Years 1 to 2
Languages
ASLANKORF10Y12
Years 1 to 2 Korean Achievement Standard
9 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 2, students use Korean language to interact and share information related to the classroom and themselves. They use cues to respond to questions and instructions, and use simple formulaic language. They locate and convey key items of information in texts using non-verbal, visual and contextual cues to help make meaning. They use familiar words and modelled language to create texts. They copy some hangeul appropriate to context.
Students imitate the sounds and rhythms of spoken Korean. They demonstrate understanding that Korean has conventions and rules for non-verbal communication, pronunciation and writing, and begin to identify hangeul. They give examples of similarities and differences between some features of Korean and English. They understand that language is connected with culture(s), and notice how this is reflected in their own language(s) and culture(s).
Foundation to Year 10 sequence
The 9 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 2, students use Korean language to interact and share information related to the classroom and themselves.
Content descriptorAC9LK2C01 Communicating meaning in Korean
recognise and respond to modelled classroom-related greetings, instructions and routines; and personal introductions
Elaborations (9)
- Elaboration exchanging simple greetings using appropriate expressions and body language, for example, 안녕하세요? 반가워요, 만나서 반가워요 with a bow, 안녕? 반가워, 만나서 반가워 with hand waving
- Elaboration conducting simple conversations about familiar objects, for example, 뭐예요? … 예요/이에요
- Elaboration talking about themselves and the immediate environment using modelled language, simple sentence structures, familiar vocabulary, concrete materials and supporting gestures, for example, 우리 학교예요, 우리 집이에요. 여기는 교실이에요. 교실에 컴퓨터 있어요, 저는…예요/이에요
- Elaboration recognising and responding to simple questions using 네/아니요 to express agreement or disagreement, for example, 한국어 공부해요? / 네, 김치를 좋아해요? / 아니요
- Elaboration sharing information about people and belongings such as describing a person, for example, 마이클이에요. 선생님이에요. 김치 좋아해요.
- Elaboration responding with appropriate actions to simple instructions such as 따라하세요, 일어나세요, 앉으세요,인사하세요
- Elaboration interacting in routine exchanges using simple sentence structures such as … 있어요/없어요, and words such as 네/아니요, for example, 미나 있어요? / 네, 철수 있어요? / 아니요, 연필 있어요? / 아니요, 없어요
- Elaboration asking about and expressing likes and dislikes about topics such as animals, for example, 뭐 좋아해요? / 고양이를 좋아해요, 곰 좋아해요? / 곰 안 좋아해요
- Elaboration using Korean words and phrases as greetings or to take leave, for example, 안녕하세요?, 안녕히 가세요/계세요, 안녕?, 안녕/잘 가/잘 있어
They use cues to respond to questions and instructions, and use simple formulaic language.
Content descriptorAC9LK2C01 Communicating meaning in Korean
recognise and respond to modelled classroom-related greetings, instructions and routines; and personal introductions
Elaborations (9)
- Elaboration exchanging simple greetings using appropriate expressions and body language, for example, 안녕하세요? 반가워요, 만나서 반가워요 with a bow, 안녕? 반가워, 만나서 반가워 with hand waving
- Elaboration conducting simple conversations about familiar objects, for example, 뭐예요? … 예요/이에요
- Elaboration talking about themselves and the immediate environment using modelled language, simple sentence structures, familiar vocabulary, concrete materials and supporting gestures, for example, 우리 학교예요, 우리 집이에요. 여기는 교실이에요. 교실에 컴퓨터 있어요, 저는…예요/이에요
- Elaboration recognising and responding to simple questions using 네/아니요 to express agreement or disagreement, for example, 한국어 공부해요? / 네, 김치를 좋아해요? / 아니요
- Elaboration sharing information about people and belongings such as describing a person, for example, 마이클이에요. 선생님이에요. 김치 좋아해요.
- Elaboration responding with appropriate actions to simple instructions such as 따라하세요, 일어나세요, 앉으세요,인사하세요
- Elaboration interacting in routine exchanges using simple sentence structures such as … 있어요/없어요, and words such as 네/아니요, for example, 미나 있어요? / 네, 철수 있어요? / 아니요, 연필 있어요? / 아니요, 없어요
- Elaboration asking about and expressing likes and dislikes about topics such as animals, for example, 뭐 좋아해요? / 고양이를 좋아해요, 곰 좋아해요? / 곰 안 좋아해요
- Elaboration using Korean words and phrases as greetings or to take leave, for example, 안녕하세요?, 안녕히 가세요/계세요, 안녕?, 안녕/잘 가/잘 있어
Content descriptorAC9LK2C02 Communicating meaning in Korean
participate in a range of guided, play-based language activities using formulaic expressions, visual and spoken cues
Elaborations (6)
- Elaboration participating in songs, rhymes or chants by singing and repeating with actions, for example, 가나다 노래, 안녕 노래
- Elaboration making simple requests with chants or rhymes using … 주세요 and expressing thanks using 감사합니다 or 고맙습니다, with students taking turns answering in a play-based activity such as a role-play of shopping at a market, for example, 호떡 하나 주세요. / 여기 있어요. / 감사합니다.
- Elaboration participating in shared reading, expressing opinions and responding to questions about a text, for example, 그림 보세요, 뭐 있어요? / 산 있어요, 뭐 보여요? 사람 보여요, 좋아요? / 네, 재미있어요? 아니요, 어때요? / 좋아요. 재미있어요.
- Elaboration teaching a family member some Korean expressions or songs such as 학교 종 or 생일 노래 and reporting to the class what they were able to teach
- Elaboration following instructions in language games such as 코코코 놀이 or 빙고 게임, for example, 코코코 눈! 코코코 입!
- Elaboration sharing in the retelling of stories, rhymes and songs through mime or dance in a class performance, or creating a class big book, sequencing main events using key words, phrases and pictures
Content descriptorAC9LK2C04 Communicating meaning in Korean
notice that language carries cultural meaning in classroom-related greetings, introductions, instructions and routines
Elaborations (6)
- Elaboration noticing that there are different ways to greet people in Korean, recognising similarities with and differences from greetings in their own language(s) and culture(s)
- Elaboration translating words or phrases used in everyday situations from Korean into English and vice versa, noticing how some words do not have a direct translation, for example, 잘 먹겠습니다, 잘 먹었습니다, 어서 오세요
- Elaboration noticing formalities in the Korean classroom such as taking leave at the end of the lesson, for example, using 안녕하세요?, 안녕히 가세요/계세요, 안녕?, 안녕/잘 가/잘 있어
- Elaboration including some Korean words and expressions in English conversation when it feels appropriate, for example, 선생님, I don’t understand, 도와 주세요, noticing changes in behaviour or body language when speaking Korean
- Elaboration recognising and using simple spoken exchanges in Korean, including appropriate gestures, for example, how to bow and make hand gestures when asking 안녕하세요?
- Elaboration recognising differences in greetings and expressions in different social settings such as with people of different ages and/or different degrees of familiarity, for example, 네, 맞아요 versus 응, 맞아
They locate and convey key items of information in texts using non-verbal, visual and contextual cues to help make meaning.
Content descriptorAC9LK2C03 Communicating meaning in Korean
locate, with support, key information in familiar texts, and respond using gestures, images, words and formulaic phrases
Elaborations (6)
- Elaboration responding, in Korean or English, to questions about a text, using contextual and visual cues such as listening to a story or viewing a text and identifying and using key words, for example, reading a story that includes body parts and then playing Simon Says or labelling a body picture with 머리, 손, 발, 머리 어디에 있어요?
- Elaboration sorting and categorising information gained from others in a class survey on a topic such as favourite foods, for example, 안나는 피자를 좋아해요, 존은 비빔밥을 좋아해요
- Elaboration listening to and viewing different types of simple texts such as songs, chants, advertisements and stories in Korean, and identifying the text type, recognising that texts are used for different purposes
- Elaboration recognising that gestures and body language are integral to communicating in language for First Nations Australians, and showing examples of how they are also integral to communicating in Korean and the language(s) they may speak at home
- Elaboration demonstrating understanding and early literacy skills by labelling, matching, clicking and dragging, drawing, miming and using gestures to locate and use information
- Elaboration responding to texts such as digital texts, stories, rhymes and songs, through play-acting, illustrating, facial expressions or movement, using key words or phrases
They use familiar words and modelled language to create texts.
Content descriptorAC9LK2C05 Communicating meaning in Korean
with support, use words, familiar phrases and modelled language to create spoken, written and multimodal texts, copying some hangeul appropriate to context
Elaborations (8)
- Elaboration developing a practice conversation to introduce themselves or others, for example, 안녕하세요? 저는 미나예요. 만나서 반가워요, 이 친구는 … 예요/이에요.
- Elaboration copying and tracing hangeul letters, syllable blocks and some simple sentences to match a picture, for example, ㄱ, 가, 강, 강 있어요
- Elaboration creating bilingual captions, in Korean and English, using secure digital technologies, for a photographic display to present to parents or others about a class event or personal experience such as a sports day or birthday
- Elaboration matching bilingual captions/labels to images of First Nations Country/Place locations in their local area or elsewhere in Australia
- Elaboration creating a bilingual picture dictionary or making flashcards to use in the classroom for objects such as classroom items, for example, 창문, 책, and classroom instructions, for example, 들으세요, 읽으세요, 여기 보세요, 조용히 하세요
- Elaboration recreating stories, rhymes or songs through mime, dance or drawing, using simple captions, for example, changing the ending of a story or characters within it, and presenting the updated story in a performance
- Elaboration choosing a character, animal or persona and introducing themselves as that character, using modelled language
- Elaboration creating and displaying own or group big books, storyboards or digital texts based on familiar contexts, for example, a digital or physical poster that uses simple descriptive sentences 엄마 상어 웃겨요. 아빠 상어 커요.
They copy some hangeul appropriate to context.
Content descriptorAC9LK2C05 Communicating meaning in Korean
with support, use words, familiar phrases and modelled language to create spoken, written and multimodal texts, copying some hangeul appropriate to context
Elaborations (8)
- Elaboration developing a practice conversation to introduce themselves or others, for example, 안녕하세요? 저는 미나예요. 만나서 반가워요, 이 친구는 … 예요/이에요.
- Elaboration copying and tracing hangeul letters, syllable blocks and some simple sentences to match a picture, for example, ㄱ, 가, 강, 강 있어요
- Elaboration creating bilingual captions, in Korean and English, using secure digital technologies, for a photographic display to present to parents or others about a class event or personal experience such as a sports day or birthday
- Elaboration matching bilingual captions/labels to images of First Nations Country/Place locations in their local area or elsewhere in Australia
- Elaboration creating a bilingual picture dictionary or making flashcards to use in the classroom for objects such as classroom items, for example, 창문, 책, and classroom instructions, for example, 들으세요, 읽으세요, 여기 보세요, 조용히 하세요
- Elaboration recreating stories, rhymes or songs through mime, dance or drawing, using simple captions, for example, changing the ending of a story or characters within it, and presenting the updated story in a performance
- Elaboration choosing a character, animal or persona and introducing themselves as that character, using modelled language
- Elaboration creating and displaying own or group big books, storyboards or digital texts based on familiar contexts, for example, a digital or physical poster that uses simple descriptive sentences 엄마 상어 웃겨요. 아빠 상어 커요.
Students imitate the sounds and rhythms of spoken Korean.
Content descriptorAC9LK2U01 Understanding language and culture
recognise and imitate the sounds and rhythms of Korean and learn how sounds are produced and represented in hangeul
Elaborations (6)
- Elaboration recognising that every language has its own words, sounds and gestures that are used to make meaning
- Elaboration discriminating between simple vowel and consonant letters in a syllable block
- Elaboration developing pronunciation, phrasing and intonation skills by singing, reciting and repeating words and phrases in context
- Elaboration recognising loan words originating from other languages, for example, 피아노, 코알라, 초콜렛, 아이스크림
- Elaboration differentiating between Korean and English sounds, for example, comparing names in Korean and English, 소피 versus Sophie, 샘 versus Sam
- Elaboration understanding the letter and sound relationship in hangeul, for example, ㅁ is pronounced as m
They demonstrate understanding that Korean has conventions and rules for non-verbal communication, pronunciation and writing, and begin to identify hangeul.
Content descriptorAC9LK2U02 Understanding language and culture
recognise that hangeul and features of language are used to construct meaning in Korean
Elaborations (7)
- Elaboration differentiating hangeul from other forms of written expression such as the Roman alphabet, and identifying languages that may be spoken by students within the class
- Elaboration recognising hangeul stroke order in writing syllable blocks
- Elaboration noticing that the Korean copula alternates between 2 forms, –예요 and –이에요, and using it with own names, for example, 케이트예요, 마이클이에요
- Elaboration recognising 요 as the informal polite sentence ending, for example, 따라하세요 and 안녕하세요?
- Elaboration understanding that 저 is used to refer to self and 저는 means ‘I’ in a polite way
- Elaboration identifying that a noun or a pronoun followed by a basic case marker such as –은/는 or –을/를 is a chunk which has a syntactic function in a sentence, for example, 우리는 or 우리를
- Elaboration understanding how to make a simple question using a common question word, for example, 뭐 좋아해요?
They give examples of similarities and differences between some features of Korean and English.
Content descriptorAC9LK2U03 Understanding language and culture
notice that Korean has features that may be similar to or different from English
Elaborations (5)
- Elaboration understanding that hangeul order is different from Roman alphabetical order, for example, 가, 나, 다, 라… versus a, b, c ...
- Elaboration matching Korean and English texts, for example, name tags of students in Korean and English
- Elaboration noticing loan words in Korean, originating from other languages such as English, that have the same meaning, for example, 테니스, 컴퓨터, 코알라, and identifying similarities and differences in how to pronounce and spell those words
- Elaboration reading simple texts in Korean with support, and noticing similarities and differences between Korean and English text structure such as sentence structure and word order, for example, a verb is located at the end of a sentence in Korean
- Elaboration listening to and viewing the Roman alphabet and hangeul and comparing how sounds are represented
They understand that language is connected with culture(s), and notice how this is reflected in their own language(s) and culture(s).
Content descriptorAC9LK2U04 Understanding language and culture
notice that people use language in ways that reflect cultural practices
Elaborations (5)
- Elaboration understanding that the world contains many different languages spoken by many different communities of speakers and that many people in the world speak more than one language
- Elaboration comparing gestures and body language associated with language use in different cultures, for example, bowing and saying 안녕하세요? when greeting in Korean, learning different ways of kissing on the cheek when saying ‘bonjour’ in French-speaking cultures, and understanding ‘hongi’, pressing noses, and saying ‘kia-ora’ in a traditional Māori greeting
- Elaboration noticing changes in behaviour or body language when speaking Korean, for example, passing an object to the teacher using 2 hands while saying 선생님, 여기 있어요
- Elaboration exploring symbols and languages used by First Nations Australians and by Korean-speaking communities in a range of contexts, for example, identifying the colours of flags in Korean and discussing what the colours represent in English
- Elaboration naming languages they have encountered in everyday life, for example, conducting a class survey to create a list of the languages spoken by their neighbours or classmates
This achievement standard describes the expected learning for Years 1 to 2 Korean · Foundation to Year 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 | 2 | 15 |
| Communicating meaning in Korean | Mediating meaning in and between languages | 2 | 12 |
| Communicating meaning in Korean | Creating text in Korean | 1 | 8 |
| Understanding language and culture | Understanding systems of language | 3 | 18 |
| Understanding language and culture | Understanding the interrelationship of language and culture | 1 | 5 |
| Total | 9 | 58 | |
Frequently Asked Questions
What should students know by the end of Years 1 to 2 Korean?
By the end of Year 2, students use Korean language to interact and share information related to the classroom and themselves. They use cues to respond to questions and instructions, and use simple formulaic language. Read the full standard
How many Content Descriptors support this standard?
9 Content Descriptors support this Achievement Standard (Communicating meaning in Korean: 5, Understanding language and culture: 4).
How does this compare to Foundation?
The Foundation Korean standard (ASLANKORF10FY) covers the preceding curriculum level. Standards build progressively, with Years 1 to 2 expectations extending what was introduced in Foundation.
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.