 and 가치
Notice spacing and spelling rules in reading and writing
Apply basic principles of stroke order to write Hangeul
Read and write simple sentences and phrases using Hangeul
Generate language for a range of purposes in simple spoken and written texts by using context-related vocabulary and elements of the Korean grammatical system, including:
- understanding and differentiating the use of formal, polite endings and intimate endings; for example, 안녕/안녕하세요
- expressing simple events occurring in the future using -고 싶어요.; -거예요.
- expressing events occurring in sequence by using conjunctive adverbs such as 그리고
- making simple negation using 안 and 못
- responding to question words about states or opinions; for example, … 생각해요.
- using basic adverbs to describe ways in which a certain action takes place and to indicate time
- applying knowledge of the two Korean numbering systems to appropriate contexts, such as time
- identifying and using distinctive features of different types of spoken and written texts in Korean, such as salutations, in different contexts
- using vocabulary related to basic hobbies, activities, interests and experiences
Build a metalanguage in Korean to describe patterns, grammatical rules and variations in language structures
Understand how Korean texts use language in ways that create different effects and suit different audiences
Language variation and change
Understand that the Korean language is used differently in different contexts and situations
Recognise the dynamic nature of languages and cultures, and the changing and influential relationships that exist between languages
Role of language and culture
Understand that the Korean language is constantly changing due to contact with other languages and to the impact of new technologies and knowledge
Understand that language and culture are integral to the nature of identity and communication
Achievement standard
At standard, students use familiar language when participating in, and sometimes initiating, spoken and written interactions to exchange information and relate experiences about free time. Students collaborate with peers in guided tasks to plan events or activities to showcase their progress in learning and using Korean. They gather, compare and respond to most information and some supporting details from texts related to their personal and social worlds, and they convey simple information, ideas and opinions, selecting texts to suit audience and context. Students share and compare, with some guidance, responses to characters, events and ideas and identify several cultural elements in imaginative texts. They create or present, occasionally with guidance, simple alternative versions of imaginative texts, adapting elements for different modes or contexts. Students translate short texts from Korean to English and vice versa, explaining or providing a description, with guidance, to some familiar words or expressions that do not directly translate between languages. Students experiment with and discuss the usefulness of various forms of dictionaries. They engage in intercultural experiences, describing some aspects of language and culture that are unfamiliar, and discuss their own reactions and adjustments.
Students are becoming more familiar with the Korean sound and writing systems, with a satisfactory level of accuracy, using vocabulary and expressions related to experiences about free time, and applying knowledge of grammatical elements, in simple spoken and written texts. Students talk about how the Korean language works, describing patterns, grammatical rules, and variations in language structures. They describe how Korean texts use language in ways that create different effects and suit different audiences. Students explain how language and culture are integral to the nature of identity and communication.
Year 7 Syllabus
Year Level Description
Year 7 Korean: Second Language builds on the skills, knowledge and understanding required to communicate in the Korean language developed in Year 6 and focuses on extending students’ oral and written communication skills and their understanding of Korean language and culture. Some students begin Year 7 with proficiency in languages other than Korean and bring existing language learning strategies and intercultural awareness to the new experience of learning Korean. Students’ growing textual knowledge, developed through English literacy, supports their developing Korean literacy. Skills in analysing, comparing and reflecting on language and culture in both languages are mutually supportive.
In Year 7, students communicate in Korean, initiating and participating in interactions with peers and known adults to exchange information and share opinions, thoughts and feelings about people, social events and school experiences. They engage in individual and collaborative tasks that involve planning, considering options, negotiating arrangements and participating in transactions. Students access and summarise key information and supporting details from texts. They organise and present information and ideas in texts related to aspects of their personal and social worlds, using language and modes of presentation to suit different audiences and contexts. Students respond to imaginative texts by expressing opinions about the themes and key ideas, values and techniques used to engage and entertain audiences. They create and present simple individual and shared imaginative texts to entertain peers and younger audiences.
Students better understand the systems of the Korean language when encountered in spoken and written texts. They use features of the Korean sound and writing systems to develop greater fluency and accuracy in communication. They recognise and use features of the 24 basic Korean letters and sound system and consciously construct syllable blocks in different shapes depending on the letter. Students generate language for purposeful interaction in spoken and written texts by using context-related vocabulary and applying elements of grammar, including using simple sentence structures in the subject + object + action order to make statements or ask questions. They continue to build a metalanguage in Korean to describe grammatical concepts and organise learning resources.
Students recognise that Korean language is used differently according to the context and situation. They acknowledge that languages change over time and influence one another.
In Year 7, students reflect on changes in their own use of language/s over time, noticing how and when new ways are adopted, or existing ways adapted.
Communicating
Socialising
Initiate and participate in interactions with peers and known adults orally and in writing to exchange information about and share opinions, thoughts and feelings on people, social events and school experiences; for example,
제 여동생은 아주 귀찮아요. 하지만 가끔 귀여워요.; 주말에 뭐 하고 싶어요? 친구랑 놀고 싶어요.;
영화 보고 싶어요.; 좋다고 생각해요.
Engage in individual and collaborative tasks that involve planning – for example, hosting a Korean class or visitor, taking an excursion to a Korean restaurant or the cinema, attending a Korean community event or volunteering at Korean school – considering options, negotiating arrangements and participating in transactions
Informing
Access and summarise key information and supporting details from texts related to aspects of their personal and social worlds
Organise and present information and ideas on texts related to aspects of their personal and social worlds, using language and modes of presentation to suit different audiences and contexts
Creating
Respond to imaginative texts, such as songs, poems, plays or stories, by expressing opinions about the themes and key ideas, values and techniques used to engage and entertain audiences
Create and present simple individual and shared imaginative texts that involve imagined characters, places and experiences, to entertain peers and younger audiences
Translating
Translate texts and compare their own translation to classmates’, noticing when it is difficult to transfer meaning from one language to the other
Reflecting
Interact and engage with members of the Korean-speaking community to share and compare aspects of culture that affect communication and notice how own culture impacts on language use; for example, ways of expressing feelings or politeness protocols associated with social events
Consider how their own biography – including personal experiences, family origins, traditions and beliefs, interests and experience – influences their identity and communication
Understanding
Systems of language
Recognise and use features of the 24 basic Hangeul letters and sound system
Pronounce syllable blocks in a word, making appropriate changes to the sound on syllable boundaries according to pronunciation rules
Construct syllable blocks in different shapes depending on consonants and vowels
Recognise spacing and spelling rules in reading and writing, such as leaving space between blocks (such as a subject block, an object block and an action block in a sentence); for example,
첼시가 밥을 먹어요.; 베스가 영화를 봐요.
Generate language for a range of purposes in spoken and written texts by using context-related vocabulary and applying elements of the Korean grammatical system, including:
- understanding simple sentence structures in the subject + object + action order to make statements or ask questions
- using the different functions of a range of basic particles; for example,
- 은/는 (topic particle)
- 이/가 (subject particle)
- 하고/랑 (linking particle)
- expressing future plans using -고 싶어요., 해요.; for example, 한국에 가고 싶어요.; 공부를 열심히 해야 해요.
- using basic verbs including copular
(-이에요/-예요) to describe state/quality; for example,
한국 사람이에요, 요리사예요 - using basic conjunctives to express opinion and link ideas; for example, 맛있어요, 하지만 조금
매워요.; … 그래서… ; … 그리고 - using question words such as 언제, 어디서,
어떻게, 어느 and 무슨 to obtain specific information - recognising questions asking for a reason, and responding by using justification words; for example, 저는 …고 생각해요.
- using a range of descriptive verbs to express emotions, sensory qualities or impressions; for example, 신나요, 매워요, 짜요
- using a range of adverbs to indicate frequency; for example, 가끔, 보통, 자주, 언제나
- using numbers in Korean expressed in two different systems for different things; for example 하나, 둘, 셋, … versus 일, 이, 삼, …
- using a range of nouns to describe aspects of everyday life in home and school environments and topics of interest such as names of subjects and sports/games, including traditional Korean sports/games
- recognising when to use honorific forms for particular audiences; for example, 나 versus 저
Continue to build a metalanguage to describe grammatical concepts and to organise learning resources
Understand the structures, conventions and purposes associated with a range of texts created for information exchange or social interaction
Language variation and change
Explore how elements of communication such as gestures, facial expressions and choice of language vary according to context and situation
Reflect on changes in their own use of language/s over time, noticing how and when new ways are adopted or existing ways adapted
Role of language and culture
Understand that language use reflects cultural expression, assumptions and perspectives
Achievement standard
At standard, students use familiar language when initiating and participating in spoken and written interactions in Korean to exchange information about people, social events and school experiences. Students engage, with guidance, in the planning of Korean events or activities and participating in transactions. They access and summarise some key information and supporting details, and they organise and present information and ideas on texts related to aspects of their personal and social worlds, using language and modes of presentation to suit audience and context. They express simple opinions and describe some of the themes, key ideas and techniques used in imaginative texts, and create and present simple imaginative texts to entertain peers and younger audiences. They translate texts, with some inaccuracies, noticing when it is difficult to transfer meaning from one language to the other. Students interact with Korean speakers to share and compare some aspects of culture that affect communication and notice how their own culture impacts on language use. They also consider how their own biography influences their identity and communication.
Students better understand the Korean sound and writing systems, using familiar vocabulary related to people, social events and school experiences, and applying elements of grammar in spoken and written texts, with a satisfactory level of accuracy. They describe how the Korean language works, using some relevant metalanguage to organise learning resources. Students apply the structures, conventions and purpose associated with a range of texts created for information exchange or social interaction. They discuss how elements of communication and choice of language vary according to context and situation and reflect on changes in their use of language/s over time, noticing how and when new ways are adopted, or existing ways adapted.
Year 8 Syllabus
Year Level Description
Year 8 Korean: Second Language builds on the skills, knowledge and understanding required to communicate in the Korean language developed in Year 7 and focuses on extending students’ oral and written communication skills and their understanding of Korean language and culture. Students may need encouragement to take risks in learning a language at this stage of social development and to consider how the experience impacts on the norms associated with their first language and culture.
In Year 8, students communicate in Korean, initiating and participating in interactions with peers and known adults to discuss and share ideas, opinions and experiences of special holidays and travel. They engage in individual and collaborative tasks that involve planning experiences and activities by considering options, negotiating arrangements, solving problems and participating in transactions. Students access, summarise and share key ideas and information from a range of texts related to their personal and social worlds. They organise and present information and ideas to raise awareness of and inform others about texts, using language and modes of presentation to compare perspectives and experiences. They respond to imaginative texts, analysing the ideas, values, themes and techniques used to entertain audiences, and make connections with personal experiences. Students create and present a range of simple imaginative texts, selecting appropriate language, rhythms and images to enrich the visual or listening experience.
Students better understand the systems of the Korean language when encountered in simple spoken and written texts. They use the features of the Korean sound and writing systems, such as tense consonants, to extend their knowledge of the sounds of the Korean alphabet and compare how loan words from English are written and pronounced in Korean and vice versa. They generate language for purposeful interaction in spoken and written texts by extending understanding and use of context-related vocabulary and elements of grammar, including extending the use of a range of particles to fit different contexts, and understanding the use of culture-specific words and expressions. Students continue to build a metalanguage to describe grammatical concepts and to organise learning.
Students widen their social networks, experiences and communication repertoires in Korean. They are encouraged to investigate the nature and extent of Korean language use in both Australian and global contexts, reflect on different aspects of the cultural dimension of learning and using Korean, and consider how this might be interpreted and responded to by members of the community.
In Year 8, students are supported to develop increasing autonomy as language learners and users, to self-monitor and peer-monitor, and to adjust language in response to their experiences in different contexts. Students use the Korean language in more extended and elaborated ways for classroom interactions and routines, task participation and structured discussion.
Communicating
Socialising
Initiate and participate in interactions with peers and known adults orally and in writing to discuss and share ideas, opinions and experiences of special holidays and travel; for example, 여행은 어디로
갔어요? 엄마, 할머니, 언니랑 마가렛 리버에 갔어요.
숙소 옆에 바다가 있었어요.; 방학 때 어디를 갔어요? 친구랑 형하고 기차여행을 갔어요.
Engage in individual and collaborative tasks that involve planning experiences and activities, including culture-specific experiences – for example,추석, 돌잔치, 빼빼로 데이, 설날; preparing for a real or virtual event, trip or excursion, a sporting event or community festival – considering options, negotiating arrangements, solving problems and participating in transactions that include purchasing goods and services
Informing
Access, summarise and share key ideas and information from a range of texts related to aspects of their personal and social worlds and present them in different formats for the intended audience
Organise and present information and ideas to raise awareness of and inform others about texts related to aspects of their personal and social worlds, using language and modes of presentation to compare perspectives and experiences
Creating
Respond to imaginative texts, such as raps, poems, picture books or cartoons, analysing ideas, themes, values and techniques used to engage and entertain audiences, and making connections with personal experiences and other imaginative texts in own language and culture
Create and present a range of simple texts that involve imagined contexts and characters, selecting appropriate language, rhythms and images to enrich the visual or listening experience
Translating
Translate and/or interpret texts, including those that use language with colloquial or cultural associations, and consider why there might be differences in interpretation and how language reflects elements of culture
Reflecting
Participate in intercultural interactions with members of the Korean-speaking community to discuss cultural practices, demonstrating awareness of the importance of shared understanding and reflecting on adjustments made as a result of reactions and responses
Consider how their own biography influences their identity and communication and shapes their own intercultural experiences
Understanding
Systems of language
Recognise the differences in intonation between statements, questions, requests and commands; for example, 가요., 가요? and 가요!
Compare how loan words from English are pronounced in Korean and vice versa
Extend knowledge in the sounds of further complex Hangeul letters, such as the tense consonants
Compose texts, beginning to apply Korean spacing rules
Compare how loan words from English are written in Hangeul with how their original counterparts in English are written
Generate language for a range of purposes in spoken and written texts by using context-related vocabulary and applying elements of the Korean grammatical system, including:
- applying standard word order, subject + object + action, and understanding that word order can vary
- extending the use of the different functions of a range of particles; for example,
- 들 (plural particle)
- 도 (additive particle)
- 을/를 (object particle)
- 에/에서 (location particle)
- expressing events which occurred in the past using -었/았-; for example, 있었어요.; 좋았어요.
- asking for or offering suggestions using -어요; for example, 갔어요? 봤어요?
- using location nouns, such as 앞/뒤, 위/아래, 옆, 왼쪽/오른쪽
- identifying family members using basic kinship terms; for example, 엄마, 아빠, 언니, 오빠, 형,
누나, 동생 - using a range of common nouns and verbs to describe activities and phenomena taking place in the home, school and wider context, such as transport, travel and weather; for example, 기차, 비행기, 여행, 덥다
- using a range of action/descriptive verbs commonly used in basic interpersonal and transactional interactions; for example, 비싸요,
싸요, 바빠요, 자요 - consolidating a range of adverbs such as adding some specificity to time words using 지난 or 다음
- using basic counters and two numeral systems with appropriate pronunciation; for example,
한 마리, 두 그루, 세 켤레, 일곱 시 삼십 분 - identifying commonly used culture-specific words and expressions in Korean and understanding the cultural backgrounds of such words/expressions
- beginning to apply basic honorific/humble words and particles appropriately for peers or adults; for example, 생신, 계세요, 께서
Continue to build a metalanguage to describe grammatical concepts and to organise learning resources
Apply the structures and conventions associated with a range of text types and identify key features and functions of the different genres
Language variation and change
Examine how elements of communication such as gestures, facial expressions and choice of language vary according to context and situation
Investigate the nature and extent of Korean language use in both Australian and global contexts
Role of language and culture
Reflect on different aspects of the cultural dimension of learning and using Korean and consider how this might be interpreted and responded to by members of the community
Achievement standard
At standard, students use mostly familiar language when participating in spoken and written interactions to exchange information on special holidays and travel and to collaborate on tasks, activities and transactions. They access, summarise and share key ideas and information from texts and present them in different formats for their intended audiences. Students analyse key ideas, themes, values and techniques in imaginative texts and make some connections with other imaginative texts in their own language and culture. They also create and present simple texts with imagined contexts and characters, selecting mostly appropriate language, rhythms and images to enrich the experience. Students translate and/or interpret texts, with some accuracy, and consider why there might be differences in interpretation. They consider how their biography influences their identity and communication, and shapes their intercultural experiences.
Students better understand the Korean sound and writing systems, using familiar vocabulary related to special holidays and travel, and applying elements of grammar in spoken and written texts, with a satisfactory level of accuracy. They apply most of the structures and conventions of a range of text types and identify most key features and functions of the different genres. Students discuss the nature and extent of Korean language use in both Australian and global contexts and explain the different cultural aspects of learning and using Korean, considering how this might be interpreted and responded to by members of the community.
Year 9 Syllabus
Year Level Description
Year 9 Korean: Second Language builds on the skills, knowledge and understanding required to communicate in the Korean language developed in Year 8 and focuses on extending students’ oral and written communication skills and their understanding of Korean language and culture.
In Year 9, students communicate in Korean, initiating and participating in sustained interactions with others to exchange ideas and compare and justify personal opinions about aspects of childhood, teenage life and relationships. They engage in individual and collaborative tasks that involve planning and managing activities, events or experiences and exchanging resources and information. Students analyse ideas and information from a range of texts, identifying context, purpose and intended audience. They convey information and ideas and offer their own views on texts related to aspects of their personal and social worlds, using appropriate formats and styles of presentation. Students discuss how imaginative texts reflect Korean cultural values or experiences. They create and present imaginative texts that involve moods and effects designed to engage different audiences.
Students show understanding of the systems of the Korean language when encountered in simple spoken and written texts. They use features of the Korean sound and writing systems, identifying ways in which stress, intonation and body language convey meaning. They begin applying basic pronunciation rules to read Korean texts and extending their knowledge of the sounds of further complex Korean alphabet combinations. Students generate language for purposeful interaction in spoken and written texts, extending understanding and use of context-related vocabulary and knowledge of grammatical elements, such as the use of a range of descriptive and abstract nouns and verbs to achieve a higher level of sophistication in expression. They further develop a metalanguage to discuss and explain grammatical forms and functions.
In learning the Korean language, students explore how language both reflects and shapes cultural distinctions, with reference to community, social class, gender and generational norms.
In Year 9, learning is characterised by consolidation and progression. Students work with increasing independence to analyse, reflect on and monitor their language learning and intercultural experiences; however, they still require guidance through modelling, scaffolding and monitoring.
Communicating
Socialising
Initiate and participate in sustained interactions with others orally and in writing to exchange ideas and compare and justify personal opinions about aspects of childhood, teenage life and relationships; for example, 1학년부터 4학년까지 한국에서 살았어요. 저는 침대에서 잤어요. 그런데 할머니와 할아버지는 바닥에서 주무셨어요.; 10살 때 다쳤어요.;.
친구랑 싸웠어요. 그래서 울었어요.;
어렸을 때는 개가 더 무서웠어요. 지금은 괜찮아요.;
… 더/덜 좋아요.
Engage in individual and collaborative tasks that involve planning and managing activities, events or experiences and exchanging resources and information; for example, planning a display or performance to illustrate their memories of aspects of their childhood, or organising a forum to raise awareness of issues of interest to teenagers
Informing
Analyse ideas and information from a range of texts related to aspects of their personal and social worlds, identifying context, purpose and intended audience
Convey information and ideas and offer their own views on texts related to aspects of their personal and social worlds, using language and different modes of presentation to suit different audiences or to achieve different purposes
Creating
Discuss how imaginative texts, such as 흥부전 and 효녀 심청, reflect Korean cultural values or experiences through structure, language and mood to build action, develop character and position the reader/audience
Create and present imaginative texts, designed to engage different audiences, that involve moods and effects
Translating
Translate and interpret a range of texts and discuss how to convey concepts that do not translate easily across different linguistic and cultural contexts
Reflecting
Monitor language choices when using Korean, considering their own and others’ responses and reactions in intercultural communication, questioning assumptions and values and taking responsibility for modifying language and behaviours in relation to different cultural perspectives
Investigate and share family and cultural traditions and experiences, considering how these have shaped and continue to shape personal and cultural identity
Understanding
Systems of language
Identify ways in which stress, intonation and body language convey meaning
Recognise and apply basic pronunciation rules to read short texts in Korean
Extend knowledge in the sounds of further complex Hangeul letters, such as the complex vowels formed by combining basic vowels
Use basic punctuation in writing, including a question mark (?) for questions, an exclamation mark (!) to express emotions and a full stop (.) for other types of sentences
Using spacing and spelling rules in reading and writing, recognising their differences to English
Generate language for a range of purposes in spoken and written texts by extending understanding and use of context-related vocabulary and elements of the Korean grammatical system, including:
- extending the use of different functions of a range of particles; for example,
- 부터-까지 (time frame particle)
- 에 (time/cause particle)
- 와/과 (linking particle)
- 의 (possessive particle)
- understanding the various functions/meanings of the topic marker -은/는; for example, 저는 버섯을 좋아하지 않아요. 그런데 양파는 좋아해요.
- understanding and using dictionary forms of action; for example, 가다
- indicating comparative quality using superlatives; for example, 더, 덜, 가장, 제일
- using negative questions and answering appropriately; for example,
그 영화 안 봤어요? 아니요, 봤어요./네, 안 봤어요. - understanding the function and meaning of a range of defective nouns, such as 부터, 동안, 때, and using them appropriately; for example, 1
학년부터 7학년 동안 안경을 썼어요. - using abstract nouns and verbs associated with abstract or complex concepts, processes and attitudes; for example, 생각해요.; 확신해요.
- using a range of descriptive verbs to express qualities of people, animals or nature, such as character, appearance or scenery; for example, 부지런해요, 정직해요
- using some procedural vocabulary relating to some aspects of everyday life; for example, 라면을 2분 동안 끓어요.; 1시간 동안 공부해요.
- expanding the use of temporal vocabulary, including 작년, 올해
- identifying Korean names of some folk genres and some titles of Korean folk songs or folk tales
- using polite language and honorific/humble words and particles; for example, 할머니께서 주무세요., 할아버지께서 진지를 드세요.
Further develop a metalanguage to discuss and explain grammatical forms and functions
Examine the interrelationship between different text types, language choices, audiences, contexts and purposes
Language variation and change
Analyse how and why language is used differently in different contexts and relationships
Explore changes to both Korean and Australian English and identify reasons for these changes; for example,media and new technologies, popular culture and intercultural exchange
Role of language and culture
Explore how language both reflects and shapes cultural distinctions, with reference to community, social class, gender and generation
Achievement standard
At standard, students use familiar language when initiating, in part, and participating in sustained spoken and written interactions to exchange information on aspects of childhood, teenage life and relationships, and in tasks, activities and transactions. They analyse ideas and most information and, in part, identify context, purpose and intended audience from texts related to aspects of their personal and social worlds, and use some appropriate formats and styles of presentation to convey information and ideas, and offer their views. Students provide examples of how Korean imaginative texts reflect cultural values or experiences, and create and present simple imaginative texts with moods and effects, in order to engage different audiences. Students translate and interpret texts, with some accuracy, and discuss how to convey concepts that do not translate easily across different linguistic and cultural contexts. They monitor their language choices when using Korean and consider, at times, their own and others’ responses and reactions in intercultural communication.
Students apply, with a satisfactory level of accuracy, the Korean sound and writing systems when using familiar vocabulary related to aspects of childhood, teenage life and relationships, and using elements of grammar in spoken and written texts. Students use familiar metalanguage to discuss and to explain some grammatical forms and functions. They describe the interrelationship between different text types, language choices, audience, context and purpose. Students describe how and why language is used differently in different contexts and with different speakers, and how language reflects and shapes cultural distinctions, such as community, social class, gender and generation.
Year 10 Syllabus
Year Level Description
Year 10 Korean: Second Language builds on the skills, knowledge and understanding required to communicate in Korean developed in Year 9 and focuses on extending students’ oral and written communication skills and their understanding of Korean language and culture. Students require continued guidance and mentoring at this stage of their language learning, but work with increasing independence to analyse, reflect on and monitor their progress and intercultural experiences. They consider future pathways and prospects, including how the Korean language may feature in these.
In Year 10, students communicate in Korean, initiating and participating in sustained interactions with others to discuss young people’s experiences and interests in contemporary culture and social issues. They contribute ideas, opinions and suggestions in individual and collaborative tasks related to exchanging resources and information, solving problems and managing diverse views. Students analyse, synthesise and evaluate ideas and information from a range of perspectives in texts and identify how context and culture affect how information is presented. They convey information and share comments, experiences and perspectives on texts, using language and various modes of presentation to achieve different purposes. Students analyse how aesthetic, humorous or emotional effects are created in ways that reflect cultural influence in imaginative texts, and create and present a range of imaginative texts on themes of personal or social relevance.
Students show understanding of the systems of the Korean language, writing Hanguel independently and applying further pronunciation rules to read less familiar texts. They generate language for purposeful interaction in spoken and written texts by extending understanding and use of context‑related vocabulary and knowledge of grammatical elements, such as the extended use of honorific and humble vocabulary, practising onomatopoeic and mimetic expressions, and using specialised vocabulary drawn from other learning areas or topics of interest. Students further develop a metalanguage to discuss and explain grammatical forms and functions.
Students understand that Korean language and culture are interrelated and that they shape and are shaped by each other in a given moment and over time.
In Year 10, students are expanding the range and nature of their learning experiences and the contexts in which they communicate with others and are challenged with more independent learning experiences. While they are becoming increasingly autonomous when using Korean in familiar contexts, they require continued scaffolding, modelling and monitoring when using the language in less familiar contexts.
Communicating
Socialising
Initiate and participate in sustained interactions with others orally and in writing to discuss young people’s experiences and interests in contemporary culture and social issues; for example, 한국의
대중문화, 청소년 정신 건강, 현재와 미래의 고민
Express feelings and justify opinions; for example, 어때? 음… 글쎄. 첫 번째가 맞다고 생각해.; 한국에 간다면 제주도에 가 보고 싶어요. 아주 아름다울 것 같아요.; 비가 자주 오지 않기 때문에 함께 물을
아껴야 해요. 물 부족에 대해서 이야기해 봐요.
Contribute ideas, opinions and suggestions in individual and collaborative tasks – for example,organising real or simulated forums, social media or daily news segments, or protests or rallies to raise awareness of contemporary culture and social issues – exchanging resources and information, solving problems and managing diverse views
Informing
Analyse, synthesise and evaluate ideas and information from a range of perspectives on texts related to aspects of their personal, natural and social worlds, for instance, regional news headlines, local community announcements and advertisements, and identify how context and culture affect how information is presented
Convey information, comments, perspectives and experiences on texts related to aspects of their personal, natural and social worlds, using language and different modes of presentation to suit different audiences or to achieve different purposes
Creating
Analyse how aesthetic, humorous or emotional effects are created in ways that reflect cultural influence in imaginative texts, such as poems, short stories, cartoons and films, songs, dance, street art and performance
Create and present a range of imaginative texts on themes of personal or social relevance, to express ideas or reflect cultural values, social issues or experience
Translating
Consider the nature of translating and interpreting, explaining how cultural perspectives and concepts have been represented when transferring meaning from one language to another; for example, how popular Korean expressions and idioms, such as
그림의 떡 or 배가 아프다 or 파리를 날리다, can create confusion when translated literally
Reflecting
Reflect on the experience of learning and using Korean, considering how intercultural communication involves taking responsibility for contributing to mutual understanding by modifying language and behaviours in relation to cultural perspectives
Explore and express own cultural identity and ability to act as a cultural mediator between Korean speakers and English-speaking Australians
Understanding
Systems of language
Recognise variations in Korean pronunciation across people from different regions of Korea but that spelling follows standardised rules
Apply further pronunciation rules to read less familiar texts in Korean
Write in Hangeul independently, observing writing conventions and rules
Begin to recognise the use of consonant clusters in batchim, a syllable-final consonant
Generate language for a range of purposes in spoken and written texts by extending understanding and use of context-related vocabulary and elements of the Korean grammatical system, including:
- using a range of case markers and particles, including honorific forms as applicable, for appropriate grammatical functions
- analysing the structure of complex verb phrases and expanding their use; for example,
알고 싶어요, 갔다 왔어요, 보러 가요 - reporting speech or thought using
-다고/-(이)라고; for example, 맞다고 생각해요,
3번이라고 생각해요 - connecting ideas in different relationships using a range of conjunctive suffixes; for example, 한국에 가면 부산에 가 보고싶어요
- using long negative forms of verbs, such as
-지 않아요., -지 못해요. - using the structures verb stem +-기 때문에 and noun + 에 대해서 appropriately; for example,
쓰레기 때문에 분리수거에 대해서 이야기해 봐요 - expanding the range and use of adverbs; for example, 훨씬, 함께, 겨우, 아마, 너무, 조금, 벌써, 아직
- understanding the concept of different speech levels and styles in Korean and using the sentence-final verb endings in three speech styles appropriately; for example, formal polite style, informal polite style and intimate style
- identifying and practising onomatopoeic and mimetic expressions in Korean; for example, 비가 주룩주룩 와요.
- using specialised vocabulary drawn from other learning areas or broader topics of interest, such as social or environmental issues; for example,
환경보호, 지구가 죽어요 - using reflective/sympathetic words or phrases to signal empathy, down-toning or indirect disagreement, or just as a pause-filler; for example, 음, 그렇지요?, 글쎄요.
- understanding and extending the use of honorific or humble vocabulary; for example,
할머니께 여쭤봐요.
Further develop a metalanguage to discuss and explain grammatical forms and functions
Analyse how different types of text incorporate cultural and contextual elements
Language variation and change
Analyse and explain how and why language is used differently in a range of texts, considering features such as dialects and register
Explain how Korean language and culture have evolved and how they continue to change over time, and understand that language use has the power to influence social and cultural relationships and practices
Role of language and culture
Understand that Korean language and culture are interrelated and that they shape and are shaped by each other in a given moment and over time
Achievement standard
At standard, students use familiar language when initiating, in part, and participating in sustained spoken and written interactions to provide information on young people’s experiences and interest in contemporary culture and social issues. Students analyse, synthesise and evaluate some ideas and information in texts, and identify how context and culture affect the way in which information is presented. Students explain how different effects are used in imaginative texts to reflect cultural influence and they create and present simple imaginative texts that express ideas, reflect cultural values, social issues or experience. When translating and interpreting from one language to another they describe how cultural perspectives and concepts have been represented. Students describe the experience of learning and using Korean, considering how intercultural communication involves modifying language and behaviours. They also explore and express their own cultural identity and ability to act as a cultural mediator between Korean speakers and non-Korean-speaking Australians.
Students apply, with a satisfactory level of accuracy, the Korean sound and writing systems when using familiar vocabulary related to discussing young people’s experiences and interest in contemporary culture and social issues, and extending their use of elements of grammar in spoken and written texts. Students use some metalanguage to discuss and explain some grammatical forms and functions. They discuss how different types of text include cultural and contextual elements and explain how and why language is used differently in a range of texts. They describe how Korean language and culture have evolved, are interrelated and how they shape, and are shaped, by each other.