Years 7 to 8
Languages
ASLANKOR7_10Y78
Years 7 to 8 Korean Achievement Standard
10 statements aligned to content descriptors and elaborations
Achievement standard (as ACARA publishes it)
Achievement standard
Click any sentence to jump to its statement and linked content descriptors.
By the end of Year 8, students use Korean language to interact and collaborate with others, and to share information and plan activities in familiar contexts. They respond to others’ contributions, and recognise familiar gestures, questions and instructions in exchanges. They recognise relationships between spoken and written forms. They locate and respond to information in texts and use non-verbal, visual and contextual cues to help make meaning. They respond in Korean or English, and demonstrate understanding of context, purpose and audience in texts. They use familiar language, and modelled sentence and grammatical structures to create texts in hangeul, with support.
Students approximate pronunciation and intonation in spoken Korean. They recognise the function of hangeul and demonstrate understanding that Korean has conventions and rules for non-verbal, spoken and written communication. They comment on aspects of Korean and English language structures and features, using metalanguage. They demonstrate awareness that the Korean language is connected with culture and identity, and that this is reflected in their own language(s), culture(s) and identity.
Years 7 to 10 sequence
The 10 achievement standard statements
Open a statement to see the content descriptors ACARA links to it, then open a descriptor's elaborations.
By the end of Year 8, students use Korean language to interact and collaborate with others, and to share information and plan activities in familiar contexts.
Content descriptorAC9LK8EC01 Communicating meaning in Korean
interact with others using modelled language to exchange information in familiar contexts about self and personal worlds
Elaborations (5)
- Elaboration greeting and farewelling others, introducing themselves, expressing states of wellbeing, appreciation and wishes, using informal polite language appropriate for familiar people, for example, 안녕하세요?, 저는 … 예요/이에요, 만나서 반가워요, 12살이에요, 7학년이에요, 안녕히 가세요/계세요
- Elaboration describing friends, family members or pets, for example, … 있어요/없어요, 동생이 귀여워요, 눈이 커요, … 은/는 … 이/가 예뻐요, 날개가 빨간색이에요
- Elaboration sharing and comparing information about self and others such as describing routines, likes/dislikes, events and leisure activities, for example, 6시에 일어나요, 주말에 뭐 해요?, 바비큐를 해요, 취미가 뭐예요?, 무슨 … 을/를 좋아해요?, 크리켓을/독서를 좋아해요, … 을/를 안 좋아해요, 수영을/영화를 안 좋아해요
- Elaboration exchanging information through questioning and answering, for example, 이것/저것이 뭐예요?, … 예요/이에요, … 이/가 아니에요, 알아요, 몰라요, 네, 아니요, 맞아요, 틀려요
- Elaboration expressing opinions using formulaic phrases such as 제 생각에는 …, for example, 제 생각에는 민수가 맞아요, 제 생각에는 그 영화가 재미있어요
They respond to others’ contributions, and recognise familiar gestures, questions and instructions in exchanges.
Content descriptorAC9LK8EC02 Communicating meaning in Korean
develop language to interact in exchanges, routines, tasks and responsibilities related to classroom and interests
Elaborations (6)
- Elaboration following instructions and commands, for example, 일어나세요, 앉으세요, 쓰세요, 보세요, 잘 들으세요, 따라 하세요, 빨리 하세요, 조용히 하세요
- Elaboration interacting in classroom routines such as responding to the teacher during roll call, for example, … 있어요? 네, (여기) 있어요, 아니요, 없어요, … 이/가 안 왔어요
- Elaboration interacting by asking permission and making requests, for example, … 을/를 빌려 주세요, 괜찮아요? 미안해요, 고마워요
- Elaboration participating in collaborative projects, for example, making and playing a vocabulary game, or producing and sharing a digital alphabet or number book for a younger audience, making choices about when to use Korean or English depending on the context, topic and nature of the interaction
- Elaboration asking for advice on how to express a word or concept in Korean or English, for example, … 이/가/은/는 영어/한국어로 뭐예요?
- Elaboration practising telephone etiquette, for example, 여보세요
Content descriptorAC9LK8EC03 Communicating meaning in Korean
engage in modelled non-verbal, spoken and written exchanges with peers to organise activities relating to daily life and school environment
Elaborations (5)
- Elaboration working with peers to produce a bilingual publicity flier for an upcoming event, for example, 한글날, to promote Korean learning among school community members
- Elaboration planning events such as a class celebration or a birthday party, with details, for example, using day, time, place, activity and participants, 월, 일, 요일, -에게, -로부터, 언제/어디에서 만나요?, 누가 해요?, 누구하고 해요?, 같이 가요
- Elaboration negotiating real or simulated plans using structures such as –고 싶어요 and –(으)ㄹ 수 있어요, for example, 무엇을 하고 싶어요?, 영화를 보고 싶어요, 할 수 있어요, 주말에 갈 수 있어요.
- Elaboration participating in transactions such as ordering or purchasing food, using the –어/아요 or –(으)세요 form, for example, 얼마예요? 아이스크림 한 개 주세요, 여기 있어요, 고맙습니다, 감사합니다
- Elaboration following procedures and instructions together, for example, participating in class or leisure activities such as sport/craft/dance/cooking, how to play 윷놀이, 내/네 차례예요, 도예요, 걸이에요, 윷을 던져요
They recognise relationships between spoken and written forms.
Content descriptorAC9LK8EC03 Communicating meaning in Korean
engage in modelled non-verbal, spoken and written exchanges with peers to organise activities relating to daily life and school environment
Elaborations (5)
- Elaboration working with peers to produce a bilingual publicity flier for an upcoming event, for example, 한글날, to promote Korean learning among school community members
- Elaboration planning events such as a class celebration or a birthday party, with details, for example, using day, time, place, activity and participants, 월, 일, 요일, -에게, -로부터, 언제/어디에서 만나요?, 누가 해요?, 누구하고 해요?, 같이 가요
- Elaboration negotiating real or simulated plans using structures such as –고 싶어요 and –(으)ㄹ 수 있어요, for example, 무엇을 하고 싶어요?, 영화를 보고 싶어요, 할 수 있어요, 주말에 갈 수 있어요.
- Elaboration participating in transactions such as ordering or purchasing food, using the –어/아요 or –(으)세요 form, for example, 얼마예요? 아이스크림 한 개 주세요, 여기 있어요, 고맙습니다, 감사합니다
- Elaboration following procedures and instructions together, for example, participating in class or leisure activities such as sport/craft/dance/cooking, how to play 윷놀이, 내/네 차례예요, 도예요, 걸이에요, 윷을 던져요
Content descriptorAC9LK8EC04 Communicating meaning in Korean
locate and process information and ideas in familiar spoken, written and multimodal texts, responding in ways appropriate to cultural context, purpose and audience
Elaborations (8)
- Elaboration locating, classifying and summarising information using text types such as class surveys, notices, timetables and announcements, and presenting findings to others, for example, in a digital presentation, poster or wall chart
- Elaboration reading and viewing a range of texts such as promotional brochures and signs, websites and cards, to obtain and compile information about places, lifestyles and practices, recognising features of language use in multimodal texts
- Elaboration sequencing information, collaboratively or independently, about people, times and activities, and using the information in new ways, for example, creating a timeline, diary or timetable
- Elaboration listening to, reading or viewing First Nations Australian authors’ stories in English and responding to them in spoken or written Korean
- Elaboration listening, viewing and reading for gist, context and purpose, drawing on knowledge of types of text, context and language features to predict and confirm meaning, for example, the use of the imperative verb form –(으)세요
- Elaboration inventing a new aspect of a text, such as a new character, plot, object, perspective or an alternative ending, to a story looked at in class
- Elaboration expressing opinions about characters or settings in imaginative texts using structures such as … 같아요, for example, 뭐예요? 뭐 같아요?, 호랑이 같아요
- Elaboration identifying and discussing patterns in language use associated with gender, age, social status or purpose
They locate and respond to information in texts and use non-verbal, visual and contextual cues to help make meaning.
Content descriptorAC9LK8EC04 Communicating meaning in Korean
locate and process information and ideas in familiar spoken, written and multimodal texts, responding in ways appropriate to cultural context, purpose and audience
Elaborations (8)
- Elaboration locating, classifying and summarising information using text types such as class surveys, notices, timetables and announcements, and presenting findings to others, for example, in a digital presentation, poster or wall chart
- Elaboration reading and viewing a range of texts such as promotional brochures and signs, websites and cards, to obtain and compile information about places, lifestyles and practices, recognising features of language use in multimodal texts
- Elaboration sequencing information, collaboratively or independently, about people, times and activities, and using the information in new ways, for example, creating a timeline, diary or timetable
- Elaboration listening to, reading or viewing First Nations Australian authors’ stories in English and responding to them in spoken or written Korean
- Elaboration listening, viewing and reading for gist, context and purpose, drawing on knowledge of types of text, context and language features to predict and confirm meaning, for example, the use of the imperative verb form –(으)세요
- Elaboration inventing a new aspect of a text, such as a new character, plot, object, perspective or an alternative ending, to a story looked at in class
- Elaboration expressing opinions about characters or settings in imaginative texts using structures such as … 같아요, for example, 뭐예요? 뭐 같아요?, 호랑이 같아요
- Elaboration identifying and discussing patterns in language use associated with gender, age, social status or purpose
They respond in Korean or English, and demonstrate understanding of context, purpose and audience in texts.
Content descriptorAC9LK8EC05 Communicating meaning in Korean
develop and begin to apply strategies to interpret, translate and convey meaning in Korean in familiar contexts
Elaborations (5)
- Elaboration translating short personal texts, identifying words and phrases, and noticing similarities and differences in language use such as formality, for example, 안녕하세요? versus 안녕?
- Elaboration using bilingual dictionaries and online translation tools to identify words that do not have equivalents, such as ‘to wear’ in English, and 입어요 (wear on the body), 써요 (wear on the head), 신어요 (wear on the feet), or ‘to open’ in English, and 창문을 열어요 (open a window), 눈을 뜨세요 (please open your eyes)
- Elaboration listening to and viewing performances such as music video clips or extracts from films, sharing reactions with peers, noticing cultural aspects and recording similarities and differences in interactions in similar contexts in their own culture/s
- Elaboration discussing how cultural concepts are expressed in non-literal word use, for example, 우리 ‘our’ can be used to express inclusivity, as in 우리 집 ‘my house’, 우리 학교 ‘my/our school’
- Elaboration designing signage, posters and flashcards, displaying items, for example, names of classroom objects, 책, 의자, 책상, 가방, 연필, 지우개, 필통
They use familiar language, and modelled sentence and grammatical structures to create texts in hangeul, with support.
Content descriptorAC9LK8EC06 Communicating meaning in Korean
create spoken, written and multimodal, informative and imaginative texts, for familiar contexts and purposes, using appropriate vocabulary, expressions, grammatical structures and some textual conventions, using hangeul with support
Elaborations (10)
- Elaboration reporting orally or in writing on events in their immediate environments or personal worlds, such as a school or community event, celebration, excursion, or the arrival of a new student, for example, 우리 학교는 커요, 우리 반은 한국문화원에서 견학을 해요
- Elaboration using multimodal presentation to report on Korean-speaking regions such as creating a presentation about an area in Korea and incorporating graphs or tables representing important information about the region, for example, popular foods, leisure activities, industries and transport
- Elaboration compiling a list of questions and conducting an interview, for example, interviewing a Korean-speaking person visiting the school or in a secure online exchange, about family, home, interests and abilities, and presenting the responses in a podcast or newsletter
- Elaboration creating a print or digital poster in Korean to promote travel to a significant cultural location on a First Nations Country/Place, including what to see and do
- Elaboration creating texts to present information or ideas to a particular audience, for example, to advertise an event, create a virtual tour of the school or report on a favourite band or type of music
- Elaboration describing and classifying aspects of Australian culture for a Korean audience, for example, cuisine, daily life, significant places or cultural practices
- Elaboration developing and using bilingual texts for specific audiences, for example, a big book or game for young learners of Korean, invitations to a class event or posters for a performance, noticing how meanings need to be tailored to take into account intended audience and cultural perspectives
- Elaboration creating stories in different modes such as video clips or digital photo stories, based on real or imaginary characters, places and events
- Elaboration composing and participating in dialogues and imagined interactions, and explaining the relationships between characters and contexts in a short drama or song, for example, 여우야, 여우야, 뭐 하니? / 여우님, 여우님, 뭐 해요?
- Elaboration labelling pictures of Korean and Australian classrooms and homes, and highlighting differences in the arrangement of items such as furniture and wall displays
Students approximate pronunciation and intonation in spoken Korean.
Content descriptorAC9LK8EU01 Understanding language and culture
recognise and use features of the Korean sound system, including pitch, rhythm, stress, pronunciation and intonation, and demonstrate understanding of how these are represented in familiar contexts
Elaborations (6)
- Elaboration listening to and reproducing the sounds of Korean, noticing sound–symbol correspondence, for example, in consonants, 발 versus 팔, 갈 versus 칼, in diphthongs transcribed as combinations of vowel letters 반가워요, 와요, 왜, 의사, 가위, and in tense consonants transcribed by double-consonant letters, 살 versus 쌀, 자요 versus 짜요, 고리 versus 꼬리, 방 versus 빵
- Elaboration recognising the differences in intonation between statements, questions, requests and commands, for example, 가요, 가요? 가요!
- Elaboration showing understanding of the correct placement of letters in written form, as opposed to pronunciation in spoken form, through dictation practice, for example, 한국어가 재미있어요 [한구거가 재미읻써요], 옷이 예뻐요 [오시 예뻐요], 책을 읽어요 [채글 일거요]
- Elaboration constructing syllable blocks in different shapes, where a consonant and a vertical vowel are positioned side by side, for example, 가, a horizontal vowel is positioned underneath a consonant, for example, 누, or a consonant or a consonant cluster is added as a syllable-final consonant, 받침, under the first 2 types of syllable blocks, for example, 각, 눈, 닭
- Elaboration recognising and using the pronunciation rules for syllable-final consonants, for example, that any consonant can be syllable-final, but there are only 7 syllable-final sounds
- Elaboration knowing that for syllable-final double consonants, in most cases only the first final consonant is pronounced, except for 닭 and 삶
They recognise the function of hangeul and demonstrate understanding that Korean has conventions and rules for non-verbal, spoken and written communication.
Content descriptorAC9LK8EU02 Understanding language and culture
develop knowledge of, and use structures and features of, the Korean grammatical and hangeul writing systems to understand and create spoken, written and multimodal texts
Elaborations (13)
- Elaboration recognising and using simple sentence structures in the subject+object+verb order to make statements or ask questions, and inferring missing subjects or objects based on context, for example, 지금 무엇을 해요? is missing a subject, and 공부해요 is missing both a subject and an object
- Elaboration combining syllable blocks to write a word and applying spacing rules and basic phonological rules when reading and writing, for example, 친구가 교실에서 책을 읽어요
- Elaboration referring to self and things appropriately using first-person pronouns 저, 제, 나, 내, 우리, demonstrative pronouns 이, 그, 저, 이것, 그것, 저것, or place pronouns 여기, 거기, 저기, for example, 이 사과가 맛있어요, 이것이 영어로 뭐예요?, 여기가 우리 집이에요
- Elaboration using basic particles to mark case and other basic functions of nouns in a sentence, for example, –이/가, –을/를, –은/는, –에, –에서, –하고
- Elaboration using present and past tenses with the informal polite style ending –어/아요, for example, 좋아요, 좋았어요, 재미있어요, 재미있었어요, 먹어요, 먹었어요, including some set phrases with auxiliary verbs such as –고 싶어요, –고 있어요, or –(으)ㄹ 수 있어요
- Elaboration using some honorific words and suffixes such as 드세요, 선생님, 일어나세요 and humble words, for example, 저/제 as part of formulaic expressions
- Elaboration using simple negation by placing 안 or 못 before a verb, for example, 안 가요, 못 해요, and replacing copula –예요/이에요 with its negative form –이/가 아니에요
- Elaboration understanding and responding to teacher feedback on how to create textual cohesion, using elements such as conjunctions to sequence and link ideas and maintain the flow of expression, for example, 그리고, 그러나
- Elaboration using the two numbering systems of Korean appropriately for purpose, for example, 하나, 둘, 셋, … and 일, 이, 삼, …
- Elaboration using basic counters and Arabic numerals with appropriate pronunciation, for example, 사과 1개 is read as 사과 한 개, 학생 3명 is read as 학생 세 명, 11살 is read as 열한 살, 7 학년 is read as 칠 학년, and comparing differences in word order between Korean and English when counting objects, for example, 사과 한 개 versus ‘one apple’
- Elaboration using question words to make questions, for example, 누구, 무엇, 언제, 어디, 어떻게, 왜, 몇, 무슨, 어느
- Elaboration discriminating between content words and function words, for example, in 나무가 예뻐요, 나무 and 예뻐요 are content words, and 가 is a function word
- Elaboration using idiomatic expressions for greeting, farewelling and some learning activities and everyday interactions, for example, 안녕하세요? 만나서 반가워요, 안녕히가세요/계세요, 고맙습니다, 감사합니다, 환영합니다, 생일 축하합니다, … 같아요, …계 … 사람 as in 한국계 호주 사람, … 회원이에요
They comment on aspects of Korean and English language structures and features, using metalanguage.
Content descriptorAC9LK8EU03 Understanding language and culture
compare Korean language structures and features with English, using familiar metalanguage
Elaborations (5)
- Elaboration identifying the purpose, intended audience and key language features of short texts such as road signs or instructions, and comparing these with English versions of similar texts, for example, 천천히 versus ‘drive slowly’, 미세요/당기세요 versus ‘push’/‘pull’
- Elaboration identifying conventions of familiar text types such as letters, emails or greeting/invitation cards, and comparing them with English, for example, salutations, the order of elements in an address, and format of the date, … 에게, … 로부터, 4월 3일 금요일
- Elaboration recognising the similarities in key features of Korean and English texts such as stories, songs and conversation
- Elaboration observing how differently abbreviated forms in multimedia and social media are accepted in Korean and English, for example, 쌤, 여친, 남친
- Elaboration collecting and analysing samples of language from multimodal texts to explore differences in communicative style and expression between social groups in Korean and Australian cultures, for example, 어서 오세요 to mean “Welcome”, and 밥 먹었어요? to mean “How are you?”
They demonstrate awareness that the Korean language is connected with culture and identity, and that this is reflected in their own language(s), culture(s) and identity.
Content descriptorAC9LK8EU04 Understanding language and culture
recognise how identity is shaped by language(s), culture(s), attitudes, beliefs and values
Elaborations (9)
- Elaboration participating in guided discussion of the roles of and relationships between culture and language, with reference to Korean, English and other known languages
- Elaboration viewing interactions in Korean between peers or in multimodal texts such as a movie segment, noticing and recording cultural similarities and differences between interactions in Korean and in their own culture(s), for example, comparing similarities and differences between cultures using a Venn diagram
- Elaboration identifying words which have similar meanings and pronunciation across different languages, reflecting on the possible origins and cultural associations of such words, for example, 엄마, ‘mum’, ‘mama …’
- Elaboration examining, in Korean or English, how First Nations Australians’ languages have strong connections to Country/Place locations and how these can be compared with language variations across Korean-speaking communities
- Elaboration identifying non-verbal expressions taken for granted in communication in different cultures, for example, making or avoiding eye contact depending on the social context, bowing to an older person, nodding to show agreement, pointing and beckoning with appropriate hand gestures
- Elaboration reflecting on the cultural associations of individual Korean words which may be interpreted differently by people who do not know Korean culture, for example, 우리 ‘our’ can be used for 우리 선생님 ‘my teacher’, 우리 나라 ‘my country’, and kinship terms such as 형, 오빠, 누나, 언니 are often used to address other people
- Elaboration discussing, questioning and explaining understanding of other cultures, including Korean culture, without stereotyping
- Elaboration understanding the significance of social conventions and cultural concepts, for example, using 식사를 하셨어요? as a greeting
- Elaboration exploring how politeness is expressed differently in Korean and English language, for example, the importance of age and levels of formality
This achievement standard describes the expected learning for Years 7 to 8 Korean · Years 7 to 10 sequence. Use it to plan teaching and assessment with the Australian Curriculum v9.
At a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Communicating meaning in Korean | Interacting in Korean | 3 | 16 |
| Communicating meaning in Korean | Mediating meaning in and between languages | 2 | 13 |
| Communicating meaning in Korean | Creating text in Korean | 1 | 10 |
| Understanding language and culture | Understanding systems of language | 3 | 24 |
| Understanding language and culture | Understanding the interrelationship of language and culture | 1 | 9 |
| Total | 10 | 72 | |
Frequently Asked Questions
What should students know by the end of Years 7 to 8 Korean?
By the end of Year 8, students use Korean language to interact and collaborate with others, and to share information and plan activities in familiar contexts. They respond to others’ contributions, and recognise familiar gestures, questions and instructions in exchanges. Read the full standard
How many Content Descriptors support this standard?
10 Content Descriptors support this Achievement Standard (Communicating meaning in Korean: 6, Understanding language and culture: 4).
Is this from the latest Australian Curriculum?
Yes, this Achievement Standard is from the Australian Curriculum version 9.0 (AC v9), the most current version published by ACARA.