Years 3 to 4
Languages
ASLANKORF10Y34
Years 3 to 4 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 4, students use Korean language to initiate structured interactions to share information related to the classroom and their personal worlds. They use modelled language to participate in spoken and written activities that involve planning. They locate and respond to key items of information in texts using strategies to help interpret and convey meaning in familiar contexts. They use modelled language and basic syntax to create texts in hangeul, with support.
Students imitate hangeul sounds, pronunciation and intonation patterns of spoken Korean. They demonstrate understanding that Korean has non-verbal, spoken and written language conventions and rules to create and make meaning. They recognise that some terms have cultural meanings. They identify patterns in Korean and make comparisons between Korean and English. They understand that the Korean language is connected with culture, and identify 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 4, students use Korean language to initiate structured interactions to share information related to the classroom and their personal worlds.
Content descriptorAC9LK4C01 Communicating meaning in Korean
initiate exchanges and respond to modelled questions about self, others, and classroom environment, using formulaic expressions
Elaborations (5)
- Elaboration learning common ways to join and maintain a conversation, for example, by asking a question, 질문 있어요 and requesting repetition, for example, 다시 해 주세요.
- Elaboration initiating conversation through questions, for example, 누구예요? 몇 살이에요? 뭐 제일 좋아해요?
- Elaboration using simple descriptive language and supporting resources to introduce family members and friends, for example, identifying relationships 우리 엄마예요, 친구예요 or cultural backgrounds 호주 사람이에요, 한국 사람이에요.
- Elaboration participating in real or simulated situations such as borrowing and lending stationery items using simple Korean expressions, for example, 지우개 있어요? / 아니요, 없어요, 연필 빌려 주세요, 네, 여기 있어요
- Elaboration exchanging simple correspondence such as notes, invitations or birthday cards in print or secure digital form, for example, 누가 생일 파티에 와요? / 제니요, 언제 파티해요? / 내일 해요
They use modelled language to participate in spoken and written activities that involve planning.
Content descriptorAC9LK4C02 Communicating meaning in Korean
participate in activities that involve planning with others, using a range of familiar phrases and modelled structures
Elaborations (8)
- Elaboration collaborating with peers in group activities, for example, taking turns to ask questions in number or guessing games 몇이에요?, 숫자 뭐예요?,이게뭐예요?, 저게 뭐예요? and giving simple answers 사예요, 삼이에요, 의자예요, 책상이에요
- Elaboration interacting in shared activities such as games, role-plays and chants/rhymes, for example, students taking turns role-playing the teacher and giving classroom commands
- Elaboration participating in shared or group reading, taking turns to read, and discussing questions about the content
- Elaboration making matching cards or digital games to play with peers, using Korean and English words or images regarding topics such as days of the week, months, seasons or vocabulary associated with weather, for example, 여름/summer, 더워요/It is hot, 수영복/swimsuit
- Elaboration following instructions given in Korean, for example, 해 보세요, 들으세요, 쓰세요, 말하세요, 읽으세요 to complete a task such as making a craft item with peers
- Elaboration contributing to presentations such as developing part of a presentation of a Korean item for a class show and tell, or creating part of a digital presentation about some aspects of a significant cultural event or celebration, for example, 태극기, 설날 음식, 설날 놀이
- Elaboration complimenting and encouraging peers while planning an activity, for example, 맞아요, 아주 잘했어요, 좋은 생각이에요
- Elaboration creating a class profile with information collected from peers, for example, creating a chart or database to identify favourite sports, food or colours
They locate and respond to key items of information in texts using strategies to help interpret and convey meaning in familiar contexts.
Content descriptorAC9LK4C03 Communicating meaning in Korean
locate and respond to key information related to familiar content obtained from spoken, written and multimodal texts
Elaborations (9)
- Elaboration listening to short spoken texts and identifying key information based on context, for example, identifying the patient’s name, age and symptoms in a hospital role-play containing some unfamiliar language 자, 앉아요. 이름이 뭐예요? / 유미예요. / 몇 살이에요? / 20살이에요. / 어디 아파요? 배가 아파요. / 뭐 먹었어요? / 어제 아이스크림을 많이 먹었어요.
- Elaboration compiling information and reporting information, for example, surveying peers and making a shared class graph to identify favourite sports, food or colours 안나는 피자를 좋아해요. 마크는 비빔밥을 좋아해요. 아루나는 피자를 좋아해요. 피자가 제일 인기 있어요.
- Elaboration collecting information from various sources, including online resources such as interviews, surveys or brochures, and reporting on it using different media such as drawings, posters, captioned photos or secure digital formats
- Elaboration learning that First Nations Australian languages change according to connections and relationships between people, and giving examples of how this occurs in Korean
- Elaboration obtaining and using factual information from print, digital or multimodal texts related to other learning areas, for example, following a simple science experiment, naming countries and significant land features, or recording distances using geography skills
- Elaboration reading stories or texts and playing mime games to represent key characters or vocabulary in the story
- Elaboration watching segments of television programs or everyday interactions without sound and identifying or guessing what is happening by focusing on movement and gestures, for example, watching an apology and identifying and practising the matching body language
- Elaboration listening to, reading and viewing texts such as traditional Korean tales, for example, 호랑이와 곶감 or 흥부와 놀부, in different formats including digital texts, and giving a personal response in Korean language, for example, 무서웠어요, 정말 재미있었어요, 또 얘기해주세요, 저도 곶감 좋아해요
- Elaboration listening to, reading and viewing stories and responding to questions about characters, ideas and events, for example, illustrating and captioning aspects of the texts
Content descriptorAC9LK4C04 Communicating meaning in Korean
develop strategies to comprehend and adjust Korean language in familiar contexts to convey cultural meaning
Elaborations (8)
- Elaboration participating appropriately in familiar situations (greetings, self-introductions, etc.) and identifying the different uses of language in specific contexts, for example, using polite informal forms 저는 민수예요 and 네 with the teacher and 나는 민수야 and 응 with peers
- Elaboration translating Korean texts such as ‘please knock’, 노크하세요, understanding how meaning changes when translated into English and how some Korean expressions demonstrate cultural differences
- Elaboration producing bilingual word lists or flashcards 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 discovering individual words and expressions which may be interpreted differently by people who do not know Korean culture, for example, 우리 집, 우리 선생님
- Elaboration watching interactions in Korean and identifying appropriate gestures that accompany language, for example, passing objects with both hands to show respect to a teacher or visitor to the school
- Elaboration identifying words that change their meaning such as 집 home/house, depending on its context, for example, 집에 가요 “I’m going home”, versus 우리 집이에요 “This is our house”
- Elaboration exploring descriptions in Korean and English for familiar topics, identifying vocabulary with similarities or differences in meaning between the 2 languages, for example, a description about a friend 수미는 착해요; 착한 아이예요 meaning good in English and good, nice and kind in Korean
- Elaboration 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
They use modelled language and basic syntax to create texts in hangeul, with support.
Content descriptorAC9LK4C05 Communicating meaning in Korean
create and present informative and imaginative spoken, written and multimodal texts using formulaic expressions, simple sentences, modelled textual conventions, and hangeul with support
Elaborations (9)
- Elaboration presenting information on topics of possible interest to similar-aged Korean-speaking peers, for example, creating a multimodal presentation about popular sports or pets in Australia
- Elaboration creating individual texts such as comics, diary entries and short stories, using modelled language to express own ideas and real or imagined experience, for example, developing a comic with Korean language dialogue about going shopping to buy a friend’s birthday gift
- Elaboration creating and illustrating short informative texts, for example, creating a caption for a hand-drawn picture 우리 집 강아지는 갈색이고 귀여워요.
- Elaboration creating simple descriptions in Korean and matching them to appropriate First Nations Country/Place locations in their local area or elsewhere in Australia
- Elaboration creating a profile using spoken, written or digital forms of Korean language to identify their role/s or membership/s in groups such as friends, family, class and school, accompanied with illustrations using appropriate labels, for example, 친구, 우리 가족, 우리 반, 우리 학교
- Elaboration creating and performing alternative versions of stories or action songs, using voice, rhythm and gestures to animate characters, or using drawings or story maps to create visual context, for example, changing the ending of 호랑이와 곶감
- Elaboration producing and presenting picture/digital books or short scripted plays or animations that use favourite Korean words and expressions, for example, 와우, 정말 최고예요, 정말 싫어요, 진짜?
- Elaboration composing, modifying and completing own versions of skits, chants and songs with teacher guidance and scaffolding, for example, reinventing the Possum Magic book as Tiger Magic, or telling the story of a real or imagined trip around Korea
- Elaboration designing simple written and multimodal correspondence (invitations, greeting cards, etc.) in print or digital form, for example, writing a Parents’ Day card incorporating formulaic expressions, simple phrases and sentences, and modelled textual conventions 엄마 아빠 사랑해요, 감사해요
Students imitate hangeul sounds, pronunciation and intonation patterns of spoken Korean.
Content descriptorAC9LK4U01 Understanding language and culture
recognise and use modelled combinations of hangeul sounds, pronunciation and intonation patterns of Korean to form words and phrases
Elaborations (6)
- Elaboration practising sets of hangeul vowels and consonants using chants, songs and language games, for example, Bingo and Tic Tac Toe
- Elaboration discriminating between sounds in Korean, for example, 가/카/까, 다/타/따, 바/파/빠, 사/싸, 자/차/짜, 내/네, 너/노
- Elaboration imitating modelled intonation, for example, using rising intonation at the end of a question, 학생이에요? 어디 가요? 피곤해요?
- Elaboration identifying how pronunciation and intonation are used in spoken, written and multimodal texts, for example, 좋아요; 아주 좋아요; 좋아요?
- Elaboration experimenting with hangeul vowels and consonants to construct and deconstruct syllable blocks, for example, ㅊ + ㅏ=차, ㄱ + ㅏ + ㅇ=강, ㅅ+ ㅜ=수, ㄱ + ㅗ + ㅁ= 곰
- Elaboration understanding that some consonants are pronounced differently, depending on where they are located, for example, ㅅ in 사랑is pronounced as s and ㅅ in 곳 is pronounced as t
They demonstrate understanding that Korean has non-verbal, spoken and written language conventions and rules to create and make meaning.
Content descriptorAC9LK4U02 Understanding language and culture
recognise Korean language conventions, hangeul, simple grammatical structures and basic syntax in familiar texts and contexts
Elaborations (10)
- Elaboration constructing simple sentences on topics of personal interest with an –아/어요 ending, with support such as modelling, scaffolding or cues, for example, 저는 사과를 먹어요
- Elaboration using number expressions with appropriate counters, for example, 한 개, 두 마리, 세 명, 아홉 살, 삼 학년
- Elaboration using common action and descriptive verbs to describe activities and experiences in daily life, for example, 가요, 일어나요, 들어요, 해요, 좋아요, 나빠요, 착해요
- Elaboration using –(으)세요 for different types of sentences such as statements, questions, requests or commands, and recognising the honorific meaning embedded in −세−
- Elaboration using the first-person pronouns 저 and 나 to refer to self in a manner appropriate to context
- Elaboration using and understanding differences in meaning conveyed by phrases using the structure of noun/pronoun + case marker/particle, for example, 저는, 저도, 친구가, 김치를, 학교에
- Elaboration asking simple questions about a person, object or number using basic question words such as 누구/누가, 무엇/뭐 or 몇, for example, 누구예요?, 지금 뭐 해요?, 지금 몇시예요?
- Elaboration understanding that 이게, 저게 and 그게 are demonstrative pronouns, and that they replace other nouns as subjects in sentences, for example, 이게 뭐예요?, 이게 연필이에요?
- Elaboration using some adverbs as part of formulaic language, for example, 지금/오늘/주말에 뭐 해요? 아주 재미있었어요.
- Elaboration recognising that 우리 means ‘my’ when used with certain words, for example, 우리 가족, 우리 나라, and sharing their ideas/experience about such use
They recognise that some terms have cultural meanings.
Content descriptorAC9LK4U04 Understanding language and culture
identify connections between Korean language and cultural practices
Elaborations (5)
- Elaboration discussing the influence of Korean on other languages and the influence of other languages such as Chinese, Japanese, English, French and Italian on Korean, over time
- Elaboration recognising the different ways of naming, greeting and addressing someone, for example, by first name or title, including the selective use of honorifics and aspects of body language such as making or avoiding eye contact
- Elaboration reflecting on different 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 exploring representations of information used in cultural expressions of First Nations Australians and making connections with those of Korean language and culture, for example, discovering different regional words used by First Nations groups to identify themselves, such as Zenadth Kes, Koori, Koorie, Noongar and Nunga, and finding out if similar identification occurs in Korean-speaking cultural groups
- Elaboration sharing ideas about how some Australian terms and expressions might be understood or confusing from a Korean perspective, for example, ‘bushwalking’ or ‘kick a footy’
They identify patterns in Korean and make comparisons between Korean and English.
Content descriptorAC9LK4U03 Understanding language and culture
recognise familiar Korean language features and compare with those of English, in known contexts
Elaborations (6)
- Elaboration analysing language features typically associated with particular texts, for example, the use of imperatives in games, 주사위를 던져요
- Elaboration recognising Korean in texts such as signage and labels, and producing their equivalents in English
- Elaboration exploring the importance of politeness being explicitly expressed in Korean and comparing this with English, for example, 만나서 반가워요 versus "Nice to meet you"
- Elaboration understanding different aspects of Korean and English language and culture such as naming conventions, and explaining differences in word order and spacing, for example, 박준호 versus ‘John Smith’
- Elaboration identifying differences between written and spoken texts, for example, comparing a written story with a spoken version, or comparing how texts within the same mode can differ, such as a birthday card and a set of instructions for a game
- Elaboration identifying non-verbal expressions that are typical or expected in communication in different cultures, for example, eye contact, bowing, nodding, pointing
They understand that the Korean language is connected with culture, and identify how this is reflected in their own language(s) and culture(s).
Content descriptorAC9LK4U04 Understanding language and culture
identify connections between Korean language and cultural practices
Elaborations (5)
- Elaboration discussing the influence of Korean on other languages and the influence of other languages such as Chinese, Japanese, English, French and Italian on Korean, over time
- Elaboration recognising the different ways of naming, greeting and addressing someone, for example, by first name or title, including the selective use of honorifics and aspects of body language such as making or avoiding eye contact
- Elaboration reflecting on different 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 exploring representations of information used in cultural expressions of First Nations Australians and making connections with those of Korean language and culture, for example, discovering different regional words used by First Nations groups to identify themselves, such as Zenadth Kes, Koori, Koorie, Noongar and Nunga, and finding out if similar identification occurs in Korean-speaking cultural groups
- Elaboration sharing ideas about how some Australian terms and expressions might be understood or confusing from a Korean perspective, for example, ‘bushwalking’ or ‘kick a footy’
This achievement standard describes the expected learning for Years 3 to 4 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 | 13 |
| Communicating meaning in Korean | Mediating meaning in and between languages | 2 | 17 |
| Communicating meaning in Korean | Creating text in Korean | 1 | 9 |
| Understanding language and culture | Understanding systems of language | 3 | 22 |
| Understanding language and culture | Understanding the interrelationship of language and culture | 1 | 5 |
| Total | 9 | 66 | |
Frequently Asked Questions
What should students know by the end of Years 3 to 4 Korean?
By the end of Year 4, students use Korean language to initiate structured interactions to share information related to the classroom and their personal worlds. They use modelled language to participate in spoken and written activities that involve planning. 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 Years 1 to 2?
The Years 1 to 2 Korean standard (ASLANKORF10Y12) covers the preceding curriculum level. Standards build progressively, with Years 3 to 4 expectations extending what was introduced in Years 1 to 2.
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.