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Elaboration ACLKOU149

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/있어

Elaboration (1) ACLKOU149

recognising the appropriateness of gestures to accompany language when addressing teachers, friends or visitors to school

Elaboration ACLKOU150

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

Elaboration (1) ACLKOU150

reflecting on and discussing which languages Korean might have influenced and might have been influenced by over time, for example, Chinese, Japanese, English, French and Italian

Elaboration ACLKOU151

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 and ways of using language in English

Elaboration (1) ACLKOU151

recognising that 우리 means ‘my’ when used with certain words, for example, 우리 가족, 우리 나라, and sharing their ideas/experience about such use

Elaboration ACLKOU152

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

Elaboration (1) ACLKOU152

understanding that language carries information about the people who use it and that common expressions often reflect cultural values important to that language community

Elaboration (2) ACLKOU152

reflecting on individual words which may be interpreted differently by people who do not know Korean culture, for example, 우리 집, 우리 선생님

Elaboration (3) ACLKOU152

identifying non-verbal expressions that are typical or expected in communication in different cultures, for example, eye contact, bowing, nodding, pointing

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Curriculum Elements Types

Cross Curriculum Priorities