Board Endorsed December 2014
Continuing Korean
T/A
Type 2
Written under the
Languages Course
Framework 2013 Edition
Accredited from January 2015 –December
2019
Board Endorsed December 2014
Student Capabilities
All courses of study for the ACT Senior Secondary Certificate should enable students to develop
essential capabilities for twenty-first century learners. These ‘capabilities’ comprise an integrated
and interconnected set of knowledge, skills, behaviours and dispositions that students develop and
use in their learning across the curriculum.
The capabilities include:







Literacy
Numeracy
Information and communication technology (ICT) capability
Critical and creative thinking
Persona l and social capability
Ethical behaviour
Intercultural understanding.
Courses of study for the ACT Senior Secondary Certificate should be both relevant to the lives of
students and incorporate the contemporary issues they face. Hence, courses address the following
three priorities. These priorities are:



Aboriginal and Torres Strait Islander histories and cultures
Asia and Australia’s engagement with Asia
Sustainability.
1
Board Endorsed December 2014
Course Adoption Form for Accredited Courses
B S S S
AUSTRALIAN CAPITAL TERRITORY
College: Narrabundah College
Course Title: Continuing Korean
Classification: A
Framework: Languages Course Framework 2013
Course Area: 527
Course Code:
Dates of Course Accreditation:
From
to
2015
2019
Identify units to be adopted by ticking the check boxes
Adopt
Unit Title
Value
Length

The individual’s Experience
1.0
S

The Individual
0.5
Q

Education
0.5
Q

Society and Community
1.0
S

My Community
0.5
Q

My Society
0.5
Q

The World around Us
1.0
S

Environment
0.5
Q

Communication and Media
0.5
Q

Lifestyle and Traditions
1.0
S

Belief and Customs
0.5
Q

Culture and Traditions
0.5
Q

Education and Community
1.0
S

Communication and Customs
1.0
S
Adoption The course and units named above are consistent with the philosophy and goals of the college
and the adopting college has the human and physical resources to implement the course.
Principal:
/
/20
BSSS Office Use
Entered into database:
/
/20
College Board Chair:
2
/
/20
Board Endorsed December 2014
Course Adoption Form for Accredited Courses
B S S S
AUSTRALIAN CAPITAL TERRITORY
College:
Course Title: Continuing Korean
Classification: T
Framework: Languages Course Frame work 2013
Course Area: 527
Course Code:
Dates of Course Accreditation:
From
to
2015
2019
Identify units to be adopted by ticking the check boxes
Adopt
Unit Title
Value
(1.0/0.5)
Length

The individual’s Experience
1.0
S

The Individual
0.5
Q

Education
0.5
Q

Society and Community
1.0
S

My Community
0.5
Q

My Society
0.5
Q

The World around Us
1.0
S

Environment
0.5
Q

Communication and Media
0.5
Q

Lifestyle and Traditions
1.0
S

Belief and Customs
0.5
Q

Culture and Traditions
0.5
Q

Education and Community
1.0
S

Communication and Customs
1.0
S
Adoption The course and units named above are consistent with the philosophy and goals of the college
and the adopting college has the human and physical resources to implement the course.
Principal:
/
/20
BSSS Office Use
Entered into database:
/
/20
College Board Chair:
3
/
/20
Table of Contents
Course Name
................................................................................................... 5
Course Classification
................................................................................................... 5
Course Framework
................................................................................................... 5
Course Developers
................................................................................................... 5
Evaluation of Previous Course
................................................................................................... 5
Course Length and Composition
................................................................................................... 6
Implementation Guidelines
................................................................................................... 7
Subject Rationale
................................................................................................... 9
Goals
................................................................................................. 10
Content
................................................................................................. 11
Integrated Themes Table
................................................................................................. 12
Teaching and Learning Strategies
................................................................................................. 13
Assessment
................................................................................................. 14
Representation of General capabilities
................................................................................................. 16
Unit Grades
................................................................................................. 18
Moderation
................................................................................................. 23
Resources
................................................................................................. 24
Proposed Evaluation Procedures
................................................................................................. 28
The Individual’s Experience
Value 1.0.................................................................................. 29
The Individual
Value 0.5.................................................................................. 31
Education
Value 0.5.................................................................................. 33
Society and Community
Value 1.0.................................................................................. 35
My Community
Value 0.5.................................................................................. 38
My Society
Value 0.5.................................................................................. 40
The World around Us
Value 1.0.................................................................................. 42
Environment
Value 0.5.................................................................................. 44
Communication and Media
Value 0.5.................................................................................. 46
Lifestyle and traditions
Value 1.0.................................................................................. 48
Belief and Customs
Value 0.5.................................................................................. 51
Culture and Traditions
Value 0.5.................................................................................. 53
Education and Community
Value 1.0.................................................................................. 55
The World and Customs
Value 1.0.................................................................................. 58
Appendix A – Common Curriculum Elements
................................................................................................. 60
Appendix B – Glossary of Verbs
................................................................................................. 61
Appendix C: Suggested Activities for Specific units ............................................................................................... 62
Appendix E: Integrated Themes
................................................................................................. 75
4
Course Name
Continuing Korean
Course Classification
T and A
Course Framework
This course is presented under the 2013 Languages Course Framework
Course Developers
Name
Qualifications
College
Hee-Kyoung Lee
BHE (KOREA)
Narrabundah College
Yun-Mi Lee
BFA (honours), Dip Ed
Gungahlin College
This group gratefully acknowledges the work of previous developers
Evaluation of Previous Course
The previous Continuing Korean Course was a comprehensive course for students studying Korean in
multilevel classes in ACT. The current course adapted aspects of previous course with overarching
themes that aligned with Beginning course and Advanced course. Some of the unit goals, content
and resources have been updated and enriched according to the directions of the revised ACT
languages course framework 2013 and the development of the National Curriculum for Languages (F10). A need for an accredited Continuing Korean Course was identified and developed.
5
Course Length and Composition
The following combinations of 0.5 units that have been approved by the Korean panel as having
coherence of purpose and clarity. No other combinations of 0.5 units have been accredited.
Unit Titles
Unit Value
The individual’s Experience
1.0
The Individual
0.5
Education
0.5
Society and Community
1.0
My Community
0.5
My Society
0.5
The World around Us
1.0
Environment
0.5
Communication and Media
0.5
Lifestyle and Traditions
1.0
Belief and Customs
0.5
Culture and Traditions
0.5
Education and Community
1.0
Communication and Customs
1.0
Available course patterns
A standard 1.0 value unit is delivered over at least 55 hours and can be as long as 63 hours. To
receive a course, students must complete at least the minimum number of hours and units over the
whole minor, major, major/minor or double major – both requirements must be met. The number of
units may vary according to the school timetable.
Course
Number of standard units to meet course requirements
Minor
Minimum of 2 units
Major
Minimum of 3.5 units
Major Minor
Minimum of 5.5 units
Double Major
Minimum of 7 units
6
Implementation Guidelines
Compulsory units
There are no compulsory BSSS accredited units in this course.
Prerequisites for the course or units within the course
Refer to the languages eligibility enrolment form on the BSSS website at:
http://www.bsss.act.edu.au/curriculum/courses
Arrangements for students continuing study in this course
Students continuing in this course from the previous course must study units not previously
undertaken. Please refer to Duplication of Content rules below.
Duplication of Content Rules
Students cannot be given credit towards the requirements for a Senior Secondary Certificate for a
unit that significantly duplicates content in a unit studied in another course. The responsibility for
preventing undesirable overlap of content studied by a student rests with the principal and the
teacher delivering the course. Substantial overlap of content is not permitted and students will only
be given credit for covering the content once.
Duplication of Units
There is no duplication of units from other courses in this course
Units from other courses
There are no units from other courses available in this course
Relationship to other courses
This course contains content that overlaps with content in other BSSS accredited courses. Refer to
the Integrates Themes table at Appendix E.
Refer to Appendix E.
Refer to the Intermediate course.
Suggested Implementation Patterns
Implementation may vary according to individual college choice of units.
7
Example 1
Implementation Pattern
Units
Semester 1, First year
The individual’s Experience
1.0
The Individual
0.5
Education
0.5
Society and Community
1.0
My Community
0.5
My Society
0.5
The World around Us
1.0
Environment
0.5
Communication and Media
0.5
Lifestyle and Traditions
1.0
Belief and Customs
0.5
Culture and Traditions
0.5
Semester 1, First year
Semester 1, Second year
Semester 2, Second year
Unit Value
Example 2
Implementation pattern
Unit
Session 1, First year
The Individual
0.5
Session 2, First year
Education and Community
1.0
Education
0.5
My Community
0.5
Session 3, First year
My Society
0.5
Session 1, Second year
Environment
0.5
Session 2, Second year
Communication and Customs
1.0
Communication and Media
0.5
Belief and Customs
0.5
Culture and Traditions
0.5
Session 3, Second year
Unit Value
8
Subject Rationale
Learning Korean language widens horizons, broadens cognitive and cultural experience, and develops
communicative and intercultural competence. It also opens up new perspectives for learners, not
only in relation to Korean culture and language, but also in terms of their own language and cultural
practices.
Learning Korean language strengthens intellectual and analytical capability and enhances creative
and critical thinking. Students develop an understanding of the nature of Korean language (including
linguistic and stylistic features), of culture, and of the process of communication. They develop
understanding of how values and culture shape world view. Learning Korean language extends the
learner’s understanding of themselves, their heritage, values, culture, and identity. Students develop
intercultural capability; they develop understanding of, and respect for, diversity and difference, and
openness to different perspectives and experiences. Learning Korean language contributes to
strengthening the community’s social, economic, and international development capabilities.
Students learn to reorganise their thinking to accommodate the structure of Korean language, they
develop cognitive flexibility and problem-solving ability, which can be applied when problems and
solutions are not evident, as well as when critical thinking and creative approaches are required.
Learning Korean language requires and improves intellectual disciplines and systematic study habits.
These habits are characterised by effective planning and organisation, incorporating processes of
self-management and self-monitoring.
Korean language skills are useful in a wide range of vocations, including hospitality, tourism, the
world of finance, politics, diplomacy, translating and interpreting, librarianship, teaching, research
and defence. Korean language skills increase the student’s employability within Australia and
overseas.
The variety of languages and diversity of backgrounds within the Australian community is a national
resource that enriches individuals and Australia as a whole. For learners who study their background
or heritage language, Korean language learning provides a strengthened sense of identity. Learners
of a second language further extend their range of literacy and numeracy skills, including in English.
9
Goals
Goals are statements of intended student outcomes. This course should enable students to develop
and demonstrate:
All courses based on this Course Framework should enable students to:
 enhance their capacity to communicate and interact effectively within and across languages
and cultures, showing control over linguistic elements and an awareness of audience and
purpose
 understand the interrelationship of language and culture, and the importance of intercultural
competence
 acquire language learning strategies that can be applied in further studies
 expand their post school options and meet the growing needs of business and industry for
language skills and intercultural understanding
 understand the variability of language use – how language changes with the context of
situation and the context of culture (participants and their relationship, circumstances of
communication)
 employ technology to enhance communication.
Literacy
Learning languages develops overall literacy. It strengths literacy- capabilities that are transferable
across languages (for example, the language being learnt and the learner’s first language), across
domains of use (for example, the academic domain and the domains of home language use), and
across learning areas.
Learning languages makes accessible to students’ additional literacy experiences. It strengthens
language awareness and helps to develop a metalanguage, a language for thinking and talking about
how language works.
Numeracy
Students use and understand pattern, order and relationships, and develop understanding of
concepts such as time, number and space in different cultures, as expressed through language.
Students become familiar with numbers, dates and terms for mathematical operations in the target
Language.
Students apply numeracy skills when they use tables or graphs to support an idea, opinion, or
position when creating texts and interacting in the target language
Student Group
Students of Continuing Korean will fall into the category of students from linguistically and culturally
diverse backgrounds with some knowledge from language school and/or their parents. The
continued study of Korean at the Continuing level will contribute to enhancing their self-esteem and
opening up information in Korean, which they can use, for a variety of purposes.
10
Content
Concepts, Knowledge and Skills
This course is developed under the Languages Course Framework 2013 and aims to provide details of
course content through the units in the course. The taught content will enable students to work
towards the achievement of the common and agreed goals of the Framework.
Concepts and Knowledge
Concepts and knowledge underpinning learning in the target language include:
 grammatical and systems knowledge (for example, phonology, graphology, vocabulary,
morphology, syntax)
 textual knowledge (for example, cohesion and rhetorical organisation, text types)
 sociolinguistic knowledge and understanding (for example, varieties, registers, cultural
references)
 cultural and intercultural knowledge and understanding (for example, how identity is
constructed in intracultural and intercultural encounters and interactions)
 general knowledge such as concepts drawn from areas of interest to the learners as well as
subject matter connected to learning areas across the curriculum
Skills
Skills developed in language learning include:
 higher order thinking skills including creating, synthesising, analysing, evaluating, interpreting,
comparing and contrasting, explaining, elaborating, relating, judging, imagining, concluding,
justifying, translating, connecting, engaging with multiple perspectives
 independent and collaborative learning
 problem solving
 strategies for decoding unfamiliar language
 intercultural sensitivity
 negotiation of meaning through the use of language, questioning assumptions, noticing how
interaction works and how meaning is exchanged interculturally
 relationship between language and culture.
 listening, speaking, reading and writing skills in various combinations
Recommended content
Students completing a major must have studied all of the following topics:
 the individual’s experience
 society and community
 the world around us
 lifestyle and traditions
11
Lifestyle and Traditions
The World Around Us
Society and Community
The Individual’s Experience
Integrated Themes Table
Theme
Continuing
The Individual
Relating and interacting
with others
Character and personality
Mood and emotion
Family and friend
Korean heritage
Education
Adolescent
School life
Future aspirations
Employ and aptitude
Education system
My
Community
Services in community
Health services
Economy and life
Travel
Korean migrant community
Lifestyle and health
My Society
Social relationships
Voluntary Service
Leisure
Globalisation
Environment
Environment
Where people live; city,
country, housing
Science and technology
Regions in Korea
Sustainability
Communicati
on and media
Media
Advertising
Social effects of technology
Entertainment
Beliefs and
Customs
Seasonal celebrations and
Food
Etiquette and protocols
Religions in Korea
Myth and legend
Korean art; literature, visual
arts, music, performing art
Culture and
Traditions
Changing world
Made in Korea
Korean wave in music and
film
Folk tales
12
Teaching and Learning Strategies
Teaching strategies
Teaching strategies and assessment tasks should promote intellectual quality, establish a rich
learning environment and generate relevant connections between learning and life experiences.
Teaching and learning strategies that are particularly relevant and effective in the study of Korean
include, but are not limited to, the following techniques:
Review prior learning
 communicative activities: recall, brainstorming, individual, pair and group work (e.g. think,
pair, share)
 student reflection on relevant concepts and skills
 review of metalanguage
Introduce new material
 setting the context (e.g. time, place, culture)
 exposure to quality visual imagery/materials through a variety of media
Provide demonstration, guided practice and application
 teacher demonstration, modelling and joint construction
 scaffolding tasks to facilitate analysis of visual, spoken and written material including error
recognition and correction
 strategies to access unfamiliar language
 sustained speaking and writing practice
 simulated real life and work scenarios
 engagement with guest speakers and demonstrators
 research strategies and time management
Promote independent practice and application
 production of sustained written and spoken texts
 manipulation of texts employing higher order thinking strategies
 problem-solving strategies
 workshop and peer review
 discussions, debates and student presentations
 practice and reinforcement of learning by way of written and oral reflection and evaluation
 regular and meaningful feedback
Link to next task or skill area
 links with the wider communities through excursions and field trips
 cross curriculum activities
13
Assessment
The identification of assessment task types, together with examples of tasks, provides a common and
agreed basis for the collection of evidence of student achievement. This collection of evidence
enables a comparison of achievement within and across colleges, through moderation processes.
This enables valid, fair and equitable reporting of student achievement on the Senior Secondary
Certificate.
Assessment Tasks elicit responses that demonstrate the degree to which students have achieved the
goals of a unit (and the course as a whole).
 Assessment Tasks in T courses require students to utilise the higher order thinking skills that
are the basis of the ACT Scaling Test.
 Assessment Task Types (with weightings) group assessment tasks in ways that reflect agreed
shared practice in the subject area and facilitate the comparison of student work across
different assessment tasks.
 Assessment Criteria (the dimensions of quality that teachers look for in evaluating student
work) provide a common and agreed basis for judgement of performance against unit and
course goals, within and across colleges. Over a course, teachers use all of these criteria to
assess students’ performance, but do not necessarily use all criteria on each task. Assessment
criteria are to be used holistically on a given task and in determining the unit grade.
 Assessment Rubrics are used to develop criteria for a task type and a continuum that indicates
levels of student achievement against each criterion.
Board requirements
Students are expected to study the accredited semester 1.0 units unless enrolled in a 0.5 unit due to
late entry or early exit in a semester.
Where a 1.0 unit is delivered as a combination of two 0.5 units, the same percentage weighting for
task types should be used. If not, separate mark books must be maintained and the 0.5 units must be
meshed with the 1.0 standard unit following documented meshing procedures. These meshing
procedures must be provided to students as part of the Unit Outline.
General Assessment Criteria for T and A
Students will be assessed in speaking, writing and responding tasks on the degree to which they
demonstrate:
 communicating
 understanding.
Guide to Assessment Tasks
Assessment is to be differentiated for A and T courses. Assessment tasks in all courses need to be
appropriate to the classification and cater for the needs of students. Creative, open-ended and rich
learning tasks are recommended.
14
Assessment Task Types for Continuing Language Course
Strand
Communicating
Understanding
Task Type
Speaking
Writing
Mandatory
Items
Unscripted
interview/conversation in
the target language, with
teacher/native speaker
comprised of unseen and
open ended questions
based on content covered
in the unit presented on
CD, DVD or USB
Sustained writing in the
target language,
producing increasingly
complex texts in class
under test conditions in a
minimum of 45 minutes
in response to an unseen
question or visual
stimulus based on
content covered in the
unit
Must be
one item
with the
minimum
mandatory
weighting
as shown
below.
Minimum time limit:
5 minutes
Responding
Critical analysis through
listening AND reading
comprehension with
questions and answers in
English and/or the target
language*
Over the course of two 0.5
units, both reading and
listening must be assessed.
Minimum word limit: 200
words
Suggested task: letter,
email, magazine article,
blog, review, speech,
poetry, essay
Minimum
for
Mandatory
*comprehensive testing of
listening and reading skills
are required
25% of the unit total mark
25% of the unit total mark
25% of the unit total mark
The following options must
include unscripted
questions by teachers
and/or peers in the target
language:
Oral presentation
Role-play
Debate
Interview
Conversation
Discussion
Interpreting
Sustained writing piece in
the target language may
include:
A text in a variety of
genres
Assignment under
controlled conditions
Short response to an
unseen visual
stimulus/statistics
Translation
Survey
Creative written
production
Close textual analysis of
language
Listening comprehension
Reading comprehension
Written/visual response to a
variety of text types
Creative response and
written rationale
Summary
Short response
Weightings
in A/T 1.0
Units
25-40%
25-40%
25-40%
Weightings
in A/T 0.5
Units
25-40%
Optional
60-75%
15
Additional Assessment Advice for Courses
 For a standard unit (1.0), students must complete a minimum of three assessment tasks and a
maximum of five.
 For a half standard unit (0.5), students must complete a minimum of two and a maximum of
three assessment tasks.
 Each standard (1.0) or half standard (0.5) unit must assess all Mandatory items.
 In a 0.5 unit, a Speaking task type must be included. Writing and Responding may be
incorporated into the one assessment task with similar relevant weighting to the 1.0 unit.
 Every task must enable students to demonstrate higher order thinking skills.
 The Mandatory items must be one item with the minimum mandatory weighting as shown
above.
 The complexity of the target language in the stimulus material and the response required
should reflect the level of the course.
 No assessment item may be less than 10%.
 It is recommended that students be provided with a choice of questions from which they select
one for sustained writing.
ACHIEVEMENT STANDARDS
Student achievement in A, T and M units is reported based on system standards as an A-E grade.
Grade descriptors and standard work samples where available, provide a guide for teacher
judgement of students’ achievement over the unit.
Grades are awarded on the proviso that the assessment requirements have been met. Teachers will
consider, when allocating grades, the degree to which students demonstrate their ability to complete
and submit tasks within a specified time frame.
Board Recommendations
The Board recommends 3 - 5 assessment tasks per standard unit (1.0) and 2 - 3 per half standard unit
(0.5).
Representation of General capabilities
Literacy
Learning Korean develops overall literacy. It strengths literacy- capabilities that are transferable
across languages (for example, between Korean and English), across domains of use (for example, the
academic domain and the domains of home language use), and across learning areas.
Learning Korean makes accessible to students’ additional literacy experiences. It strengthens
language awareness and helps to develop a metalanguage, a language for thinking and talking about
how language works.
16
Numeracy
Students use and understand pattern, order and relationships, and develop understanding of
concepts such as time, number and space in Korean-speaking cultures, as expressed through the
Korean language. Students become familiar with numbers, dates and terms for mathematical
operations in Korean.
Students apply numeracy skills when they use tables, graphs, diagrams and statistics to support an
idea, opinion, or position when creating texts and interacting in Korean.
Information and communication technology (ICT) capability
Learning Korean will enhance the ability to use the multimodal resources, digital environments and
technologies. Multimedia, Internet and intranet, and technologies will be used to access and evaluate
information and to support creative activities. Experience the authentic language environments and
texts through the digital media will encourage students to explore their capabilities in the areas of
information technology, linguistic and cultural knowledge. Accessing diverse real-time context will
extend the boundaries of the classroom.
Critical and creative thinking
Students will develop their creative and research skills throughout the course. The ability to reflect,
understand and apply different thinking strategies will be encouraged through various activities in
speaking, writing and responding tasks. Students will explore and broaden their knowledge as they
interact with people from diverse backgrounds. Observing the objects from different perspective
views will develop students to think divergently as well. Above all, by learning to notice, connect,
compare, and analyse the various aspects of Korean language, students will enhance their critical
thinking skills as well as analytic and problem-solving skills.
Personal and social capability
Students learn to understand and collaborate with others throughout the various activities in the
Korean course. Students interact effectively in Korean language involves being able to negotiate and
interpret meaning in a range of social and cultural situations. Students develop to manage and
capable the regulating emotions, developing empathy for others, understanding relationships,
establishing and building positive relationships. In a range of practice they will also learn how to
make responsible decisions, working in a team and handling the challenging situations in order to
develop their leadership skills. Students will be encouraged to plan and organise their time efficiently
to complete the learning tasks successfully. The Korean course will encourage student’s ability to
work independently and to adopt a flexible approach to understand the different linguistic and
cultural contexts across Korean speaking communities.
Ethical behaviour
Students develop explicitly to acknowledge and value difference in their interactions with others and
develop respect for diverse ways of perceiving the world. Learning Continuing Korean course provide
opportunities to reflect on and to adjust their own ethical points of view as they identify and
investigate the nature of ethical concepts, values and character traits. Students will consider ethics in
interpreting and translating, and obtaining and analysing primary data in research
Intercultural understanding
Students will develop intercultural understanding as they learn how to value other cultures,
languages and beliefs. They will understand how personal, group and national identities are shaped,
and variable. Students will learn the differences between commonalities and while they create
connections with others, they will cultivate mutual respect.
17
Collaborative team members
Students will have the opportunity to contribute to group work in both spoken and written tasks.
Through these activities they will be able to foster cooperation and respect for others within the
group.
Representation of Cross-curriculum
Aboriginal and Torres Strait Islander histories and cultures
Linguistic and historical comparisons are made throughout the course e.g. language structures,
dialects. Special focus is being placed on the migration of Korean into Australia and their interaction
with the indigenous communities.
Asia and Australia’s engagement with Asia
A direct means for learning about and engaging with the Korea and Korean people is to learn Korean
language. Learning to communicate and to interact with intercultural sensitivity is fundamental to
this engagement. When learning Korean students can explore concepts, experiences and
perspectives from within and across Asian cultures
Sustainability
Learning Beginning Korean can develop key concepts and capabilities that relate to sustainability.
Special units are being taught with focus on sustainability as part of global issue and environment.
Unit Grades
Grade descriptors provide a guide for teacher judgment of students’ achievement, based on the
assessment criteria, over a unit of work in this subject. Grades are organized on an A-E basis and
represent standards of achievement.
Grades are awarded on the proviso that the assessment requirements have been met. When
allocating grades, teachers will consider the degree to which students demonstrate their ability to
complete and submit tasks within a specified time frame.
The following descriptors are consistent with the system grade descriptors, which describe generic
standards of student achievement across all courses.
18
Unit Grade Descriptors for Continuing A Courses – Year 11
Communicating
Understanding
A student who achieves an A grade
typically
A student who achieves a B grade
typically
A student who achieves a C
grade typically
A student who achieves a D
grade typically
A student who achieves an E
grade typically
 analyses language and culture in
a wide range of familiar contexts
 explains language and culture in
a range of familiar contexts
 describes language and culture
in familiar contexts
 identifies language and
culture in familiar contexts
 identifies minimal features
of language and culture in
familiar contexts
 explains some interconnections
between own beliefs and
practices, and ideas represented
or expressed in texts
 describes interconnections
between own values, beliefs and
practices represented or
expressed in texts
 identifies interconnections
between own beliefs and
practices represented or
expressed in texts
 identifies some
interconnections between
own beliefs and practices
represented or expressed in
texts
 identifies little or no
interconnections between
own beliefs and practices
represented or expressed
in texts
 analyses perspectives
represented in texts
 explains perspectives
represented in texts
 describes perspectives
represented in texts
 identifies perspectives
represented in texts
 identifies some aspects of
perspectives represented
in texts
 produces comprehensive texts
displaying breadth in the
treatment of the topic
 produces knowledgeable texts
displaying breadth in the
treatment of the topic
 produces texts displaying
knowledge of the topic
 produces texts displaying
some knowledge of the topic
 produces texts displaying
limited knowledge of the
topic
 displays knowledge and
understanding of the target
language as a system and
responds appropriately and with
sensitivity
 displays knowledge and
understanding of the target
language as a system and
responds appropriately
 displays some knowledge and
understanding of the target
language as a system and
responds appropriately
 displays limited knowledge of
the target language as a
system and responds
appropriately
 displays little knowledge of
the target language as a
system
 applies conventions of texts to
represent ideas and experiences
appropriate to audience and
purpose
 applies conventions of texts to
represent experiences
appropriate to audience or
purpose
 applies some conventions of
texts to represent experiences
appropriate to audience or
purpose
 applies few conventions of
texts to represent
experiences appropriate to
audience or purpose
 applies few or no
conventions of texts
 uses accurate language, clarity of
expression and a range of
vocabulary and grammar both
orally and in writing
 uses accurate language and a
range of vocabulary and
grammar both orally and in
writing
 uses grammar and vocabulary
with some accuracy both orally
and in writing
 uses some grammar and
vocabulary both orally and in
writing
 displays few or no
grammar and vocabulary
both orally and in writing
Unit Grade Descriptors for Continuing A Courses – Year 12
Communicating
Understanding
A student who achieves an A grade
typically
A student who achieves a B grade
typically
A student who achieves a C
grade typically
A student who achieves a D
grade typically
A student who achieves an E
grade typically
 analyses language and culture in
a wide range of familiar contexts
 explains language and culture in
a range of familiar contexts
 describes language and culture
in familiar contexts
 identifies language and
culture in familiar contexts
 identifies minimal features
of language and culture in
familiar contexts
 analyses interconnections
between own values, beliefs,
practices, and ideas represented
or expressed in texts
 explains some interconnections
between own beliefs and
practices, and ideas represented
or expressed in texts
 describes interconnections
between own beliefs and
practices represented or
expressed in texts
 identifies interconnections
between own beliefs and
practices represented or
expressed in texts
 identifies minimal
interconnections between
own beliefs and practices
represented or expressed
in texts
 analyses perspectives
represented in texts
 explains perspectives
represented in texts
 describes perspectives
represented in texts
 identifies perspectives
represented in texts
 identifies some aspects of
perspectives represented
in texts
 produces comprehensive texts
displaying breadth in the
treatment of the topic
 produces knowledgeable texts
displaying breadth in the
treatment of the topic
 produces texts displaying
knowledge of the topic
 produces texts displaying
some knowledge of the topic
 produces texts displaying
minimal knowledge of the
topic
 displays thorough knowledge and
understanding of the target
language as a system and
responds appropriately and with
sensitivity
 displays thorough knowledge and
understanding of the target
language as a system and
responds appropriately
 displays knowledge and
understanding of the target
language as a system and
responds appropriately
 displays some knowledge of
the target language and
responds appropriately
 displays minimal
knowledge of the target
language
 applies conventions of texts to
represent ideas and experiences
appropriate to audience and
purpose
 applies conventions of texts to
represent ideas and experiences
appropriate to audience or
purpose
 applies some conventions of
texts to represent experiences
appropriate to audience or
purpose
 applies few conventions of
texts to represent
experiences appropriate to
audience or purpose
 applies few or no
conventions of texts
 displays accurate language use,
clarity of expression and a wide
range of vocabulary and
grammar both orally and in
writing
 displays accurate language use
and a wide range of vocabulary
and grammar both orally and in
writing
 displays a wide vocabulary and
uses grammar with some
accuracy both orally and in
writing
 displays some vocabulary of
the language both orally and
in writing
 displays very limited or no
vocabulary of the language
both orally and in writing
Unit Grade Descriptors for Continuing T Courses – Year 11
Communicating
Understanding
A student who achieves an A
grade typically
A student who achieves a B
grade typically
A student who achieves a C
grade typically
A student who achieves a D
grade typically
A student who achieves an E
grade typically
 critically analyses particular
linguistic, cultural and stylistic
features
 analyses linguistic, cultural
and stylistic features
 explains linguistic, cultural and
stylistic features
 identifies linguistic, cultural
and stylistic features
 identifies some linguistic,
cultural and stylistic features
 analyses language and culture
in familiar and unfamiliar
contexts
 analyses language and culture
in familiar contexts
 describes language and culture
in familiar contexts
 identifies language and culture
in familiar contexts
 identifies some features of
language and culture in
familiar contexts
 analyses interconnections
between own values, beliefs,
practices, and ideas
represented or expressed in
texts
 explains interconnections
between own values, beliefs,
practices, and ideas
represented or expressed in
texts
 explains some
interconnections between own
values, beliefs, practices, and
ideas represented or
expressed in texts
 identifies interconnections
between own beliefs,
practices, and ideas
represented or expressed in
texts
 identifies some
interconnections between own
beliefs, practices, and ideas
represented or expressed in
texts
 analyses concepts and
perspectives represented in
texts
 analyses perspectives
represented in texts
 explains perspectives
represented in texts
 identifies perspectives
represented in texts
 identifies aspects of the
perspectives represented in
texts
 produces comprehensive texts
displaying depth and breadth
in the treatment of the topic
and constructs logical and
structured texts
 produces comprehensive texts
displaying breadth in the
treatment of the topic and
constructs logical and
structured texts
 produces texts displaying
detailed knowledge of the
topic and constructs logical
and structured texts
 produces texts displaying some
knowledge of the topic
 produces texts displaying little
or no understanding of the
topic
 applies appropriate
conventions of texts and takes
risks to represent ideas and
experiences appropriate to
audience and purpose
 applies conventions of texts
and takes some risks to
represent ideas and
experiences appropriate to
audience and purpose
 applies some conventions of
texts to represent experiences
appropriate to audience and
purpose
 applies few conventions of
texts to represent experiences
appropriate to audience and
purpose
 applies limited or no
conventions of texts
 displays accurate language use,
clarity of expression and a
wide range of vocabulary and
grammar both orally and in
writing
 displays accurate language use
and a wide range of vocabulary
and grammar both orally and
in writing
 displays a wide vocabulary and
uses grammar with some
accuracy both orally and in
writing
 displays some vocabulary of
the language both orally and
in writing
 displays limited or no
vocabulary of the language
both orally and in writing
Unit Grade Descriptors for Continuing T Courses – Year 12
Communicating
Understanding
A student who achieves an A grade
typically
A student who achieves a B grade
typically
A student who achieves a C
grade typically
A student who achieves a D
grade typically
A student who achieves an E
grade typically
 critically analyses particular
linguistic, cultural and stylistic
features
 analyses particular linguistic,
cultural and stylistic features
 explains some linguistic,
cultural and stylistic features
 describes linguistic, cultural
and stylistic features
 identifies some linguistic,
cultural and stylistic
features
 evaluates language and culture in
familiar and unfamiliar contexts
 analyses language and culture in
familiar and unfamiliar contexts
 explains language and
culture in familiar and
unfamiliar contexts
 describes language and
culture in familiar contexts
 identifies some features of
language and culture in
familiar contexts
 analyses complex interconnections
between own values, beliefs and
practices, and ideas represented or
expressed in texts
 explains complex interconnections
between own values, beliefs and
practices, and ideas represented
or expressed in texts
 explains interconnections
between own values, beliefs
and practices, and ideas
represented or expressed in
texts
 describes interconnections
between own beliefs and
practices, and ideas
represented or expressed in
texts
 identifies some
interconnections between
own beliefs and practices,
and ideas represented or
expressed in texts
 evaluates concepts and perspectives
represented in texts
 analyses concepts and
perspectives represented in texts
 explains concepts and
perspectives represented in
texts
 describe concepts and
perspectives represented in
texts
 identifies concepts and
perspectives represented
in texts
 produces insightful texts displaying
independence, depth and breadth in
the treatment of the topic,
substantiates decisions and
constructs logical conclusions
 produces complex texts displaying
breadth and some depth and
independence in the treatment of
the topic and constructs logical
conclusions
 produces texts displaying
breadth in the treatment of
the topic and constructs
conclusions
 produces texts displaying
some detail in the treatment
of the topic
 produces texts displaying
some knowledge of the
topic
 displays clear and thorough
knowledge and understanding of
the target language as a system and
responds appropriately and with
sensitivity
 displays thorough knowledge and
understanding of the target
language as a system and
responds appropriately and with
sensitivity
 displays knowledge and
understanding of the target
language as a system and
responds appropriately
 displays knowledge of the
target language and
responds appropriately
 displays some knowledge
of the target language
 applies appropriate conventions of
texts and takes risks to represent
ideas and experiences appropriate
to audience and purpose
 applies conventions of texts and
takes some risks to represent
ideas and experiences appropriate
to audience and purpose
 applies some conventions of
texts to represent
experiences appropriate to
audience and purpose
 applies few conventions of
texts to represent
experiences appropriate to
audience and purpose
 applies limited or no
conventions of texts
 displays accurate language use,
clarity of expression and a wide
range of vocabulary and grammar
both orally and in writing
 displays accurate language use
and a wide range of vocabulary
and grammar both orally and in
writing
 displays a wide vocabulary
and uses grammar with
some accuracy both orally
and in writing
 displays some vocabulary of
the language both orally
and in writing
 displays limited or no
vocabulary of the
language both orally and
in writing
Moderation
Moderation commences within individual colleges. Teachers develop assessment programs and
instruments, apply assessment criteria, and allocate Unit Grades, according to the relevant Course
Framework. Teachers within course teaching groups conduct consensus discussions to moderate
marking or grading of individual assessment instruments and unit grade decisions.
The Moderation Model
Moderation within the ACT encompasses structured, consensus-based peer review of Unit Grades for
all accredited courses, as well as statistical moderation of course scores, including small group
procedures, for T courses.
Moderation by Structured, Consensus-based Peer Review
Review is a subcategory of moderation, comprising the review of standards and the validation of Unit
Grades. In the review process, Unit Grades, determined for Year 11 and Year 12 student assessment
portfolios that have been assessed in schools by teachers under accredited courses, are moderated
by peer review against system wide criteria and standards. This is done by matching student
performance with the criteria and standards outlined in the unit grade descriptors as stated in the
Course Framework. Advice is then given to colleges to assist teachers with, and/or reassure them on,
their judgments.
Preparation for Structured, Consensus-based Peer Review
Each year, teachers teaching a Year 11 class are asked to retain originals or copies of student work
completed in Semester 2. Similarly, teachers teaching a Year 12 class should retain originals or copies
of student work completed in Semester 1. Assessment and other documentation required by
the Office of the Board of Senior Secondary Studies should also be kept. Year 11 work from Semester
2 of the previous year is presented for review at Moderation Day 1 in March, and Year 12 work from
Semester 1 is presented for review at Moderation Day 2 in August.
In the lead up to Moderation Day, a College Course Presentation (comprised of a document folder
and a set of student portfolios) is prepared for each A, M and T course/units offered by the school,
and is sent in to the Office of the Board of Senior Secondary Studies.
The College Course Presentation
The package of materials (College Course Presentation) presented by a college for review on
moderation days in each course area will comprise the following:
 a folder containing supporting documentation as requested by the Office of the Board through
memoranda to colleges
 a set of student portfolios containing marked and/or graded written and non-written
assessment responses and completed criteria and standards feedback forms. Evidence of all
assessment responses on which the unit grade decision has been made is to be included in the
student review portfolios Specific requirements for subject areas and types of evidence to be
presented for each Moderation Day will be outlined by the Board Secretariat through
memoranda and Information Papers.
23
Visual evidence for judgements made about practical performances
(also refer to BSSS Website Guidelines)
Evidence for judgements made about oral assessment
(also refer to BSSS Website Guidelines)
It is a requirement that schools’ judgements of standards to the mandatory, oral assessment item
(A/T/M) be supported by auditory evidence as a minimum requirement (refer to Assessment Task
Types table, page 15).
All other practical performances may be supported by visual evidence (still photos or video).
Teachers should consult the BSSS guidelines at
http://www.bsss.act.edu.au/grade_moderation/information_for_teachers when preparing
photographic evidence.
Resources
Books:
Ahn Jean-myung 2010, Korean Grammar in Use, Beginning, ( MP3 CD)Darakwon, ROK
Ahn Jean-myung 2010, Korean Grammar in Use, Intermediate, ( MP3 CD)Darakwon, ROK
Buzo, A. & Shin, G. 1994. Learning Korean: New Directions 2 & 3, National Korean Studies Centre.
Cho, In Jung. & Cho, Young A. 2000. Listening Comprehension of Korean (Kit), Book 2, Hollym, Seoul.
Cho Jae-hee, Oh Mi-nam, Korean Listening Skills for Intermediate Learners (CD) Darakwon, ROK
Hankugo Hoehwa II (Kit), 1995, Ministry of Education, Seoul.
Kim, Sun Jung, 2007 살아있는 한국어, 속담 Language Plus. Seoul
Kim, Sun Jung, 2007 살아있는 한국어, 관용어 Language Plus. Seoul
Kim, Sun Jung, 2007 살아있는 한국어, 한자성어 Language Plus. Seoul
Korean Continuers Preliminary Course (Modules 1 - 3; Books 1 - 9) 2000-2001, NSW Department of
Education and Training.
Korean Continuers HSC Course (Modules 4 - 6; Books 10 - 16) 2000-2001, NSW Department of
Education and Training.
Oh, M., Lee, K., Lee, H., Ahn, S. & Won, E. 1998, Exciting Korean (Kit), Ewha Woman’s University
Press. Seoul
Pathfinder in Korean I & II (Kit), 1999, Institute of Language Education of Ewha Women’s University,
Ewha Women’s University Press, Seoul.
Sogang Korean 3 & 4 (Kit), 2003, Centre for Korean Studies, Sogang University, Seoul.
The National Institute of the Language, 2009 Korean for Intermediate Learners1,
중급한국어 1(CD), Hollym Corp. Seoul
The National Institute of the Language, 2010 Korean for Intermediate Learners 2,
중급한국어 2(CD), Language Plus, Seoul
연세 한국어학당, 2007, 연세 한국어 읽기 3(CD) Yunsei University Press, Seoul
연세한국어학당, 2007, 연세 한국어 읽기 4(CD), Yunsei University Press, Seoul
24
연세 한국어 학당, 2007, 100 시간 한국어 3(CD), Yunsei University Press , Seoul
연세 한국어 학당, 2007, 100 시간 한국어 4(CD), Yunsei University Press , Seoul
Hur Yong, Ahn Moon Kyung, 2005, 100 Communication Activities for Korean Language Teachers,
Pakijung, Seoul
English Korean and Korean English Dictionary, 1997, Minjungseorim, Seoul.
Ahn, Chi-Kyung. 2001. Korean idioms and phrases-Sokdam, Donghae, Seoul.
Bae, Chang. 2000. Poem reading in Korean class 1, Naramal, Seoul.
Fahr-Becher, Gabriele. 1999. The art of East Asia, Konemann, NY.
Gregory, Manju. 2001. The dragon’s tears (Dual text), Mantra Lingua, London.
Han, Biya. 2003. Reading essays in Korean class, Naramal, Seoul.
Crowder, Han. & Suzanne, Elizabeth. 1992. Custom of Korea, Hollym International, Seoul.
Hankuksa - Korean history, 1990. Jaewae Kungmin Kyoyukwon, SNU, Seoul.
Humour in Korean Literature, 1982, Si-sa-yong-o-sa, Seoul.
Kim, So-Wol. 2003. Famous Korean poems 100, Minyewon, Seoul.
Lee, O-Young. 1999. Things Korean, Charles E Turtle, Rutland.
Shin, C.S. 1990. Korean Recipes, Seoul International Publishing Co, Seoul.
Stout, M. 1997. One Thousand Chestnut Trees, Flamingo, London.
Vorhees, D. & Mueller, M. 1992. Korean Folk Tales, Hollym Co, Seoul.
Zong, I. 1989. Folk Tales from Korea, Hollym International, Seoul.
Magazines and Newspapers
Koreana, Korea Foundation, Seoul, a quarterly magazine
Korea Focus, Korean Foundation, a quarterly magazine, Seoul
Journal Articles
Babel: Journal of the Australian Federation of Modern Language Teachers Associations (AFMLTA)
Australian Language Matters: A Newsletter of Language and Literacy Issues produced by Language
Australia.
Web Site
The official website of the Korea (ROK)
http://www.korea.net/
Language resource website
http://study.korean.net/servlet/action.home.MainAction
http://www.kri.unsw.edu.au/documents/FINAL_REVISED1_LearningtoteachKorean.pdf
http://www.uni.edu/becker/Korean.html
http://korean.sogang.ac.kr/
25
Scootle: Asia education: Culture, Arts, History
http://www.asiaeducation.edu.au/teachers/asia_skills/asia_skills_in_action_korea.html
http://education.asianart.org/explore-resources/video/korean-buddhist-art-youtube
http://www.scootle.edu.au/ec/viewing/R11341/index.html
http://www.asiaeducation.edu.au/for_teachers/professional_learning/history/go_korea_pl/go_kore
a_background_information.html
http://identities.asiaeducation.edu.au/resources/resource_page.html?resourceId=2910
http://www.asiaeducation.edu.au/curriculum_resources/geography/year_9_south_korea_creating_
a_sustainable_giant/year_9_south_korea_creating_a_sustainable_giant.html
http://www.asiaeducation.edu.au/curriculum_resources/arts_cr/year_78_hahoe_mask_drama/year_7-8_hahoe_mask_drama_landing_page.html
http://www.asiaeducation.edu.au/for_teachers/nalssp_grants/grants_stories/grants_story_landing_
pages.html
http://www.asiaeducation.edu.au/resource/gettingstartedintercuturallanguagelearning.html
Korean Film website
http://www.koreanfilm.or.kr/jsp/index.jsp
Korean newspaper, magazine and TV
http://www.arirang.co.kr/index.asp
http://www.koreaherald.com
http://www.donga.com
http://hani.co.kr
http://www.koreana.or.kr/
These were accurate at the time of publication
iPAD APPs
Learn Korean
Korean Phrasebook
Korean word of the Day
Learn Korean FREE
Hutos Korean
Korean English Dictionary
Korean Study Step 1(free)
Learn Korean Free
Korean Food Facts
Korean Vocabulary Free
Audio/Visual Resources:
Hankugo Hoehwa I, II (Video), 2000, Ministry of Education, Seoul.
Korean Arts & Life Style 1,2,3,4 (DVD), Korea Foundation, Seoul.
26
Korean Fairy Tale I, II (Video), 2000, Ministry of Education, Seoul.
Korean Folk Dance (Video), 2000, Ministry of Education, Seoul.
Korean Folk Belief (Video), 2000, Ministry of Education, Seoul.
Samulnori, (Video), 2000, Ministry of Education, Seoul.
Seasonal Ceremony I (Video), 2000, Ministry of Education, Seoul.
Korean Films (DVD)
The film selection various from year to year so as not to get out of date
Selection of Korean films on DVDs available from National Library, video shops and You Tube
Classic (DVD) 2002, EG film Seoul, Korea
Gaksoltang (DVD) 2006 Cine 21, Seoul Korea
Il Mare (DVD) 2000 Cine Seoul, Korea
J S A (DVD) 2002, Myung Films Co. Seoul Korea
Marathon (DVD) 2005 Cine Seoul, Korea
My Sassy Girl (DVD)2001 Shinssine, Seoul Korea
Shiri (Video) 1999 Cine21, Seoul Korea
Sopyunje (DVD) 1993 Taehung, Seoul, Korea
Taeguki (DVD) 2004 Gangjaegyu Film, Seoul Korea
The Way Home (DVD) 2004 Enter One, Seoul Korea
Welcome to Dongmakgol (DVD) 2005, Showbox, Seoul, Korea
Leafie, a Hen Into the Wild (DVD) 2011, Lotte Entertainment, Seoul, Korea
The Host (DVD) 2006, Showbox, Seoul, Korea
Spring, Summer, Autumn and Winter (DVD) 2004, Bitwin Ltd, Seoul, Korea
Physical Resources
The following are desirable physical resources for the development and implementation of courses
within this subject area.
 Video recorder/camera
 CD, DVD players
 Computer/Internet
 Data projector and Screen
It is desirable that students have the opportunity to interact with native speakers of the Languages.
27
Proposed Evaluation Procedures
Course evaluation will be a continuous process. Teachers will meet regularly to discuss the content
of the course and any requirements for modification of activities, teaching strategies and assessment
instruments. The current trends and innovations in the teaching of Continuing Korean will be
considered as teachers attend workshops, seminars and participate in discussion groups with other
teachers such as on Moderation Day.
Teachers will monitor student performance and progress and student responses to various teaching,
learning and assessment strategies. Students and teachers will complete evaluation questionnaires
at the end of each unit. The results of these will be collated and reviewed from year to year. There
will also be a continuous monitoring of student numbers between Years 11 and 12.
Informal discussions between teachers and students, past students, parents and other teachers will
contribute to the evaluation of the course.
In the process of evaluation; students, teachers and others should, as appropriate, consider:
 Are the course and Course Framework still consistent?
 Were the goals achieved?
 Was the course content appropriate?
 Were the teaching strategies used successful?
 Was the assessment program appropriate?
 Have the needs of the students been met?
 Was the course relevant?
 How many students completed the course in each of the years of accreditation?
28
The Individual’s Experience
Value 1.0
This unit combines The Individual 0.5 with Education 0.5.
Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to
late or early exit in a semester.
Prerequisites
Refer to page 6
Duplication of Content Rules
Refer to page 7
Specific Unit Goals
This unit should enable students to:
A course
T course
 initiate and maintain communication on
personal issues
 develop proficiency in pronunciation,
reading and writing skills
 identify variations and cultural expectations
in Korean language use
 respond critically and creatively to a variety
of text types related to the individual’s
experience theme
 initiate and maintain communication on
personal issues
 communicate effectively and develop a
greater proficiency in pronunciation, reading
and writing skills
 examine variations and cultural expectations
in Korean language use
 analyse and respond critically/creatively to a
variety of text types related to the
individual’s experience theme
Content
Students will study the individual’s experience.
Suggested topics:
A course













T course













relating and interacting with others
character and personality
hobbies/special interests
youth and seniors
relationships and problems
Korean heritage
mood and emotion
family and friend
adolescent
school life
future aspirations
employ and aptitude
education system
29
relating and interacting with others
character and personality
hobbies/special interests
youth and seniors
relationships and problems
Korean heritage
mood and emotion
family and friend
adolescent
school life
future aspirations
employ and aptitude
education system
Teaching and Learning Strategies
Refer to page 12
Assessment
Refer to Assessment Task Types Guide on page 15
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment




numeracy



information and communication
technology (ICT) capability


literacy
critical and creative thinking




personal and social capability




ethical behaviour




intercultural understanding






collaborative team members
Resource
Refer to page 24
Specific Unit Resources
The National Institute of the Language, 2009 Korean for Intermediate Learners1,
중급한국어 1(CD), Hollym Corp. Seoul
The National Institute of the Language, 2010 Korean for Intermediate Learners 2,
중급한국어 2(CD), Language Plus, Seoul
Ahn Jean-myung 2010, Korean Grammar in Use, Intermediate, ( MP3 CD)Darakwon, ROK
30
The Individual
Value 0.5
Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to
late or early exit in a semester.
Theme: The Individual’s Experience
Prerequisites
Refer to page 6
Duplication of Content Rules
Refer to page 7
Specific Unit Goals
This unit should enable students to:
A course
T course
 initiate and maintain communication on
personal issues
 develop proficiency in pronunciation,
reading and writing skills
 identify variations and cultural expectations
in Korean language use
 respond critically and creatively to a variety
of text types related to the individual theme
 initiate and maintain communication on
personal issues
 communicate effectively and develop a
greater proficiency in pronunciation, reading
and writing skills
 examine variations and cultural expectations
in Korean language use
 analyse and respond critically/creatively to a
variety of text types related to the individual
theme
Content
Students will study the individual.
Suggested topics:
A course








T course








relating and interacting with others
character and personality
hobbies/special interests
youth and seniors
relationships and problems
Korean heritage
mood and emotion
family and friend
Teaching and Learning Strategies
Refer to page 12
Assessment
Refer to Assessment Task Types Guide on page 15
31
relating and interacting with others
character and personality
hobbies/special interests
youth and seniors
relationships and problems
Korean heritage
mood and emotion
family and friend
General Capabilities
Evidence could be in:
Goals
Content
Teaching and
Learning
Assessment




numeracy



information and communication
technology (ICT) capability


Student Capabilities
literacy
critical and creative thinking




personal and social capability




ethical behaviour




intercultural understanding






collaborative team members
Resources
Refer to bibliography on page 24
Specific Unit Resources
The National Institute of the Language, 2009 Korean for Intermediate Learners1,
중급한국어 1(CD), Hollym Corp. Seoul
The National Institute of the Language, 2010 Korean for Intermediate Learners 2,
중급한국어 2(CD), Language Plus, Seoul
Ahn Jean-myung 2010, Korean Grammar in Use, Intermediate, ( MP3 CD)Darakwon, ROK
32
Education
Value 0.5
Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to
late or early exit in a semester.
Theme: The Individual’s Experience
Prerequisites
Refer to page 6
Duplication of Content Rules
Refer to page 7
Specific Unit Goals
This unit should enable students to:




A course
initiate and maintain communication on
issues relating to education
develop proficiency in pronunciation,
reading and writing skills
identify variations and cultural expectations
in Korean language use
respond critically and creatively to a variety
of text types related to the future
aspirations




T course
initiate and maintain communication on
issues relating to education
communicate effectively and develop a
greater proficiency in pronunciation, reading
and writing skills
examine variations and cultural expectations
in Korean language use
analyse and respond critically/creatively to a
variety of text types related to the future
aspirations
Content
Students will study education.
Suggested topics:





A Course
adolescent
school life
future aspirations
employ and aptitude
education system





Teaching and Learning Strategies
Refer to page 12
Assessment
Refer to Assessment Task Types Guide on page 15
33
T Course
adolescent
school life
future aspirations
employ and aptitude
education system
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching
and Learning
Assessment




numeracy



information and communication
technology (ICT) capability


literacy
critical and creative thinking




personal and social capability




ethical behaviour




intercultural understanding






collaborative team members
Resources
Refer to bibliography on page 24
Specific Unit Resources
The National Institute of the Language, 2009 Korean for Intermediate Learners1,
중급한국어 1(CD), Hollym Corp. Seoul
The National Institute of the Language, 2010 Korean for Intermediate Learners 2,
중급한국어 2(CD), Language Plus, Seoul
Ahn Jean-myung 2010, Korean Grammar in Use, Intermediate, ( MP3 CD)Darakwon, ROK
34
Society and Community
Value 1.0
This unit combines My Community 0.5 and My Society 0.5.
Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to
late or early exit in a semester.
Prerequisites
Refer to page 6
Duplication of Content Rules
Refer to page 7
Specific Unit Goals
This unit should enable students to:
A Course
T Course
 initiate and maintain communication on
issues relating to sport and leisure, future
plans and social issues
 develop proficiency in pronunciation,
reading and writing skills
 demonstrate ability to use the language,
specific to carry out transactions related to
shopping, travel and health service topics
 understand variations and cultural
expectations in Korean language use
 respond critically and creatively to a variety
of text types related to social issues
 initiate and maintain communication on
issues relating to sport and leisure, future
plans and social issues
 communicate effectively and develop a
greater proficiency in pronunciation ,
reading and writing skills
 demonstrate ability to use the language,
specific to carry out transactions related to
shopping, travel and health service topics
 examine variations and cultural expectations
in Korean language use
 analyse and respond critically/ creatively to a
variety of text types related to social issues
Content
Students study society and community.
35
Suggested topics:
A Course
T Course
 around town
 services in community (doctors, plumbers)
 the client and the service provider / problem
solving
 shopping
 life style and health
 sport and leisure
 world of work (e.g. study, career, holidays,
personal relationships and the possible
problems that can affect them)
 economy and life
 Korean migrant community
 travel
 globalisation
 social relationship
 around town
 services in community (doctors, plumbers)
 the client and the service provider / problem
solving
 shopping
 life style and health
 sport and leisure
 world of work (e.g. study, career, holidays,
personal relationships and the possible
problems that can affect them)
 economy and life
 Korean migrant community
 travel
 globalisation
 social relationship
Teaching and Learning Strategies
Refer to page 12
Assessment
Refer to Assessment Task Types Guide on page 15
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching
and Learning
Assessment
literacy




numeracy




information and communication
technology (ICT) capability



critical and creative thinking




personal and social capability




ethical behaviour




intercultural understanding




collaborative team members



36
Resources
Refer to bibliography on page 24
Specific Unit Resources
The National Institute of the Language, 2009 Korean for Intermediate Learners1,
중급한국어 1(CD), Hollym Corp. Seoul
The National Institute of the Language, 2010 Korean for Intermediate Learners 2,
중급한국어 2(CD), Language Plus, Seoul
Ahn Jean-myung 2010, Korean Grammar in Use, Intermediate, ( MP3 CD)Darakwon, ROK
37
My Community
Value 0.5
Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to
late or early exit in a semester.
Theme: Society and Community
Prerequisites
Refer to page 6
Duplication of Content Rules
Refer to page 7
Specific Unit Goals
This unit should enable students to:
A Course
T Course
 develop proficiency in pronunciation,
reading and writing skills
 demonstrate an ability to use the language,
specifically to carry out transactions related
to shopping, travel and health service topics
 examine variations and cultural expectations
in Korean language use
 respond critically and creatively to a variety
of text types related to the issues within
community
 communicate effectively and develop a
greater proficiency in pronunciation, reading
and writing skills
 demonstrate an ability to use the language,
specifically to carry out transactions related
to shopping, travel and health service topics
 examine variations and cultural expectations
in Korean language use
 analyse and respond critically/ creatively to a
variety of text types related to the issues
within community
Content
Students will study community.
Suggested topics:
A Course
T Course
 around town
 services in community (doctors, plumbers)
 the client and the service provider / problem
solving
 shopping
 economy and life
 travel
 Korean migrant community
 lifestyle and health
 around town
 services in community (doctors, plumbers)
 the client and the service provider / problem
solving
 shopping
 economy and life
 travel
 Korean migrant community
 lifestyle and health
Teaching and Learning Strategies
Refer to page 12
38
Assessment
Refer to Assessment Task Types Guide on page 15
General Capabilities
Evidence could be in:
Goals
Content
Teaching and
Learning
Assessment
literacy




numeracy






Student Capabilities
information and communication
technology (ICT) capability
critical and creative thinking




personal and social capability




ethical behaviour




intercultural understanding




collaborative team members



Resources
Refer to bibliography on page 24
Specific Unit Resources
The National Institute of the Language, 2009 Korean for Intermediate Learners1,
중급한국어 1(CD), Hollym Corp. Seoul
The National Institute of the Language, 2010 Korean for Intermediate Learners 2,
중급한국어 2(CD), Language Plus, Seoul
Ahn Jean-myung 2010, Korean Grammar in Use, Intermediate, ( MP3 CD)Darakwon, ROK
39
My Society
Value 0.5
Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to
late or early exit in a semester.
Theme: Society and Community
Prerequisites
Refer to page 6
Duplication of Content Rules
Refer to page 7
Specific Unit Goals
This unit should enable students to:
A Course
T Course
 initiate and maintain communication on
issues relating to the world of work
 develop proficiency in pronunciation,
reading and writing skills
 understand variations and cultural
expectations in Korean language use
 respond critically and creatively to a variety
of text types related to the social issues
 initiate and maintain communication on
issues relating to the world of work
 communicate effectively and develop a
greater proficiency in pronunciation, reading
and writing skills
 examine variations and cultural expectations
in Korean language use
 analyse and respond critically/creatively to a
variety of text types related to the social
issues
Content
Students will study society.
Suggested topics:
A Course
T Course
 sport and leisure
 world of work (e.g. study, career, holidays,
personal relationships and the possible
problems that can affect them)
 social relationships
 globalisation
 sport and leisure
 world of work (e.g. study, career, holidays,
personal relationships and the possible
problems that can affect them)
 social relationships
 globalisation
Teaching and Learning Strategies
Refer to page 12
Assessment
Refer to Assessment Task Types Guide on page 15
40
General Capabilities
Evidence could be in:
Goals
Content
Teaching and
Learning
Assessment




numeracy



information and communication
technology (ICT) capability


Student Capabilities
literacy
critical and creative thinking




personal and social capability




ethical behaviour




intercultural understanding






collaborative team members
Resources
Refer to page 24
Specific Unit Resources
The National Institute of the Language, 2009 Korean for Intermediate Learners1,
중급한국어 1(CD), Hollym Corp. Seoul
The National Institute of the Language, 2010 Korean for Intermediate Learners 2,
중급한국어 2(CD), Language Plus, Seoul
Ahn Jean-myung 2010, Korean Grammar in Use, Intermediate, ( MP3 CD)Darakwon, ROK
41
The World around Us
Value 1.0
This unit combines Environment 0.5 with Communication and Media 0.5.
Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to
late or early exit in a semester.
Prerequisites
Refer to page 6
Duplication of Content Rules
Refer to page 7
Specific Unit Goals
This unit should enable students to:
A Course
T Course
 initiate and maintain communication on
issues relating to environment and media
 develop proficiency in pronunciation,
reading and writing skills
 identify social norms and practice of
reflected experiences in intercultural
communication between Korea and Australia
 develop understanding of the various
aspects of ‘living in Korea’
 respond critically and creatively to a variety
of text types related to media and
environment topics
 initiate and maintain communication on
issues relating to environment and media
 communicate effectively and develop a
greater proficiency in pronunciation, reading
and writing skills
 evaluate social norms and practice of
reflected experiences in intercultural
communication between Korea and Australia
 develop understanding of the various
aspects of ‘living in Korea’ and explain the
topic
 analyse and respond critically/creatively to a
variety of text types related to media and
environment topics
Content
Students will study the world around us.
Suggested topics:
A Course
T Course
 environment
 regions in Korea (finding accommodation,
eating and working life)
 where people live
 science and technology
 sustainability
 media
 advertising
 digital communication
 print (newspaper, magazine)
 social effect of technology
 entertainment
 environment
 regions in Korea (finding accommodation,
eating and working life)
 where people live
 science and technology
 sustainability
 media
 advertising
 digital communication
 print (newspaper, magazine)
 social effect of technology
 entertainment
42
Teaching and Learning Strategies
Refer to page 12
Assessment
Refer to Assessment Task Types Guide on page 15
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching
and Learning
Assessment







literacy
numeracy
information and communication
technology (ICT) capability



critical and creative thinking




personal and social capability




ethical behaviour




intercultural understanding




collaborative team members




Resources
Refer to page 24
Specific Unit Resources
The National Institute of the Language, 2009 Korean for Intermediate Learners1,
중급한국어 1(CD), Hollym Corp. Seoul
The National Institute of the Language, 2010 Korean for Intermediate Learners 2,
중급한국어 2(CD), Language Plus, Seoul
Ahn Jean-myung 2010, Korean Grammar in Use, Intermediate, ( MP3 CD) Darakwon, ROK
43
Environment
Value 0.5
Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to
late or early exit in a semester.
Theme: The World Around Us
Prerequisites
Refer to page 6
Duplication of Content Rules
Refer to page 7
Specific Unit Goals
This unit should enable students to:
A Course
T Course
 initiate and maintain communication on
issues relating to environment
 develop understanding of various aspects of
living and visiting Korea
 develop proficiency in pronunciation,
reading and writing skills
 identify social norms and practice of
reflected experiences in intercultural
communication between Korea and Australia
 respond critically and creatively to a variety
of text types related to environment topic
 initiate and maintain communication on
issues relating to environment
 develop understanding of various aspects of
living and visiting Korea
 communicate effectively and develop a
greater proficiency in pronunciation, reading
and writing skills
 evaluate social norms and practice of
reflected experiences in intercultural
communication between Korea and Australia
 analyse and respond critically/creatively to a
variety of text types related to environment
topic
Content
Students will study the environment.
Suggested topics:
A Course
T Course
 environment
 regions in Korea (finding accommodation,
eating and working life)
 where people live
 science and technology
 sustainability
 environment
 regions in Korea (finding accommodation,
eating and working life)
 where people live
 science and technology
 sustainability
44
Teaching and Learning Strategies
Refer to page 12
Assessment
Refer to Assessment Task Types Guide on page 15
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment




numeracy



information and communication
technology (ICT) capability


literacy
critical and creative thinking




personal and social capability




ethical behaviour




intercultural understanding




collaborative team members



Resources
Refer to page 24
Specific Unit Resources
The National Institute of the Language, 2009 Korean for Intermediate Learners1,
중급한국어 1(CD), Hollym Corp. Seoul
The National Institute of the Language, 2010 Korean for Intermediate Learners 2,
중급한국어 2(CD), Language Plus, Seoul
Ahn Jean-myung 2010, Korean Grammar in Use, Intermediate, ( MP3 CD)Darakwon, ROK
45
Communication and Media
Value 0.5
Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to
late or early exit in a semester.
Theme: The World Around Us
Prerequisites
Refer to page 6
Duplication of Content Rules
Refer to page 7
Specific Unit Goals
This unit should enable students to:
A Course
T Course
 initiate and maintain communication on
issues relating to digital communication
 develop proficiency in pronunciation,
reading and writing skills
 identify social norms and practice of
reflected experiences in intercultural
communication between Korea and Australia
 respond critically and creatively to a variety
of text types related to the media topic
 initiate and maintain communication on
issues relating to digital communication
 communicate effectively and develop a
greater proficiency in pronunciation, reading
and writing skills
 evaluate social norms and practice of
reflected experiences in intercultural
communication between Korea and Australia
 analyse and respond critically/creatively to a
variety of text types related to the media
topic
Content
Students will study communication and the media.
Suggested topics:
A Course






T Course






media
advertising
digital communication
print (newspaper, magazine)
social effects of technology
entertainment
Teaching and Learning Strategies
Refer to page 12
Assessment
Refer to Assessment Task Types Guide on page 15
46
media
advertising
digital communication
print (newspaper, magazine)
social effects of technology
entertainment
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment
literacy




numeracy




information and communication
technology (ICT) capability



critical and creative thinking




personal and social capability




ethical behaviour




intercultural understanding




collaborative team members



Resources
Refer to page 24
Specific Unit Resources
The National Institute of the Language, 2009 Korean for Intermediate Learners1,
중급한국어 1(CD), Hollym Corp. Seoul
The National Institute of the Language, 2010 Korean for Intermediate Learners 2,
중급한국어 2(CD), Language Plus, Seoul
Ahn Jean-myung 2010, Korean Grammar in Use, Intermediate, ( MP3 CD)Darakwon, ROK
47
Lifestyle and traditions
Value 1.0
This unit combines Belief and Customs 0.5 and Culture and Traditions 0.5.
Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to
late or early exit in a semester.
Prerequisites
Refer to page 6
Duplication of Content Rules
Refer to page 7
Specific Unit Goals
This unit should enable students to:
A Course
T Course
 communicate the issues of seasonal
celebrations, film, music, and arts in various
ways
 demonstrate an ability to use of appropriate
phrases related to Korean belief and custom
 develop proficiency in pronunciation,
reading and writing skills
 identify social norms and practice of
reflected experiences in intercultural
communication between Korea and Australia
 respond critically and creatively to a variety
of text types related to the Korean arts
theme
Content
Students will study lifestyle and traditions.
48
 communicate the issues of seasonal
celebrations, film, music, and arts in various
ways
 demonstrate an ability to use of appropriate
phrases related to Korean belief and custom
 communicate effectively and develop a
greater proficiency in pronunciation, reading
and writing skills
 evaluate social norms and practice of
reflected experiences in intercultural
communication between Korea and Australia
 analyse and respond critically/creatively to a
variety of text types related to the Korean
arts theme
Suggested topics:









A Course
seasonal celebrations and food
Korean art; literature, visual arts, music,
performing art
Korean beliefs and customs
myth and legend
etiquette and protocols
changing world
made in Korea
Korean wave in music and film
folk tales









T Course
seasonal celebrations and food
Korean art; literature, visual arts, music,
performing art
Korean beliefs and customs
myth and legend
etiquette and protocols
changing world
made in Korea
Korean wave in music and film
folk tales
Teaching and Learning Strategies
Refer to page 12
Assessment
Refer to Assessment Task Types Guide on page 15
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment
literacy




numeracy




information and communication
technology (ICT) capability



critical and creative thinking




personal and social capability




ethical behaviour




intercultural understanding




collaborative team members



49
Resources
Refer to page 24
Specific Unit Resources
The National Institute of the Language, 2009 Korean for Intermediate Learners1,
중급한국어 1(CD), Hollym Corp. Seoul
The National Institute of the Language, 2010 Korean for Intermediate Learners 2,
중급한국어 2(CD), Language Plus, Seoul
Ahn Jean-myung 2010, Korean Grammar in Use, Intermediate, ( MP3 CD)Darakwon, ROK
50
Belief and Customs
Value 0.5
Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to
late or early exit in a semester.
Theme: Lifestyle and Traditions
Prerequisites
Refer to page 6
Duplication of Content Rules
Refer to page 7
Specific Unit Goals
This unit should enable students to:
A Course
T Course
 communicate the issues of seasonal
celebrations, film, music, and arts in various
ways
 demonstrate ability to use of appropriate
phrases related to Korean belief and custom
 develop proficiency in pronunciation,
reading and writing skills
 identify social norms and practice of
reflected experiences in intercultural
communication between Korea and Australia
 respond critically and creatively to a variety
of text types related to the seasonal
celebration and arts
 communicate the issues of seasonal
celebrations, film, music, and arts in various
ways
 demonstrate ability to use of appropriate
phrases related to Korean belief and custom
 communicate effectively and develop a
greater proficiency in pronunciation, reading
and writing skills
 evaluate social norms and practice of
reflected experiences in intercultural
communication between Korea and Australia
 analyse and respond critically/creatively to a
variety of text types related to the seasonal
celebration and arts
Content
Students will study beliefs and customs.
Suggested topics:
A Course
T Course
 seasonal celebrations and food
 Korean art; literature, visual arts, music,
performing art
 Korean beliefs and customs
 etiquette and protocols
 religions in Korea
 myth and legend
 seasonal celebrations and food
 Korean art; literature, visual arts, music,
performing art
 Korean beliefs and customs
 etiquette and protocols
 religions in Korea
 myth and legend
51
Teaching and Learning Strategies
Refer to page 12
Assessment
Refer to Assessment Task Types Guide on page 15
General Capabilities
Evidence could be in:
Goals
Content
Teaching and
Learning
Assessment
literacy




numeracy




information and communication
technology (ICT) capability



critical and creative thinking




personal and social capability




ethical behaviour




intercultural understanding




collaborative team members



Student Capabilities
Resources
Refer to page 24
Specific Unit Resources
The National Institute of the Language, 2009 Korean for Intermediate Learners1,
중급한국어 1(CD), Hollym Corp. Seoul
The National Institute of the Language, 2010 Korean for Intermediate Learners 2,
중급한국어 2(CD), Language Plus, Seoul
Ahn Jean-myung 2010, Korean Grammar in Use, Intermediate, ( MP3 CD) Darakwon, ROK
52
Culture and Traditions
Value 0.5
Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to
late or early exit in a semester.
Theme: Lifestyle and Traditions
Prerequisites
Refer to page 6
Duplication of Content Rules
Refer to page 7
Specific Unit Goals
This unit should enable students to:
A Course
T Course
 communicate in various ways on issues
related to the tradition and modern Korean
arts
 develop proficiency in pronunciation,
reading and writing skills
 identify social norms and practice of
reflected experiences in intercultural
communication between Korea and Australia
 respond critically and creatively to a variety
of text types related to Korean arts
 communicate in various ways on issues
related to the tradition and modern Korean
arts
 communicate effectively and develop a
greater proficiency in pronunciation, reading
and writing skills
 evaluate social norms and practice of
reflected experiences in intercultural
communication between Korea and Australia
 analyse and respond critically/creatively to a
variety of text types related to Korean arts
Content
Students will study culture and traditions.
Suggested topics:
A Course




T Course




changing world
made in Korea
Korean wave in music and film
folk tales
Teaching and Learning Strategies
Refer to page 12
Assessment
Refer to Assessment Task Types Guide on page 15
53
changing world
made in Korea
Korean wave in music and film
folk tales
General Capabilities
Evidence could be in:
Student Capabilities
Goals
Content
Teaching and
Learning
Assessment
literacy




numeracy




information and communication
technology (ICT) capability



critical and creative thinking




personal and social capability




ethical behaviour




intercultural understanding




collaborative team members



Resources
Refer to page 24
Specific Unit Resources
The National Institute of the Language, 2009 Korean for Intermediate Learners1,
중급한국어 1(CD), Hollym Corp. Seoul
The National Institute of the Language, 2010 Korean for Intermediate Learners 2,
중급한국어 2(CD), Language Plus, Seoul
Ahn Jean-myung 2010, Korean Grammar in Use, Intermediate, ( MP3 CD)Darakwon, ROK
54
Education and Community
Value 1.0
Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to
late or early exit in a semester.
Prerequisites
Refer to page 6
Duplication of Content Rules
Refer to page 7
Specific Unit Goals
This unit should enable students to:
A course
T course
 initiate and maintain communication on
issues relating to education and community
 develop proficiency in pronunciation,
reading and writing skills
 identify variations and cultural expectations
in Korean language use
 respond critically and creatively to a variety
of text types related to the future
aspirations and issues within community
 demonstrate an ability to use the language,
specifically to carry out transactions related
to shopping, travel and health service topics
 initiate and maintain communication on
issues relating to education and community
 communicate effectively and develop a
greater proficiency in pronunciation, reading
and writing skills
 examine variations and cultural expectations
in Korean language use
 analyse and respond critically/creatively to a
variety of text types related to the future
aspirations and the issues within community
 demonstrate an ability to use the language,
specifically to carry out transactions related
to shopping, travel and health service topics
Content
Students will study education and community.
55
Suggested topics:
A Course













T Course








adolescent life
school life
future aspirations
employ and aptitude
education system
around town
services in community (doctors, plumbers)
the client and the service provider / problem
solving
shopping
economy and life
travel
Korean migrant community
lifestyle and health





adolescent life
school life
future aspirations
employ and aptitude
education system
around town
services in community (doctors, plumbers)
the client and the service provider / problem
solving
shopping
economy and life
travel
Korean migrant community
lifestyle and health
Teaching and Learning Strategies
Refer to page 12
Assessment
Refer to Assessment Task Types Guide on page 15
General Capabilities
Evidence could be in:
Goals
Content
Teaching and
Learning
Assessment
literacy




numeracy




information and communication
technology (ICT) capability



critical and creative thinking




personal and social capability




ethical behaviour




intercultural understanding




collaborative team members



Student Capabilities
56
Resources
Refer to page 24
Specific Unit Resources
The National Institute of the Language, 2009 Korean for Intermediate Learners1,
중급한국어 1(CD), Hollym Corp. Seoul
The National Institute of the Language, 2010 Korean for Intermediate Learners 2,
중급한국어 2(CD), Language Plus, Seoul
Ahn Jean-myung 2010, Korean Grammar in Use, Intermediate, ( MP3 CD)Darakwon, ROK
57
The World and Customs
Value 1.0
This unit combines Communication and Media 0.5 with Belief and Customs 0.5.
Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to
late or early exit in a semester.
Prerequisites
Refer to page 6
Duplication of Content Rules
Refer to page 7
Specific Unit Goals
This unit should enable students to:
A Course
 initiate and maintain communication on
issues relating to digital communication
 communicate effectively and develop
proficiency in pronunciation, reading and
writing skills
 identify social norms and practice of
reflected experiences in intercultural
communication between Korea and Australia
 respond critically and creatively to a variety
of text types relating to the media
 communicate the issues of seasonal
celebrations, film, music, and arts in various
ways
 demonstrate an ability to use of appropriate
phrases related to Korean belief and custom
 respond critically and creatively to a variety
of text types related to the seasonal
celebration and arts topics
Content
Students will study the world and customs.
T Course
 initiate and maintain communication on
issues relating to digital communication
 communicate effectively and develop a
greater proficiency in pronunciation, reading
and writing skills
 evaluate social norms and practice of
reflected experiences in intercultural
communication between Korea and Australia
 analyse and respond critically/creatively to a
variety of text types related to the media
theme
 communicate the issues of seasonal
celebrations, film, music, and arts in various
ways
 demonstrate an ability to use of appropriate
phrases related to Korean belief and custom
 analyse and respond critically/creatively to a
variety of text types related to the seasonal
celebration and arts topics
Suggested topics:
A Course










T Course










media
advertising
digital communication
print (newspaper, magazine)
social effect of technology
entertainment
seasonal celebrations and food
etiquette and protocols
religions in Korea
Korea art; literature, visual arts, music,
performing art
media
advertising
digital communication
print (newspaper, magazine)
social effects of technology
entertainment
seasonal celebrations and food
etiquette and protocols
religions in Korea
Korea art; literature, visual arts, music,
performing art
Teaching and Learning Strategies
Refer to page 12
Assessment
Refer to Assessment Task Types Guide on page 15
General Capabilities
Evidence could be in:
Student Capabilities
literacy
Goals
Content
Teaching and
Learning
Assessment







numeracy
information and communication
technology (ICT) capability



critical and creative thinking




personal and social capability




ethical behaviour




intercultural understanding




collaborative team members



Resources
Refer to page 24
Specific Unit Resources
The National Institute of the Language, 2009 Korean for Intermediate Learners1,
중급한국어 1(CD), Hollym Corp. Seoul
The National Institute of the Language, 2010 Korean for Intermediate Learners 2,
중급한국어 2(CD), Language Plus, Seoul
Ahn Jean-myung 2010, Korean Grammar in Use, Intermediate, ( MP3 CD)Darakwon, ROK
59
Appendix A – Common Curriculum Elements
Common curriculum elements assist in the development of high quality assessment tasks by
encouraging breadth and depth and discrimination in levels of achievement.
Organisers
Elements
Examples
create, compose
and apply
analyse, synthesise
and evaluate
organise, sequence
and explain
identify, summarise
and plan
apply
ideas and procedures in unfamiliar situations, content and processes in nonroutine settings
compose
oral, written and multimodal texts, music, visual images, responses to complex
topics, new outcomes
represent
images, symbols or signs
create
creative thinking to identify areas for change, growth and innovation, recognise
opportunities, experiment to achieve innovative solutions, construct objects,
imagine alternatives
manipulate
images, text, data, points of view
justify
arguments, points of view, phenomena, choices
hypothesise
statement/theory that can be tested by data
extrapolate
trends, cause/effect, impact of a decision
predict
data, trends, inferences
evaluate
text, images, points of view, solutions, phenomenon, graphics
test
validity of assumptions, ideas, procedures, strategies
argue
trends, cause/effect, strengths and weaknesses
reflect
on strengths and weaknesses
synthesise
data and knowledge, points of view from several sources
analyse
text, images, graphs, data, points of view
examine
data, visual images, arguments, points of view
investigate
issues, problems
sequence
text, data, relationships, arguments, patterns
visualise
trends, futures, patterns, cause and effect
compare/contrast
data, visual images, arguments, points of view
discuss
issues, data, relationships, choices/options
interpret
symbols, text, images, graphs
explain
explicit/implicit assumptions, bias, themes/arguments, cause/effect,
strengths/weaknesses
translate
data, visual images, arguments, points of view
assess
probabilities, choices/options
select
main points, words, ideas in text
reproduce
information, data, words, images, graphics
respond
data, visual images, arguments, points of view
relate
events, processes, situations
demonstrate
probabilities, choices/options
describe
data, visual images, arguments, points of view
plan
strategies, ideas in text, arguments
classify
information, data, words, images
identify
spatial relationships, patterns, interrelationships
summarise
main points, words, ideas in text, review, draft and edit
60
Appendix B – Glossary of Verbs
Verbs
Definition
Analyse
Consider in detail for the purpose of finding meaning or relationships, and identifying patterns,
similarities and differences
Apply
Use, utilise or employ in a particular situation
Argue
Give reasons for or against something
Assess
Make a Judgement about the value of
Classify
Arrange into named categories in order to sort, group or identify
Compare
Estimate, measure or note how things are similar or dissimilar
Compose
The activity that occurs when students produce written, spoken, or visual texts
Contrast
Compare in such a way as to emphasise differences
Create
Bring into existence, to originate
Demonstrate
Give a practical exhibition an explanation
Describe
Give an account of characteristics or features
Discuss
Talk or write about a topic, taking into account different issues or ideas
Evaluate
Examine and judge the merit or significance of something
Examine
Determine the nature or condition of
Explain
Provide additional information that demonstrates understanding of reasoning and /or application
Extrapolate
Infer from what is known
Hypothesise
Put forward a supposition or conjecture to account for certain facts and used as a basis for further
investigation by which it may be proved or disproved
Identify
Recognise and name
Interpret
Draw meaning from
Investigate
Plan, inquire into and draw conclusions about
Justify
Show how argument or conclusion is right or reasonable
Manipulate
Adapt or change
Plan
Strategies, develop a series of steps, processes
Predict
Suggest what might happen in the future or as a consequence of something
Reflect
The thought process by which students develop an understanding and appreciation of their own
learning. This process draws on both cognitive and affective experience
Relate
Tell or report about happenings, events or circumstances
Represent
Use words, images, symbols or signs to convey meaning
Reproduce
Copy or make close imitation
Respond
React to a person or text
Select
Choose in preference to another or others
Sequence
Arrange in order
Summarise
Give a brief statement of the main points
Synthesise
Combine elements (information/ideas/components) into a coherent whole
Test
Examine qualities or abilities
Translate
Express in another language or form, or in simpler terms
Visualise
The ability to decode, interpret, create, question, challenge and evaluate texts that communicate with
visual images as well as, or rather than, words
61
Appendix C: Suggested Activities for Specific units
The Individual’s Experience
The suggested activities are not Board endorsed. Assessment for T courses must enable students to
demonstrate higher order thinking skills.
 Students research and present their own personal history (orally and in writing);
 Students write an email of introduction to a new penfriend;
 Students role-play negotiating with parents to go out, setting priorities like times, homework,
chores etc;
 Students respond to discussions about teenage life for specific details, e.g. events and
impressions, school highlights, dates, concerts, good points, regrets, achievements,
homework, rules;
 Students maintain a diary of teenage life;
 Students write and respond to a survey/interview; Youth issues etc.
 Students give advice and request advice about personal problems and recommend solutions;
 Students respond to/ write short notes, e.g. messages to friends.
 Students research the hobbies and a family life of Korean teenager and contrast with class
members;
 Students look at a popular teenage magazine website from Korea to discover what is trendy
for teenagers, find out top 10 in Korea,who/what is popular, then discuss them;
 Students write an article for the school magazine, e.g. Good and bad points about school,
friendships, a topical school issue, or a comparison of school life in Australia and Korea;
 Students report on an area of special interest (orally or in writing);
 Students participate in a discussion about future plans.

Students discuss critically the two main Romanisation systems for Korean (McCuneReischauer and the official 2000system)
Speaking
 Participate in discussion about what can happen when meeting your host family in Korea for
the first time. What will you do and what will they do?
 Survey a class on seniors in your family and present your report using graphical form.
 Discuss subjects studied, other school subjects, why they were selected and aspirations for
future careers.
 Take a role of a journalist and report what have you seen during your visit to the college.
Writing
 Write a folio about yourself to send to your host family in Korea. Include information about
your background, family, religion, where you leave/have lived, what you like about it, your
education, dreams for the future and so on. Your folio should include photos and diagrams.
 Apply for a scholarship writing about yourself, your origins, background, the most interesting
aspects of your life so far, the most influential person in your life, what you enjoy doing, how
you see your personality, your future plans.
62
 Write a letter to the principal about a problem in your school and recommend solutions.
 Write a diary entry about your first week at college.
Responding
 Listen/read about a person and answer the related questions.
 After listening to/reading the text about someone complaining about his/her position in the
family, write a letter to him/her with some advice.
 Read articles about teenagers around the world and answer the questions, draw and label
some contrasting stereotypical teenagers.
The Individual
The suggested activities are not Board endorsed. Assessment for T courses must enable students to
demonstrate higher order thinking skills.
 Students research and present their own personal history (orally and in writing);
 Students write an email of introduction to a new penfriend;
 Students role-play negotiating with parents to go out, setting priorities like times, homework,
chores etc;
 Students respond to discussions about teenage life for specific details, e.g. events and
impressions, school highlights, dates, concerts, good points, regrets, achievements, homework,
rules;
 Students maintain a diary of teenage life;
 Students write and respond to a survey/interview;
 Students give advice and request advice about personal problems and recommend solutions;
 Students respond to/ write short notes, e.g. messages to friends.
 Students discuss critically the two main Romanisation systems for Korean (McCuneReischauer and the official 2000system)
Speaking
 Participate in discussion about what can happen when meeting your host family in Korea for
the first time. What will you do and what will they do?
 Survey a class on seniors in your family and present your report using graphical form.
Writing
 Write a folio about yourself to send to your host family in Korea. Include information about
your background, family, religion, where you leave/have lived, what you like about it, your
education, dreams for the future and so on. Your folio should include photos and diagrams.
 Apply for a scholarship writing about yourself, your origins, background, the most interesting
aspects of your life so far, the most influential person in your life, what you enjoy doing, how
you see your personality, your future plans.
Responding
 Listen/read about a person and answer the related questions.
 After listening to/reading the text about someone complaining about his/her position in the
family, write an email to him/her with some advice.
63
Education
The suggested activities are not Board endorsed. Assessment for T courses must enable students to
demonstrate higher order thinking skills.
 Students research the hobbies and a family life of a Korean teenager and contrast with class
members;
 Students look at a popular teenage magazine from Korea to discover what is trendy for
teenagers, find out top 10 in Korea and who/what is popular then discuss them;
 Students write an article for the school magazine, e.g. Good and bad points about school,
friendships, a topical school issue, or a comparison of school life in Australia and Korea;
 Students report on an area of special interest (orally or in writing);
 Students participate in a discussion about future plans.
Speaking
 Discuss subjects studied, other school subjects, why they were selected and aspirations for
future careers.
 Take a role of a journalist and report what have you seen during your visit to the college.
Writing
 Write an email to the principal about a problem in your school and recommend solutions.
 Write a diary entry about your first week at college.
Responding
 Read or listen articles in various texts about teenagers around the world and answer the
questions
Society and Community
The suggested activities are not Board endorsed. Assessment for T courses must enable students to
demonstrate higher order thinking skills.
 Students role-play different service providers and describe their role in the community;
 Students read shop signs and work out where to go to buy specific items;
 In pairs, students role-play problems between customer and service provider;
 Students discuss and decide on what they would spend a fixed amount of money on, or what
they will buy at the yearly sales;
 Students find out the value of the Korean currency each day, and keep a graph showing
fluctuation in value;
 Students learn vocabulary relating to measurements and purchasing;
 Students design clothes, toys, or books catalogue, describing size, price, colours, styles and
range. Reading and interpreting articles about health problems in Korea and compare them
with the Australian context;
 Students role-play: enquire about joining a gym/health club, a visit to the doctor
 Students discuss/read/write about healthy/unhealthy lifestyles in Australia and Korea;
64
 Students conduct and participate in health and fitness surveys;
 Students ask for and give health/ lifestyle and simple medical advice;
 Students read and understand articles/letters about health, lifestyle concerns and sporting
activities;
 Using job advertisements and letters of application, students discuss job possibilities and
suitability of applicants;
 Students prepare and complete a class survey about future plans; residence, study, travel,
work and so on;
 Students read letters from prospective applicants and make a choice between them, giving
reasons;
 Students listen to people describing their day and identify their jobs.
Speaking
 A friend and you have just met after the holidays, and you tell each other about where you
went, why you went there, what the best and worst things about it were, and about a problem
you encountered and how you resolved it.
 Role-play a difficult situation at the office/shop.
 A friend and you have just met after the holidays, and you tell each other about where you
went, why you went there, what the best and worst things about it were, and about a problem
you encountered and how you resolved it.
 Role- play a difficult situation at the office/shop.
Writing
 You are going to write a report on people’s health. Interview an older person about what they
think are the main health problems affecting their generation/themselves, and how they deal
with those. Contrast it to what you find out about the younger generation by interviewing your
friend. Where appropriate use visual support, e.g. cartoons, graphs, to illustrate your report.
 Write a letter to the health minister advising about some health problems and giving your
solution for them. You are going to write a report on people’s health. Interview an older
person about what they think are the main health problems affecting their
generation/themselves, and how they deal with those. Contrast it to what you find out about
the younger generation by interviewing your friend. Where appropriate use visual support, e.g.
cartoons, graphs, to illustrate your report.
 Write a letter to the health minister advising about some health problems and giving your
solution for them.
Responding
 Examine advertisements in Korean magazines and newspapers or on TV. Then make
observations about products being advertised and the success or failure of the advertisement,
by pretending to interview people on the street.
 In a group write an advertisement for a service provider.
 Examine advertisements in Korean magazines and newspapers or on TV. Then make
observations about products being advertised and the success or failure of the advertisement,
by pretending to interview people on the street.
 In a group write an advertisement for a service provider.
65
My Community
The suggested activities are not Board endorsed. Assessment for T courses must enable students to
demonstrate higher order thinking skills.
 Students role-play different service providers and describe their role in the community;
 Students read shop signs and work out where to go to buy specific items;
 In pairs, students role-play problems between customer and service provider;
 Students discuss and decide on what they would spend a fixed amount of money on, or what
they will buy at the yearly sales;
 Students find out the value of the Korean currency each day, and keep a graph showing
fluctuation in value;
 Students learn vocabulary relating to measurements and purchasing;
 Students design clothes, toys, or books catalogue, describing size, price, colours, styles and
range.
Speaking
 A friend and you have just met after the holidays, and you tell each other about where you
went, why you went there, what the best and worst things about it were, and about a problem
you encountered and how you resolved it.
 Role play a difficult situation at the office/shop.
Writing
 You are going to write a report on people’s health. Interview an older person about what they
think are the main health problems affecting their generation/themselves, and how they deal
with those. Contrast it to what you find out about the younger generation by interviewing your
friend. Where appropriate use visual support, e.g. cartoons, graphs, to illustrate your report.
 Write a letter to the health minister advising about some health problems and giving your
solution for them.
Responding
 Examine advertisements in Korean magazines and newspapers or on TV. Then make
observations about products being advertised and the success or failure of the advertisement,
by pretending to interview people on the street.
 In a group write an advertisement for a service provider.
My Society
The suggested activities are not Board endorsed. Assessment for T courses must enable students to
demonstrate higher order thinking skills.
 Reading and interpreting articles about health problems in Korea and compare them with the
Australian context;
 Students role-play: enquire about joining a gym/health club, a visit to the doctor
 Students discuss/read/write about healthy/unhealthy lifestyles in Australia and Korea;
 Students conduct and participate in health and fitness surveys;
 Students ask for and give health/ lifestyle and simple medical advice;
66
 Students read and understand articles/letters about health, lifestyle concerns and sporting
activities;
 Using job advertisements and letters of application, students discuss job possibilities and
suitability of applicants;
 Students prepare and complete a class survey about future plans; residence, study, travel,
work and so on;
 Students read letters from prospective applicants and make a choice between them, giving
reasons;
 Students listen to people describing their day and identify their jobs.
Speaking
 Role-play job interviews in which the students compete to be chosen for a specific job.
 Give detailed reasons for decisions on career and study options.
Writing
 Write a resume for a job application.
 Write a journal entry about recent work or personal experiences, hopes and plans.
 Write a report/article about healthy living for a Korea school magazine.
 Choose a health issue and make up a questionnaire in Korean. Organise for members of your
class to complete your questionnaire, collate your results and write a report on your findings.
Responding
 Listen to conversations in which people discuss future plans and their choices and answer
questions.
 Develop a questionnaire and survey people’s future plans and write a short report using survey
results.
The World around Us
The suggested activities are not Board endorsed. Assessment for T courses must enable students to
demonstrate higher order thinking skills.
 listen and critically respond to simple information broadcasts related to the environment and
migration
 Students listen to/read and then respond to online magazine, newspaper articles, radio news
items
 Students listen to explanations and read transport maps work out what to do by reading plane
tickets, a map of Seoul, Pusan etc.
 Students enquire about finding a place to live/ finding a job/ living costs/ commuting, etc.
 Students write advice and warnings for tourists/immigrants/diplomats
 Students read advertisements from Australian tourist magazines in Korean
 Read and critically respond to simple information related to the media and advertising;
 Analyse the information in tourist brochures;
 Research the on-line Korean media in order to analyse ads promoting different products;
 In pairs students discuss the purpose and content of ads in Korean magazines;
67
 Students compare and contrast ads for similar products in Korean and Australian media;
 Students research Korean youth magazines online and in pairs compare and discuss the
influence exerted by media on teenagers’ life in Korea and Australia;
 Students analyse tourist brochures of Korea.
Speaking
 Develop and present short skits depicting everyday life in Korea, e.g. Settling in with host
family, a problem with the landlord, asking about train platforms or routes to places, etc
 Make a video, or perform a TV advertisement, to sell a particular item. It should include
information about the benefits to the purchaser, the cost, durability, material, uses and so on.
 Present the stereotypes of Korea as presented in the tourist brochures.
Writing
 You are on a trip to Korea: write diary entries to record your trip.
 Assume the identity of a Korean traveller in Australia and write a letter home.
 Write short summaries of a visitor’s experience, concerns and criticisms about their visit or
home stay
 Plan a two week holiday to Korea for a particular clientele eg young, poor university students,
rich couple, average Australian family, visiting at least 5 different places.
 Contribute with your ad or article to a school magazine on particular topic e.g. environment,
fashion, travel.
Responding
 Create a story about an ideal holiday, using a picture or postcard as stimulus.
 Listen to or watch weather forecasts and answer questions
 Research the Internet in order to produce an article preparing a tourist for a visit (itinerary,
tourist information, tips, warnings)
 After viewing some advertisements, devise your own publicity campaign for a non-existing
product and present it.
 Watch a Korea TV program and answer questions.
Environment
The suggested activities are not Board endorsed. Assessment for T courses must enable students to
demonstrate higher order thinking skills.
 Students listen and critically respond to simple information broadcasts related to the
environment
 Students listen to/read and then respond to online magazine, newspaper articles, radio news
items
 Students listen to explanations and read transport maps work out what to do by reading plane
tickets, a map of Seoul, Pusan etc.
 Students enquire about finding a place to live/ finding a job/ living costs/ commuting, etc.
 Students write advice and warnings for tourists/immigrants/diplomats
 Students read advertisements from Australian tourist magazines in Korean
68
Speaking
 Develop and present short skits depicting everyday life in Korea, e.g. Settling in with host
family, a problem with the landlord, asking about train platforms or routes to places, etc
Writing
 You are on a trip to Korea: write diary entries to record your trip.
 Assume the identity of a Korean traveller in Australia and write a letter to home.
 Write short summaries of a visitor’s experience, concerns and criticisms about their visit or
home stay
Responding
 Create a story about an ideal holiday, using a picture or postcard as stimulus.
 Research the Internet in order to produce an article preparing a tourist for a visit (itinerary,
tourist information, tips, warnings)
Communication and Media
The suggested activities are not Board endorsed. Assessment for T courses must enable students to
demonstrate higher order thinking skills.
 Read and critically respond to simple information related to the media and advertising;
 Analyse the information in tourist brochures;
 Research the on-line Korean media in order to analyse ads promoting different products;
 In pairs students discuss the purpose and content of ads in Korean magazines;
 Students compare and contrast ads for similar products in Korean and Australian media;
 Students research Korean youth magazines online and in pairs compare and discuss the
influence exerted by media on teenagers’ life in Korea and Australia;
Speaking
 Make a video, or perform a TV advertisement, to sell a particular item. It should include
information about the benefits to the purchaser, the cost, durability, material, uses and so on.
Writing
 Plan a two week holiday to Korea for a particular clientele e.g. young, poor university students,
rich couple, average Australian family, visiting at least 5 different places.
 Contribute with your ad or article to a school magazine on particular topic e.g. environment,
travel.
Responding
 After viewing some advertisements, devise your own publicity campaign for a non-existing
product and present it
 Watch a Korea TV program and answer questions.
69
Life style and traditions
The suggested activities are not Board endorsed. Assessment for T courses must enable students to
demonstrate higher order thinking skills.
 Students research Korean seasonal celebration and specific food;
 Students survey the class on their opinions regarding different beliefs and customs and report
to the class;
 In groups, students write out recipes in Korean for different purposes (e.g. success at school,
making lots of money…);
 Students create some advertisements for Korean art forms;
 Students watch videos on Korean cooking and comment on them;
 Student talk about birthdays and New Years day, how they are celebrated and the type of gifts
given and received.
 Students recount movies they have seen recently;
 Students arrange with a friend to go and see a film;
 Students write an interview with a Korea film star;
 In groups, students write and perform a scene of pansori (e.g. 심청전, 흥부전 etc);
 Students listen to and comment on popular Korean music;
 Students research Korean exports to the world and the reasons for their success.
Speaking
 You have been asked to do an excerpt on a TV show about Korean food. Explain what your
favourite dish is and why, what is special about it, which area of the country it comes from
etc., and explain/demonstrate how to make it.
 Compare two cuisines (e.g. Korean and Australian) in everyday situation or special occasions
(eg wedding, birthday, new years day, Christmas etc.).
 Interview a Korean artist.
 Research the life of a Korean artist/character and answer teacher’s questions.
Writing
 Research and present in a brochure one aspect of Korean cuisine, e.g. regional characteristics /
seasonal celebration dish.
 Write a recipe for an ideal relationship, holiday.
 Choose an area of interest in this wide subject (e.g. Korean music, one artist, dance, theatre).
Imagine that you are writing two or three pages for a social studies textbook aimed at a
primary school child.
 View several Korean movies with similar aspects and compare them.
Responding
 Present in a poster format a typical Korean product which is imported to Australia and
research the changes in everyday life because of this product; positives /negatives and talk
about it.
 Survey a culturally diverse group of people on their attitude to arts
 View a Korean movie and write a film review.
70
Belief and Customs
The suggested activities are not Board endorsed. Assessment for T courses must enable students to
demonstrate higher order thinking skills.
 Students discuss what is eaten at different meals and compare Korean and Australian eating
habits;
 Students research Korean seasonal celebration and specific food;
 Students survey the class on their opinions regarding different beliefs and customs and report
to the class;
 In groups, students write out recipes in Korean for different purposes (e.g. success at school,
making lots of money…);
 Students create some advertisements for Korean art forms;
 Students watch videos on Korean cooking and comment on them;
 Student talk about birthdays and New Years day, how they are celebrated and the type of gifts
given and received.
Speaking
 You have been asked to do an excerpt on a TV show about Korean food. Explain what your
favourite dish is and why, what is special about it, which area of the country it comes from etc.,
and explain/demonstrate how to make it.
 Compare two cuisines (e.g. Korean and Australian) in everyday situation or special occasions
(eg wedding, birthday, new years day, Christmas etc.).
Writing
 Research and present in a brochure one aspect of Korean cuisine, e.g. regional characteristics /
seasonal celebration dish.
 Write a recipe for an ideal relationship, holiday.
Responding
 Present in a poster format a typical Korean product which is imported to Australia and
research the changes in everyday life because of this product; positives /negatives and talk
about it.
Culture and Traditions
The suggested activities are not Board endorsed. Assessment for T courses must enable students to
demonstrate higher order thinking skills.
 Students recount movies they have seen recently;
 Students arrange with a friend to go and see a film;
 Students write an interview with a Korea film star;
 In groups, students write and perform a scene of pansori (e.g. Shimchungchun, Heungbuchun,
etc);
 Students listen to and comment on popular Korean music;
 Students research Korean exports to the world and the reasons for their success.
Speaking
71
 Interview’ a Korean artist.
 Research the life of a Korean artist/character and answer teacher’s questions.
Writing
 Choose an area of interest in this wide subject (e.g. Korean music, one artist, dance, theatre).
Imagine that you are writing two or three pages for a social studies textbook aimed at a
primary school child.
 View several Korean movies with similar aspects and compare them.
Responding
 Survey a culturally diverse group of people on their attitude to fashion.
 View a Korean movie and write a film review.
Education and Community
The suggested activities are not Board endorsed. Assessment for T courses must enable students to
demonstrate higher order thinking skills.
 Students research the hobbies and a family life of a Korean teenager and contrast with class
members;
 Students look at a popular teenage magazine from Korea to discover what is trendy for
teenagers, find out top 10 in Korea,who/what is popular,then discuss them;
 Students write an article for the school magazine, e.g. Good and bad points about school,
friendships, a topical school issue, or a comparison of school life in Australia and Korea;
 Students report on an area of special interest (orally or in writing);
 Students participate in a discussion about future plans.
 Students role-play different service providers and describe their role in the community;
 Students read shop signs and work out where to go to buy specific items;
 In pairs, students role-play problems between customer and service provider;
 Students discuss and decide on what they would spend a fixed amount of money on, or what
they will buy at the yearly sales;
 Students find out the value of the Korean currency each day, and keep a graph showing
fluctuation in value;
 Students learn vocabulary relating to measurements and purchasing;
 Students design clothes, toys, or books catalogue, describing size, price, colours, styles and
range.
Speaking
 A friend and you have just met after the holidays, and you tell each other about where you
went, why you went there, what the best and worst things about it were, and about a problem
you encountered and how you resolved it.
 Role play a difficult situation at the office/shop.
 Discuss subjects studied, other school subjects, why they were selected and aspirations for
future careers.
 Take a role of a journalist and report what have you seen during your visit to the college
72
Writing
 You are going to write a report on people’s health. Interview an older person about what they
think are the main health problems affecting their generation/themselves, and how they deal
with those. Contrast it to what you find out about the younger generation by interviewing your
friend. Where appropriate use visual support, e.g. cartoons, graphs, to illustrate your report.
 Write a letter to the health minister advising about some health problems and giving your
solution for them.
 Write a letter/email to the principal about a problem in your school and recommend solutions.
 Write a diary entry about your first week at college.
Responding
 Examine advertisements in Korean magazines and newspapers or on TV. Then make
observations about products being advertised and the success or failure of the advertisement,
by pretending to interview people on the street.
 In a group write an advertisement for a service provider.
 Read articles about teenagers around the world and answer the questions
The World and Customs
The suggested activities are not Board endorsed. Assessment for T courses must enable students to
demonstrate higher order thinking skills.
 In pairs students discuss the purpose and content of ads in Korean magazines/website;
 Students compare and contrast ads for similar products in Korean and Australian media;
 Students research Korean youth magazines online and in pairs compare and discuss the
influence exerted by media on teenagers’ life in Korea and Australia;
 Students research and analyse Korean arts form; music and film, old stories etc.
 Students discuss what is eaten at different meals, comparing Korean and Australian eating
habits;
 Students research Korean seasonal celebration and specific food;
 In groups, students write out recipes in Korean for different purposes (e.g. success at school,
making lots of money…)
 Students watch videos on Korean cooking and comment on them;
 Students talk about birthdays and Christmas, how they are celebrated and the type of gifts
given and received.
Speaking
 Make an advertisement in digital mode, to sell a particular item. It should include information
about the benefits to the purchaser, the cost, durability, material, uses and so on.
 You have been asked to do an excerpt on a TV show or blog about Korean food. Explain what
your favourite dish is and why, what is special about it, which area of the country it comes
from etc., and explain/demonstrate how to make it.
 Compare two cuisines (e.g. Korean and Australian) in everyday situation or special occasions
(eg wedding, birthday, new years day, Christmas etc.).
Writing
73
 Plan a two week holiday to Korea for a particular people e.g. young, poor university students,
rich couple, average Australian family, visiting at least 5 different places.
 Contribute with your ad or article using ICT to a school magazine on particular topic e.g.
environment, festival, travel.
 Research and present in a brochure one aspect of Korean cuisine, e.g. regional characteristics /
seasonal celebration dish.
 Write a recipe for an ideal relationship/ holiday.
Responding
 After viewing some advertisements, devise your own publicity campaign for a non-existing
product and present it.
 Watch a Korea TV program and answer questions.
 Present in a poster format a typical Korean product (food) which is imported to Australia and
research the changes in everyday life because of this product; positives /negatives) and talk
about it.
74
Appendix E: Integrated Themes
The World Around Us
Society and Community
The Individual’s Experience
Integrated Themes Table
Theme
Beginning
Continuing
Advanced
The Individual
Korean Script (Hangeul)
Relating and interacting
with others
Greetings
Introduction
Me and my family
Occupations
Nationalities
My home town
Relating and interacting
with others
Character and personality
Mood and emotion
Family and friend
Korean heritage
Relating and interacting
with others
Self-identity
Characters from Korean
literature and film
Korean heritage
Education
School life
Location
Place to go
My friends
Weekend Activities
Daily Routine
Communication
Adolescent
School life
Future aspirations
Employ and aptitude
Education system
Youth issues
Education system
Future aspirations –
career choices
My Community
Action
Directions and transport
Getting things done
Shopping
Appearances and clothing
Eating out
Health
Festival
Services in community
Health services
Economy and life
Travel
Korean migrant
community
Lifestyle and health
Social relationships in
community
Consumerism
Tourism
Migration
Health issues
My Society
Sport and leisure
Future Plan
Appointment
Etiquette
Globalisation
Living in Korea
Social relationships
Voluntary Service
Leisure
Globalisation
Social and political
structures
Leisure
Globalisation
Environment
Weather and seasons
Where people live; city,
country, housing
Transport
Travel
Number
Regions in Korea
Hangeul Day
Environment
Where people live; city,
country, housing
Science and technology
Regions in Korea
Sustainability
Environment
Science and technology
Ethics and science
Regions in Korea
Sustainability
Communication
and media
Media
Schooling
Leisure
Notice, Advertisement
Performances
Entertainment
Media
Advertising
Social effects of
technology
Entertainment
Media
Impact of information
technology on society
Entertainment
75
Lifestyle and Traditions
Beliefs and
Customs
Seasonal celebrations
Preparing food and eating
out
Korean art; literature,
visual arts, music,
performing art
Currency
Manners and regulations
Transport
Wellbeing
Seasonal celebrations
Food and costumes
Etiquette and protocols
Religions in Korea
Korean art; literature,
visual arts, music,
performing art
Celebrations,
Religions in Korea
Korean arts; literature,
visual arts, music,
performing art
Culture and
Traditions
Past and present
Art and Entertainment
Inviting
Visiting Korea
Life style
Folk tales
Changing world
Made in Korea
Korean wave in music and
film
Folk tales
Tradition and Modernity
Cultural diversity
Economic change
Korean wave in music and
film industry
76