Elaboration (2) ACLKOC121
creating and presenting own Big Books, storyboards or digital texts based on imaginary scenarios infamiliar contexts, for example, 곰 세 마리
Elaboration (2) | ACLKOC121 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration ACLKOC122
noticing words in Korean and English that have the same meaning, such as 테니스,컴퓨터, 코알라 and considering why
Elaboration | ACLKOC122 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (1) ACLKOC122
recognising that every language has its own words, sounds and gestures to make meaning
Elaboration (1) | ACLKOC122 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (2) ACLKOC122
using Korean and/or English to name familiar objects and conduct simple conversations, translating when necessary to help others understand
Elaboration (2) | ACLKOC122 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (3) ACLKOC122
sharing and interpreting simple expressions and songs with friends and family, for example, showing them how to sing 학교 종, 생일 노래
Elaboration (3) | ACLKOC122 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration ACLKOC123
creating a bilingual picture dictionary for their classroom use
Elaboration | ACLKOC123 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (1) ACLKOC123
matching Korean and English texts, for example, name tags of friends in Korean and English
Elaboration (1) | ACLKOC123 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (2) ACLKOC123
creating bilingual captions in Korean and English for a photographic display using digital technologies to show parents or others about a class event or experience such as sports day, school camp or pets day
Elaboration (2) | ACLKOC123 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration ACLKOC124
noticing that there are different ways to greet people in Korean, recognising their similarities and differences to those in their own language and culture
Elaboration | ACLKOC124 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (1) ACLKOC124
familiarising themselves with simple spoken exchanges in Korean, including how to use appropriate gestures, for example, how to bow and make hand gestures when saying 안녕하세요?
Elaboration (1) | ACLKOC124 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (2) ACLKOC124
describing how it feels to use Korean, for example, when singing a song or hearing Korean spoken by others
Elaboration (2) | ACLKOC124 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (3) ACLKOC124
including some Korean words and expressions in English conversation when it feels appropriate (for example, 네, 선생님, 고맙습니다), noticing changes in behaviour or body language when speaking Korean
Elaboration (3) | ACLKOC124 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration ACLKOC125
naming languages they know and are learning, for example, 한국어
Elaboration | ACLKOC125 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (1) ACLKOC125
making simple statements about themselves, including who they are and their personal preferences, for example, 저는 …이에요/예요, 저는 … 좋아해요/싫어해요
Elaboration (1) | ACLKOC125 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (2) ACLKOC125
noticing their own use of words, expressions or behaviours that make them who they are, such as using words from different languages, ways of celebrating or communicating that may not be familiar to other people
Elaboration (2) | ACLKOC125 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration ACLKOU126
differentiating Korean and English sounds, for example, by comparing names in Korean and English (for example, 로버트versus ‘Robert’)
Elaboration | ACLKOU126 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (1) ACLKOU126
categorising names according to their first consonant, for example, 마크, 매튜, 마이클
Elaboration (1) | ACLKOU126 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (2) ACLKOU126
discriminating between simple vowel and consonant letters in a syllable block
Elaboration (2) | ACLKOU126 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (3) ACLKOU126
recognising the order of strokes in writing syllable blocks
Elaboration (3) | ACLKOU126 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration ACLKOU127
recognising –요 at the end of a sentence through its repetitive use in sentences such as 따라하세요 and 안녕하세요?
Elaboration | ACLKOU127 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum