Search

Elaboration (2) ACLKOC143

sharing ideas about how some Australian terms and expressions might be understood from a Korean perspective, for example, ‘bushwalking’, ‘kick a footy’ or ‘lamington’

Elaboration ACLKOC144

identifying various groups they belong to and reflecting on themselves as members of multiple groups

Elaboration (1) ACLKOC144

appreciating their additional identity as a learner of the Korean language and culture and their expanded role in their own network

Elaboration (2) ACLKOC144

creating own profile using spoken, written or digital forms of expression to identify roles in or memberships of various groups, including their identity as a person knowing more than one language

Elaboration (3) ACLKOC144

describing themselves as members of various groups by profiling themselves with drawings of their friends, family, class and school, naming them using 친구, 우리 가족, 우리 반 and 우리 학교

Elaboration ACLKOU145

learning sets of Korean vowels and consonants

Elaboration (1) ACLKOU145

discriminating between sounds in Korean, for example, 가/카/까; 다/타/따; 바/빠/파; 사/싸; 자/차/짜; 내/네; 너/노

Elaboration (2) ACLKOU145

experimenting with Hangeul consonants and vowels to construct/deconstruct syllable blocks, for example, ㅊ + ㅏ ◊ 차; ㄱ + ㅏ + ㅇ ◊ 강; ㅅ+ ㅜ ◊ 수; ㄱ + ㅗ + ㅁ ◊ 곰

Elaboration (3) ACLKOU145

identifying how pronunciation and intonation are used in spoken, written and multimodal texts, for example, 좋아요; 아주 좋아요; 좋아요?

Elaboration ACLKOU146

constructing sentences with an –어/아요 ending on topics of personal interest in simple structures with support such as scaffolding, modelling or cues and in meaningful contexts, for example, 저는 사과를 먹어요

Elaboration (1) ACLKOU146

using –(으)세요 for different types of sentences (such as statements, questions, requests or commands) and recognising the honorific meaning embedded in −세−

Elaboration (2) ACLKOU146

using 저 and 나 to refer to self and understanding different contexts where they are used

Elaboration (3) ACLKOU146

using a structure, a noun or pronoun + a case marker/particle (–은/는, –이/가, –을/를, –에, –도) as a set phrase, for example, 저는, and understanding differences in meanings

Elaboration (4) ACLKOU146

understanding that 이게, 저게 and 그게 refer to objects without naming and that they are subjects in sentences, for example, 이게 뭐예요?

Elaboration (5) ACLKOU146

asking simple questions about a person, object or number using abasic question word such as 누구/누가, 무엇/뭐 or 몇, for example, 지금 뭐 해요? 누구예요?

Elaboration ACLKOU147

using number expressions with appropriate counters, for example, 한 개, 두 마리, 세 명, 아홉 살, 삼학년

Elaboration (1) ACLKOU147

using basic common action and descriptive verbs to describe their daily lives or preferences, for example, 가요, 일어나요, 들어요, 해요, 좋아요, 나빠요, 착해요

Elaboration (2) ACLKOU147

using vocabulary related to school (for example, 학교, 책, 지우개, 친구), home (for example, 집,가족, 엄마, 아빠), sports and leisure activities (for example, 방학, 수영, 캠핑)

Elaboration (3) ACLKOU147

using vocabulary to describe familiar objects or people, for example, 빨간색 가방

Elaboration (4) ACLKOU147

using some adverbs as part of formulaic language, for example, 지금/오늘/주말에 뭐 해요? 아주 잘 했어요

Curriculum Types

Curriculum Elements Types

Cross Curriculum Priorities