Draft F-10 Australian Curriculum: Languages Koreanconsultation.australiancurriculum.edu.au/Static/docs/Languages/F-10... · The nature of Korean language learning The Korean language

Draft F-10 Australian Curriculum: Languages Korean

May 2013

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Korean – Draft Context Statement – May 2013

DRAFT F-10 AUSTRALIAN CURRICULUM: LANGUAGES - KOREAN

DRAFT CONTEXT STATEMENT

The place of the Korean culture and language in Australia and in the world

Korean is the language of one of Australia’s important neighbours in the Asian region and is spoken by around 80 million people in the Korean Peninsula and worldwide. In Australia, it is spoken by more than 150 000 people, and the presence of the Korean culture and language, together with Korean brands of high-technology products, is increasingly evident in various sectors of society. The ongoing friendship between Australia and the Republic of Korea, established through cultural and educational exchanges, has continued to be reinforced over half a century. The two countries have a close cooperative relationship on regional and global issues for the benefit of their people and the global community. The Republic of Korea is one of Australia’s largest sources of visitor arrivals and enrolments of overseas students, including primary-aged students.

The place of the Korean language in Australian education There have been a number of government policy initiatives that have supported the teaching of Korean in Australian education since it was introduced to Australian schools in the early 1990s. During the 1990s, with growing national interest in trade with Asia, the Australian Government introduced the National Asian Languages and Studies in Australian Schools (NALSAS) Strategy. NALSAS ended in 2002, but its aims were reignited through the National Asian Languages and Studies in Schools Program (2008–2012), which renewed the economic and strategic focus on Asia with a commitment to encouraging young Australians to study Korean as one of four targeted Asian languages.

Among young learners in Australia there has been a significant increase in interest in Korean culture, including both traditional and youth/pop culture, as seen in frequent performances of traditional Korean dance and music and in the surge of popularity of K-pop (Korean pop).

The nature of Korean language learning The Korean language has its own alphabetic writing system, Hangeul. Hangeul — the modern Korean phonetic alphabet — consists of 24 basic letters, comprising 14 basic consonants and 10 basic vowels. Learning Hangeul involves learning how to combine consonants and vowels to produce a syllable in Korean, which corresponds to a syllabic block in its written form. As they learn Hangeul, learners also learn about its philosophical, scientific, linguistic and cultural underpinnings, where three elements of vowel letters (•, ㅡ, ㅣ) symbolise three respective elements in oriental cosmology — heaven, earth and man — and consonant letters symbolise the shapes of the speech organs: lips, teeth, tongue and throat. Students’ learning is enhanced by understanding the importance of Hangeul’s creator, the Great King Sejong, who, in the fifteenth century, believed that his people’s wellbeing was directly related to literacy and could be enhanced through the creation of a writing system to represent their spoken language.

Korean is an agglutinative language. Students learn how to agglutinate various particles or suffixes to nominals or verb stems to express a range of grammatical, semantic or pragmatic information. The word order of Korean is subject-object-verb (SOV); however, learners also learn that word order in Korean is flexible as long as the verb-final rule is observed, and that contextually understood elements may be left unexpressed in Korean discourse. Honorifics are one of the important features of Korean. Students learn how to use Korean to express their thoughts with cultural bearing through the systematic use of honorifics and through non-verbal

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Korean – Draft Context Statement – May 2013

behaviour that corresponds to the chosen honorific. The Korean language is versatile, which allows words from other languages to be easily integrated into its lexicon and used with native Korean words. Students learn about the Korean culture as well as how to use the language in culturally appropriate ways.

The diversity of learners of Korean Australian students have multiple, diverse and changing needs that are shaped by different individual, personal and learning histories as well as personal, cultural and language backgrounds. Learners of Korean in Australia can be identified in three major groups: second language learners (learners who are introduced to learning Korean at school); background language learners (learners who may use Korean at home, not necessarily exclusively, and have knowledge of Korean language and culture to varying degrees); and first language learners (learners who have had their primary socialisation as well as initial literacy development in Korean and they use the Korean at home as their first language).

The Australian Curriculum: Languages, Foundation to Year 10, for Korean is pitched to second language learners. Teachers will use the Korean F–10 curriculum to cater for learners of different backgrounds by making appropriate adjustments to differentiate learning experiences for these students.

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Australian Curriculum: Languages

Korean Draft Foundation to Year 10 Sequence

May 2013


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Korean – Draft Foundation to Year 10 Sequence – May 2013

Foundation to Year 2 (Level 1)

Foundation to Year 2 (Level 1) Band description

Children enter primary schooling with varying degrees of language skills and readiness to learn. While they have already established oracy skills in one or more languages, they have experienced diverse degrees of exposure to literacy and perhaps to cultures other than their own. With the entrance to primary schooling, children’s social world, which has been mainly limited to their immediate context, such as family and friends, expands to include the school domain and worlds outside the home. Learning Korean as a new language is part of their exploration of their expanded social domain, where their English language and literacy also continue to develop. Learning Korean and learning English are different in nature, but they build on each other, enriching children’s understanding of the world. During childhood, language plays a vital role in social cognitive development. The curriculum builds on the exploratory nature of language learning during this period, where children learn through interaction with people and the environment. It recognises the promotion of their sense of ownership of learning, their motivation and pleasure in learning, and their awareness of Korean as a language of communication as vital to maximising their potential for further learning of the Korean language and culture, and to growing as multilingual, multicultural individuals.

Children interact in Korean with peers and the teacher in classroom routines and action-related activities, such as games, dancing, songs and chants, to share information about self, familiar people and objects in their immediate contexts. They learn Korean through socialising in Korean, and through real and imaginative experience, such as creating cartoons or chants; their natural curiosity about others and the world around them is a primary motivating factor in learning at this stage. Non-verbal expressions, such as miming, movement and gestures, are used as the main components of responding in communication and as scaffolding devices for learning.

Children begin to hear single words, phrases and short simple texts in Korean, relating them to concrete objects and people seen and known in their immediate environment, to what they feel and do, and to topics about self, home, family, and classroom activities. They understand that Korean is one of many languages in the world used for communication, and become aware that there are different ways to communicate using languages other than their own. Through activities where they listen to, use and experiment with simple Korean texts for routines such as greeting, introducing and classroom language, children become familiar with and aware of meaningful sounds in Korean. With the introduction of Hangeul, the Korean writing system, children become further aware of the relationships between sounds and letters, and between syllables in Korean speech and syllable blocks in Korean script. As their phonological awareness increases, their literacy in the Korean language begins to develop. They begin to identify high-frequency Korean words in short texts through activities such as shared/supported reading or sight words. They start to write in Korean by copying or tracing words and, later, co-constructing longer texts, such as chants and rhymes. Through the repetitive use of simple patterns where basic key particles, verb endings and honorifics (including 저는 … , -이에요/예요, -어/아요 and -(으)세요) are used in a subject-object-verb (SOV) word order, children notice that in Korean there are grammatical

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elements and rules different from those in English. As they use such patterns with culturally appropriate gestures or body language, they also recognise elements of Korean culture, such as politeness, embedded in the Korean language and its use.

Children learn better when they feel a sense of enjoyment in and ownership of their learning and their efforts for learning are praised. With ample provision of scaffolding and support, children continuously build hypotheses about the Korean language and culture, and test them through experiment. Learning occurs when they revise these hypotheses and adjust their use of the Korean language and understanding of Korean culture. The teacher attends to diversity in children’s learning needs and backgrounds, and ensures that they feel secure during this hypothesis-building and -testing process by providing them with encouragement, cues, feedback and opportunities to reflect. As the main (and perhaps the only) source of target language input, the teacher provides ample models and examples of the Korean language and culture with the support of various visual cues. While both the teacher and learners are encouraged to use Korean wherever possible, English is used for discussion, reflection, questions and explanations relating to complex ideas or aspects of languages or cultures, and in tasks which require learners to move between the two languages, such as naming objects or images bilingually.

Children notice and understand that there are similarities and differences between the Korean language and culture and their own. They recognise that learning Korean involves learning both the language and culture and requires cultural lenses to view their own and others’ linguistic and cultural practices, for example, by reflecting on different words and expressions used in Korean when greeting people of different ages and relationships. They begin to view the world from a new perspective, with emerging intercultural awareness, and to take a role as a mediator between two or more languages and cultures.

Foundation to Year 2 (Level 1) Content descriptions and elaborations

Communicating

Socialising and taking action

1.1 Interact with peers and teacher to socialise, greet, introduce themselves with basic personal information, and acknowledge differences, in action-related talk and shared activities such as games, playing, singing songs and dancing. [Key concepts: self, friendship, family, home, politeness; Key processes: greeting, thanking]

• using greetings with the teacher and peers, for example, 안녕하세요? and 안녕?

• introducing themselves using 저는 …이에요/예요 as a set phrase

• asking about and expressing likes/dislikes using simple Korean, for example, ... 좋아해요

• naming familiar objects/favourite things (for example, 고양이, 지우개) during interaction, for example, 책이에요. 토끼예요.

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1.2 Interact in classroom routines and follow simple classroom instructions. [Key processes: recognising, responding]

• using ... 있어요/없어요 and 네/아니요 to interact with the teacher, such as during roll calls

• responding to the teacher’s simple instructions (such as 따라하세요) by acting accordingly

1.3 Interact with teacher and peers to engage in group activities with guided use of simple Korean. [Key concepts: communication, participation]

• participating in group activities such as language games (for example, pass the message), singing songs (for example, 가나다 노래, 안녕 노래) and dancing

• engaging in role-plays, greeting each other using 안녕? or 안녕하세요? as appropriate according to the role played

1.4 Interact with teacher and peers for simple guided transactional exchanges using Korean. [Key processes: exchanging, identifying ownership]

• making simple requests, for example, to borrow and lend stationery, and thanking, using … 주세요? and 고맙습니다?

Obtaining and using information

1.5 Locate specific words and expressions in texts using early literacy skills. [Key concepts: interconnection, literacy; Key processes: locating, noticing, matching, interconnecting]

• identifying and labelling pictures with known words

• matching pictures and their corresponding sight words in Korean

1.6 Share information about known people, everyday objects and places of interest. [Key concepts: routines, family, home, diversity; Key processes: locating, matching, drawing, tracing]

• reporting on information gathered from friends using simple structures such as ... 좋아해요 and … 있어요

Responding to and expressing imaginative experience

1.7 Participate in chants, choral reading and shared reading of short imaginative texts. [Key processes: chanting, shared reading, choral reading; Key text types: cartoons, rhymes, chants]

• using simple Korean expressions in chants by modifying texts provided, for example, by filling in gaps

• viewing and/or reading Korean texts such as cartoons or video clips

• participating in shared or guided reading activities

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1.8 Respond to imaginative texts such as chants, rhymes picture books with teacher’s guidance. [Key processes: drawing, miming, performing; Key text types: drawings, chants, rhymes, picture books, cartoons]

• responding to imaginative experiences by drawing, miming and performing based on the imaginative texts encountered

Moving between/translating

1.9 Share Korean learning with peers and family and explain particular expressions to them. [Key concepts: equivalence, representation; Key processes: interconnecting, explaining]

• preparing a performance such as for a school assembly using what they have learnt in their Korean class, with a brief explanation in English

1.10 Name or label objects or images bilingually through games or activities. [Key processes: naming, labelling, matching]

• creating a bilingual picture dictionary for their classroom use

• matching Korean and English texts, for example, name tags of friends in Korean and English

Expressing and performing identity

1.11 Recognise themselves as belonging to different groups, for example, ‘my friends’, ‘my Korean class’, ‘my school’, ‘my family’ and ‘my community’, and as having different roles within these groups. [Key concepts: self, role; Key processes: recognising, noticing]

• describing themselves as a member of various groups by profiling themselves with drawings of own friends, family, class and school, and naming them using 친구, 우리 가족, 우리 반 and 우리 학교

Reflecting on intercultural language use

1.12 Notice what aspects of Korean language and culture are ‘new’, recognising differences from and similarities to their own language and culture, and experiment with ‘Korean-ness’ in interaction. [Key concepts: culture, conformity, acceptance; Key processes: noticing, experimenting, enacting, relating]

• learning that there are different ways to greet between Korean language and culture and their own

• familiarising themselves with simple spoken exchanges in Korean and appropriate gestures, for example, bowing and placing hands together when saying 안녕하세요?

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Understanding

Systems of language

1.13 Recognise sounds of the Korean language and experiment with them through interaction. [Key concepts: phonic awareness, meaningfulness; Key processes: recognising, experimenting]

• differentiating Korean and English sounds, such as by comparing names expressed in Korean and English (for example, 로버트 versus Robert) and categorising names according to their first consonant, for example, 마크, 매튜,

마이클

1.14 Recognise a syllable block as the basic unit of writing in Hangeul and associate individual syllable blocks with their pronunciations. [Key concepts: script, unit of writing; Key processes: noticing, discriminating]

• discriminating between simple vowel and consonant letters in a syllable block

1.15 Notice and identify some of the basic features of the Korean language system. [Key concepts: word order, particles, politeness; Key processes: noticing, identifying]

• recognising -요 coming at the end of a sentence through its repetitive use in sentences such as 따라하세요 and 안녕하세요?

• recognising politeness and honorific meanings meanings in -(으)세요 used in different types of sentences, for example, 가세요 in a statement, a question, a request and a command

• noticing that the Korean copula alternates between two forms (이에요 and 예요) and using it with own name, for example, 마이클이에요/매튜예요

• understanding that 저 is used to refer to self

• identifying a structure where a noun or a pronoun is followed by a basic case marker such as 은/는, 이/가 and 을/를 (for example, 저는) as a chunk having a syntactic function in a sentence

• recognising that 우리 has the same function as ‘my/our’ in English, for example, 우리 가족

• understanding how to make a simple question using a basic question word, for example, 뭐 좋아해요?

1.16 Understand that a word is the smallest unit in language that may be used in isolation in speech and writing, differentiate Korean words from words in other languages and use basic high-frequency words in familiar contexts. [Key concepts: word, sentence; Key processes: understanding, identifying, using, experimenting; Key text types: signs, rhymes, chants, cartoons]

• using basic high-frequency words for familiar objects (such as 눈, 코, 입 and 귀) in speech, and identifying them as Korean words while listening to and viewing

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texts where such words are used, relating them to, for example, the eyes, nose, mouth and ears

• responding to a simple question using 네/아니요 to express agreement/disagreement

• using basic verbs with the -어/아요 ending in familiar contexts, for example, 있어요, 없어요, 좋아요, 좋아해요

1.17 Notice different text types used for different purposes in familiar contexts. [Key concepts: purpose, difference]

• listening to and viewing different simple text types in Korean and recognising that Korean is used for songs, chants, dialogues, stories, and so on

1.18 Recognise Korean among other languages in spoken and written texts. [Key concepts: distinction, comparison; Key processes: noticing, comparing, explaining]

• identifying Korean from other languages, for example, in spoken and written texts where Korean is jumbled with other languages

Variability in language use

1.19 Recognise that in Korean there are different words and expressions to address and greet different people. [Key concepts: language as social practice, politeness; Key processes: recognising, noticing]

• viewing video clips or cartoons showing people socialising in Korean

• noticing differences in greetings and expressions used in different social settings where people of different ages and/or different degrees of familiarity are involved

Language awareness

1.20 Understand that there are many languages spoken in Australia and in the world and that Korean is one of them. [Key concepts: world languages, language communities]

• naming languages they have encountered in their everyday life, for example, the languages of their neighbours or classmates

1.21 Recognise that languages borrow words from each other. [Key concepts: cross-linguistic influences between languages]

• recognising loan words originating from other languages, for example, 코알라,

캥거루, 펭귄, 초코렛, 피자, 아이스크림

• identifying Korean words used in English context, for example, Taekwondo, kimchi

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1.22 Notice commonality across cultures in social cultural behaviours involving language. [Key concepts: behaviour, similarities]

• noticing and discussing behaviours such as table manners and ways of greeting used between themselves and older members of own family and those used in Korean culture

Role of language and culture

1.23 Understand that language learning is interrelated with learning of the culture associated with the language, and recognise differences or similarities across cultures in gestures or body language associated with language use. [Key concepts: norms, similarity and difference, attitudes, interrelationship; Key processes: noticing, comparing, explaining]

• comparing gestures and body language associated with language use in different cultures, for example, bowing and saying 안녕하세요? when greeting in Korean, and pressing noses (that is, doing Hongi) and saying ‘Kia ora’ when greeting in Maori

Years 3 and 4 (Level 1)

Years 3 and 4 (Level 1) Band description

At this stage learners are becoming more cognitively mature and socially independent, with increasing competence in interpersonal and social relationships. They have established school routines, with a growing peer-group orientation and interests extending beyond the family and friends. However, their main interests remain in their personal world, and Korean is learnt in relation to their personal wellbeing and enjoyment. While they are developing awareness of independence in and responsibility for learning, learners still require concrete, hands-on support for learning Korean. With continued scaffolding, support and encouragement from the teacher and a growing confidence in using Korean for communication, they are motivated to express their own feelings and ideas about topics relevant to their personal world. As learners build competence in learning and using Korean and gain understanding of the Korean culture, they feel a sense of achievement that may make them enthusiastic for further learning.

Learners use Korean to interact and socialise with peers and the teacher in a variety of classroom activities to exchange information, feelings and ideas related to their personal world, finding commonalities with and acknowledging differences from each other. They engage in activities that involve sharing real and imaginative experiences, including those in which they taste ideas and values important in Korean culture (such as viewing or listening to Korean traditional tales) and compose, modify or perform texts reflecting on such experiences. The Korean language used in activities is reused from lesson to lesson in different situations, making connections between what has been learnt and what is to be learnt. Learners receive and produce various types of texts in Korean in spoken, written and digital modes, such as stories, chants, role-plays, video clips and cartoons. While topics of interactions and texts are still those relevant to learners’ personal interests and enjoyment, they also extend to other learning areas, giving learners a broader and richer perspective. This allows learners to make connections between Korean and other learning areas with a

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sense of relevance, and their learning is reinforced with interconnected understanding of concepts, values and skills across learning areas, including Korean. The primary context of interaction in Korean is the classroom, where Korean is used as much as possible, while learners may move between Korean and English as necessary, for example, when they discuss or compare aspects of Korean and English language and culture. Learners also have access to resources and authentic texts in Korean via virtual and digital technology and are encouraged to share their learning at home, where possible. They experience authentic Korean language and culture through community activities, for example, with Korean-speaking neighbours or at Korean festivals.

Learners begin to develop awareness of the Korean language as a system that is used not only in Korea and in the Korean community in Australia but also in many other places around the world. As their learning continues, students constantly make connections and comparisons between Korean and English and look for differences and commonalities between them. They begin to make connections between speech and writing in Korean and understand that Korean as a system works differently from English. They differentiate sounds of different Hangeul syllable blocks, and their literacy in Hangeul develops with a growing phonological awareness and understanding of Hangeul as an alphabetic system. Through interactions in form-focused activities, and with the teacher’s careful scaffolding and support, they consolidate their understanding of key grammatical forms and structures, such as the sentence-final -어/아요 ending and 저는 (used as a formulaic chunk in a set phrase 저는 …어/아요), required to form simple sentences and texts. With an expansion of interest areas, learners’ vocabulary also expands. They use high-frequency words relating to their expanding interests with basic grammatical forms and structures in short texts. They discern different text types and relate the differences to their different purposes. Through interactions in a range of activities in different contexts, learners develop understanding that the same word may be used to create different meanings and/or in different forms, according to the context.

Through the habitual use of Korean with culturally appropriate gestures and body language, learners become increasingly aware of the interdependency of language and culture. They reflect on their own assumptions about beliefs and values, and explore cultural norms embedded in everyday interaction in Korean. With increasing intercultural awareness, they begin to establish their identity and role as a learner of Korean, mediating between Korean language and culture and people close to them who do not know Korean.

Years 3 and 4 (Level 1) Content descriptions and elaborations

Communicating


2.1 Socialise and build relationships with peers and teacher through exchanges of personal information. [Key concepts: relationships, understanding, likings; Key processes: expressing, stating, participating]

• asking and answering questions of peers relating to personal information, such as about self, friends, family members, favourite things and special talents, for example, 누구예요?, … 좋아해요?, 몇 살이에요?

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• expressing commonality with peers (for example, 나도 좋아해요), and acknowledging differences using 아, 그래요? as a set phrase, in action-related talk and shared activities such as games, role-plays and composing chants/rhymes

2.2 Participate in everyday classroom activities by using Korean for basic classroom interactions and responding to teacher’s instructions in classroom routines. [Key processes: questioning, responding, appreciating]

• getting a turn to ask a question, for example, 질문 있어요

• requesting repetition, for example, 다시 해 주세요

• following instructions given in Korean, for example, 해 보세요, 들으세요,

일어나세요 and 앉으세요

• answering teacher’s question, 이게 뭐예요? (given as a set phrase), in a short Korean sentence, for example, 책상이에요

• praising or complimenting peers, for example, (아주) 잘 했어요

2.3 Participate in shared experiences such as games, group singing and dancing where Korean is used purposefully for interaction. [Key concepts: participation, cooperation]

• asking and responding to questions in group activities such as number games, for example, using 몇이에요? and …예요/이에요 (for example, 삼이에요) to form a group with those who have the same number card

2.4 Engage in simple transactions where Korean is used purposefully. [Key processes: negotiating, requesting]

• negotiating and making/accepting/declining requests using simple Korean expressions such as 지우개 있어요? (used as a request), 아니요, 없어요; 빌려

주세요; 네, 여기 있어요


2.5 Identify topics in and understand gist of information gathered from texts in different modes in familiar contexts, such as home, routines, friends and interests. [Key concepts: self, friend, family, home, interests; Key processes: recording/noting, surveying, identifying]

• listening to, viewing or reading texts (for example, on weekend activities) and discussing the content with peers

• making a list or drawing concept maps based on the content provided

2.6 Use information about people, objects, places and events gathered from texts to describe them to others. [Key concepts: culture, relationships, communication; Key processes: describing, reporting]

• reporting on the information gathered, (for example from interviews, surveys, brochures) using different media such as drawings, posters and captioned photos

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2.7 Participate in and reflect on imaginative experience, and share feelings and ideas. [Key processes: shared reading, comprehending, labelling; Key text types: description, video clips, cartoons]

• listening to, viewing and reading text in different formats such as video clips, paintings and stories, for example, Korean traditional tales (해님 달님, 혹부리

영감)

• expressing and discussing imaginative experiences in short statements about aspects such as characters, setting or events

2.8 Respond to imaginative experience in creative ways. [Key processes: composing, modifying, creating; Key text types: skits, cartoons, chants, songs]

• composing, modifying and completing own versions of skits, cartoons, chants and songs, with teacher’s guidance and scaffolding, after participating in imaginative experience


2.9 Explain to peers, teachers and family what they know about aspects of the Korean language and culture that are different from or similar to English. [Key concepts: specificity, commonality, language, culture; Key processes: explaining, comparing]

• reflecting on aspects of Korean and English language and culture, such as comparing naming conventions, (for example, comparing, 박준호 with John Smith) and explaining differences such as order and spacing

2.10 Identify known Korean words or expressions in texts and relate them to English equivalents, and vice versa. [Key concepts: equivalence; Key processes: identifying, relating]

• noticing Korean in texts such as signage and labels, and producing their equivalents in English


2.11 Associate themselves with a wider network, such as a club, country or language-speaking community, and reflect on how being a learner of Korean affects the various memberships in the network. [Key concepts: membership, multiplicity, community, language learning; Key processes: describing, naming, labelling]

• listing various groups they belong to and reflecting on themselves as a member of multiple groups

• appreciating their additional identity as a learner of the Korean language and culture and their expanded role in own network

• creating own profile using drawings or labelling to express own roles in or memberships of various groups, including own identity as a person knowing more than one language

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2.12 Share childhood experiences relating to language use, noticing how these were influenced by culture, and reflect on own current cultural perspectives and practices and how they could be adjusted to be a better communicator using Korean. [Key concepts: memory, adjustment, comfort/discomfort, identity; Key processes: reflecting, noticing, connecting]

• reflecting on different ways of naming, greeting and addressing someone (for example, by first name or title), including (non-)use of honorifics and aspects of body language such as eye contact, and on their appropriateness in both Korean and Australian cultures

• discussing peers’ habitual use of language and its appropriateness in Korean context, for example, using 언니 and 오빠 as terms of address

Understanding

Systems of language

2.13 Recognise characteristics of pronunciation and intonation in spoken Korean and how they relate to writing. [Key concepts: sound discrimination, phonemes, prosody recognition, word recognition; Key processes: noticing, recognising, relating]

• listening to and viewing texts in Korean and English, including both own speech and texts from face-to-face and multimodal interactions such as television programs or video chatting, and identifying differences between the two languages as to how pronunciation and intonation are realised in both spoken and written texts, for example, the intonation pattern of 뭐예요? being different from that of ‘What is it?’ but the same falling contour occurring at the end of both

• learning sets of Korean vowels and consonants

2.14 Explore the alphabetical nature of Hangeul and the structural features of a syllable block composed of consonant and vowel letters. [Key concepts: alphabet, system, consonant, vowel, syllable, syllable block; Key processes: exploring, experimenting, recognising]

• experimenting with Hangeul consonants and vowels to construct/deconstruct syllable blocks, for example, ㅊ+ㅏ차; ㄱ + ㅏ + ㅇ 강; ㅅ + ㅜ 수; ㄱ

+ ㅗ + ㅁ 곰

2.15 Understand and use key grammatical forms and structures. [Key concepts: syntax, forms, ellipsis, case, functions]

• constructing sentences with an -어/아요 ending on topics of personal interest, in simple structures with support (such as scaffolding, modelling or cues) and in meaningful contexts, for example, 저는 캔버라에 살아요

• using sentence constituents where a noun and a case marker (for example, 저는) are used as a set phrase

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• using -(으)세요 for different types of sentences (such as statements, questions, requests or commands) and recognising the honorific meaning embedded in -세-

• using 저 and 나 to refer to self and understanding different contexts where they are used

• understanding that 이게, 저게 and 그게 refer to objects without their name and that they are subjects in sentences, for example, 이게 뭐예요?

• using a structure noun or pronoun + case marker as a set phrase where basic case markers such as 은/는, 이/가, 을/를 and 에 are used, and understanding differences in their meanings

• expressing rapport or inclusion using the particle -도, for example, 나도 좋아해요

• asking simple questions about a person, object or number using a basic question word such as 누구/누가, 무엇/뭐 and 몇, for example, 누구예요?

2.16 Understand that words are used in different contexts with different meanings and purposes and that words are used differently to express the same ideas across different languages, and recognise such high-frequency words used in familiar contexts. [Key concepts: system comparison, context]

• using number expressions with appropriate counters, for example, 삼 학년, 아홉

살

• understanding that counters are required in counting the number of objects, and identifying basic counters used with number expressions, for example, 한 개, 두

마리, 세 명

• reflecting on high-frequency words which change their meanings according to the context, for example, 집, which has two translation equivalents in English --home and house (집에 가요, 우리 집이에요)

2.17 Recognise differences in text types used in familiar contexts. [Key concepts: mode, purpose; Key text types: signs, rhymes, cartoons, chants, songs]

• identifying familiar text types in different modes and using them in activities such as converting dialogues to chants

2.18 Make comparisons and connections between some basic grammatical features of Korean and their equivalents in English. [Key concepts: equivalence; Key processes: connecting, comparing]

• observing and identifying differences in basic grammatical features of Korean and English, for example, word order (the verb-final rule) as compared to subject-verb-object in English

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2.19 Build understanding of the variability of language use in Korean, particularly related to the age and relationship of participants. [Key concepts: relationships, age, culture; Key processes: understanding, routinising]

• greeting and taking part appropriately in familiar situations, for example with peers and with the teacher identifying differences of contexts and addressees, for example, 안녕?; 안녕하세요?; 안녕히 가세요/계세요; 잘 가

• Language awareness

2.20 Understand that languages are spoken in their particular countries of origin as well as in other places and that sometimes the same language is spoken differently, and relate this to Korean. [Key concepts: ecology of language, diaspora]

• reflecting on the many languages used in Australia, including their own, and discovering their origins

• recognising that Korean is the national language of Korea as well as a language spoken by many people worldwide, including in Australia

2.21 Understand that languages change with use over time or through the influence of other languages. [Key concepts: language changes]

• viewing images of the original version of 훈민정음 and recognising that some letters in the original are not used in modern Korean, for example, , ᅙ, ᅀ

• reflecting on and discussing which languages Korean might have influenced and might have been influenced by over time to shape the current Korean language for example Chinese, Japanese, English, French and Italian

2.22 Recognise cultural elements embedded in language use in Korean, and reflect on and share how they feel about them. [Key concepts: transmission, emotions; Key text types: songs, nursery rhymes]

• reflecting on contexts where cultural elements are embedded in language use in Korean (for example, bowing when saying 안녕하세요?), and comparing this with equivalent contexts in English

• discussing their feelings about such differences


2.23 Compare and reflect on different practices and behaviours related to everyday language use, and on own and others’ assumptions about values, beliefs and cultural norms of the Korean people. [Key concepts: assumptions, values, beliefs, cultural norms; Key processes: reflecting, developing metacognitive awareness]

• recognising the importance of politeness explicitly expressed in Korean and comparing this with English, for example, 만나서 반가워요 versus ‘Nice to meet you’

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Foundation to Year 4 (Level 1) Achievement standard

By the end of Level 1, students make statements and ask and answer questions in relation to familiar objects, people, places and events in their immediate environment, using simple structures and formulaic chunks ending in -요 (for example, 저는 매튜예요, 이게 뭐예요?). They use Korean for a range of basic functions in relation to socialising and classroom activities, including thanking (고맙습니다), getting a turn to ask a question (질문 있어요), requesting repetition (다시 해 주세요), answering questions (네/아니요; 책상이에요), expressing commonality (나도 좋아해요), acknowledging differences (아, 그래요?), negotiating and making/accepting/declining requests (… 있어요? / 네, 여기 있어요./ 빌려

주세요 / 아니요, 없어요). They respond to the teacher’s questions and classroom instructions given in Korean (for example, 들으세요, 일어나세요) through short verbal responses, as well as actions and gestures. They use Korean to describe and exchange information about aspects of their identity (저는 아홉 살이에요); feelings and ideas relating to their personal domains, including family, friends, home and school; and imagined experiences (for example, 호랑이가 재미있어요), using basic vocabulary relevant to their daily life.

Students listen to and view different types of texts provided in simple Korean, in familiar contexts and with different purposes appropriate for their age, and identify topics and gist. They begin to read short simple Korean texts differentiating between syllable blocks consisting of basic consonant and vowel letters, and relate them to their corresponding sounds. They understand and produce simple oral texts in Korean, distinguishing sounds which are undifferentiated in English (for example, ㄱ/ㄲ/ㅋ versus /k/). Students use a structure consisting of a noun or pronoun followed by a basic case marker such as 저는 as a chunk and understand it as a case-marked sentence constituent with a syntactic function. They observe the verb-final rule with an -어/아요 ending for informal politeness, and understand that Korean and English require different grammatical elements, also recognising the importance in Korean of politeness explicitly expressed through language. Students understand the importance of the age of and social relationship between participants in interactions, and greet/take part using expressions appropriate for the addressee (안녕? versus 안녕하세요?; 안녕히 가세요/계세요 versus 잘 가).

Students identify the country of Korea as the origin of the Korean language and other countries/regions as origins of other languages known to them or present in the classroom. They understand that language changes over time and through the influence of other languages, differentiating between older and modern versions of Hangeul script and identifying familiar Korean words in immediate context, which originate from other languages (for example, 코알라, 캥거루, 아이스크림). They understand that the same idea may be organised differently in different languages (for example, 박준호 versus John Smith) and are aware of the importance of culture in language use, demonstrating their awareness through culturally appropriate language and gestures (during face-to-face interactions) during interaction in Korean.

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The upper years of primary education are a period of transition where learners move from later childhood to early adolescence, and from primary to post-primary education. Learners are developing a range of social and cognitive skills to a more sophisticated level; for example, they begin to manipulate information and understand abstract ideas from different perspectives. While they are developing strong self-concepts and starting to formulate their own opinions, they also reflect on self and others and appreciate others’ point of view. Learners of Korean still require the teacher’s guidance for interaction and explicit modelling for learning new items; however, their expanding social cognitive needs and capabilities should also be taken into account through more implicit form-focused approaches and strategies, thereby promoting active and independent language learning and making connections between what has been established and what is to be learnt across learning areas, including Korean.

Learners use Korean for a range of everyday interactions within their personal world. They use such expressions as 나도 ...를 좋아해요 as set phrases to share with peers their ideas and opinions on a range of topics related to personal interests and wellbeing, some of which are drawn from other learning areas. They use expressions such as … –도 돼요 as set phrases for relevant communicative purposes such as making arrangements or conducting simple transactions, organising and presenting information, creating performances on real or imaginative experiences, and expressing their own opinions and listening to others’. Language for expressing opinions (such as 맞는/틀린 것 같아요) or reasoning (such as 왜냐하면) is introduced as formulaic chunks as early as possible in order to enable learners to actively participate in interaction and to elaborate their opinions. As they build their competence in Korean, learners comprehend and produce short texts such as songs, video clips, role-plays, skits and stories using simple structures, and develop cross-linguistic awareness, recognising that an expression of a concept or object in Korean does not always correspond to its equivalent in English (and vice versa) and that additional examples or information may be required to assist meaning (for example, 쌀, 밥).

Having mastered the Hangeul system, learners have growing independence in making connections between sounds and letters and between intonation contours and punctuation in Korean. They begin to read and write short texts in Hangeul, following spacing and spelling rules, with increasing grammatical knowledge (such as of suffixation and particle attachment) and expanded vocabulary repertoire. They use verbs in conjugated forms with basic suffixes (for example, 살았어요) and link ideas of two sentences using conjunctive adverbs such as 그리고. They develop metalinguistic knowledge of such forms and structures in Korean, use it when a new grammatical item is introduced, and use analytic skills to decipher meanings of less familiar items in written and spoken material.

As they broaden the scope of their vocabulary use and refine their knowledge of aspects of Korean grammar that are closely related to social and cultural norms — such as the informal polite ending -어/아요, the honorific suffix –시-, and the first person plural 우리 used in 우리

집 (‘my house’) and 우리 가족 (‘my family’) — they become increasingly aware of the

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importance of the social and cultural aspect and choice of appropriate linguistic features in learning and using Korean. Through learning about the social, cultural and historical background of the creation of Hangeul by a king in the fifteenth century, they come to appreciate that every language has its own unique history. The broadened scope also allows learners to recognise the dynamic nature of languages that change over time as well as through the influence of other languages. Learners decentre from their own world and start to develop reflective literacy and growing intercultural competence, comparing, exploring and reflecting on beliefs and values embedded in linguistic practices and their own language use.


Communicating


3.1 Describe people, places, objects and everyday routines related to self, school and home environment, and express and share interests, feelings and preferences, making connections between experiences and between self and others, reflecting on diversity and consolidating friendships. [Key concepts: relationships, roles, connections, emotions; Key processes: describing, expressing]

• exchanging with peers experiences of everyday life and leisure activities using –해요/했어요 as a chunk, for example, 오늘 한국어를 공부해요/어제 영어를 공부했어요

• sharing with peers experiences and feelings, such as weekend activities and likes/dislikes using 나도 … -아/어요 and 나도 … -았/었어요 as a set phrase, for example, 나도 좋아해요, 나도 한국어를 공부해요 / 공부했어요

3.2 Interact in classroom activities and create shared class rules, expressing opinions. [Key processes: negotiating, organising, expressing opinions]

• expressing opinions using set phrases such as 저는 ...이/가 맞는/틀린 것

같아요, for example, 저는 미나가 맞는 것 같아요

• asking for permission and requesting help using ...에 가도 돼요? as a set phrase, for example, 화장실에 가도 돼요?

3.3 Make arrangements and organise shared experiences such as group games or performances. [Key concepts: rules, negotiation, order; Key processes: making decisions, organising]

• participating in traditional Korean games such as 윷놀이 (yut nori), making collaborative decisions and arrangements using Korean, for example, for counting, ordering and numbering

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3.4 Participate in simple transactions such as ordering goods and services. [Key concepts: transaction, numeracy; Key processes: accepting and declining, expressing preferences and feelings]

• asking for goods or services such as ordering food and drinks, using counters appropriately, for example, 아이스크림 한 개 주세요

• asking for or giving prices of goods, for example, 얼마예요? 오천 원이에요


3.5 Listen to, view and read texts for specific information related to time and space, natural and built environments, and concepts drawn from other learning areas. [Key concepts: time, space, nature, environment; Key processes: comprehending, relating, sequencing]

• understanding main ideas and gist from texts provided on, for example, weather or time

• selecting and exchanging information required for specific purposes such as reporting on weather or places, for example, 날씨가 어때요? 비가 와요

3.6 Present ideas and information appropriately for diverse audiences on subjects related to time and space, natural and built environments, and concepts used in other learning area. [Key concepts: register, audience, politeness, relationship; Key processes: comprehending, presenting, ordering, conveying]

• conveying ideas or information by listing or sequencing, using different media for different audiences, for example, creating brochures or booklets for visitors to the school or for class performances using conventional/digital tools


3.7 Express and exchange opinions about the ideas realised in various forms of expression, connecting them to own experience and feelings. [Key processes: viewing, expressing, reciprocating; Key text types: paintings, songs, video clips, films]

• listening to and viewing texts in various modes (for example, performances, game shows and artwork), and sharing opinions or feelings about them using expressions such as … 어때요?, 좋아요/좋았어요 and 재미있어요/재미있었어요

• providing reasons for feelings and opinions using 왜요? and 왜냐하면 … as set phrases

3.8 Produce scripted performances, raps and digital stories on imaginative experiences and perform a role in the simulated setting, reflecting on feelings while playing the role. [Key processes: enacting, experimenting, performing; Key text types: role-plays, skits, stories, raps]

• collaboratively producing scripts for performances, raps and digital stories, discussing imaginary characters, places, ideas and events

• performing or reading the script or stories produced, reflecting on the performance or stories and relating them to own feelings or experiences

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3.9 Translate texts, taking into account words and expressions that may not readily correspond across languages, and expanding descriptions or giving examples where necessary to clarify meaning. [Key concepts: correspondence, representation; Key processes: interpreting, elaborating, judging]

• reflecting on and providing translation equivalents in Korean and in English, using 한국어로/영어로 … as a set phrase to share ideas with peers, for example, ...이/가 한국어로 뭐예요? 한국어로 ...이에요/예요

• identifying words in Korean and English that cannot be readily translated, and clarifying meanings for such words by providing examples, explanations or additional information, for example, 벼 (‘rice as a crop’), 쌀 (‘rice as raw grains’), 밥 (‘cooked rice/meals’)

3.10 Create bilingual texts and consider what translates easily or with difficulty. [Key processes: translating, comparing]

• producing signs, notices and labels in Korean and English for the immediate environment such as at school and home, for example, 조용히 하세요 (‘Be quiet’), 도서실 (‘Library’)

• discussing and reflecting on own and others’ opinions on difficulties in finding equivalents in two languages


3.11 Explore and illustrate connections between aspects of identity such as nationality, ethnicity and language, and how these are related to culture, and reflect on self in relation to these aspects and learning Korean language and culture. [Key concepts: identity, interconnections; Key processes: experimenting, performing, connecting]

• experiencing aspects of traditional Korean culture, for example, trying on traditional costumes or performing traditional dances

• comparing their experiences of Korean culture with own culture, making connections between them

• reflecting on their cultural experiences and relating these to resultant enrichment of own identity


3.12 Examine own and others’ perceptions of Korean culture embedded in or accompanying Korean language use, and reflect on how knowing a language may change one’s perception of its culture and how language learning is facilitated by knowing the culture. [Key concepts: empathy, identity, assumptions; Key processes: decentring, comparing, reflecting, adjusting]

• reflecting on how cultural aspects embedded in or accompanying language use might be perceived differently in different cultures, finding such examples in Korean language use and sharing them with peers, for example, honorifics; terms

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of address; and gestures such as bowing when greeting older people, using fingers when counting or pointing with index fingers

• reflecting on cultural aspects of language use that are taken for granted in own culture and discussing how these might be perceived if such aspects were used when speaking Korean, for example, addressing older people by their first name, waving hands when greeting or interacting with older people, using index fingers to indicate to come/go, or making eye contact when talking to older people

• reflecting on and discussing with peers how their feeling of comfort/discomfort in using the Korean language and conforming to Korean cultural norms has changed since they started learning Korean

• sharing feelings and ideas on the reciprocal benefits in mutual understanding of knowing a language and its culture

Understanding

Systems of language

3.13 Understand the relationships between letters and sounds and between intonation and punctuation/printing conventions in Korean and apply this understanding to own speech and writing with increasing independence. [Key concepts: pronunciation, spelling, punctuation, correspondence; Key processes: recognising, analysing, relating, experimenting]

• reading aloud in Korean, following basic pronunciation rules, for example, 한국어

[항구거], 같이 [가치], 감사합니다 [감사함니다/감사암니다]

• using basic punctuation in writing, including a question mark (?) for questions and a full stop (.) for other types of sentences

3.14 Understand how written text is organised in Korean to convey meaning (for example, spelling rules, spacing) and contrast this with English and other languages present in the classroom. [Key concepts: prosodic rules, writing conventions; Key processes: noticing, recognising, relating, contrasting]

• recognising spacing and spelling rules in reading and writing, for example, 소라가

방에 있어요 versus 소라 가방에 있어요

• comparing spacing and spelling rules in Korean with such rules in English and other known languages

3.15 Develop and use grammatical knowledge of aspects of the Korean language system such as verb conjugation, suffixes and conjunctive adverbs, as well as metalinguistic knowledge to show understanding of these aspects and to convey meaning. [Key concepts: grammatical rules, metalanguage]

• expressing simple events occurring in the past using -았/었-, for example, 캔버라에 살았어요

• making simple negation using 안 and 못, for example, 비가 안 와요, 김치를 못

먹었어요

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• expressing events occurring in sequence:

o in two sentences using conjunctive adverbs such as 그리고 at the beginning of the second sentence, for example, 밥을 먹어요. 그리고

운동해요

o in a coordinative structure using a conjunctive suffix -고, for example, 밥을 먹고 운동해요

• using a structure noun + (으)로 as a set phrase and understanding the meaning of the particle –(으)로, for example, 연필로 쓰세요. 한국어로 뭐예요?

• using the complex structures –ㄴ/는 것 같다 and –도 되다 in their -어/아요 forms to express opinions and give/request permission, for example, 맞는 것 같아요; 가도 돼요?

• asking questions about reasons and prices using question words in set phrases 왜요? and 얼마예요?, and asking about states, feelings or opinions using 어때요, for example, 영화가 어땠어요?

• recognising the formal polite ending -ㅂ/습니다 and the intimate ending -아/어/해, and understanding the different contexts where different levels of politeness and formality are indicated by verb endings, for example, 미안합니다/미안해요/미안해

• understanding and using basic metalinguistic terminology, for example, topic, subject, object, markers, past

3.16 Understand that words have different functions relating to meaning and that some types of words change their forms according to their functions in a sentence and the context where they are used. [Key concepts: form–meaning relationship, conjugation, context]

• qualifying what is being talked about using adverbs such as 빨리, 천천히, for example, 빨리 하세요

• indicating time using time adverbs such as 어제, 오늘 and 내일

• recognising the meaningful parts of a verb, for example, 먹 + 어요

• learning how to identify what is being talked about using 이, 그 or 저, for example, 이 학교가 우리 학교예요

• learning the difference between 나 and 저 referring to self and using them appropriately according to the addressee, for example, peers or adults

• understanding that in Korean numbers are expressed in two systems, and counting objects using pure Korean numbers and counters, for example, 아이스크림 한 개

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• expressing prices using Sino-Korean numbers and currency counters such as 원,

달러/불, for example, 오천 원, 십 달러/불

• expressing time in hours using pure Korean numbers, for example, 한 시, …, 열

두 시

• learning how to read Arabic numerals appropriately with counters, for example, 10 살, 6 학년, 7 시

3.17 Notice distinctive features of discourse organisation in Korean, such as salutation and closing in a letter. [Key concepts: genre, audience, structure; Key text types: instructions, letters, emails, blogs]

• identifying functions of parts of simple discourse such as letters/cards of invitation — for example, …에게/께 (‘to’ in salutation) and …(으)로부터/올림 (‘from’ in closing) — and comparing them with English

3.18 Compare and contrast, using appropriate metalanguage, some features of the Korean language system and sentence structures that are different from those of English and other languages represented in the classroom. [Key concepts: saliency; Key processes: analysing, comparing, contrasting]

• recognising how syntactic functions are realised in simple sentences in Korean and English and comparing the two languages in this respect, for example, 저는 [subject] 사과를 [object] 먹어요 [verb] versus ‘I [subject] eat [verb] an apple [object]’


3.19 Explore how variables such as age and personal/social relationships impact on language use and choice of linguistic features in Korean, and how this is different in English and other languages represented in the classroom. [Key concepts: language use in context, cross-cultural differences; Key processes: exploring, comparing]

• recognising social relationships between participants in interactions through their language use, for example, 미안합니다/미안해요/미안해

• reflecting on how such differences are expressed in own and other cultures and languages

Language awareness

3.20 Understand that every language has its own history to be appreciated, reflecting on the creation of the Korean alphabet Hangeul and the underlying humanism and scientific, linguistic, philosophical and cultural considerations of its creator. [Key concepts: language origins, history]

• listening to and viewing stories on the creation of Hangeul

• reflecting on the background/rationale for the creation of Hangeul, such as humanism (홍익인간); basic consonant letters representing shapes of articulatory organs, for example, ㅇ (representing the shape of the throat); three basic

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elements in vowel letters symbolising three basic elements in the universe in oriental cosmology (•천, ㅡ지, ㅣ인)

• sharing knowledge of some historical aspects of own languages, including Australian English and Aboriginal languages, for example, koala/gula, kangaroo/gangurru

3.21 Recognise the dynamic nature of language and culture, and understand relationships between Korean and other languages such as English, Chinese and Japanese, and how the Korean language and culture have influenced and been influenced by many languages in different ways. [Key concepts: evolution, hybridity, dynamic system]

• identifying Korean words borrowed from English and other languages, and matching them to their English versions, exploring their origins, for example, 피아노 (piano), 피자 (pizza), 케밥 (kebab)

• identifying Korean words used in Australia and sharing own experience of using/encountering them, for example, 태권도 (Taekwondo), 김치 (kimchi), 비빔밥 (bibimbab), 아리랑 (arirang)

• identifying words which have similar meanings and pronunciations across different languages, including Korean (for example, 삼/三/さん, 빵/pain/pane/pan, 김치/kimchi/キムチ), reflecting on possible origins of such words and discussing how the original words and their associated cultures might have been adopted by other languages and cultures

• reflecting on known Korean words with culturally specific meanings and discussing advantages/disadvantages of using them in English by directly borrowing from Korean or providing translation/explanations, for example, ‘I like Hanbok’ versus ‘I like Korean traditional costumes’

3.22 Investigate how language can be used to influence perceptions of people. [Key concepts: perceptions, register, context]

• exploring various ways language is used to influence perceptions of people, for example, through verbal interactions (using polite language or slang) or through other means of communication where language is embedded, for example, artworks, fashion designs or graphic designs

• experimenting with spoken and written Korean to enhance others’ perception of Korea and Korean, for example, by designing artworks using Korean letters/expressions, composing and performing raps/chants on aspects of the Korean language and culture

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3.23 Explore how beliefs and value systems are reflected in everyday language use by comparing ways of communicating across cultures. [Key concepts: interconnection, beliefs, attitudes, value system; Key processes: exploring, reflecting, decentring]

• identifying non-verbal expressions taken for granted in communication in different cultures, for example, eye contact, bowing, nodding, pointing

• reflecting on individual words which may be interpreted differently by people who don’t know Korean culture, for example, 우리 집, 우리 선생님

• discussing with, questioning and explaining to others understandings of other cultures, including Korean culture

• understanding the significance of social conventions and cultural concepts, for example, 잘 먹겠습니다, 잘 먹었습니다

• reflecting on diverse interpretations of everyday language use in Korean and on own understanding of Korean cultural elements contained in the linguistic practice, and making comparisons with own language, for example, possible interpretations of such phrases as 어디 가요? and 밥 먹었어요? as either greetings or genuine questions depending on the context

• reflecting on and comparing culturally embedded meanings of equivalent proverbs in Korean and English, providing possible reasons for the differences in expression of the same meaning, for example, 식은 죽 먹기 versus ‘piece of cake’

Years 5 and 6 (Level 2) Achievement standard

By the end of Level 2, students make statements and ask and answer questions in relation to their personal world and topics relevant to young learners, using mostly simple structures, the -고 coordination, and some complex structures as set phrases. They use Korean for a range of functions in everyday social and classroom interactions, and for making connections between own experience and others’ (나도 한국어를 공부해요) and between the present and the past (캔버라에 살았어요), including asking specific questions (한국어로

뭐예요?), asking for permission (화장실에 가도 돼요?), expressing empathy (나도

재미있었어요), and making simple arrangements and transactions (아이스크림 한 개

주세요. 얼마예요? 오천 원이에요). They respond to simple questions asked by peers or the teacher and offer their own opinions on others’ responses (저는 미나가 맞는 것 같아요). They exchange information, feelings and ideas related to specific contexts relevant to their personal interests and everyday life both at home and at school, including real and imagined experiences (… 어때요? 좋아요/좋았어요, 왜요?). They expand on topics using -고 for simple coordination (밥을 먹고 운동해요) and basic conjunctive adverbs (밥을 먹어요,

그리고 운동해요), qualify their expressions using basic adverbs (빨리, 천천히) and specify the referent using demonstratives (이, 그, 저). They provide English equivalents for known words and expressions in Korean; where a translation does not correspond well to the

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original, (for example, 쌀; 밥), they clarify meaning by supplying additional examples, explanation and/or information, using English as required.

Students read and write short texts in Hangeul using basic rules for pronunciation (한국어

[항구거], 같이 [가치], 감사합니다[감사함니다/감사암니다]), intonation, spacing and punctuation. They understand gist and identify specific information in spoken and written texts in familiar language and contexts and simple structures, provided in a range of different text types and created for different purposes and audiences (…에게/께; …(으)로부터/올림). They express past tense using a past tense suffix (-았/었-) in simple structures, and simple negation using 안 or 못 (for example, 안 가요, 못 먹었어요). They indicate the connection between two events or ideas by using a conjunctive adverb or connecting verbs in two clauses with a basic conjunctive suffix, and indicate time with adverbs (어제, 오늘, 내일)

and time expressions using 시 (for example, 한 시). They compare the different word orders in Korean and English using basic metalinguistic knowledge. Students identify differences between contexts involving the age and the social relationship between participants and use appropriate forms of politeness and formality (for example, 미안합니다/미안해요/미안해). They understand that every language has its own unique history to be appreciated and demonstrate their knowledge of the background and rationale of the creation of Hangeul. They relate the shapes of basic consonant letters to their corresponding articulatory organs, and those of the three basic elements in vowel letters to their corresponding elements in the universe according to the oriental cosmology. They understand that languages borrow from each other words with culturally specific meanings, and identify such Korean words borrowed from English and other languages (for example, 피아노, 케밥), as well as Korean words used in the Australian context (태권도, Taekwondo; 김치, kimchi). They vary language and gestures for greeting and other basic social functions in everyday language use in culturally appropriate ways.



With the entrance to secondary schooling, learners become more independent and responsible for their own learning while adjusting to social and academic demands placed upon them in a new school culture with curriculum areas that are clearly differentiated yet interconnected. As they undergo early adolescence, learners experience significant intellectual, social, emotional and moral development alongside rapid physical growth. They shift from concrete to abstract thinking and perform more complex cognitive activities, such as analysing and reflecting on their own and others’ thinking and responses in order to see relationships between concepts, ideas and experiences. With a new sense of belonging to a larger world, they are motivated to learn when learning is relevant to their immediate goals and interests. They continuously seek autonomy, and self- and peer approval, yet they also consider the feelings and rights of others and enjoy collaboration with peers during learning activities. Teaching approaches and task design for Korean, as for all other learning areas, respond to these varying learner characteristics and needs through diverse instructional methods.

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Learners come to the Korean classroom with prior learning of the Korean language and culture and ability to use the language, including literacy in Hangeul, acquired mainly through classroom learning during their primary years of schooling. While they have acquired basic competence in the language and culture, there is diversity across learners due to diverse degrees of out-of-class linguistic and cultural experience and as a result of other cognitive developmental factors inherent to adolescent learners. Students also have developed diverse degrees of multilingual and multicultural awareness through their prior learning of Korean and possibly other languages. While learners are becoming cognitively mature, though at varying paces, there is a discrepancy between their level of cognitive maturation and their ability to use Korean. It is important that teachers are responsive to this diversity and discrepancy and provide suitable and sufficient support, for example, taking advantage of students’ growing academic and social maturity while conducting tasks such as group problem-solving, encouraging learners to make choices and decisions through peer collaboration.

Learners initiate and sustain interactions in Korean with peers and adults on matters beyond their immediate world, such as life and culture in other parts of the world, drawing on topics from domains to which their interests are expanding, including Korean language and culture and other learning areas. They share and make connections between ideas, thoughts and feelings, using Korean for spoken and written interactions in a variety of tasks, for example, planning and negotiating arrangements, considering options and making a decision for group experience. They gather, process, manipulate and convey information and ideas purposefully, and view and create imaginative texts in various modes (such as stories, songs, video clips or films), drawing on their own experience and other materials provided, reflecting on and comparing their own and others’ language use and cultural practices, and making connections between meanings of responses and actions. They verbalise cognitive processes using expressions such as 제 생각에는 … and 아마 … -ㄴ/는 것 같아요 as set phrases while reflecting on their own or others’ practices or collaborating with others in group tasks. As they use Korean in more sophisticated and culturally appropriate ways, they develop a growing sense of a bilingual self mediating between two or more languages and cultures, with an increasing flexibility of thinking to analyse and reflect on their own bilingual practices and to appreciate others’.

While consolidating understanding of sound–letter relationship in Korean, learners further develop phonological awareness and understand that the same syllable blocks are often pronounced differently according to the sounds of neighbouring syllable blocks. With increased confidence in reading and writing Hangeul, they read and write less familiar words, applying basic pronunciation and spelling rules to spoken and written texts (for example, 낫/났/낮/낯/낟/낱, 한국어). With an expanding knowledge of grammatical concepts such as parts of speech, level of speech, suffixation and modification, they express more complex ideas, and relationships and sequences between ideas and events using a range of forms and structures, including particles, suffixes for tense, honorifics, noun modification and auxiliary verbs. They also recognise the expressiveness and musicality of Korean through sound symbolism and mimesis in expressions such as 똑똑똑, 주룩주룩. As they continue to use Korean in culturally appropriate ways for interactions in broader domains, their vocabulary also expands to include some words and expressions which are closely associated with Korean culture (for example, 세배, 새해 복 많이 받으세요), and to include a broader range of interests, including some abstract words. This enables learners to

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broaden their perspective and use information and ideas drawn from other areas for interaction oriented to issues beyond their familiar, personal worlds. With increasing grammatical and vocabulary knowledge and sensitivity to social and cultural aspects of Korean language use, they develop awareness of text as a discourse that requires coherence and cohesion according to the context, and recognise that consistent use of the informal polite ending -어/아요 and honorific elements across the text is one of such discourse devices.

Through learning various phonological, grammatical and discourse features specific to Korean and comparing them with those of English and other languages, learners appreciate that Korean is a unique system, as is every language. They recognise the uniqueness of every language in the world, and, via the history of Hangeul creation, understand the social power of language, the ways it impacts on people’s lives and on culture. As they explore the impact of social and cultural changes on Korean and other languages, they also reflect on the reciprocal relationship between language and culture. With their increasing abstract thinking skills and intercultural competence, learners analyse beliefs and value systems reflected in their own and others’ cultural and linguistic practices, and reflect on how the concept of ‘normality’ in communication varies across cultures.


Communicating


4.1 Initiate and sustain interactions with peers and known adults to seek and offer ideas, thoughts and feelings and to expand relationships, making connections across different areas of interest, time and space, relating to self and others, using verbal and non-verbal expressions. [Key concepts: values, culture, celebration, neighbourhood; Key processes: sharing, conversing, making connections, reciprocating]

• starting conversation by using expressions such as 지금 뭐해요?, 어디 가요? and 어제 …봤어요? as appropriate according to the context and the interlocutor, and developing the conversation on topics of mutual interest

• exchanging and describing opinions and ideas, expressing hopes and feelings, and giving reasons for plans, for example, 왜 한국어를 배워요? 소라가 좋아서

한국어를 배웠어요. 방학 때 뭐 할 거예요? 한국에 갈 거예요. 시험이 끝나서

기분이 좋아요

• using communication strategies such as asking for repetition or clarification, or questioning further, for example, 무슨 뜻이에요? 다시 말해 주세요. 괜찮아요

4.2 Participate in classroom activities, giving and following instructions, asking questions to clarify meanings, and describing actions, using the language of reflection as set phrases. [Key processes: giving and following instructions, asking, describing]

• participating in reflective activities and evaluations of classroom experiences, using set phrases, for example, 어떻게 생각해요? 알겠어요/모르겠어요. 제

생각에는…, 아마…, 글쎄요, -인 것 같아요

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• using classroom language to give and follow instructions, to ask questions and to request clarification, for example, 다시 설명해 주세요. 쓰지 마세요. 무슨

뜻이에요?

4.3 Contribute to collaborative planning, negotiating arrangements and considering options for events and experiences. [Key concepts: collaboration, priority, alternatives, preference; Key processes: negotiating, making decisions, comparing]

• participating in planning and decision making with others, for example, arranging a birthday party (소라의 생일 파티에서 무엇을 할까요? 춤도 추고 노래도 불러요.

한국 노래를 할 줄 알아요? 네, 할 줄 알아요. 그러면 한 번 해 보세요.)

4.4 Participate in spoken and written transactions such as purchasing goods and services relevant to their daily life, negotiating diverse services and problem solving as necessary. [Key concepts: consumption, negotiation; Key processes: accepting and declining, comparing, expressing preference and feelings]

• participating in a role-play or in a simple transaction occurring in a real context, such as shopping in a Korean shop; purchasing goods such as fashion items, food or a mobile phone; and reading the receipt to confirm the price and information relating to the purchase, for example, 이 모자가 얼마예요? 너무

작아요. 더 큰 모자를 보여 주세요. 써 보세요


4.5 Identify, group, describe, share and represent key ideas and information relating to the neighbourhood and local community as well as to other learning areas, from texts in various modes such as spoken, written, print and digital multimodal. [Key concepts: information, ideas; Key processes: identifying, describing, grouping, tabulating, presenting]

• identifying context, purpose and audience of texts such as advertisements, signs, announcements and recipes

• listening to, viewing and reading texts that reflect different aspects of Korean culture, art, history or geography, and sharing the information in print and digital forms, in Korean or English, or bilingually, for example, using references such as dictionaries

• recording and synthesising information from texts, including television programs, reports, interviews, video clips, documentaries and social networks, using tools such as tables, concept maps and charts to organise and order information and inform others of findings

• deducing meanings and identifying cultural references in diverse texts

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4.6 Use information gathered from various sources to convey ideas or views, solve problems or take action relating to the neighbourhood and local community as well as to other learning areas. [Key concepts: diversity, culture, media; Key processes: selecting, inferring, presenting]

• conveying information gathered from various sources by creating texts such as advertisements, notices and instructions in various formats, such as flow charts, tabulations, posters or cartoons, using conventional and digital media


4.7 Compare the ways in which people, places and experiences are represented in diverse expressive forms, drawing on those expressed by self, peers and artists/authors encountered in other learning areas. [Key processes: guided reading, comparing, analysing; Key text types: stories, films, paintings, songs, video clips]

• listening to and viewing texts provided in Korean in various modes such as stories, films, paintings, songs or video clips

• reflecting on the ways people, places and experiences are expressed in the texts provided, and comparing them with those expressed in own and peers’ work and the work of artists or authors encountered in other key learning areas such as art, English or history

• analysing differences between the ways in which people, places and experiences are described by different people

4.8 Create imaginative texts for self-expression and performance drawing on past experiences or future possibilities, connecting the past and the future to the present self, and imagination to reality. [Key processes: creating, recounting, interconnecting; Key text types: role-plays, skits, cartoons]

• creating stories about self as the main character in imaginative settings in the past or future

• illustrating the imaginative stories created, in visual forms such as cartoons or captioned photo stories

• producing performances based on the imaginative stories created for example role-plays and skits


4.9 Compare own translation of texts with others’, discussing differences and why these might occur, and possible alternative versions, reflecting on how to make connections between meanings in different languages. [Key concepts: cultural sensitivity, intercultural perspective; Key processes: explaining, comparing, analysing, reflecting]

• translating existing texts or texts produced by self and others to Korean and English

• experimenting with using web-based translation tools

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• comparing different versions of translation, reflecting on the differences in translation of the same text and discussing possible reasons for such differences

4.10 Interpret texts in Korean provided in different formats, using supporting devices that assist meaning. [Key processes: interpreting, interconnecting]

• retelling stories in texts such as photo stories, short video clips or cartoons

• creating subtitles, captions and commentaries for the text provided to assist meaning


4.11 Create spoken and written texts on significant personal experiences of Korean language and culture related to their identity, share and reflect on these experiences and explain why they are significant. [Key concepts: identity, role, values, sequence, challenge; Key processes: reflecting, explaining, interconnecting]

• writing a journal describing their significant past encounters with Korean language and culture involving people, places and events, and the influence these encounters have had in shaping own identity

• recounting personal stories on significant encounters with Korean language and culture

• reflecting on own identity, relating it to own past experience involving Korean language and culture, and appreciating others’ experience


4.12 Reflect on being a communicator and user of Korean in a variety of social situations and on own responses to differences in language use, and share and discuss challenges and rewards experienced during intercultural communication and practices. [Key concepts: identity, role, challenges, rewards, multiplicity, sensitivity; Key processes: reflecting, analysing, recounting, discussing]

• experiencing authentic or virtual interaction where Korean language and culture are involved, for example, face-to-face interaction with community members through an excursion or at Korean festivals, web-chatting, ePal, social networking

• reflecting on and sharing experiences, discussing how they felt challenged or rewarded during the experiences

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Understanding

Systems of language

4.13 Consolidate their understanding of pronunciation rules and writing conventions in Korean. [Key concepts: systematicity, rules, patterns; Key processes: noticing, analysing, applying rules]

• applying pronunciation rules and writing conventions to reading and writing, inferring meanings of less familiar texts provided in Korean, for example, 먹고

[먹꼬/머꼬], 어떻게 [어떠케], 축하합니다 [추카함니다/추카암니다]

• experimenting with pronunciation of less familiar texts

4.14 Apply knowledge of features in Hangeul and rules for syllable block and text formation to read less familiar words and to write short texts. [Key processes: analysing, inferring, applying, experimenting]

• comparing how loan words from English are written in Hangeul and pronounced in Korean to how their original counterparts in English are written and pronounced, for example, 테니스 versus ‘tennis’, 포크 versus ‘fork’

• writing texts, applying spacing rules in Korean

4.15 Understand and use forms and structures such as suffixes for tense, honorifics and politeness, auxiliary verbs, particles and modifiers, and develop metalinguistic knowledge on such forms, structures and parts of speech. [Key concepts: grammatical structures, tense/aspect, honorifics]

• expressing future plans using -ㄹ/을 거예요, for example, 한국에 갈 거예요

• connecting clauses using conjunctive suffixes such as -아/어서, -지만 to express events or ideas in different relationships

• identifying time references (such as to past or future) expressed in texts or noticing forms and structures such as -았/었- and –ㄹ/을 거예요, and learning how to use them in a complex structure, for example, 김치가 맛있었지만 조금

짰어요; 학교에 가서 공부할 거예요

• extending the use of case markers to the genitive case -의, for example, 소라의

생일이에요

• extending the use of honorifics to basic particles and words, for example, 할머니께 선물을 드렸어요; 할아버지, 진지 드세요

• learning how to qualify nouns by adding a suffix -ㄴ/은 to preceding qualifying words, for example, 예쁜 꽃; 맑은 물

• using basic complex structures such as -아/어 주다, -고 있다, -ㄹ/을 줄 알다 and -아/어 보다 as set phrases in their -어/아요 form to express complex ideas, for example, 보여 주세요, 자고 있어요, 할 줄 알아요, 읽어 보세요

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• understanding parts of speech relating to grammatical functions such as naming (학교, 연필); referring to people or objects (나/저, 이것/저것/그것); describing things (예쁜 꽃); and expressing actions, states or qualities (먹어요, 좋아요)

• expanding the use of particles to express a time frame (for example, 아침부터

저녁까지 서핑했어요), the relative location (for example, 식탁 위에 상자가

있어요. 상자 안에 케이크가 있어요) and the instrument, for example, 색연필로

그림을 그려요

• using question words such as 언제, 어디서, 어떻게, 어느, and 무슨 to obtain specific information

4.16 'Understand that some Korean words related to Korean culture, and other words with abstract meanings or semantic functions, many of which are salient to Korean (for example, onomatopeic or mimetic words), require additional explanations to maintain their original meaning in translation'. [Key concepts: cross-cultural perspectives, reflective literacy, equivalence]

• identifying commonly used culture-specific words and expressions in Korean, and understanding the cultural backgrounds of such words/expressions, for example, 세배, 새해 복 많이 받으세요, 아리랑, 정들었어요

• identifying and using basic onomatopoeic and mimetic expressions in Korean (for example, 문을 똑똑 두드려요; 비가 주룩주룩 와요), and translating such words, providing additional explanations to make meanings closer to the original

• comparing Korean and English as to how expressiveness is realised in the form of language, for example by translating to English such sentences as 첨벙첨벙

물놀이를 해요, 아기가 콜콜 자요.

• indicating comparative quality using 더, for example, 더 큰 가방이 필요해요

4.17 Describe distinctive features of discourse organisation in Korean (such as consistency in level of politeness) and explore how to use these in a text to achieve coherence and cohesion. [Key concepts: coherence, cohesion, text conventions; Key processes: identifying, describing, experimenting; Key text types: stories, letters, diaries procedural texts]

• exploring and identifying basic cohesive devices such as:

o consistent use of the informal polite sentence ender -어/아요 throughout texts consisting of multiple sentences

o agreement of honorific elements, such as honorific particles, words and suffixes, in a sentence and throughout the text

o basic conjunctions such as 그리고, 그러나, 그런데, -고, -아/어서 and -지만

• creating short texts, developing ideas coherently and using basic cohesive devices

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4.18 Compare various grammatical features specific to Korean or common between Korean and English (and/or other languages represented in the classroom), and develop ability to compare and contrast sentence structures and text types in Korean and English. [Key concepts: commonality, specificity; Key processes: analysing, comparing, contrasting]

• comparing word order in Korean and English

• comparing how the case of a noun or pronoun is identified in Korean and English sentences, for example, 저는 사과를 먹어요 versus ‘I eat apples’

• comparing structures of familiar text types in Korean and English, such as letters, journals, recounts or procedural texts


4.19 Recognise and explore how context impacts on language use and choices of linguistic and textual features, and how relationships are developed and meanings negotiated through language use. [Key concepts: context, negotiation, interrelationship; Key processes: recognising, exploring]

• identifying linguistic/textual features used in different text types, for example, different degrees of formality and flexibility in format used in letters, emails and electronic text messages

• recognising how language use, such as the level of politeness, reflects the intention of the speaker and impacts on further development of relationships, for example, switching from polite forms to intimate forms (저를 좋아해요? to 나

좋아해?)

Language awareness

4.20 Appreciate how language impacts on people’s everyday lives and affects cultural changes by examining evidence of this in own language and Korean through the investigation of own languages related to this. [Key concepts: interconnection, language in society]

• examining how the creation of Hangeul has impacted on the common people’s lives in a kingdom of the fifteenth century in Korea and discussing the role of script in aspects of culture and everyday life

• recognising the importance to the transmission of culture of the use of a writing system suitable for its oral language

• reflecting on and sharing experiences where language has played vital role in their daily life, such as improving or maintaining social relationships (for example, giving praise, persuading)

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4.21 Explore and reflect on the impact of changes in aspects of society and culture (for example, globalisation, use of new technologies on Korean as a language of local, international and virtual communication). [Key concepts: language as tool for social and cultural change]

• exploring how globalisation has accelerated the use of English words and expressions in Korean language use, and discussing the advantages/disadvantages of these influences on language such as using technological terminology such as 인터넷, 키워드 , or mixing Korean and English as lyrics in K-Pop

• examining how acronyms or short forms of words are used in Korean and in English (for example, 쌤, 여친, 남친, ASAP, RSVP), and discussing how these forms reflect people’s changing lifestyles

4.22 Compare and contrast the social power of language in different contexts. [Key concepts: social power, context]

• investigating examples of the social power of language, drawing on other key learning areas such as history, social studies and other languages and arts


4.23 Analyse how beliefs and value systems are reflected in cultural and linguistic practices in different contexts, and reflect on how what is considered normal in communication varies across cultures. [Key concepts: beliefs, value system, norms, stereotype, assumptions; Key processes: reflecting, comparing, analysing]

• investigating cultural and historical backgrounds underlying culturally appropriate body language, gestures and verbal expressions in Korean and other languages; reflecting on and discussing differences across cultures


By the end of Level 3, students make statements and ask and answer questions on matters beyond their personal world and topics of interest to adolescent learners, including those drawn from other learning areas. They use Korean for a variety of functions in everyday social interactions and in learning activities, including those requiring higher-order thinking. They make connections and comparisons between own experience and opinions and others’, and evaluate available options and information in individual as well as group decision making (어떻게 생각해요? ... -ㄹ/을까요?). They respond to questions asked by the teacher or peers, adding own opinions (제 생각에는 …인 것 같아요) with some elaborations using complex structures (보여 주세요, 자고 있어요, 할 줄 알아요, 읽어

보세요). They initiate and sustain interactions, asking for specific information using appropriate question words (언제, 어디서, 어떻게, 어느 and 무슨), providing additional explanation or information to make meaning clearer, and using a range of communication strategies (무슨 뜻이에요? 다시 말해 주세요, 아마…, 글쎄요). Students analyse and select required information from texts on topics related to real and imagined experiences in their personal domain, school, and local and virtual communities. They infer from context the

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meanings of less familiar words or expressions, and create own texts to convey information and ideas in oral, written or digital modes to different audiences, in different contexts and for different purposes, in culturally appropriate ways. Students elaborate on their opinions and ideas and express their feelings, using a range of vocabulary, forms and structures to indicate relationships between people, objects and events in time, space and quality (for example, 소라가 좋아서 한국어를 배웠어요. 더 큰 가방이 필요해요. 김치가 맛있었지만

조금 짰어요. 식탁 위에 상자가 있어요). They interpret texts where literal translation does not fully convey the original meaning and provide additional explanation or information to assist meaning as necessary.

Students read texts in Hangeul containing some words or expressions of which written forms are unfamiliar, using pronunciation rules to infer meanings from their known oral forms (for example, 먹고 [먹꼬/머꼬], 어떻게 [어떠케], 축하합니다 [추카함니다/추카암니다]). They extract information from spoken and written texts on both familiar and less familiar topics, including those related to Korean culture, using their knowledge of vocabulary and of grammatical forms and structures relating to tense and aspect (-ㄹ/을 거예요, -고 있어요), cases (-의), honorific and humble expressions (-께, 드세요, 저, 드려요), noun modification (예쁜 꽃), and parts of speech, of sentence types and of textual features. They describe their experiences, ideas and feelings and convey information, including that specific to Korean culture, using appropriate vocabulary, including commonly used onomatopoeic and mimetic words (콜콜, 주룩주룩), expressing relationships of objects, people and ideas, and sequences of events through appropriate forms and structures (… 앞/옆에, 소라의 가방, -

고, -아/어서, -지만), and taking into account the audience, purpose and context. They use their metalinguistic knowledge of the differences between Korean and English in case marking and word order to determine the topic/subject, the object and the verb in sentences in Korean and English. Students demonstrate their understanding of the social meanings underlying language use by choosing an appropriate level of speech according to the age of and their social relationship with their interactant, and by identifying and responding to the social meanings of the level of speech chosen by their addresser (저를 좋아해요?/나

좋아해?). They understand the benefits to a language of a writing system that corresponds to its sound system and the role of a writing system in transmitting cultures. Students demonstrate their understanding of the reciprocal relationships of language, culture and social changes by exemplifying them with loan words, short forms/acronyms and culture-specific verbal/non-verbal expressions in Korean (for example, 새해 복 많이 받으세요) and English and by drawing on examples from other key learning areas.



Learners entering the middle years of secondary schooling are cognitively mature and have a growing capacity for abstract and logical thinking and reflecting. They are socially more independent and have strong peer-orientation while developing stronger individual identities and own value systems. With increasing metacognitive skills, mid-adolescent learners evaluate information presented to them or tasks they are required to perform to find its meaning, relevance, usefulness or potential value to their lives, yet they also understand that

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pieces of information and experience can be connected with each other and connected to their own lives.

Learners of Korean continue to develop multilingual awareness and competence in the Korean language and culture established through their prior learning, although in varying degrees due to different degrees of exposure to the language and culture outside the classroom and to different paces of cognitive maturation. They continue to develop and consolidate the ability to value, celebrate and reflect on cultural diversity and the interconnectedness between language and culture, and to express and understand meaning from multiple perspectives, reflecting on their own cultural value system, and gain a deeper understanding of their own and other cultures. Teaching Korean addresses learner diversity to meet learners’ various linguistic, cultural, practical and future needs to use Korean with their cognitive maturity taken into account through approaches and task design appropriate for mid-adolescent learners.

Learners initiate, sustain and extend interaction in Korean, in both familiar and some unfamiliar contexts which include their physical and social environments, neighbourhood and local community, and some aspects of the global community. They draw on their prior knowledge, personal experience and other curriculum areas to interact, with increasing independence, with peers, teachers, family, and others, including less familiar adults, for example, Korean-speaking neighbours. They participate in a range of spoken and written activities to communicate with different audiences, in different contexts and for different purposes. With an increasing command of written Korean using Hangeul, learners interact with members of the virtual community of Korean speakers and learners worldwide, sharing their understanding of the Korean culture and language as well as of their own, and expressing their own opinions on a range of issues in their interest areas, such as youth culture, the environment or technology.

Learners continue to engage with mostly authentic and longer texts and a variety of text types from a range of media. The language is more complex, varied and sophisticated in the choice and use of vocabulary, grammatical forms, discourse structures and style. Learners use various forms and structures in Korean to suit their communicative needs, for example, to describe events related to each other but taking place in different times, or to connect ideas in a complex sentence structure, with increasing accuracy, fluency and complexity, maintaining coherence appropriate for the context. The content is organised around both familiar and unfamiliar topics relevant to interests and lives of mid-adolescent learners, including those drawn from other learning areas such as geography, history or art. Learners have an increasing control over language structures and features and vocabulary use, and can make inferences from existing knowledge in the Korean language and culture to understand unfamiliar content. They draw on knowledge and skills gained from other learning areas and their prior learning of Korean and use a range of strategies to understand, analyse and interpret meanings, responding in both English and in Korean, as appropriate. While learners have developed cognitive skills and basic command of Korean, continuous support from the teacher is required for their learning of Korean. The teacher provides implicit and sometimes explicit modelling and feedback in meaningful contexts, and encourages them to make and test hypotheses for unknown areas in the Korean language and culture and to experiment with Korean in new contexts, both independently and collaboratively. While learners and teachers use Korean as the primary medium of interaction in both language-oriented and most content-oriented tasks, English has a

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supporting role when they deal with conceptual demand which is too far beyond their level of competence in Korean, for example, analysing highly abstract and complex concepts embedded in linguistic structures/cultural practices. Learners are consolidating their awareness of the nature of language as a dynamic system and the nature of language learning as a cultural, social and linguistic process of learning the system. They extend their cultural, social and linguistic understanding of Korean and use this knowledge to express themselves and exchange information and ideas on real and imaginative experiences, elaborating on their emotions and opinions through oral and written texts. As their competence in the Korean language and culture grows, with increasing confidence in making connections between languages and cultures, past, present and future experiences, as well as different viewpoints across individuals and cultures, they acquire a more solid awareness of their own identity as a learner and user of Korean moving between two or more cultural and linguistic worlds. They reflect on their own communicative practices and those of others with reflective literacy and seek mutual responsibility for intercultural exchanges.


Communicating


5.1 Initiate, sustain and extend interactions, with both familiar and less familiar interlocutors, related to seeking and giving advice, conveying aspirations, relationships and opinions about social issues, and exchanging, comparing, connecting and reflecting on different ideas. [Key concepts: society, diversity, respect, perspectives; Key processes: explaining, comparing, expressing, discussing]

• participating in sustained interactions, asking for and providing specific information, for example, 언제 한국에 가 봤어요? 작년 여름에 갔다 왔어요

• following up own and others’ responses by elaborating on and extending the topic, for example, 누구하고 같이 갔어요? 뭐 했어요? 가족하고 함께 갔어요.

한국에서 제주도에 갔어요. 아주 아름다웠어요

• sharing ideas and making suggestions relating to own and others’ experiences, for example, 여러분도 한 번 한국에 가 보세요

• using communication strategies such as showing empathy, down-toning or indirectly expressing disagreement, for example, 그렇지요?; 좋았겠어요; 아마;

글쎄요; 그런가요?; 아닌 것 같은데요

5.2 Use classroom language to question, elicit and offer opinions, negotiate and reflect on ideas, and apply this to everyday language use. [Key processes: questioning, negotiating, eliciting]

• participating in class discussion by:

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o expressing own opinion such as agreement or disagreement with others, for example, 저는 민수가 맞다고 생각해요; 저는 정답이

4번이라고 생각했어요

o eliciting others’ opinions and reflecting on them, for example, 왜

그렇게 생각해요?; 어떻게 그렇게 되었어요?; 정말 그럴까요?; 아,

그렇군요

5.3 Arrange and manage interactions with peers related to shared tasks, problem solving and expected roles, negotiating diverse views, for example, in a group project. [Key concepts: roles, diversity, perspectives; Key processes: negotiating, explaining]

• planning and making decisions on collaborative tasks with specific information such as roles of participants, locations, time, methods and reasons, for example, 언제 … -겠어요? 누가 … -(으)ㄹ래요? 어떻게 … -(으)ㄹ계획이에요? 왜

그렇게 생각해요? 어디에서 … -(으)면 좋을까요?

5.4 Transact with others, for example, exchanging directions/instructions, stating views on quality of goods and services, and seeking action, such as making complaints and recommendations, sharing experiences, and resolving disagreements. [Key concepts: consumption, social exchange; Key processes: comparing, negotiating, commenting, making decisions]

• comparing the quality of goods and taking action, for example, 이것이 저것보다

더 신선해요. 그러니까 이것을 사요. 기차가 버스보다 더 편리하니까 기차로 가요

• making complaints and recommendations, for example, 그 식당은 친절하지

않으니까 가지 맙시다

• sharing experiences and transactions, for example, 주말에 영화를 같이 보러

갈래요? 무슨 영화가 좋아요? 영화가 몇 시에 시작해요?


5.5 Analyse, interpret, classify and integrate information from broader areas of interest to adolescents or young adults as well as issues related to other learning areas, gathered from texts from multiple sources and in different formats, in order to generate ideas and new information. [Key concepts: perspective, sequence, context; Key processes: analysing, interpreting, integrating]

• scanning through texts from various sources on topics such as pop culture, the environment and world sports, or those related to other learning areas, in conventional, digital or multimodal formats (for example, articles, reports or podcasts) and understanding gist

• identifying keywords and extracting specific information from the texts provided

• analysing and interpreting the collected information by summarising, sequencing and prioritising, considering audience, purposes and context

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5.6 Represent ideas and information in multiple formats, stating views in relation to the content and taking into account their domains, purpose and significance to audience. [Key concepts: multiplicity, perspective, interconnection; Key processes: interpreting, synthesising, foregrounding]

• producing texts for different types of audience (for example, classmates, parents, or peers on social-networking websites), and for different purposes and in different contexts (for example, school, community, social clubs), to convey own ideas and interpretation of the texts provided, using oral, written and multimodal formats such as blogs, letters, instructions, articles, podcasts and speeches


5.7 Appreciate and review creative texts provided in Korean, taking into account aspects of the Korean language and culture that create emotional and imaginative effects. [Key processes: group and independent reading, interpreting, reflecting; Key text types: short stories, films, poetry, raps, songs]

• listening to, reading and viewing imaginative texts, such as short stories, films, poetry, raps and songs, and:

o identifying emotional aspects of the texts provided that are specific to Korean language and culture, for example, use of expressive language and cultural background

o critically reflecting on and sharing own responses with others

5.8 Create and express ideas, characters, events and settings through various media in various forms, and reinterpret and comment on own and others’ performances, reflecting on the interconnections between experiences, between past, present and future, and between reality and imagination. [Key processes: creating, interpreting, commenting; Key text types: games, songs, stories, role-plays, skits]

• producing various types of texts, such as stories, songs, chants, or scripts for role-plays or skits, considering main characters, themes, settings and/or plots

• presenting texts in various forms, such as digital stories or performances

• critiquing own and others’ presentation, taking the perspectives of authors and performers


5.9 Translate texts for different audiences and contexts, and reflect on how values, attitudes and assumptions are encoded in languages differently and how these could be decoded through translation without adding another set of values, attitudes and assumptions. [Key concepts: empathy, values, representation, attitudes, assumptions, adequacy; Key processes: interpreting, reflecting, interconnecting]

• identifying elements in the provided text with embedded cultural assumptions and values, for example, family terms, titles, terms of address

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• translating texts that contain such elements, using supporting devices such as additional explanation, information or exemplification

• examining the appropriateness of own and others’ translations for specified audience and contexts

5.10 Create bilingual texts on aspects of Australian culture (for example, Christmas celebrations) for Korean-speaking audiences, and vice versa, reflecting on possible supporting devices for meaning and using them as appropriate. [Key processes: comparing, judging adequacy, interconnecting]

• producing texts in both Korean and English, such as brochures, advertisements or leaflets, for different contexts, for example, for Korean exchange students to Australia or for student visitors to Korea on study tour

• exchanging and comparing own bilingual texts with peers’, and providing feedback


5.11 Investigate different aspects of own identity, share how learning and experiencing Korean language and culture have (or have not) changed own identity and attitudes, and reflect on the ongoing influence of Korean language and culture on own identity and attitudes. [Key concepts: values, attitudes, identity, interconnection; Key processes: reflecting, explaining, interconnecting]

• reflecting on themselves as having multiple roles in different contexts, and sharing with others how these roles are connected to their identity

• producing an autobiography, in various formats such as articles, photo stories with captions, digital stories or short films, including important episodes related to the learning of Korean language and culture that have impacted on their identity and attitudes

• sharing with others the ongoing influence of Korean language learning, relating it to own aspirations and ambitions, for example, self-portrait after 10 years


5.12 Exchange with the teacher, peers and others reactions/responses to concepts related to cultural sensitivity, considering ways to promote shared responsibility for mutual intercultural understanding and reflecting on own and others’ practices and responses. [Key concepts: empathy, reciprocity, reflective literacy; Key processes: discussing, eliciting, analysing, interconnecting]

• becoming actively involved in intercultural experiences, such as language camps and/or Korean culture clubs

• engaging in communication with people from different backgrounds, using own knowledge of Korean language and culture, for mutual understanding

• presenting own experiences of intercultural language use in oral or written forms, for example, speeches or essays

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Understanding

Systems of language

5.13 Apply features and rules of Korean pronunciation and intonation to own reading, listening, speaking and writing with increasing fluency and accuracy. [Key concepts: phonological rules, fluency, accuracy]

• using Korean pronunciation and spelling rules for listening to and reading authentic texts and producing own written and oral texts

5.14 Create texts in Hangeul and expand the use of Hangeul, applying knowledge of its features and rules for syllable blocks and text formation. [Key processes: applying, analysing, synthesising]

• writing in Hangeul independently, observing writing conventions and rules

5.15 Use various grammatical forms, structures and rules to express complex ideas and various communicative functions, such as tense, mood, honorification, speech level and formality, in complex sentence structures. [Key concepts: complex structures, modality, reporting, irregularity]

• using a range of case markers and particles, including honorific forms as applicable, for appropriate grammatical functions, for example, -께, -한테/에게,

-한테서/에게서, -께서,-(으)로, -보다, -와/과,-만

• using a complex structure for negation, for example, -지 않다, -지 못하다

• understanding the concept of speech levels in Korean and using sentence-final verb endings in three speech levels: -ㅂ/습니다 (formal polite), -아/어요 (informal polite), and -아/어 (intimate)

• expanding the use of complex structures to add meanings to the main verb, such as plans, desire, likelihood, switch of actions, designation, for example, -ㄹ/을

계획이에요, 알고 싶어요, 비가 올 것 같아요, 갔다 왔어요, 보러 가요

• reporting speech or thought using for example, -다고/-(이)라고 (맞다고

생각해요, 4 번이라고 생각해요

• describing events related to each other but taking place at different times, for example, 학교에 가다가 친구를 만났어요

• connecting ideas in different relationships, for example, 비가 올 것 같으니까

우산을 가지고 가세요; 생각을 많이 해 봤는데 아직 잘 모르겠어; 한국에 대해 더

알고 싶으시면 박 선생님께 연락하십시오

• alternating forms to express the same idea, for example, 안 갔어요/가지

않았어요

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5.16 Understand that vocabulary choices are the basis of conceptualisation and conveyance of abstract ideas as well as register and style, and affect the audience’s perception of the speaker/writer. [Key concepts: vocabulary choice, register, style]

• inferring meanings of unknown words or expressions from information available from the text or context

• making accurate choices of words or expressions to convey ideas, including abstract concepts, for example, 화해, 열정, 단결, 도전, 희망

• identifying the audience, purpose and context of the text from the vocabulary used in the text

• using vocabulary appropriate for the target audience, purpose and context, for example, 할머니께서 주무세요, 박 선생님께 연락하십시오

5.17 Identify linguistic and stylistic choices made for coherence and cohesion to create discourse for different types of audiences and purposes, and in different contexts to support interpretations of meaning. [Key concepts: style, register, social consequences; Key processes: identifying, selecting, justifying, explaining]

• identifying register used in Korean texts, for example in recipe, such as formal sentence enders for statement (-ㅂ/습니다) and command (–십시오), vocabulary used (끓이십시오, 국수, 국물, 냄비) to determine audience, purposes and context

• examining cohesive devices used in Korean texts such as consistency in speech levels and honorific elements, conjunctors (-지만, -(으)니까, -아/어서, etc), conjunctive adverbs (그런데, 그래서, 하지만, etc.) and ellipsis, and their appropriateness for Korean discourse

• creating own text in Korean, using a range of appropriate discourse devices for coherence and cohesion

5.18 Compare and contrast the linguistic system and cultural elements of Korean with those of English and other languages represented in the classroom, discussing linguistic, cultural and textual features of specific genres and how these reflect Korean cultural values and ideas. [Key concepts: interconnection, values; Key processes: analysing, comparing, contrasting, discussing]

• examining and discussing a range of grammatical elements in Korean and English that make them different, identifying cultural elements embedded in the two languages

• comparing and contrasting the structures of a variety of authentic texts in Korean and English

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5.19 Examine variations and cultural expectations in language use based on roles, relationships and settings in interactions occurring in Korean, and how these are different in interactions occurring in English and other languages represented in the classroom. [Key concepts: cultural expectations, reflective literacy, intercultural understanding; Key processes: reflecting, examining, researching]

• identifying expected roles in contexts specific to Korean or Australian culture, and using language, body language and gestures in culturally appropriate ways

• discussing possible consequences resulting from language use related to different cultures

Language awareness

5.20 Analyse and discuss how language and culture influence each other, reflecting on own and other languages and cultures and their changes through history. [Key concepts: script, transmission of language and culture]

• collecting examples that show reciprocal relationship between language and culture, drawing on areas of interest including other key learning areas

• comparing and discussing the examples collected and relating them to Korean language and culture, for example, how the creation of Hangeul in the fifteenth century has continued to impact on Korean language and culture up until the present time

5.21 Investigate the nature of variations in language use and how language continues to change over time by reflecting on and analysing ways in which Korean language use is changing. [Key concepts: language as power, language contact]

• researching how Korean language has changed over time, for example by viewing Korean dramas in historical settings and those in contemporary settings and comparing the language used between people in comparable relationships such as between family members

• examining possible influences on language change in Korean, such as exposure to other languages, contexts of use and the development of digital technology

5.22 Explore how language shapes thoughts and world views and mobilises action. [Key concepts: world views, thoughts, conceptualisation, interconnection]

• analysing language used in Korean, such as old sayings, axioms, idioms and lyrics of songs that reflect Korean ways of thinking and world views, for example, 호랑이도 제 말하면 온다, 김칫국부터 마신다, 빈 수레가 요란하다, 아리랑

• reflecting on English sayings, axioms, idioms and lyrics of songs that could be possible equivalents to Korean examples, and discussing how ways of thinking and world views are reflected in different ways around the same ideas/phenomena in different cultures and languages

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5.23 Reflect on and evaluate how own communicative practices are influenced by knowledge of different languages and cultures, critique and challenge assumptions about cultural differences, and consider ways to increase mutual understanding. [Key concepts: intercultural tolerance, reciprocity, reflective literacy; Key processes: critiquing, developing metalanguage to talk about intercultural communication]

• recounting own communicative practices, relating them to experiences of learning Korean

• collecting, analysing and critiquing examples of stereotyping of cultures

• discussing experiences of communicative practices and revising own attitudes and cultural assumptions, sharing multilingual and multicultural perspectives with others


By the end of Level 4, students make statements and ask and answer questions on matters in their expanding social domains and on topics of interest to mid-/late adolescent learners, including broader issues such as youth culture, the environment or technology. They use Korean for a variety of functions for social interactions, including those occurring in authentic contexts, and for learning activities, taking into account the audience, purpose and context of the interaction in culturally appropriate ways. They initiate and engage in sustained interaction with familiar and less familiar interlocutors, expressing their opinions and feelings (for example, 아닌 것 같은데요, 좋았겠어요) and seeking others’ (어디에서 … -(으)면

좋을까요?), elaborating on them through more sophisticated choices of words or expressions (글쎄요, 아, 그렇군요), forms and structures (정말 그럴까요?), discourse structures and styles, following up the interlocutor’s responses (누구하고 같이 갔어요? 왜

그렇게 생각해요?) and using a variety of communication strategies. They use simple, coordinative and complex structures with a range of cohesive devices to describe, express and explain complex, abstract or culture-specific ideas and their relationships to each other and to their own and others’ experiences (그 식당은 친절하지 않으니까 가지 맙시다). They create texts of different types to convey information and ideas in oral and written forms for different purposes, to different audiences and in different contexts, in culturally appropriate ways. They express the same idea on familiar topics in familiar contexts in both Korean and English, and provide additional information, explanation or exemplification where ideas do not translate readily from one language to another.

Students read and create texts in Hangeul using pronunciation, punctuation, spelling and spacing rules, and observing writing conventions in Korean. They extract and integrate information by analysing and interpreting oral and written texts, including those in culture-specific genres such as old sayings (호랑이도 제 말하면 온다), idioms (김칫국부터 마신다), axioms (빈 수레가 요란하다) and lyrics of songs (아리랑), on topics related to real and imagined experiences in their personal domain, school, and local and virtual communities. They receive and produce texts using their knowledge of vocabulary, various grammatical forms and structures relating to tense (학교에 가서 공부했어요), mood (알고 싶으면),

47


honorifics (할머니께서 주무세요, 박 선생님께 연락하십시오), speech levels and the degree of formality (모르겠습니다/모르겠어요/모르겠어), sentence types, register, style, and parts of speech. They infer meanings of unknown words or expressions from the context provided in the text and by drawing on their vocabulary and grammatical knowledge. They explain differences between Korean and English as language systems and discuss their linguistic, cultural and textual features using metalinguistic knowledge. Students demonstrate their understanding of social and cultural aspects of language use by identifying their expected roles in less familiar Korean culture-specific contexts and using language, body language and gestures accordingly.

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Korean Draft F- 10 Scope and Sequence

May 2013


49

Korean- F-10- Draft scope and sequence – May 2013

Communicating







Interact with peers and teacher to socialise, greet, introduce themselves with basic personal information, and acknowledge differences, in action-related talk and shared activities such as games, playing, singing songs and dancing.

[Key concepts: self, friendship, family, home, politeness; Key processes: greeting, thanking]

Socialise and build relationships with peers and teacher through exchanges of personal information.

Key concepts: relationships, understanding, likings; Key processes: expressing, stating, participating]

Describe people, places, objects and everyday routines related to self, school and home environment, and express and share interests, feelings and preferences, making connections between experiences and between self and others, reflecting on diversity and consolidating friendships.

[Key concepts: relationships, roles, connections, emotions; Key processes: describing, expressing]

Initiate and sustain interactions with peers and known adults to seek and offer ideas, thoughts and feelings and to expand relationships, making connections across different areas of interest, time and space, relating to self and others, using verbal and non-verbal expressions.

[Key concepts: values, culture, celebration, neighbourhood; Key processes: sharing, conversing, making connections, reciprocating]

Initiate, sustain and extend interactions, with both familiar and less familiar interlocutors, related to seeking and giving advice, conveying aspirations, relationships and opinions about social issues, and exchanging, comparing, connecting and reflecting on different ideas.

[Key concepts: society, diversity, respect, perspectives; Key processes: explaining, comparing, expressing, discussing]

Interact in classroom routines and follow simple classroom instructions.

[Key processes: recognising, responding

Participate in everyday classroom activities by using Korean for basic classroom interactions and responding to teacher’s instructions in classroom routines.

[Key processes: questioning, responding, appreciating]

Interact in classroom activities and create shared class rules, expressing opinions.

[Key processes: negotiating, organising, expressing opinions]

Participate in classroom activities, giving and following instructions, asking questions to clarify meanings, and describing actions, using the language of reflection as set phrases.

[Key processes: giving and following instructions, asking, describing

Use classroom language to question, elicit and offer opinions, negotiate and reflect on ideas, and apply this to everyday language use.

[Key processes: questioning, negotiating, eliciting]

50







Interact with teacher and peers to engage in group activities with guided use of simple Korean.

[Key concepts: communication, participation]

Participate in shared experiences such as games, group singing and dancing where Korean is used purposefully for interaction.

[Key concepts: participation, cooperation]

Make arrangements and organise shared experiences such as group games or performances.

[Key concepts: rules, negotiation, order; Key processes: making decisions, organising]

Contribute to collaborative planning, negotiating arrangements and considering options for events and experiences.

[Key concepts: collaboration, priority, alternatives, preference; Key processes: negotiating, making decisions, comparing]

Arrange and manage interactions with peers related to shared tasks, problem solving and expected roles, negotiating diverse views, for example, in a group project.

[Key concepts: roles, diversity, perspectives; Key processes: negotiating, explaining]

Interact with teacher and peers for simple guided transactional exchanges using Korean.

[Key processes: exchanging, identifying ownership]

Engage in simple transactions where Korean is used purposefully.

[Key processes: negotiating, requesting]

Participate in simple transactions such as ordering goods and services.

[Key concepts: transaction, numeracy; Key processes: accepting and declining, expressing preferences and feelings]

Participate in spoken and written transactions such as purchasing goods and services relevant to their daily life, negotiating diverse services and problem solving as necessary.

[Key concepts: consumption, negotiation; Key processes: accepting and declining, comparing, expressing preference and feelings]

Transact with others, for example, exchanging directions/instructions, stating views on quality of goods and services, and seeking action, such as making complaints and recommendations, sharing experiences, and resolving disagreements.

[Key concepts: consumption, social exchange; Key processes: comparing, negotiating, commenting, making decisions]

51







Obtaining and using information Locate specific words and expressions in texts using early literacy skills.

[Key concepts: interconnection, literacy; Key processes: locating, noticing, matching, interconnecting]

Identify topics in and understand gist of information gathered from texts in different modes in familiar contexts, such as home, routines, friends and interests.

[Key concepts: self, friend, family, home, interests; Key processes: recording/noting, surveying, identifying]

Listen to, view and read texts for specific information related to time and space, natural and built environments, and concepts drawn from other learning areas.

[Key concepts: time, space, nature, environment; Key processes: comprehending, relating, sequencing]

Identify, group, describe, share and represent key ideas and information relating to the neighbourhood and local community as well as to other learning areas, from texts in various modes such as spoken, written, print and digital multimodal.

[Key concepts: information, ideas; Key processes: identifying, describing, grouping, tabulating, presenting]

Analyse, interpret, classify and integrate information from broader areas of interest to adolescents or young adults as well as issues related to other learning areas, gathered from texts from multiple sources and in different formats, in order to generate ideas and new information.

[Key concepts: perspective, sequence, context; Key processes: analysing, interpreting, integrating]

Share information about known people, everyday objects and places of interest.

[Key concepts: routines, family, home, diversity; Key processes: locating, matching, drawing, tracing]

Use information about people, objects, places and events gathered from texts to describe them to others.

[Key concepts: culture, relationships, communication; Key processes: describing, reporting]

Present ideas and information appropriately for diverse audiences on subjects related to time and space, natural and built environments, and concepts used in other learning area.

[Key concepts: register, audience, politeness, relationship; Key processes: comprehending, presenting, ordering, conveying]

Use information gathered from various sources to convey ideas or views, solve problems or take action relating to the neighbourhood and local community as well as to other learning areas.

[Key concepts: diversity, culture, media; Key processes: selecting, inferring, presenting]

Represent ideas and information in multiple formats, stating views in relation to the content and taking into account their domains, purpose and significance to audience.

[Key concepts: multiplicity, perspective, interconnection; Key processes: interpreting, synthesising, foregrounding]

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Responding to and expressing imaginative experience Participate in chants, choral reading and shared reading of short imaginative texts.

[Key processes: chanting, shared reading, choral reading; Key text types: cartoons, rhymes, chants]

Participate in and reflect on imaginative experience, and share feelings and ideas.

[Key processes: shared reading, comprehending, labelling; Key text types: description, video clips, cartoons]

Express and exchange opinions about the ideas realised in various forms of expression, connecting them to own experience and feelings.

[Key processes: viewing, expressing, reciprocating; Key text types: paintings, songs, video clips, films]

Compare the ways in which people, places and experiences are represented in diverse expressive forms, drawing on those expressed by self, peers and artists/authors encountered in other learning areas.

[Key processes: guided reading, comparing, analysing; Key text types: stories, films, paintings, songs, video clips]

Appreciate and review creative texts provided in Korean, taking into account aspects of the Korean language and culture that create emotional and imaginative effects.

[Key processes: group and independent reading, interpreting, reflecting; Key text types: short stories, films, poetry, raps, songs]

Respond to imaginative texts such as chants, rhymes picture books with teacher’s guidance.

[Key processes: drawing, miming, performing; Key text types: drawings, chants, rhymes, picture books, cartoons]

Respond to imaginative experience in creative ways.

[Key processes: composing, modifying, creating; Key text types: skits, cartoons, chants, songs]

Produce scripted performances, raps and digital stories on imaginative experiences and perform a role in the simulated setting, reflecting on feelings while playing the role.

[Key processes: enacting, experimenting, performing; Key text types: role-plays, skits, stories, raps]

Create imaginative texts for self-expression and performance drawing on past experiences or future possibilities, connecting the past and the future to the present self, and imagination to reality.

[Key processes: creating, recounting, interconnecting; Key text types: role-plays, skits, cartoons]

Create and express ideas, characters, events and settings through various media in various forms, and reinterpret and comment on own and others’ performances, reflecting on the interconnections between experiences, between past, present and future, and between reality and imagination.

[Key processes: creating, interpreting, commenting; Key text types: games, songs, stories, role-plays, skits]

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Moving between/translating Share Korean learning with peers and family and explain particular expressions to them.

[Key concepts: equivalence, representation; Key processes: interconnecting, explaining]

Explain to peers, teachers and family what they know about aspects of the Korean language and culture that are different from or similar to English.

[Key concepts: specificity, commonality, language, culture; Key processes: explaining, comparing]

Translate texts, taking into account words and expressions that may not readily correspond across languages, and expanding descriptions or giving examples where necessary to clarify meaning.

[Key concepts: correspondence, representation; Key processes: interpreting, elaborating, judging]

Compare own translation of texts with others’, discussing differences and why these might occur, and possible alternative versions, reflecting on how to make connections between meanings in different languages.

[Key concepts: cultural sensitivity, intercultural perspective; Key processes: explaining, comparing, analysing, reflecting]

Translate texts for different audiences and contexts, and reflect on how values, attitudes and assumptions are encoded in languages differently and how these could be decoded through translation without adding another set of values, attitudes and assumptions.

[Key concepts: empathy, values, representation, attitudes, assumptions, adequacy; Key processes: interpreting, reflecting, interconnecting]

Name or label objects or images bilingually through games or activities.

[Key processes: naming, labelling, matching]

Identify known Korean words or expressions in texts and relate them to English equivalents, and vice versa.

[Key concepts: equivalence; Key processes: identifying, relating]

Create bilingual texts and consider what translates easily or with difficulty.

[Key processes: translating, comparing]

Interpret texts in Korean provided in different formats, using supporting devices that assist meaning.

[Key processes: interpreting, interconnecting]

Create bilingual texts on aspects of Australian culture (for example, Christmas celebrations) for Korean-speaking audiences, and vice versa, reflecting on possible supporting devices for meaning and using them as appropriate.

[Key processes: comparing, judging adequacy, interconnecting]

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Expressing and performing identity Recognise themselves as belonging to different groups, for example, ‘my friends’, ‘my Korean class’, ‘my school’, ‘my family’ and ‘my community’, and as having different roles within these groups.

[Key concepts: self, role; Key processes: recognising, noticing]

Associate themselves with a wider network, such as a club, country or language-speaking community, and reflect on how being a learner of Korean affects the various memberships in the network.

[Key concepts: membership, multiplicity, community, language learning; Key processes: describing, naming, labelling]

Explore and illustrate connections between aspects of identity such as nationality, ethnicity and language, and how these are related to culture, and reflect on self in relation to these aspects and learning Korean language and culture.

[Key concepts: identity, interconnections; Key processes: experimenting, performing, connecting]

Create spoken and written texts on significant personal experiences of Korean language and culture related to their identity, share and reflect on these experiences and explain why they are significant.

[Key concepts: identity, role, values, sequence, challenge; Key processes: reflecting, explaining, interconnecting]

Investigate different aspects of own identity, share how learning and experiencing Korean language and culture have (or have not) changed own identity and attitudes, and reflect on the ongoing influence of Korean language and culture on own identity and attitudes.

[Key concepts: values, attitudes, identity, interconnection; Key processes: reflecting, explaining, interconnecting]

Reflecting on intercultural language use Notice what aspects of Korean language and culture are ‘new’, recognising differences from and similarities to their own language and culture, and experiment with ‘Korean-ness’ in interaction.

[Key concepts: culture, conformity, acceptance; Key processes: noticing, experimenting, enacting, relating]

Share childhood experiences relating to language use, noticing how these were influenced by culture, and reflect on own current cultural perspectives and practices and how they could be adjusted to be a better communicator using Korean.

[Key concepts: memory, adjustment, comfort/discomfort, identity; Key processes: reflecting, noticing, connecting]

Examine own and others’ perceptions of Korean culture embedded in or accompanying Korean language use, and reflect on how knowing a language may change one’s perception of its culture and how language learning is facilitated by knowing the culture.

[Key concepts: empathy, identity, assumptions; Key processes: decentring, comparing, reflecting, adjusting]

Reflect on being a communicator and user of Korean in a variety of social situations and on own responses to differences in language use, and share and discuss challenges and rewards experienced during intercultural communication and practices.

[Key concepts: identity, role, challenges, rewards, multiplicity, sensitivity; Key processes: reflecting, analysing, recounting, discussing]

Exchange with the teacher, peers and others reactions/responses to concepts related to cultural sensitivity, considering ways to promote shared responsibility for mutual intercultural understanding and reflecting on own and others’ practices and responses.

[Key concepts: empathy, reciprocity, reflective literacy; Key processes: discussing, eliciting, analysing, interconnecting]

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Understanding






Systems of language Recognise sounds of the Korean language and experiment with them through interaction.

[Key concepts: phonic awareness, meaningfulness; Key processes: recognising, experimenting]

Recognise characteristics of pronunciation and intonation in spoken Korean and how they relate to writing.

[Key concepts: sound discrimination, phonemes, prosody recognition, word recognition; Key processes: noticing, recognising, relating]

Understand the relationships between letters and sounds and between intonation and punctuation/printing conventions in Korean and apply this understanding to own speech and writing with increasing independence.

[Key concepts: pronunciation, spelling, punctuation, correspondence; Key processes: recognising, analysing, relating, experimenting]

Consolidate their understanding of pronunciation rules and writing conventions in Korean.

[Key concepts: systematicity, rules, patterns; Key processes: noticing, analysing, applying rules]

Apply features and rules of Korean pronunciation and intonation to own reading, listening, speaking and writing with increasing fluency and accuracy.

[Key concepts: phonological rules, fluency, accuracy]

Recognise a syllable block as the basic unit of writing in Hangeul and associate individual syllable blocks with their pronunciations.

[Key concepts: script, unit of writing; Key processes: noticing, discriminating]

Explore the alphabetical nature of Hangeul and the structural features of a syllable block composed of consonant and vowel letters.

[Key concepts: alphabet, system, consonant, vowel, syllable, syllable block; Key processes: exploring, experimenting, recognising]

Understand how written text is organised in Korean to convey meaning (for example, spelling rules, spacing) and contrast this with English and other languages present in the classroom.

[Key concepts: prosodic rules, writing conventions; Key processes: noticing, recognising, relating, contrasting]

Apply knowledge of features in Hangeul and rules for syllable block and text formation to read less familiar words and to write short texts.

[Key processes: analysing, inferring, applying, experimenting]

Create texts in Hangeul and expand the use of Hangeul, applying knowledge of its features and rules for syllable blocks and text formation.

[Key processes: applying, analysing, synthesising]

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Notice and identify some of the basic features of the Korean language system.

[Key concepts: word order, particles, politeness; Key processes: noticing, identifying]

Understand and use key grammatical forms and structures.

[Key concepts: syntax, forms, ellipsis, case, functions]

Develop and use grammatical knowledge of aspects of the Korean language system such as verb conjugation, suffixes and conjunctive adverbs, as well as metalinguistic knowledge to show understanding of these aspects and to convey meaning.

[Key concepts: grammatical rules, metalanguage]

Understand and use forms and structures such as suffixes for tense, honorifics and politeness, auxiliary verbs, particles and modifiers, and develop metalinguistic knowledge on such forms, structures and parts of speech.

[Key concepts: grammatical structures, tense/aspect, honorifics]

Use various grammatical forms, structures and rules to express complex ideas and various communicative functions, such as tense, mood, honorification, speech level and formality, in complex sentence structures.

[Key concepts: complex structures, modality, reporting, irregularity]

Understand that a word is the smallest unit in language that may be used in isolation in speech and writing, differentiate Korean words from words in other languages and use basic high-frequency words in familiar contexts.

[Key concepts: word, sentence; Key processes: understanding, identifying, using, experimenting; Key text types: signs, rhymes, chants, cartoons]

Understand that words are used in different contexts with different meanings and purposes and that words are used differently to express the same ideas across different languages, and recognise such high-frequency words used in familiar contexts.

[Key concepts: system comparison, context]

Understand that words have different functions relating to meaning and that some types of words change their forms according to their functions in a sentence and the context where they are used.

[Key concepts: form–meaning relationship, conjugation, context]

'Understand that some Korean words related to Korean culture, and other words with abstract meanings or semantic functions, many of which are salient to Korean (for example, onomatopeic or mimetic words), require additional explanations to maintain their original meaning in translation'.

[Key concepts: cross-cultural perspectives, reflective literacy, equivalence]

Understand that vocabulary choices are the basis of conceptualisation and conveyance of abstract ideas as well as register and style, and affect the audience’s perception of the speaker/writer.

[Key concepts: vocabulary choice, register, style]

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Notice different text types used for different purposes in familiar contexts.

[Key concepts: purpose, difference]

Recognise differences in text types used in familiar contexts.

[Key concepts: mode, purpose; Key text types: signs, rhymes, cartoons, chants, songs]

Notice distinctive features of discourse organisation in Korean, such as salutation and closing in a letter.

[Key concepts: genre, audience, structure; Key text types: instructions, letters, emails, blogs]

Describe distinctive features of discourse organisation in Korean (such as consistency in level of politeness) and explore how to use these in a text to achieve coherence and cohesion.

[Key concepts: coherence, cohesion, text conventions; Key processes: identifying, describing, experimenting; Key text types: stories, letters, diaries procedural texts]

Identify linguistic and stylistic choices made for coherence and cohesion to create discourse for different types of audiences and purposes, and in different contexts to support interpretations of meaning.

[Key concepts: style, register, social consequences; Key processes: identifying, selecting, justifying, explaining]

Recognise Korean among other languages in spoken and written texts.

[Key concepts: distinction, comparison; Key processes: noticing, comparing, explaining]

Make comparisons and connections between some basic grammatical features of Korean and their equivalents in English.

[Key concepts: equivalence; Key processes: connecting, comparing]

Compare and contrast, using appropriate metalanguage, some features of the Korean language system and sentence structures that are different from those of English and other languages represented in the classroom.

[Key concepts: saliency; Key processes: analysing, comparing, contrasting]

Compare various grammatical features specific to Korean or common between Korean and English (and/or other languages represented in the classroom), and develop ability to compare and contrast sentence structures and text types in Korean and English.

[Key concepts: commonality, specificity; Key processes: analysing, comparing, contrasting]

Compare and contrast the linguistic system and cultural elements of Korean with those of English and other languages represented in the classroom, discussing linguistic, cultural and textual features of specific genres and how these reflect Korean cultural values and ideas.

[Key concepts: interconnection, values; Key processes: analysing, comparing, contrasting, discussing]

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Variability in language use Recognise that in Korean there are different words and expressions to address and greet different people.

[Key concepts: language as social practice, politeness; Key processes: recognising, noticing]

Build understanding of the variability of language use in Korean, particularly related to the age and relationship of participants.

[Key concepts: relationships, age, culture; Key processes: understanding, routinising]

Explore how variables such as age and personal/social relationships impact on language use and choice of linguistic features in Korean, and how this is different in English and other languages represented in the classroom.

[Key concepts: language use in context, cross-cultural differences; Key processes: exploring, comparing]

Recognise and explore how context impacts on language use and choices of linguistic and textual features, and how relationships are developed and meanings negotiated through language use.

[Key concepts: context, negotiation, interrelationship; Key processes: recognising, exploring]

Examine variations and cultural expectations in language use based on roles, relationships and settings in interactions occurring in Korean, and how these are different in interactions occurring in English and other languages represented in the classroom.

[Key concepts: cultural expectations, reflective literacy, intercultural understanding; Key processes: reflecting, examining, researching]

Language awareness Understand that there are many languages spoken in Australia and in the world and that Korean is one of them.

[Key concepts: world languages, language communities]

Understand that languages are spoken in their particular countries of origin as well as in other places and that sometimes the same language is spoken differently, and relate this to Korean.

[Key concepts: ecology of language, diaspora]

Understand that every language has its own history to be appreciated, reflecting on the creation of the Korean alphabet Hangeul and the underlying humanism and scientific, linguistic, philosophical and cultural considerations of its creator.

[Key concepts: language origins, history]

Appreciate how language impacts on people’s everyday lives and affects cultural changes by examining evidence of this in own language and Korean through the investigation of own languages related to this.

[Key concepts: interconnection, language in society]

Analyse and discuss how language and culture influence each other, reflecting on own and other languages and cultures and their changes through history.

[Key concepts: script, transmission of language and culture]

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Recognise that languages borrow words from each other.

[Key concepts: cross-linguistic influences between languages]

Understand that languages change with use over time or through the influence of other languages.

[Key concepts: language changes]

Recognise the dynamic nature of language and culture, and understand relationships between Korean and other languages such as English, Chinese and Japanese, and how the Korean language and culture have influenced and been influenced by many languages in different ways.

[Key concepts: evolution, hybridity, dynamic system]

Explore and reflect on the impact of changes in aspects of society and culture (for example, globalisation, use of new technologies on Korean as a language of local, international and virtual communication).

[Key concepts: language as tool for social and cultural change]

Investigate the nature of variations in language use and how language continues to change over time by reflecting on and analysing ways in which Korean language use is changing.

[Key concepts: language as power, language contact]

Notice commonality across cultures in social cultural behaviours involving language.

[Key concepts: behaviour, similarities]

Recognise cultural elements embedded in language use in Korean, and reflect on and share how they feel about them.

[Key concepts: transmission, emotions; Key text types: songs, nursery rhymes]

Investigate how language can be used to influence perceptions of people.

[Key concepts: perceptions, register, context]

Compare and contrast the social power of language in different contexts.

[Key concepts: social power, context]

Explore how language shapes thoughts and world views and mobilises action.

[Key concepts: world views, thoughts, conceptualisation, interconnection]

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Role of language and culture Understand that language learning is interrelated with learning of the culture associated with the language, and recognise differences or similarities across cultures in gestures or body language associated with language use.

[Key concepts: norms, similarity and difference, attitudes, interrelationship; Key processes: noticing, comparing, explaining]

Compare and reflect on different practices and behaviours related to everyday language use, and on own and others’ assumptions about values, beliefs and cultural norms of the Korean people.

[Key concepts: assumptions, values, beliefs, cultural norms; Key processes: reflecting, developing metacognitive awareness]

Explore how beliefs and value systems are reflected in everyday language use by comparing ways of communicating across cultures.

[Key concepts: interconnection, beliefs, attitudes, value system; Key processes: exploring, reflecting, decentring]

Analyse how beliefs and value systems are reflected in cultural and linguistic practices in different contexts, and reflect on how what is considered normal in communication varies across cultures.

[Key concepts: beliefs, value system, norms, stereotype, assumptions; Key processes: reflecting, comparing, analysing]

Reflect on and evaluate how own communicative practices are influenced by knowledge of different languages and cultures, critique and challenge assumptions about cultural differences, and consider ways to increase mutual understanding.

[Key concepts: intercultural tolerance, reciprocity, reflective literacy; Key processes: critiquing, developing metalanguage to talk about intercultural communication]

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Korean Draft Years 7 to 10 (Year 7 Entry) Sequence

May 2013


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Korean – Draft Years 7 to 10 – (Year 7 Entry) Sequence – May 2013



The introduction of Korean as a new subject coincides with the transition to secondary schooling. During this period, learners go through maturational and physical changes and, at the same time, adjust to a new school culture, where curriculum areas are clearly differentiated with social and academic demands yet their interconnection is emphasised. They come to the Korean classroom with diverse degrees of prior direct or indirect exposure to Korean and multilingual awareness. They have already developed varying levels of literacy and learning skills through their prior schooling and have an emerging interest in life and culture in other parts of the world. Teaching approaches and task design respond to this diversity.

Learners interact with each other and the teacher, with some access to a broader network of Korean-speaking people in the school and in the community. ICT resources provide access to additional authentic experiences of Korean language and culture, connecting learners’ social worlds with those of Korean-speaking peers and the wider Korean community in Australia and worldwide. While Korean is used in classroom instructions, routines and familiar activities, supported by the use of materials and resources, gestures and body language, the level of cognitive development students at this year level have reached needs to be taken into account in the selection of texts, tasks and scaffolding devices in contexts relevant to adolescent learners’ interests and needs.

Learners start to listen to and produce single words and short simple texts, such as greetings, questions and answers (안녕하세요?, 이것/저것이 뭐예요? …예요/이에요), supported by teachers’ careful scaffolding. As the main source of target language input, teachers provide a language- and culture-rich environment by giving ample models and examples. Learners are supported purposefully through communicative tasks, where focus on form is deliberately embedded, to use Korean for interactions in a range of familiar contexts which include self, family, friends, school, daily routines and the like, using familiar vocabulary and simple structures to exchange and express ideas and information (for example, 저는 …예요/이에요), to negotiate predictable activities and interactions (for example, 같이 가요, 언제/어디에서 만나요?), and to participate in shared tasks and performances. As they progress, learners use learnt vocabulary and grammar with emerging accuracy and understand that the Korean language is a linguistic and cultural system different from their own. They develop analytical skills to connect form and meaning, and begin to apply these skills to learning less familiar vocabulary and structures. Because their literacy skills have already developed in English, Hangeul, the Korean writing system, is introduced at an early stage. As they learn about the history of the creation of Hangeul and about its philosophical and phonological underpinnings, they further develop awareness of the Korean language as a unique system and make comparisons with English and other languages they have previously learnt. Literacy development in Korean at this stage enables learners to make connections between texts in different modes and to explore and experiment with Korean with increasing independence, providing them with another perspective on how languages work as systems, thereby further enhancing literacy and language skills in both Korean and English.

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Korean – Draft Years 7 to 10 (Year 7 Entry) Sequence – May 2013 3

With the expansion of the range of functions for which they are able to use Korean, such as greetings (for example, 안녕히 가세요/계세요), asking and answering questions, making requests (for example, 아이스크림 주세요) and expressing likes and dislikes (for example, 크리켓을/불고기를 좋아해요), students learn to use verbal and non-verbal devices in culturally appropriate ways. They recognise that Korean speakers communicate in some ways that are different from their own, and start to make connections between texts and cultural contexts. Through interactional routines where cultural appropriateness is embedded (for example, the teacher’s consistent use of the informal polite sentence ender –어/아요 for instruction), students learn how to establish cultural appropriateness (for example, the importance of politeness) expressed through language. As they encounter Korean language and culture, they make comparisons with their own language(s) and culture(s) and consider their own ways of communicating, decentring themselves from their primary linguistic and cultural world. This enables learners to reflect on how cultural values and perspectives are embedded in language and expressed through language practices differently in different languages.

Particular support is required at this stage of beginning to learn Korean. Learning takes place when tasks are provided in meaningful contexts and are cognitively challenging but achievable. The experience of learning Korean broadens the scope of students’ interests and allows them to acknowledge and negotiate differences in languages and cultures, thereby growing multilingual and multicultural competence and awareness.


Communicating


1.1 Interact and socialise with peers, teacher and other adults, using appropriate language and gestures, acknowledging diversity and making connections through exchanges of greetings, well wishes, and information about self, family and friends, routines, shared events, leisure activities, interests, likes and dislikes. [Key concepts: friendship, family, celebration; Key processes: greeting, thanking, expressing]

• greeting others, introducing themselves, expressing states of wellbeing, appreciation and well wishes, and farewelling, using informal polite language appropriate for familiar interlocutors, for example, 안녕하세요? 저는

…예요/이에요. 만나서 반가워요. 12 살이에요. 7 학년이에요. 안녕히

가세요/계세요

• describing friends and family members using basic descriptive verbs, for example, 동생이 귀여워요/예뻐요

• describing routines, events and leisure activities, for example, 6 시에 일어나요.

주말에 뭐해요? 바비큐를 해요. 무슨 운동/음식을 좋아해요? 크리켓을/불고기를

좋아해요

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1.2 Interact in classroom routines and activities, developing language for a range of basic classroom functions. [Key processes: accepting and declining, questioning, expressing opinions]

• posing and responding to questions, for example, 이것/저것이 뭐예요?

…예요/이에요. 알아요, 몰라요, 네, 아니요, 맞아요, 틀려요

• asking how to say something in Korean or English, for example, 영어/한국어로

뭐예요?

• expressing opinions using formulaic phrases such as 제 생각에는/으로는 …이/가 맞아요, for example, 제 생각에는/으로는 민수가 맞아요

• giving and following instructions and commands such as 일어나세요, 앉으세요,

보세요, 들으세요 and 따라하세요

1.3 Participate in collective interactions using different modes of communication, negotiating arrangements, planning, deciding, inviting and responding. [Key concepts: negotiation, cooperation, rules; Key processes: making decisions, organising]

• exchanging details and information about an event, such as day, time, place, activity and participants, for example, 같이 가요, 언제/어디에서 만나요?

• elaborating on negotiations and arrangements, and indicating modality, such as possibility or ability, through the formulaic use of some auxiliary verbs such as -

고 싶어요 and -수 있어요, for example, 어디에 가고 싶어요? 동물원에 가고

싶어요. 할 수 있어요, 주말에 갈 수 있어요

• making arrangements and decisions using text types such as messages, emails, letters or text messages

1.4 Participate in spoken and written transactions such as ordering goods and services, and responding to requests. [Key concepts: social exchange; etiquette; Key processes: expressing preference and feelings, requesting]

• participating in real and simulated transactions, such as ordering food using the basic -어/아요 or -(으)세요 form, for example, 아이스크림 주세요, 여기 있어요


1.5 Identify and gather factual information from a range of spoken, written, print, digital and multimodal texts which may be encountered through the media and in public spaces; and process, represent and connect meanings through, for example, classification and sequencing. [Key concepts: criterion, representation, information; Key processes: classifying, sequencing, surveying]

• identifying context, purpose and audience of texts such as advertisements, signs, notices and brochures

• listening or reading for key ideas in simple texts provided

• reflecting on features of language use, for example, reordering factual information, focusing on temporal adverbs such as 오전 and 오후, and time

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expressions such as 한 시에, 두 시에 (오전에 수영장에 가요, 그리고 오후에

바비큐를 해요)

1.6 Convey ideas and information by listing, tabulating and charting in a range of spoken, written, digital and multimodal texts for different purposes.. [Key processes: distinguishing, describing, presenting]

• describing a person, place, object or event using [subject + qualifying adverb + verb], including negative expressions, for example, 한국어가 아주

재미있어요/재미없어요, 김치를 안/못 먹어요

• presenting in graphs or tables information from surveys, for example, results from a class survey of likes and dislikes or about leisure activities


1.7 Participate in imaginative experience by listening to, viewing and reading descriptions, video clips and cartoons, and share in captions or short statements feelings and ideas about aspects of the experience, such as characters, settings and plots/events. [Key processes: guided reading, captioning; Key text types: description, dialogues, cartoons]

• identifying and describing characters, settings, events and key ideas in texts, for example, 여기는 학교예요, 누구예요? 어디예요? 뭐(무엇을) 해요? 왜요?

• listening to and reading texts such as dialogues, taking note of characters’ use of the informal polite verb ending –아/어요

• indicating likeness of characters or settings in imaginative texts to persons/animals or places in their real life, using ‘같아요’, for example, 뭐예요/뭐

같아요? 호랑이 같아요

1.8 Reinterpret and perform songs, skits, chants and films, reflecting on own or shared experiences. [Key concepts: performance, imagination; Key processes: expressing, connecting]

• retelling and performing songs, skits, chants and films by focusing on main points reordering events in a variety of communication modes using temporal constructions, and identifying verb structures within the original text, for example, 아까 소라가 노래했어요

• reinterpreting texts, for example by creating alternative representations of stories through (digital) photo stories, or altering plots

• creating texts such as raps, poems, song lyrics, photo stories or cartoons by altering aspects of texts provided, for example, 여우야, 여우야, 뭐하니?

여우님, 여우님, 뭐해요?

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1.9 Translate phrases, including simple idiomatic phrases and short texts such as labels or signs, from Korean to English and vice versa, identifying and explaining differences in meaning between two versions. [Key concepts: equivalence; Key processes: translating, interpreting, comparing]

• recognising when literal translation isn’t possible, for example in idiomatic expressions such as 민수가 키가 커요. 착해요. 입어요/써요

• making and using glossaries, and using print and digital dictionaries

1.10 Create bilingual texts on items which might be commonly seen in both Australain and Korean contexts, and consider which words or expressions translate easily or with difficulty and why. [Key concept: equivalence; Key processes: comparing, relating]

• creating texts such as picture dictionaries or photo stories with bilingual captions and labels, for example, comparing photos of Korean and Australian classrooms and highlighting differences in the arrangement of furniture and wall displays

• developing bilingual signage for school maps (for example, 화장실, 매점, 교실,

음악실, 수영장) and explaining how well the translated labels represent the attributes of their designated items


1.11 Describe and share significant past encounters with Korean language and culture, and/or other languages and cultures, and how these encounters have influenced the shaping of own identity. [Key concepts: self, significance, identity; Key processes: connecting]

• describing in spoken or written texts a significant person relating to Korea or Korean language whom they have encountered, discussing their personal qualities and why this person is important to them, and how they are similar to or different from this person, for example, 저도 … -고 싶어요. 요리를 잘 해요.

가수가 되고 싶어요. 나에게 중요해요

• describing and sharing encounters with Korean culture (for example, 윷놀이,

세배, 첫돌), connecting them to traditional games, festivals or celebrations in their own culture, and reflecting on how these connections are important to their identity

• creating timelines of their lives to show significant past encounters with Korean language and culture, and/or other languages and cultures that have shaped them, including visual representations

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1.12 Examine own and others’ perceptions of Korean culture embedded in or accompanying Korean language use, and reflect on how knowing a language may change the perception of its culture and how language learning is facilitated by knowing the culture. [Key processes: questioning assumptions, decentring, analysing responses, connecting diverse experiences]

• reflecting on how transactions are conducted in Australia and in Korea, such as differences between social niceties or the efficiency of the exchange in a Korean setting and in an Australian setting, for example, by participating in a role-play for greetings (안녕?, 안녕하세요?)

• reflecting on and discussing how cultural aspects embedded in or accompanying Korean language use might be perceived differently in different cultures, for example, politeness, terms of address, and gestures such as bowing when greeting older people, using fingers when counting, or pointing with index finger

• reflecting on cultural aspects of language use taken for granted in own culture and discussing how these might be perceived if such aspects were used when communicating in Korean, for example, addressing older people by their first name, waving hands when greeting or speaking with older people, using index finger to beckon, making eye contact when talking to older people

• sharing feelings and ideas on the reciprocal benefits of knowing each other’s language and its culture (for example, mutual understanding between themselves and peers from a Korean background, and reciprocal benefits such as developing friendship)

Understanding

Systems of language

1.13 Understand features of the Korean sound system, including pronunciation and intonation, and how these are represented in written form. [Key concepts: sound discrimination, phonemes, prosody recognition, word recognition; Key processes: noticing, recognising, relating]

• listening to and reproducing the sounds of Korean, noticing sound–symbol correspondence, for example, in consonants (발 versus 팔, 갈,versus 칼), diphthongs transcribed as combination of vowel letters (반가워요, 와요, 왜, 의사,

가위) and tense consonants transcribed by double consonant letters (살 versus 쌀, 자요 versus 짜요, 고리, versus 꼬리, 방 versus 빵)

• recognising the differences in intonation between statements, questions, requests and commands, for example, 가요; 가요?; 가요!

1.14 Understand features of the Korean writing system, Hangeul, such as the structure of a syllable block, and how these contrast with the writing systems of English and other languages represented in the classroom. [Key concepts: alphabet, system, consonant, vowel, syllable, syllable block; Key processes: exploring, experimenting, recognising]

• constructing syllable blocks in different shapes, where a consonant and a vertical vowel are positioned side by side (for example, 가), a horizontal vowel is

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positioned underneath a consonant (for example, 누), or a consonant or a consonant cluster is added as a syllable-final consonant (받침) under the first two types of syllable blocks, for example, 각, 눈, 닭

• combining syllable blocks to write a word, and applying spacing rules (띄어쓰기) and basic phonological rules (for example, 친구가 교실에서 책을 읽어요) when reading and writing

1.15 Understand and use aspects of the Korean linguistic system (such as the -요 ending, case markers, the verb-final rule, and subject-/objectless sentences) to form simple sentence structures, and consider which grammatical features are specific to Korean or similar to English. [Key concepts: grammatical rules, metalanguage]

• identifying people and things, and developing awareness of different ways of expressing their attributes, for example, 책이 있어요 () versus 책들이

있어요(); 책이 많이 있어요 () versus 책들이 많이 있어요 (X);

• referring to people and things using first person pronouns (저, 제, 나, 내, 우리) or demonstrative pronouns (이것, 저것, 그것)

• using question words, for example, 누구, 무엇, 언제, 어디, 어떻게, 왜, 몇, 무슨,

어느

• using basic particles to mark case and other basic functions of nouns in a sentence, for example, 이/가, 을/를, 은/는, 에, 에서, 하고

• using basic verbs including copula (-예요/이에요) to describe state/quality or action in present and past tense with the informal polite ending -어/아요(for example, 좋아요, 예뻐요, 재미있어요/재미있었어요, 먹어요/먹었어요,

가요/갔어요), including some set phrases with auxiliary verbs such as -고

싶어요, -ㄹ/을 수 있어요 and -고 있어요, for example, 수영할 수 있어요

• using some honorific words and suffixes (for example, 드세요, 선생님, 일어나세요) and humble forms (저 or 제) as formulaic expressions

• using simple sentence structures in the subject-object-verb order to make statements or ask questions

• producing a sentence without a subject/object, which can be retrieved or inferred from context, for example, 지금 뭐 해요? 공부해요

• using simple negation, placing 안 or 못 before a verb (for example, 안 가요, 못 해요) and replacing copula (-예요/이에요) with its negative form (-이/가

아니에요)

• using relevant terminology to talk about word order and language features such as verbs, particles, adjectives, nouns and pronouns, for example, ‘How do we know if this word is the subject or object in a sentence?’, ‘Is this a verb?’, ‘Why has the subject pronoun been omitted in Korean but not in English?’

• comparing word order in Korean and English, such as the verb-final rule and how to count objects, for example, 사과 한 개 versus ‘one apple’

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1.16 Understand that in Korean a word consists of syllables in speech and syllable blocks in writing, and that words have different functions relating to meaning, such as qualifying, or identifying what is being talked about. [Key concepts: word, sentence, form–meaning relationship]

• experimenting with combining syllable blocks to make meaning as words

• identifying known words in a section of speech or written text

• understanding that numbers in Korean are expressed in two different systems for different things (하나, 둘, 셋, … versus 일, 이, 삼, …)

• using basic counters to count objects or people, for example, 사과 한 개, 학생 한

명

• reading Arabic numerals appropriately with counters, for example, 11 살, 7 학년

• discriminating between content words (words that have more to do with meaning, such as 나무 or 예뻐요) and function words (words that have less to do with meaning and more to do with functions/systems, such as -이/가)

• qualifying action or state using basic adverbs such as 아주, 잘, 너무 and 빨리

• identifying what is being talked about using 이, 그 or 저, for example, 이 사과가

맛있어요

1.17 Understand differences in text types used in familiar contexts, recognising distinctive features of text organisation in Korean, such as salutation and closing in a letter and the format of addresses and dates. [Key concepts: genre, audience, structure; Key text types: letters, signs, chants]

• constructing simple texts such as letters, emails and greeting/invitation cards, being aware of Korean text-type conventions, for example, salutations, the order of elements in an address, and format of the date

• using basic conjunctive adverbs 그리고 and 그러나 to link ideas in different relationships in consecutive sentences

• developing awareness of the importance of making politeness level consistent in a text


1.18 Explore how context impacts on language use, and consider the ways relationships are developed and meanings negotiated through language use. [Key concepts: context, negotiation, interrelationship; Key processes: recognising, exploring]

• exploring how politeness is expressed differently in Korean and English

• noticing patterns in language use associated with gender, age, social status or purpose

• discussing appropriate greetings for people of different ages and/or relationships, such as neighbours or teachers

• converting text from informal to formal or vice versa as appropriate for context, and explaining why such conversion is appropriate

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Language awareness

1.19 Understand that every language has its own history, reflecting on the creation of the Korean alphabet, Hangeul, its underlying humanism and the scientific, linguistic, philosophical and cultural considerations of its creator. [Key concepts: language origins, history]

• exploring aspects of the writing system of own language, and reflecting on ways in which they are significantly related to own culture, as well as on such aspects found in Hangeul (the basic three symbols of •, ㅡ, ㅣ(천, 지, 인)—symbolising the heaven, the earth and a person, respectively—based on oriental philosophy deeply rooted in Korean culture)

• exploring how the relationships between oral and written language differ in different languages, and reflecting on the relationships indicated in Hangeul, for example, the making of its consonants (for example, the shapes of consonants represent the speech organs)

• exploring how a language reflects the historical circumstances in which it is used and how it evolves, reflecting on the history of own language and on the humanistic aspect of Hangeul’s creation (the Great King Sejong’s awareness of the importance of literacy to his people’s wellbeing in the fifteenth century)

1.20 Recognise the dynamic nature of language and culture, and understand relationships between Korean and other languages such as English, Chinese and Japanese and how the Korean language and culture has influenced and been influenced by many languages in different ways. [Key concepts: evolution, hybridity, dynamic system]

• viewing images of the original version of 훈민정음 and recognising that some letters in the original are not used in modern Korean, for example , ᅙ, ᅀ

• identifying loan words in Korean borrowed from other languages, for example, 텔레비전, 쇼핑, 컴퓨터

• identifying hybrid -하다 verbs where a loan word (noun) and -하다 are conjoined to behave like a verbs, for example, 쇼핑해요, 조깅해요

• identifying words which have similar meanings and pronunciations across different languages, including Korean (for example, 삼/三/さん, 빵/pain/pane/pan, 김치/kimchi/キムチ), reflecting on the possible origins of such words and discussing how the original words and their associated cultures might have been adopted by other languages and cultures

• noticing the impact of English on Korean spoken by local communities of Korean immigrants, and discussing words and phrases used by Korean Australians

1.21 Explore how people's language use can influence the way others see them. [Key concepts: perceptions, register, context]

• identifying examples of language use that show membership of a particular social group, for example, slang, accents, jargon

• observing how differently abbreviated forms in multimedia are accepted in Korean and English, for example, ‘ASAP’, ‘RSVP’, 쌤, 여친, 남친

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• examining the presence of Korean language and culture in the Australian linguistic landscape (for example, signage, food, art and music, local newspapers, television or radio), and reflecting on how this is perceived by other cultural groups in Australia


1.22 Explore how beliefs, attitudes and value systems are reflected in everyday language use by comparing ways of communicating across cultures. [Key concepts: interconnection, beliefs, attitudes, value system; Key processes: exploring, reflecting, decentring]

• identifying non-verbal expressions taken for granted in communication in different cultures, for example, eye contact, bowing, nodding, pointing

• reflecting on individual words which may be interpreted differently by people who don’t know Korean culture, for example, 우리 집, 우리 선생님

• discussing, questioning and explaining understanding of other cultures, including Korean, to others non-judgmentally, for example, without stereotyping

• understanding the significance of social conventions and cultural concepts, for example, 잘 먹겠습니다, 잘 먹었습니다


By the end of Level 1, students make statements and ask and answer questions in order to describe and exchange information, feelings and ideas, including real and imagined experiences relating to their personal world and topics of interest to early adolescent learners, using mostly simple structures, and some complex structures as set phrases (for example, 동물원에 가고 싶어요). They use Korean for basic functions, for everyday social and classroom interactions (for example, 이것/저것이 뭐예요? …예요/이에요. 알아요, 몰라요, 네, 아니요, 맞아요, 틀려요), and for making connections between own experience and others’ (저도 … -고 싶어요) and between the present and the past (아까 소라가 노래했어요), including greeting (안녕하세요?), exchanging basic personal information (13 살이에요, 8 학년이에요), leave-taking (안녕히 가세요/계세요), requesting help (for example, 영어/한국어로 뭐예요?), expressing well wishes and empathy (만나서 반가워요), and making simple arrangements and transactions (for example, 아이스크림 주세요, 같이

가요). They express agreement or disagreement with ideas or information presented to them, for example, by simple negation using 안/못 (안 갔어요. 못 먹어요). They respond to simple questions asked by the teacher or peers with the factual information required using - -예요/이에요, and offer their own opinions on others’ responses using formulaic set phrases (for example, 제 생각에는/으로는 민수가 맞아요). They expand on the topic using basic conjunctive adverbs (오전에 수영장에 가요. 그리고 오후에 바비큐를 해요), qualify expressions using basic adverbs (한국어가 아주 재미있어요, 요리를 잘 해요) and specify the referent using demonstratives (이 사과가 맛있어요). They provide translation equivalents for known words and expressions in Korean; where a translation does not correspond well to the original, they clarify meaning by supplying additional examples, explanation and/or information, using English as required.

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Students begin to read and write short texts in Hangeul using basic rules for pronunciation, intonation, spacing and punctuation. When speaking and listening to Korean, they distinguish sounds which are not distinctive in English (for example, ㄱ/ㄲ/ㅋ versus /k/). Students understand that Korean requires grammatical elements different from English and demonstrate such understanding by identifying the syntactic function of a structure consisting of a noun or pronoun followed by a basic case marker or particle (for example, 저는). They describe states and actions using basic descriptive and action verbs, observing the verb-final rule with an -어/아요 ending (for example, 좋아요, 예뻐요, 재미있어요, 먹어요, 가요). They understand the context, purpose and audience of different types of texts provided in familiar language and on familiar topics, identify in the text factual information such as times, places, number of objects/people and names of people, and provide such information in their own texts using simple vocabulary and/or forms or structures as appropriate. They express past tense using past tense suffix -았/었- in simple structures, and indicate the connection between two events or ideas by using a conjunctive adverb (그리고, 그러나). They demonstrate basic metalinguistic knowledge by comparing word order in Korean and English and identifying the case of noun phrases in Korean sentences, attending to basic case markers or particles, using relevant grammatical terminology. They understand the importance in Korean of politeness explicitly expressed through language, and use basic honorific devices including the -어/아요 ending in their speech and writing. Students understand that every language has its own unique history and demonstrate their knowledge of the background and rationale of the creation of Hangeul. They relate the shapes of basic consonant letters to the corresponding articulatory organs and those of the three basic elements in vowel letters to the corresponding elements in the universe in oriental cosmology. They understand that language changes over time and through the influence of other languages, differentiating between older and modern versions of Hangeul script, and identifying words similar in pronunciation and meaning across languages, including Korean. They vary the use of language and gestures for greeting and other basic social functions in culturally appropriate ways.



Learning Korean in these years builds upon students’ prior experience of learning Korean and their established knowledge of the Korean language and culture, which may vary according to the extent of their direct or indirect cultural and linguistic exposure to Korean, and the level of their cognitive maturation and general literacy skills development. Having already developed varying degrees of multilingual awareness and linguistic and cultural resources through their prior learning, students continue to develop the ability to value, celebrate and reflect on cultural diversity and the interconnectedness between language and culture, and to express and understand meaning from multiple perspectives. They reflect on their own cultural value system and gain a deeper understanding of their own and other cultures.

Learners interact in Korean with increasing confidence, within familiar and some unfamiliar contexts, including their physical and social environment, the neighbourhood, their local community and some aspects of the global community. They draw on their prior knowledge, personal experience and other curriculum areas to interact, with increasing independence,

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with peers, teachers, family and others. They participate in a range of activities to communicate in with different audiences, in different contexts and for different purposes, such as expressing opinions (for example, 제 생각에는 …, -ㄴ/은/는 것 같아요), reflecting on own and others’ opinions (for example, 아마 …, 글쎄요), and making requests and suggestions (for example, 다시 설명해 주세요, 해 보세요). Their mastery of Hangeul enables them to access and interact with the virtual community of Korean speakers and learners worldwide, sharing their understanding of Korean culture and language as well as of their own.

Learners continue to engage with mostly authentic and longer texts, and with a variety of text types from a range of media. The language is more complex, varied and sophisticated in the choice and use of vocabulary, grammatical forms, discourse structures and style. Learners use with increasing accuracy, fluency and complexity various forms and structures to suit their communicative needs in Korean, including common complex structures such as -아/어 주세요 and -지 마세요, and conjunctive suffixes such as -(으)니까 and -지만 to connect clauses to construct complex sentences. The content is organised around both familiar and unfamiliar topics relevant to the lives and interests of mid-adolescent learners, and includes topics drawn from other learning areas. Learners have emerging control over language structures and features, and make hypotheses to understand unfamiliar content. They draw on knowledge and skills gained from other learning areas and their prior learning of Korean, and develop a range of strategies to understand, analyse and interpret meaning, responding in both English and Korean, as appropriate. While students have developed cognitive skills, continuous support from the teacher is required for their learning of Korean. The teacher provides implicit and sometimes explicit modelling and feedback in meaningful contexts, and encourages students to make and test hypotheses relating to unfamiliar areas of the Korean language and culture and to experiment with Korean in new contexts, both independently and collaboratively. Learners are increasingly aware of the nature of language as a dynamic system, and of the nature of language learning as a cultural, social and linguistic process. They extend their cultural, social and linguistic understanding of Korean and use this knowledge to express themselves and exchange information and ideas on real and imaginative experiences through oral and written texts. As their competence in Korean language and culture grows, so does their awareness of their own identity as a learner of Korean moving between two or more worlds. They reflect with emerging reflective literacy on their own communicative practices and those of others.


Communicating


2.1 Initiate and sustain interaction to develop relationships with peers and adults, and to exchange and connect each other’s ideas, opinions and feelings, reflecting on own and others’ responses. [Key concepts: relationships, neighbourhood, values; Key processes: conversing, stating, reciprocating]

• starting a conversation by using expressions such as 지금 뭐해요?, 어디 가요?,

어제 …봤어요? as appropriate, according to the context and the interlocutor, and developing the conversation on topics of mutual interest

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• exchanging and describing opinions and ideas, expressing hopes and feelings, and giving reasons for plans, for example, 왜 한국어를 배워요? 소라가 좋아서

한국어를 배웠어요. 방학 때 뭐 할 거예요? 한국에 갈 거예요. 시험이 끝나서

기분이 좋아요

• using communication strategies such as requesting clarification/repetition and indicating concession, for example, 무슨 뜻이에요? 다시 말해 주세요. 괜찮아요

2.2 Use classroom language to participate in classroom activities and everyday routines, giving and following instructions, asking questions to clarify meaning, describing actions and using the language of reflection as a set phrase. [Key processes: giving and following instructions, asking, describing, reflecting]

• participating in reflective activities and evaluations of classroom experiences, for example, 어떻게 생각해요? 알겠어요? 모르겠어요. 제 생각에는…, 아마…,

글쎄요, -ㄴ/은/는 것 같아요

• using classroom language to give and follow instructions, to ask questions and to request clarification, for example, 다시 설명해 주세요. 쓰지 마세요. 무슨

뜻이에요?

2.3 Participate in collaborative decision making for events and shared experiences, considering and explaining options. [Key concepts: collaboration, priority, alternatives; Key processes: discussing, comparing, deciding]

• participating in planning and decision making with others, such as arranging a class excursion or a birthday party, for example, 소라의 생일 파티에서 무엇을

할까요? 춤도 추고 노래도 불러요. 한국 노래를 할 줄 알아요? 네, 할 줄 알아요.

그러면 한 번 해 보세요

2.4 Participate in spoken and written transactions, including exchanging directions or instructions, obtaining and negotiating diverse services, and problem solving as necessary. [Key concepts: social exchange, politeness; Key processes: exchanging, processing]

• participating in a role-play or simple transaction occurring in a real context, such as shopping in a Korean shop; purchasing goods such as fashion items, food or a mobile phone; and reading the receipt to confirm the price and information relating to the purchase, for example, 이 모자가 얼마예요? 너무 작아요. 더 큰

모자를 보여 주세요. 써 보세요


2.5 Extract information from short spoken, written, print, digital or multimodal texts provided in Korean and from multiple sources, and organise the information purposefully for particular audiences, processing, representing and connecting diverse meanings as appropriate. [Key concepts: interconnection, information, ideas; Key processes: extracting, connecting, applying; Key text types: web pages, television programs, magazines, reports]

• listening to, viewing and reading texts that reflect different aspects of Korean culture, art, history and geography, and sharing the information in print and digital forms, in Korean or English or bilingually, for example, examining web pages for signs of Korean cultural elements

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• recording and synthesising information from media texts, including television programs, reports, interviews, video clips, documentaries and social networks, using tools such as tables, concept maps, web posting and charts to organise and order information and inform others of findings

• deducing meaning of unfamiliar words/expressions from the context for example, particular words used in idioms/old sayings quoted in the text (for example, 그림의 떡), and identifying cultural references

2.6 Use obtained information to convey ideas or views from diverse perspectives to various audiences in familiar contexts, through conventional and multimodal media. [Key concepts: diversity, culture, media; Key processes: selecting, inferring, presenting]

• creating texts such as brochures, cartoons, notices, blogs or video clips to introduce Korean culture to Australian friends, classmates, parents, peers on social networking websites or the general public

• presenting information in various formats such as concept maps, flow charts and tabulations


2.7 Respond to imaginative texts, explaining messages and key ideas, stating views on themes, events and values, and making connections with own experiences as appropriate. [Key processes: comparing, connecting/relating; Key text types: stories, songs]

• listening to, reading and viewing imaginative texts in various modes, such as stories, films, paintings, songs or video clips; identifying key ideas, messages, main events and characters; reflecting on them in relation to own experiences; and discussing own views on the imaginative experiences with others

2.8 Create imaginative texts drawing on past experiences or future possibilities, for the purpose of self-expression and performance. [Key processes: creating, interconnecting; Key text types: stories, role-plays, skits]

• creating stories with themselves as the main character in imaginative settings in the past or future

• illustrating the imaginative stories created, such as with cartoons or captioned photo stories

• producing performances such as role-plays or skits based on the imaginative stories created


2.9 Translate and interpret texts to create different versions for different audiences and contexts, identifying and explaining culture-specific aspects. [Key concepts: representation, culture-specificity; Key processes: considering alternatives, interconnecting]

• translating existing texts, taking into account the age of intended audience and different contexts such as relationships and the degree of formality

• experimenting with using web-based translation tools

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• comparing different versions of translated texts, reflecting on differences between versions and discussing possible reasons for such differences

2.10 Create bilingual texts in which Korean and Australian realities might differ and compare their own and others’. [Key processes: comparing, contrasting; Key text types: photo stories, notices, signs, instructions]

• producing bilingual texts in different formats, such as captioned photo stories, notices, signs and instructions, for different audiences in familiar contexts

• comparing own bilingual texts with others’ and discussing possible reasons for different translations


2.11 Describe and share how learning the Korean language and culture has impacted on own perspectives and values relating to their personal life and views of languages and cultures other than their own, and reflect on the ongoing influence of learning Korean language and culture on their own identity and attitudes'. [Key concepts: values, judgment; Key processes: reflecting, connecting]

• writing a journal describing their significant past encounters with Korean language and culture involving people, places and events

• recounting both orally and in writing personal stories of these significant encounters providing reasons why they consider them significant

• sharing with others the ongoing influence of Korean language learning on the shaping of their identity


2.12 Reflect on the experience of being a communicator and user of Korean in a variety of social situations and on own responses to differences in language use, and share and discuss challenges and rewards experienced during intercultural communication and practices. [Key concepts: empathy, challenges, rewards, reflective literacy; Key processes: reflecting, recounting, discussing]

• experiencing authentic or virtual interaction involving Korean language and culture, for example, face-to-face interaction with community members through excursions or at Korean festivals, web-chatting, ePal or social networking

• reflecting on and discussing with peers how their feelings of comfort/discomfort in using the Korean language and conforming to its cultural norms have changed since they started learning Korean

• reflecting on and sharing experiences of using the Korean language in various contexts, discussing ways in which they felt challenged or rewarded during these experiences

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Understanding

Systems of language

2.13 Understand the relationships between letters and sounds and between intonation and print conventions in Korean and apply main pronunciation rules to own speech and writing. [Key concepts: pronunciation, spelling, punctuation, correspondence; Key processes: recognising, analysing, relating, experimenting]

• reading aloud in Korean according to pronunciation rules, for example, 한국어

[항구거], 같이 [가치], 감사합니다 [감사함니다/감사암니다], 먹고 [먹꼬/머꼬],

어떻게 [어떠케]

• using basic punctuation in writing, including a question mark (?) for questions and a full stop (.) for other types of sentences

• experimenting with pronunciation rules collaboratively with peers

2.14 Comprehend and create text in Hangeul, applying knowledge of features of Hangeul and rules for syllable block formation to own writing. [Key concepts: prosodic rules, writing conventions; Key processes: noticing, recognising, relating, contrasting]

• using spacing and spelling rules in reading and writing, for example, 소라가 방에

있어요 versus 소라 가방에 있어요

2.15 Expand metalinguistic knowledge of grammatical elements such as parts of speech; verb conjugation; suffixes for tense, honorifics and politeness; auxiliary verbs; particles; and modifiers; and use the elements, developing an understanding of their communicative functions in speech and writing. [Key concepts: grammatical structures, tense/aspect, honorifics]

• using particles such as -한테/에게, -한테서/에게서, -(으)로, -보다, -와/과, -

만, -도, -부터 and -까지

• expressing ideas or events relating to the future, suggestions, plans and hopes using forms such as -을/ㄹ 거예요 and -(으)ㄹ 까요?

• modifying nouns using suffix -ㄴ/은, for example, 예쁜 꽃 and 맑은 물

• connecting ideas in different sentences using conjunctive adverbs, for example, 그래서, 그런데, 그렇지만, 하지만

• connecting clauses using basic conjunctive suffixes -아/어서 and -고

• using basic complex structures such as -아/어 주다 and –지 말다 with an –아/어요 ending to express provision and prohibition (읽어 주세요, 쓰지 마세요)

• expressing time using [noun + 때/동안], for example, 방학 때/일 년 동안

• using some basic irregular verbs, such as 들어요 and 추워요

• expressing relative location using [noun + location word (such as 앞, 뒤, 위 아래, 옆) + 에], for example, 식탁 위에 상자가 있어요

• expanding metalinguistic knowledge by receptive use of:

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o intimate copula verb ending (noun + (이)야)

o expressions of intentions and likelihood: -겠어요, -(으)ㄹ 것 같아요

o conjunctors connecting clauses (-(으)니까, -(으)러, -지만)

o complex structures such as -아/어야 하다, –아/어도 되다, -아/어 보다

with the informal polite ending –아/어요 (가야 해요, 먹어도 돼요, 입어

보세요), recognising that they are in the same structure as -아/어 주다

and –지 말다 [verb stem + suffix + auxiliary verb] and that the auxiliary verbs add meanings such as obligation, permission and attempt

o time expressions, for example, … 전에 and …후에

o complex structures connecting verbs with various functions (to be introduced as a set phrase, for example, -기 때문에, -기 위해(서)

o levels of politeness in speech, for example, formal polite, informal polite, intimate

o honorific devices such as the honorific case markers (께, 께서), honorific suffix –시-, and honorific or humble words (주무시다, 계시다, 말씀,

드리다), for example, 선생님께 꽃을 드려요, 할머니께서 주무세요,

저에게 말씀해 주세요

2.16 Understand that some types of words change their forms according to their function in a sentence and the context in which they are used, recognise that some words in one language do not always have direct translation equivalents in the other and require additional explanations in order to retain their original meanings in translation. [Key concepts: form–function relationship, cross-cultural perspectives, equivalence, reflective literacy]

• recognising the meaningful parts of a verb, for example, 먹+ 어요

• learning the difference between 나 and 저 referring to self and using them appropriately according to the addressee, for example, peers or adults

• indicating comparative quality using 더, for example, 더 큰 가방이 필요해요

• identifying culture-embedded Korean words and expressions in context, and reflecting on possible ways to translate such words and expressions (with additional explanations or information) without losing their original meaning for example, 세배, 새해 복 많이 받으세요, 쌀밥/보리밥

2.17 Describe distinctive features of text organisation in Korean (such as consistency in levels of politeness) and explore how to use them in a text to achieve coherence and cohesion. [Key concepts: coherence, cohesion, text conventions; Key processes: identifying, describing, experimenting; Key text types: stories, letters, diaries]

• exploring and identifying basic cohesive devices such as:

o consistent use of the informal polite verb ending –아/어요 throughout texts of multiple sentences

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o agreement of honorific elements (for example, particles, words and suffix) in a sentence and throughout the text

o basic conjunctions, for example, 그리고, 그러나, 그런데, -고, -아/어서

• creating short texts, developing ideas coherently and using basic cohesive devices


2.18 Examine variations in Korean language use based on roles, relationships and settings of interactions. [Key concepts: language as cultural practice, reflective literacy, intercultural understanding; Key processes: reflecting, examining, researching]

• identifying differences in language use in different contexts and relating them to differences in the roles and relationships of interlocutors, for example, 안녕히

가세요 versus 잘 가

Language awareness

2.19 Appreciate how language impacts on people's everyday lives and affects cultural changes, examining aspects of and evidence for this in own language and Korean. [Key concepts: humanism, philosophy, science]

• understanding how the creation of Hangeul in a kingdom of fifteenth-century Korea impacted on the Korean language and culture and people’s lives up until the present, discussing the role of a script in aspects of culture in everyday life

• collecting examples showing the benefits of Hangeul as the Korean writing system, for example, writing down known Korean words using the roman script and discussing difficulties borrowing script from a language with a different sound system

2.20 Understand the nature of variations in language use and how language use continues to change over time by analysing ways in which Korean language use is changing. [Key concepts: language as tool for social and cultural change]

• discussing possible reasons for changes in Korean language use, such as exposure to other languages, changing contexts of use and the development of digital technology

• exploring how globalisation has accelerated the use of English words and expressions in Korean language use, and discussing advantages and disadvantages

• examining how acronyms or short forms of words are used in Korean and in English, and discussing how these forms reflect people’s changing lifestyles

2.21 Investigate the social power of language in different contexts. [Key concepts: social power, context]

• collecting and discussing examples of the social power of language, drawing on other key learning areas such as history, social studies and art

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2.22 Investigate how beliefs and value systems are reflected in cultural and linguistic practices in different contexts, and reflect on the connections between own and others’ everyday communicative practices and own knowledge of different languages and cultures. [Key concepts: attitudes, beliefs, value system, cultural practices; Key processes: reflecting, critical thinking]

• examining cultural backgrounds underlying culturally appropriate body language, gestures and verbal expressions in Korean and other languages

• reflecting on diverse interpretations of everyday language use in Korean, including body language and gestures, and own understanding of Korean cultural elements contained in the linguistic practice, making comparisons with own language, for example, possible interpretations of such expressions as 어디

가요? and 밥 먹었어요? as either greetings or genuine questions depending on the context


By the end of Level 2, students make statements and ask and answer questions on matters beyond their personal world and topics of interest to adolescent learners, including on topics drawn from other learning areas. They use Korean for a range of functions in everyday social interactions and learning activities, expressing their feelings (기분이 좋아요), making connections and comparisons between their own experience and opinions and those of others’, and evaluating available options and information in individual as well as group decision making (무엇을 할까요? 어떻게 생각해요?). They respond to questions asked by the teacher or peers with the information required, adding their own opinions (제 생각에는 …,

… -ㄴ/은/는 것 같아요) with some elaborations in simple, coordinative and some complex structures (for example, 소라가 좋아서 한국어를 배웠어요). They initiate and sustain interactions, making specific requests (다시 설명해 주세요) and asking for additional explanation or clarification, using a range of communication strategies (다시 말해 주세요, 무슨 뜻이에요?). Students analyse and select required information from texts on topics related to their real and imagined experiences in their personal domain, school, and local and virtual communities. They infer the meaning of unknown words or expressions from the familiar context provided in the text, and create their own texts to convey information and ideas in oral, written or digital modes for different purposes and to different audiences, and in different but familiar contexts, in culturally appropriate ways. Students extend the topic and elaborate on their opinions and ideas using known vocabulary, forms and structures (for example, 시험이 끝나서 기분이 좋아요). They translate texts, taking into account the age of the audience and the social or cultural context, and the possible inadequacy of literal translation to retain the original meaning.

Students read and comprehend texts in Hangeul containing some words or expressions of which written forms are unfamiliar, using pronunciation rules to infer meanings from their known oral forms (for example, 입어요 , 같이, 감사합니다, 먹고, 어떻게). They extract information from spoken and written texts on both familiar and less familiar topics, including those related to Korean culture, using their knowledge of vocabulary, of grammatical forms and structures relating to time, location, cases and honorifics, and of basic sentence types

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and textual features. They describe their experience, ideas and feelings and convey information in short texts, expressing relationships of objects, people and ideas, sequences of events, and relative quality and locations using familiar vocabulary (for example, 앞/옆에,

언니, 오빠) and appropriate forms and structures (for example, 이 모자가 더 커요, 학교에

가서 선생님을 만나요), maintaining a consistent level of politeness and taking into account the intended audience, purpose and context. Students identify differences between contexts relating to the age of and social relationships between participants, and use appropriate forms to indicate the level of politeness and formality (for example, 할머니께서 주무세요,

저에게 말씀해 주세요). They understand the benefits of having Hangeul as a writing system that corresponds to the Korean sound system and the role of a writing system in transmitting cultures. Students demonstrate their understanding of the reciprocal relationships between language, culture and social change by exemplifying them with loan words, short forms and acronyms, and culture-specific verbal and non-verbal expressions in Korean and English, and by drawing on examples from other key learning areas.

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Korean Draft Years 7–10 (Year 7 entry) Scope and Sequence

May 2013


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Korean – Draft Years 7-10 (Year 7 Entry) sequence Scope and Sequence – May 2013

Communicating



Socialising and taking action Interact and socialise with peers, teacher and other adults, using appropriate language and gestures, acknowledging diversity and making connections through exchanges of greetings, well wishes, and information about self, family and friends, routines, shared events, leisure activities, interests, likes and dislikes.

[Key concepts: friendship, family, celebration; Key processes: greeting, thanking, expressing]

Initiate and sustain interaction to develop relationships with peers and adults, and to exchange and connect each other’s ideas, opinions and feelings, reflecting on own and others’ responses.

[Key concepts: relationships, neighbourhood, values; Key processes: conversing, stating, reciprocating]

Interact in classroom routines and activities, developing language for a range of basic classroom functions.

[Key processes: accepting and declining, questioning, expressing opinions]

Use classroom language to participate in classroom activities and everyday routines, giving and following instructions, asking questions to clarify meaning, describing actions and using the language of reflection as a set phrase.

[Key processes: giving and following instructions, asking, describing, reflecting]

Participate in collective interactions using different modes of communication, negotiating arrangements, planning, deciding, inviting and responding.

[Key concepts: negotiation, cooperation, rules; Key processes: making decisions, organising]

Participate in collaborative decision making for events and shared experiences, considering and explaining options.

[Key concepts: collaboration, priority, alternatives; Key processes: discussing, comparing, deciding]

Participate in spoken and written transactions such as ordering goods and services, and responding to requests.

[Key concepts: social exchange; etiquette; Key processes: expressing preference and feelings, requesting]

Participate in spoken and written transactions, including exchanging directions or instructions, obtaining and negotiating diverse services, and problem solving as necessary.

[Key concepts: social exchange, politeness; Key processes: exchanging, processing]

84




Obtaining and using information Identify and gather factual information from a range of spoken, written, print, digital and multimodal texts which may be encountered through the media and in public spaces; and process, represent and connect meanings through, for example, classification and sequencing.

[Key concepts: criterion, representation, information; Key processes: classifying, sequencing, surveying]

Extract information from short spoken, written, print, digital or multimodal texts provided in Korean and from multiple sources, and organise the information purposefully for particular audiences, processing, representing and connecting diverse meanings as appropriate.

[Key concepts: interconnection, information, ideas; Key processes: extracting, connecting, applying; Key text types: web pages, television programs, magazines, reports]

Convey ideas and information by listing, tabulating and charting in a range of spoken, written, digital and multimodal texts for different purposes.

[Key processes: distinguishing, describing, presenting]

Use obtained information to convey ideas or views from diverse perspectives to various audiences in familiar contexts, through conventional and multimodal media.

[Key concepts: diversity, culture, media; Key processes: selecting, inferring, presenting]

Responding to and expressing imaginative experience Participate in imaginative experience by listening to, viewing and reading descriptions, video clips and cartoons, and share in captions or short statements feelings and ideas about aspects of the experience, such as characters, settings and plots/events.

[Key processes: guided reading, captioning; Key text types: description, dialogues, cartoons]

Respond to imaginative texts, explaining messages and key ideas, stating views on themes, events and values, and making connections with own experiences as appropriate.

[Key processes: comparing, connecting/relating; Key text types: stories, songs]

Reinterpret and perform songs, skits, chants and films, reflecting on own or shared experiences.

[Key concepts: performance, imagination; Key processes: expressing, connecting]

Create imaginative texts drawing on past experiences or future possibilities, for the purpose of self-expression and performance.

[Key processes: creating, interconnecting; Key text types: stories, role-plays, skits]

85




Moving between/translating Translate phrases, including simple idiomatic phrases and short texts such as labels or signs, from Korean to English and vice versa, identifying and explaining differences in meaning between two versions.

[Key concepts: equivalence; Key processes: translating, interpreting, comparing]

Translate and interpret texts to create different versions for different audiences and contexts, identifying and explaining culture-specific aspects.

[Key concepts: representation, culture-specificity; Key processes: considering alternatives, interconnecting]

Create bilingual texts on items which might be commonly seen in both Australian and Korean contexts, and consider which words or expressions translate easily or with difficulty and why.

[Key concept: equivalence; Key processes: comparing, relating]

Create bilingual texts in which Korean and Australian realities might differ and compare their own and others’.

[Key processes: comparing, contrasting; Key text types: photo stories, notices, signs, instructions]

Expressing and performing identity Describe and share significant past encounters with Korean language and culture, and/or other languages and cultures, and how these encounters have influenced the shaping of own identity.

[Key concepts: self, significance, identity; Key processes: connecting]

Describe and share how learning the Korean language and culture has impacted on own perspectives and values relating to their personal life and views of languages and cultures other than their own, and reflect on the ongoing influence of learning Korean language and culture on their own identity and attitudes'.

[Key concepts: values, judgment; Key processes: reflecting, connecting]

Reflecting on intercultural language use Examine own and others’ perceptions of Korean culture embedded in or accompanying Korean language use, and reflect on how knowing a language may change the perception of its culture and how language learning is facilitated by knowing the culture.

[Key processes: questioning assumptions, decentring, analysing responses, connecting diverse experiences]

Reflect on the experience of being a communicator and user of Korean in a variety of social situations and on own responses to differences in language use, and share and discuss challenges and rewards experienced during intercultural communication and practices.

[Key concepts: empathy, challenges, rewards, reflective literacy; Key processes: reflecting, recounting, discussing]

86


Understanding

Years 7 and 8

(Level 1) Years 9 and 10

(Level 2)

Systems of language Understand features of the Korean sound system, including pronunciation and intonation, and how these are represented in written form.

[Key concepts: sound discrimination, phonemes, prosody recognition, word recognition; Key processes: noticing, recognising, relating]

Understand the relationships between letters and sounds and between intonation and print conventions in Korean and apply main pronunciation rules to own speech and writing.

[Key concepts: pronunciation, spelling, punctuation, correspondence; Key processes: recognising, analysing, relating, experimenting]

Understand features of the Korean writing system, Hangeul, such as the structure of a syllable block, and how these contrast with the writing systems of English and other languages represented in the classroom.

[Key concepts: alphabet, system, consonant, vowel, syllable, syllable block; Key processes: exploring, experimenting, recognising]

Comprehend and create text in Hangeul, applying knowledge of features of Hangeul and rules for syllable block formation to own writing.

[Key concepts: prosodic rules, writing conventions; Key processes: noticing, recognising, relating, contrasting]

Understand and use aspects of the Korean linguistic system (such as the -요 ending, case markers, the verb-final rule, and subject-/objectless sentences) to form simple sentence structures, and consider which grammatical features are specific to Korean or similar to English.

[Key concepts: grammatical rules, metalanguage]

Expand metalinguistic knowledge of grammatical elements such as parts of speech; verb conjugation; suffixes for tense, honorifics and politeness; auxiliary verbs; particles; and modifiers; and use the elements, developing an understanding of their communicative functions in speech and writing.

[Key concepts: grammatical structures, tense/aspect, honorifics]

Understand that in Korean a word consists of syllables in speech and syllable blocks in writing, and that words have different functions relating to meaning, such as qualifying, or identifying what is being talked about.

[Key concepts: word, sentence, form–meaning relationship]

Understand that some types of words change their forms according to their function in a sentence and the context in which they are used, recognise that some words in one language do not always have direct translation equivalents in the other and require additional explanations in order to retain their original meanings in translation.

[Key concepts: form–function relationship, cross-cultural perspectives, equivalence, reflective literacy]

87


Years 7 and 8


(Level 2)

Understand differences in text types used in familiar contexts, recognising distinctive features of text organisation in Korean, such as salutation and closing in a letter and the format of addresses and dates.

[Key concepts: genre, audience, structure; Key text types: letters, signs, chants]

Describe distinctive features of text organisation in Korean (such as consistency in levels of politeness) and explore how to use them in a text to achieve coherence and cohesion.

[Key concepts: coherence, cohesion, text conventions; Key processes: identifying, describing, experimenting; Key text types: stories, letters, diaries]

Variability in language use Explore how context impacts on language use, and consider the ways relationships are developed and meanings negotiated through language use.

[Key concepts: context, negotiation, interrelationship; Key processes: recognising, exploring]

Examine variations in Korean language use based on roles, relationships and settings of interactions.

[Key concepts: language as cultural practice, reflective literacy, intercultural understanding; Key processes: reflecting, examining, researching]

Language awareness Understand that every language has its own history, reflecting on the creation of the Korean alphabet, Hangeul, its underlying humanism and the scientific, linguistic, philosophical and cultural considerations of its creator.

[Key concepts: language origins, history]

Appreciate how language impacts on people's everyday lives and affects cultural changes, examining aspects of and evidence for this in own language and Korean.

[Key concepts: humanism, philosophy, science]

Recognise the dynamic nature of language and culture, and understand relationships between Korean and other languages such as English, Chinese and Japanese and how the Korean language and culture has influenced and been influenced by many languages in different ways.

[Key concepts: evolution, hybridity, dynamic system]

Understand the nature of variations in language use and how language use continues to change over time by analysing ways in which Korean language use is changing.

[Key concepts: language as tool for social and cultural change]

Explore how people's language use can influence the way others see them.

[Key concepts: perceptions, register, context]

Investigate the social power of language in different contexts.

[Key concepts: social power, context]

88


Years 7 and 8


(Level 2)

Role of language and culture Explore how beliefs, attitudes and value systems are reflected in everyday language use by comparing ways of communicating across cultures.

[Key concepts: interconnection, beliefs, attitudes, value system; Key processes: exploring, reflecting, decentring]

Investigate how beliefs and value systems are reflected in cultural and linguistic practices in different contexts, and reflect on the connections between own and others’ everyday communicative practices and own knowledge of different languages and cultures.

[Key concepts: attitudes, beliefs, value system, cultural practices; Key processes: reflecting, critical thinking]

89

Documents

Draft F-10 Australian Curriculum: Languages Koreanconsultation.australiancurriculum.edu.au/Static/docs/Languages/F-10... · The nature of Korean language learning The Korean language