Year 10 SyllabusTest
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.
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.