Year 7 SyllabusTest
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 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.