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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 ACLKOC141

noticing different aspects of Korean and English language and culture, such as naming conventions (for example, 박준호 versus ‘JohnSmith’) and explaining differences such as order and spacing

Elaboration (1) ACLKOC142

preparing descriptions in both Korean and English about familiar topics, using modelled language and choosing vocabulary from word lists, discussing differences in expression between the two languages with the teacher

Elaboration (1) ACLKOC141

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

Elaboration (2) ACLKOC141

translating Korean texts such as public signs to understand the gist, noticing how meaning changes when translated into English, as in the case of expressions of politeness

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 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 ACLKOC142

producing a parallel bilingual word list by identifying known Korean words or expressions and relating them to English equivalents, and vice versa, noticing that direct translation sometimes does not work

Elaboration (1) ACLKOC140

creating individual texts such as comics, diary entries and short stories, using modelled language to express own ideas and imagined experience

Elaboration (1) ACLKOC144

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

Elaboration (1) ACLKOU148

recognising language features typically associated with particular texts, for example, the use of imperatives in games

Elaboration (1) ACLKOU149

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

Elaboration (1) ACLKOC143

reflecting on each others’ ways of communicating and their appropriateness in Korean or non-Korean contexts, for example, using 언니/누나 and 오빠/형 for older siblings in Korean versus using their first names in English as terms of address

Elaboration (2) ACLKOC137

listening to short spoken texts with some unfamiliar language, identifying points of information, for example, the name and number on a recorded phone message, the age of a child interviewed

Elaboration (4) ACLKOU147

using some adverbs as part of formulaic language, for example, 지금/오늘/주말에 뭐 해요? 아주 잘 했어요

Elaboration ACLKOC143

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 the issue of appropriateness in both Korean and Australian …

Elaboration (2) ACLKOC144

creating own profile using spoken, written or digital forms of expression to identify roles in or memberships of various groups, including their identity as a person knowing more than one language

Elaboration (1) ACLKOC138

using simple descriptive language and supporting resourcesto introduce family members and friends, identifying relationships (우리 엄마예요; 친구예요) and cultural backgrounds (호주 사람이에요;한국 사람이에요)

Curriculum Types

Curriculum Elements Types

Cross Curriculum Priorities