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AC9LK10EC06: Year 9 Languages Content Descriptor – Creating text in Korean
AC9LK10EC06 Year 9 Languages

AC9LK10EC06 – Year 9 Languages: Creating text in Korean

Strand
Communicating meaning in Korean
Substrand
Creating text in Korean

This Content Descriptor from Year 9 Languages provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

Content Descriptor

create spoken, written and multimodal, informative and imaginative texts, selecting vocabulary, expressions, grammatical structures and textual conventions for familiar and some unfamiliar contexts and purposes, to engage different audiences

Elaborations

  • • presenting orally in Korean with visual aids on cultural or social topics such as festivals, school life or environmental topics, for example, using flow charts and tables or captioned photographs to present on recycling, sustainability or ‘zero waste’
  • • presenting information on specific cultural practices associated with Korean-speaking communities such as how Korean-speaking communities celebrate festivals, for example, 설날 or 추석
  • • creating texts such as brochures, cartoons, notices, blogs or video clips to introduce Australian culture or lifestyle to Korean-speaking friends, parents or peers on secure social networking websites, or to the general public, for example, 호주는 12월과 1월에 아주 더워요. 그래서 여름에 …
  • • writing a journal entry, or contributing to a school newsletter in Korean reflecting on the impact of a visit to a significant cultural location on a First Nations Country/Place, and, with permission, referring to cultural knowledge of the site
  • • composing texts such as short films, posters, comics or short stories about real or imaginary people, places or experiences, for example, setting a story in the past or future, creating a new species, a new planet, space travel or virtual reality
  • • conveying information about different viewpoints on topics of interest such as etiquette, health or technological issues, for example, 호주 사람은 고마워요, 미안해요를 더 자주 써요.
  • • creating and presenting performances such as role-plays or skits based on stories and scenarios that involve language related to time, for example, 옛날에, 처음에, 다음에, 마지막에, 끝, and emotional expression, for example, 신났어요, 무서웠어요, 슬펐어요, 기뻤어요
Show 3 more elaborations
  • • creating a range of texts to entertain specific audiences, for example, songs and video clips, skits, graphic stories for peers, children’s books and cartoons suitable for younger learners of Korean
  • • illustrating and captioning real or imaginative stories in various formats such as cartoons, graphic stories or photo stories, using descriptive and expressive language, for example, 호랑이는 아름다운 날개가 필요했어요, 날개가 생겼어요, ‘와, 대단해!’, ‘아니, 이럴 수가!’
  • • explaining to others a procedure or practice, for example, a recipe, the rules of a sport or a board game, instructions on caring for a pet/animal, or fashion tips, by giving priority to classified information using 첫 번째 …, 두 번째, …, 마지막으로 …

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANKOR7_10Y910
Year 9 Languages Achievement Standard
By the end of Year 10, students initiate and sustain Korean language to exchange and compare ideas and experiences about their own and others’ personal worlds. They communicate using non-verbal, spoken and written language to collaborate, plan and reflect on activities and events. They interpret and analyse information and ideas in texts and demonstrate understanding of different perspectives. They synthesise information and respond in Korean or English, adjusting language to convey meaning and to suit context, purpose and audience. They use structures and features of spoken and written Korean to create texts. Students apply features and conventions of spoken Korean to enhance fluency. They select and apply knowledge of language conventions, structures and features to interact, make meaning and create texts. They support discussion of structures and features of texts, using metalanguage. They reflect on their own language use and cultural identity, and draw on their experience of learning Korean, to discuss how this learning influences their ideas and ways of communicating.