Year 8 SyllabusTest
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 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.