Year 9 SyllabusTest
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 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.