Pre-primary year syllabusTest
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 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.