Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "english as a second language" returned 27 result(s)
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Years 5 and 6 Korean

The nature of the learners At this level, students are widening their social networks, experiences and communication repertoires in both their first language and Korean. They continue to need guidance and participate in structured, collaborative tasks …

Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Achievement Standard Korean Years 5 and 6

By the end of Year 6, students engage in classroom interactions to carry out collaborative tasks, to exchange information and to express feelings and ideas related to specific contexts, personal interests and daily routines at home and school. They ask …

Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

ACLKOU168

Recognise that variables such as age and personal and social relationships impact on language use in Korean, considering similar variations in language use in English and other languages represented in the classroom[Key concepts: social distance/affinity, …

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

ACLKOU168 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Elaboration (2) ACLKOC160

interpreting Korean expressions in familiar texts such as greeting cards or story titles that do not translate easily into English, for example, 생신 축하합니다, considering how these expressions reflect aspects of Korean language or culture

Elaboration (2) | ACLKOC160 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Elaboration (2) ACLKOU165

expressing events occurring in sequence by using:conjunctive adverbs such as 그리고 at the beginning of the second of two sentences, for example, 밥을 먹어요. 그리고 운동해요a conjunctive suffix (clausal connective) in acoordinative structure –고, for example, 밥을 먹고 …

Elaboration (2) | ACLKOU165 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Elaboration (3) ACLKOU164

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

Elaboration (3) | ACLKOU164 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Elaboration (1) ACLKOC161

creating parallel lists of informal Korean and English expressions for everyday interactions with friends and family in print and digital modes

Elaboration (1) | ACLKOC161 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Elaboration (3) ACLKOC161

constructing and co-maintaining a bilingual website with a sister- school or contact group ofyoung learners of English in a Korean- speaking community

Elaboration (3) | ACLKOC161 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

ACLKOC162

Examine their perceptions of and reactions to Korean culture embedded in the language, and reflect on the relationship between language and culture[Key concepts: etiquette, reaction, assumption; Key processes: comparing, describing, reflecting]

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

ACLKOC162 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Elaboration ACLKOU167

identifying the 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

Elaboration | ACLKOU167 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Elaboration (1) ACLKOU169

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

aboriginal-torres

Elaboration (1) | ACLKOU169 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Elaboration (2) ACLKOU171

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

Elaboration (2) | ACLKOU171 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

ACLKOC163

Explore connections between aspects of identity such as nationality, ethnicity and language use, considering how these are related to culture and own identity, and to learning Korean language and culture[Key concepts: sense of belonging, identity; Key …

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

ACLKOC163 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Elaboration ACLKOU170

exploring various ways language is used to influence perceptions of people, through verbal interactions, for example, using polite language or slang, or other means of communicating, for example, fashion or graphic design

Elaboration | ACLKOU170 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Elaboration (2) ACLKOC159

creating and performing alternative versions of known songs or raps by creating lyrics with support of language model or scaffolding

Elaboration (2) | ACLKOC159 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Elaboration (2) ACLKOC162

recognising and exploring cultural aspects embedded in or accompanying language use, for example, the use of honorifics and different terms of address

Elaboration (2) | ACLKOC162 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Elaboration (2) ACLKOU168

analysing how the language of texts such as invitations and greeting cards can vary depending on the occasion and the degree of closeness of the relationship between people

Elaboration (2) | ACLKOU168 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

ACLKOU169

Recognise the dynamic nature of languages and cultures, and the changing and influential relationships that exist between languages[Key concepts: language contact, change; Key processes: collecting data, identifying, connecting, reflecting]

literacy critical-creative intercultural-understanding aboriginal-torres asia-australia Elaborations ScOT Terms

ACLKOU169 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

ACLKOU170

Investigate how language can be used to influence people, ideas and the understanding of cultures[Key concepts: perceptions, influence; Key processes: comparing, explaining, predicting, reflecting]

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLKOU170 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

ACLKOU171

Explore how beliefs and value systems are reflected in everyday language use[Key concepts: diversity, beliefs, attitudes; Key processes: examining connections, comparing, describing, reflecting]

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

ACLKOU171 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

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