Curriculum Types

Curriculum Elements Types

General Capabilities
Your search for "high frequency words" returned 16 result(s)
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Foundation to Year 2 Korean

The nature of the learners Children enter the early years of schooling with established oracy skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate world of …

Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Elaboration (1) ACLKOU129

identifying Korean words in spoken and written texts where Korean is used alongside words from other languages

Elaboration (1) | ACLKOU129 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Elaboration (1) ACLKOU131

identifying Korean words used in English contexts, for example, taekwondo, kimchi

Elaboration (1) | ACLKOU131 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

ACLKOC122

Translate familiar words and phrases, using visual cues and word lists, explaining the meaning of particular words, gestures and expressions[Key concepts: similarity, difference; Key processes: noticing]

literacy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLKOC122 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Achievement Standard Korean Foundation to Year 2

By the end of Year 2, students interact with peers and teachers through play- and action-related talk, exchanging greetings and introducing themselves (for example, 안녕하세요?; 안녕?; 저는 ...이에요/예요 used as a set phrase) with gestures. They respond to …

Achievement Standard | Achievement Standards | 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

ACLKOU131

Recognise that languages change continuously and borrow words from each other[Key concepts: word-borrowing; Key processes: noticing, selecting]

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLKOU131 | 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 ACLKOU128

identifying and using basic words for familiar objects, for example, body parts, pets and days of the week

Elaboration | ACLKOU128 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Elaboration ACLKOU131

recognising loan words originating from other languages, for example, 코알라, 캥거루, 펭귄, 초코렛, 아이스크림

Elaboration | ACLKOU131 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

ACLKOC121

Create captions to images for individual presentation and participate in shared performances and imaginative activities using familiar words, phrases and language patterns[Key concepts: performance; Key processes: drawing, singing, dancing]

literacy information-communication critical-creative personal-social Elaborations ScOT Terms

ACLKOC121 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

ACLKOU130

Recognise that there are different words and expressions used by Korean speakers to address and greet people in different contexts and situations[Key concepts: appropriateness, respect; Key processes: noticing, comparing]

literacy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLKOU130 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

ACLKOC116

Engage in guided group activities and simple exchanges such as playing games; group singing or dancing; contributing ideas through key words, images, mimes[Key concepts: play, group; Key processes: singing, chanting, observing, drawing]

literacy critical-creative personal-social Elaborations ScOT Terms

ACLKOC116 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

ACLKOC118

Locate specific words and expressions in simple texts such as signs, titles and captions, and use information tocomplete guided oral and written tasks [Key concepts: text, meaning; Key processes: locating, noticing,matching]

literacy information-communication critical-creative personal-social Elaborations ScOT Terms

ACLKOC118 | 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

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