Korean 2019 v1.0 General Senior External Examination Syllabus This syllabus is for implementation in 2019 - QCAA
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Korean 2019 v1.0
General Senior External Examination Syllabus
This syllabus is for implementation in 2019.
180140Contents
1 Course overview __________________________________ 1
1.1 Introduction............................................................................................... 1
1.1.1 Rationale .......................................................................................................... 1
1.1.2 Learning area structure.................................................................................... 3
1.1.3 Course structure .............................................................................................. 4
1.2 Teaching and learning .............................................................................. 5
1.2.1 Syllabus objectives .......................................................................................... 5
1.2.2 Underpinning factors........................................................................................ 6
1.2.3 Aboriginal perspectives and Torres Strait Islander perspectives .................... 9
1.2.4 Pedagogical and conceptual frameworks...................................................... 10
1.2.5 Subject matter ................................................................................................ 12
1.3 Assessment — general information ........................................................ 22
1.3.1 Formative assessments — Units 1 and 2...................................................... 22
1.3.2 Summative assessments — Units 3 and 4.................................................... 22
1.4 Reporting standards ............................................................................... 23
2 Unit 1: 나의 삶 — My world ________________________ 25
2.1 Unit description ....................................................................................... 25
2.2 Unit objectives ........................................................................................ 25
2.3 Topic 1: Family/carers and friends.......................................................... 26
2.4 Topic 2: Lifestyle and leisure .................................................................. 26
2.5 Topic 3: Education .................................................................................. 26
2.6 Assessment guidance ............................................................................ 26
3 Unit 2: 우리가 사는 세상 — Exploring our world _______ 27
3.1 Unit description ....................................................................................... 27
3.2 Unit objectives ........................................................................................ 27
3.3 Topic 1: Travel ........................................................................................ 28
3.4 Topic 2: Technology and media ............................................................. 28
3.5 Topic 3: The contribution of Korean culture to the world ........................ 28
3.6 Assessment guidance ............................................................................ 294 Unit 3: 우리 사회 — Our society ____________________ 30
4.1 Unit description ....................................................................................... 30
4.2 Unit objectives ........................................................................................ 30
4.3 Topic 1: Roles and relationships ............................................................ 31
4.4 Topic 2: Socialising and connecting with my peers ................................ 31
4.5 Topic 3: Groups in society ...................................................................... 31
5 Unit 4: 나의 미래 — My future ______________________ 32
5.1 Unit description ....................................................................................... 32
5.2 Unit objectives ........................................................................................ 32
5.3 Topic 1: Future pathways, plans and reflections .................................... 33
5.4 Topic 2: Responsibilities and moving on ................................................ 33
5.5 Assessment ............................................................................................ 34
5.5.1 Summative external assessment 1 (EA1): Examination —
extended response (25%).............................................................................. 34
5.5.2 Summative external assessment 2 (EA2): Examination — combination
response (75%).............................................................................................. 37
6 Glossary _______________________________________ 39
7 References _____________________________________ 591 Course overview
1.1 Introduction
1.1.1 Rationale
The need to communicate is the foundation for all language development. People use language
to achieve their personal communicative needs — to express, exchange, interpret and negotiate
meaning, and to understand the world around them. The central goal for additional language
acquisition is communication. Candidates do not simply learn a language — they participate in a
range of interactions in which they exchange meaning and become active participants in
understanding and constructing written, spoken and visual texts.
Additional language acquisition provides candidates with opportunities to reflect on their
understanding of a language and the communities that use it, while also assisting in the effective
negotiation of experiences and meaning across cultures and languages. Communicating with
people from Korean-speaking communities provides insight into the purpose and nature of
language and promotes greater sensitivity to, and understanding of, linguistic structures, including
the linguistic structures of English. As candidates develop the ability to explore cultural diversity
and similarities between another language and their own, this engagement with other languages
and cultures fosters intercultural understanding.
Language acquisition occurs in social and cultural settings. It involves communicating across a
range of contexts for a variety of purposes, in a manner appropriate to context. As candidates
experience and evaluate a range of different text types, they reorganise their thinking to
accommodate other linguistic and intercultural knowledge and textual conventions. This informs
their capacity to create texts for a range of contexts, purposes and audiences.
Central to the capacity to evaluate and create texts are the skills of critical and creative thinking,
intellectual flexibility and problem-solving. Acquiring an additional language provides the
opportunity to develop these interrelated skills, and requires candidates to use language in a
meaningful way through the exchange of information, ideas and perspectives relevant to their life
experiences.
For exchanges to be relevant and useful, additional language acquisition must position
candidates at the centre of their own learning. When candidates communicate their own
aspirations, values, opinions, ideas and relationships, the personalisation of each candidate’s
learning creates a stronger connection with the language. Activities and tasks are developed to fit
within the candidate’s life experience.
The ability to communicate in an additional language such as Korean is an important 21st century
skill. Candidates develop knowledge, understanding and skills that enable successful
participation in a global society. Communication in an additional language expands candidates’
horizons and opportunities as national and global citizens.
Additional language acquisition contributes to and enriches intellectual, educational, linguistic,
metacognitive, personal, social and cultural development. It requires intellectual discipline and
systematic approaches to learning, which are characterised by effective planning and
organisation, incorporating processes of self-management and self-monitoring.
Korean 2019 v1.0 Queensland Curriculum & Assessment Authority
General Senior External Examination Syllabus April 2018
Page 1 of 59Assumed knowledge, prior learning or experience
This syllabus is designed for candidates who wish to study Korean as an additional language and
who have studied the P–10 Australian Curriculum: Korean or similar. Other candidates with less
formal language learning experience may also be able to meet the requirements of the syllabus
successfully.
Pathways
Korean is a General externally assessed subject suited to candidates who are interested in
pathways that lead to tertiary studies, vocational education or work. A course of study in Korean
can establish a basis for further education and employment in many professions and industries.
For example, those which value the knowledge of an additional language and the intercultural
understanding it encompasses, such as business, hospitality, law, science, technology, sociology
and education.
Korean 2019 v1.0 Queensland Curriculum & Assessment Authority
General Senior External Examination Syllabus April 2018
Page 2 of 591.1.2 Learning area structure
All learning areas build on the P–10 Australian Curriculum.
Figure 1: Learning area structure
P–10 Australian Curriculum
Languages
Senior Secondary
Languages Learning Area
General General Short course
Externally assessed (100%)
• results may contribute to an • results may contribute to an • results do not contribute to an
Australian Tertiary Admission ATAR calculation ATAR calculation
Rank (ATAR) calculation • results contribute to the QCE • results contribute to the QCE
• results contribute to the • includes external assessment • internal assessment only
Queensland Certificate of
Education (QCE)
• includes external assessment
Chinese Aboriginal & Torres Strait Islander
Chinese Arabic
Extension Languages
French Chinese (assessment permits full-
French
Extension form character responses)
German
German Korean
Extension
Italian Indonesian
Japanese Latin
Spanish Modern Greek
Polish
Punjabi
Russian
Vietnamese
Korean 2019 v1.0 Queensland Curriculum & Assessment Authority
General Senior External Examination Syllabus April 2018
Page 3 of 591.1.3 Course structure
Korean is a course of study consisting of four units. Subject matter, learning experiences and
assessment increase in complexity from Units 1 and 2 to Units 3 and 4.
Units 1 and 2 provide foundational learning, which allows candidates to experience all syllabus
objectives and begin engaging with the course subject matter. It is expected candidates should
complete Units 1 and 2 before beginning Unit 3. It is recommended that Unit 3 be completed
before Unit 4.
Units 3 and 4 consolidate candidate learning. Only the results from Units 3 and 4 will contribute to
ATAR calculations.
Figure 2 outlines the structure of this course of study.
Each unit has been developed with a notional time of 55 hours of teaching and learning. Time
allocation depends on the method of study. Candidates who elect to study without systematic
tuition must organise their time according to syllabus requirements and individual circumstances.
Figure 2: Course structure
Korean
Unit 1 Unit 2 Unit 3 Unit 4
나의 삶 우리가 사는 세상 우리 사회 나의 미래
My world Exploring Our society My future
our world
• Family/carers and • Travel • Roles and • Future pathways,
friends relationships plans and
• Technology and
• Socialising and reflections
• Lifestyle and media
leisure connecting with my • Responsibilities and
• The contribution of
peers moving on
• Education Korean culture to
the world • Groups in society
Assessment Assessment Assessment
Formative internal Formative internal Summative external assessment 1:
assessment/s assessment/s Examination — extended response (25%)
Summative external assessment 2:
Examination — combination response (75%)
It is expected that candidates should have
opportunities in Units 1 and 2 to experience and
respond to the types of assessment they will
encounter in Units 3 and 4.
For reporting, educational providers will use in-
class formative assessments.
Korean 2019 v1.0 Queensland Curriculum & Assessment Authority
General Senior External Examination Syllabus April 2018
Page 4 of 591.2 Teaching and learning
1.2.1 Syllabus objectives
The syllabus objectives outline what candidates have the opportunity to learn. Assessment
provides evidence of how well candidates have achieved the objectives.
Syllabus objectives inform unit objectives, which are contextualised for the subject matter and
requirements of the unit. Unit objectives, in turn, inform the assessment objectives, which are
further contextualised for the requirements of the assessment instruments. The number of each
objective remains constant at all levels, i.e. Syllabus objective 1 relates to Unit objective 1 and to
Assessment objective 1 in each assessment instrument.
Syllabus objectives are described in terms of actions that operate on the subject matter.
Candidates are required to use a range of cognitive processes in order to demonstrate and meet
the syllabus objectives. These cognitive processes are described in the explanatory paragraph
following each objective in terms of four levels: retrieval, comprehension, analytical processes
(analysis), and knowledge utilisation, with each process building on the previous processes (see
Marzano & Kendall 2007, 2008). That is, comprehension requires retrieval, and knowledge
utilisation requires retrieval, comprehension and analytical processes (analysis).
By the conclusion of the course of study, candidates will:
Syllabus objective Unit 1 Unit 2 Unit 3 Unit 4
1. comprehend Korean to understand information, ideas,
● ● ● ●
opinions and experiences
2. identify tone, purpose, context and audience to infer meaning,
● ● ● ●
values and attitudes
3. analyse and evaluate information and ideas to draw
● ● ● ●
conclusions and justify opinions, ideas and perspectives
4. apply knowledge of Korean language elements, structures
and textual conventions to convey meaning appropriate to ● ● ● ●
context, purpose, audience and cultural conventions
5. structure, sequence and synthesise information to justify
● ● ● ●
opinions, ideas and perspectives
6. use strategies to maintain communication and exchange
● ● ● ●
meaning in Korean
1. comprehend Korean to understand information, ideas, opinions and experiences
When candidates comprehend Korean to understand information, ideas, opinions and
experiences, they respond to Korean texts in contexts and determine meaning.
2. identify tone, purpose, context and audience to infer meaning, values and attitudes
When candidates identify tone, purpose, context and audience, they use and synthesise
linguistic and cultural knowledge to identify language elements and structures to examine
meaning, values, attitudes and beliefs.
3. analyse and evaluate information and ideas to draw conclusions and justify opinions,
ideas and perspectives
When candidates analyse and evaluate information and ideas to draw conclusions and justify
opinions, they identify gist, key points, and detail to develop a point of view.
Korean 2019 v1.0 Queensland Curriculum & Assessment Authority
General Senior External Examination Syllabus April 2018
Page 5 of 594. apply knowledge of Korean language elements, structures and textual conventions to
convey meaning appropriate to context, purpose, audience and cultural conventions
When candidates apply knowledge of language elements, structures and textual conventions
to create texts, they retrieve and synthesise their knowledge of Korean to construct,
communicate, exchange and convey meaning.
5. structure, sequence and synthesise information to justify opinions, ideas and
perspectives
When candidates structure, sequence and synthesise information to exchange and justify
opinions, ideas and perspectives in Korean, they organise language elements to explain and
transmit information and ideas.
6. use strategies to maintain communication and exchange meaning in Korean.
When candidates use strategies to maintain communication in Korean, they retrieve and
synthesise knowledge and skills of language and culture to generate and sustain the
exchange of meaning.
1.2.2 Underpinning factors
There are three skill sets that underpin senior syllabuses and are essential for defining the
distinctive nature of subjects:
• literacy — the set of knowledge and skills about language and texts essential for
understanding and conveying Korean content
• numeracy — the knowledge, skills, behaviours and dispositions that candidates need to use
mathematics in a wide range of situations, to recognise and understand the role of
mathematics in the world, and to develop the dispositions and capacities to use mathematical
knowledge and skills purposefully
• 21st century skills — the attributes and skills candidates need to prepare them for higher
education, work and engagement in a complex and rapidly changing world.
These skill sets, which overlap and interact, are derived from current education, industry and
community expectations. They encompass the knowledge, skills, capabilities, behaviours and
dispositions that will help candidates live and work successfully in the 21st century.
Together these three skill sets shape the development of senior subject syllabuses. Although
coverage of each skill set may vary from syllabus to syllabus, candidates should be provided with
opportunities to learn through and about these skills over the course of study. Each skill set
contains identifiable knowledge and skills that can be directly assessed.
Literacy in Korean
Literacy is the set of knowledge and skills about language and texts that is essential for
understanding and conveying information in Korean. Ongoing systematic teaching and learning
focused on the literacy knowledge and skills specific to Korean is essential for candidate
achievement. This includes knowledge of the nature and structure of characters, with reasonable
form, shape and proportion. Effective communication also requires knowledge of accurate
spacing, punctuation, spelling conventions and written conventions.
Candidates need to learn and use the knowledge and skills of reading, viewing and listening to
understand and acquire the Korean language. Candidates need to learn and use the knowledge
and skills of writing, composing and speaking to convey information in Korean.
Korean 2019 v1.0 Queensland Curriculum & Assessment Authority
General Senior External Examination Syllabus April 2018
Page 6 of 59To understand and use literacy skills in Korean, teaching and learning strategies include:
• comprehending language and texts to make literal and inferred meanings from Korean texts
• using Korean in educational settings, real-world and/or lifelike contexts to progress their own
learning.
To analyse and evaluate Korean texts, teaching and learning strategies include:
• using Korean to convey ideas and information in particular ways to suit audience and purpose
• analysing the ways language is used to convey ideas and information in Korean texts
• drawing conclusions about the purpose and audience of Korean texts.
These aspects of literacy knowledge and skills are embedded in the syllabus objectives, unit
objectives and subject matter for Korean.
Numeracy in Korean
Numeracy is about using mathematics to make sense of the world and applying mathematics in a
context for a social purpose.
Numeracy encompasses the knowledge, skills, behaviours and dispositions that candidates need
to use mathematics in a wide range of situations, to recognise and understand the role of
mathematics in the world and to develop the dispositions and capacities to use mathematical
knowledge and skills purposefully.
Although much of the explicit teaching of numeracy skills occurs in Mathematics, being numerate
involves using mathematical skills across the curriculum. Therefore, numeracy development is an
essential component of teaching and learning across the curriculum and a responsibility for all
examiners.
To understand and use numeracy skills in Korean, teaching and learning strategies include:
• identifying specific mathematical information in Korean texts
• providing learning experiences and opportunities that support the application of candidates’
general mathematical knowledge and problem-solving processes
• communicating and representing the language of numeracy in teaching, as appropriate.
These aspects of numeracy knowledge and skills are embedded in the syllabus objectives, unit
objectives and subject matter.
Korean 2019 v1.0 Queensland Curriculum & Assessment Authority
General Senior External Examination Syllabus April 2018
Page 7 of 5921st century skills
The 21st century skills identified in the following table reflect a common agreement, both in
Australia and internationally, on the skills and attributes candidates need to prepare them for
higher education, work and engagement in a complex and rapidly changing world.
21st century skills Associated skills 21st century skills Associated skills
• analytical thinking • innovation
• problem-solving • initiative and enterprise
• decision-making • curiosity and imagination
• reasoning • creativity
critical thinking • reflecting and evaluating creative thinking • generating and applying
• intellectual flexibility new ideas
• identifying alternatives
• seeing or making new
links
• effective oral and written • relating to others
communication (interacting with others)
• using language, symbols • recognising and using
and texts collaboration and diverse perspectives
communication
teamwork
• communicating ideas • participating and
effectively with diverse contributing
audiences • community connections
• adaptability/flexibility • operations and concepts
• management (self, career, • accessing and analysing
time, planning and information
organising) • being productive users of
• character (resilience, technology
mindfulness, open- and information &
• digital citizenship (being
personal and fair-mindedness, self- communication
safe, positive and
social skills awareness) technologies (ICT)
responsible online)
skills
• leadership
• citizenship
• cultural awareness
• ethical (and moral)
understanding
Korean helps develop the following 21st century skills:
• critical thinking
• communication
• personal and social skills
• creative thinking
• collaboration and teamwork
• information & communication technologies (ICT) skills.
These elements of 21st century skills are embedded in the syllabus objectives, unit objectives
and subject matter for Korean.
Korean 2019 v1.0 Queensland Curriculum & Assessment Authority
General Senior External Examination Syllabus April 2018
Page 8 of 591.2.3 Aboriginal perspectives and Torres Strait Islander
perspectives
The QCAA is committed to reconciliation in Australia. As part of its commitment, the QCAA
affirms that:
• Aboriginal peoples and Torres Strait Islander peoples are the first Australians, and have the
oldest living cultures in human history
• Aboriginal peoples and Torres Strait Islander peoples have strong cultural traditions and speak
diverse languages and dialects, other than Standard Australian English
• teaching and learning in Queensland educational settings should provide opportunities for
candidates to deepen their knowledge of Australia by engaging with the perspectives of
Aboriginal peoples and Torres Strait Islander peoples
• positive outcomes for Aboriginal candidates and Torres Strait Islander candidates are
supported by successfully embedding Aboriginal perspectives and Torres Strait Islander
perspectives across planning, teaching and assessing candidate achievement.
Guidelines about Aboriginal perspectives and Torres Strait Islander perspectives and resources
for teaching are available at www.qcaa.qld.edu.au/k-12-policies/aboriginal-torres-strait-islander-
perspectives.
Where appropriate, Aboriginal perspectives and Torres Strait Islander perspectives have been
embedded in the subject matter.
Languages foster and sustain cultures, identities and communities. Through the study and
acquisition of an additional language, candidates learn to value other identities and cultures as
well as their own.
As the custodians of Australia’s first languages, Australian Aboriginal peoples and Torres Strait
Islander peoples are important members of the Australian community, whose cultures and
perspectives have been sustained for over 50 000 years. For learners of Korean, study that
recognises the diversity and specificity of Aboriginal identities and Torres Strait Islander identities
— through histories, traditional and contemporary cultures, lifestyles and values — provides
further insight into the complexity and uniqueness of Australian identity in the present day.
When learning Korean, examiners should consider the context of the local area and community.
The place of Aboriginal cultures and languages and Torres Strait Islander cultures and languages
should be acknowledged, and authentic connections to Aboriginal communities and Torres Strait
Islander communities made. Candidates can explore Aboriginal perspectives and Torres Strait
Islander perspectives in a number of contexts, such as lifestyle, leisure, travel, roles and
relationships, and groups in society.
Korean 2019 v1.0 Queensland Curriculum & Assessment Authority
General Senior External Examination Syllabus April 2018
Page 9 of 591.2.4 Pedagogical and conceptual frameworks
Language acquisition occurs in communicative contexts: communication encompasses the
exchange and negotiation of meaning, drawing on awareness of intercultural understanding and
cultural conventions.
Candidates acquire language through the purposeful and meaningful use of that language.
Exchanges of information and ideas are authentic and relevant to the learner; candidates practise
receptive, interactive and productive exchanges of information in communicative and age-
appropriate contexts. Through engagement with a range of Korean texts, candidates will
demonstrate communicative and cognitive facility and a capacity to create and comprehend texts
in Korean.
The syllabus objectives for Korean are interrelated and interdependent. They reflect the nature of
Korean language acquisition in a communicative and cultural context. To effectively engage
candidates in exchanging ideas, information and opinions, the teaching and learning experiences
for Korean need to encompass a variety and range of modes, media and formats. Candidates
and examiners are encouraged to interact in Korean as the language of the educational setting.
Active language use, in a variety of meaningful everyday situations and contexts, fosters an
understanding and appreciation of Korean language, culture, and their interrelationships.
Teaching and learning experiences should support candidate engagement. Exchanges in and
engagement with Korean are meaningful when teaching and learning experiences allow for:
• retrieval of knowledge of language elements and textual conventions to understand and
create texts
• consideration of context and cultural conventions to construct and engage with a range of
written, spoken and visual text types
• development and organisation of information in a cohesive manner to communicate, explain
and transmit ideas and demonstrate intercultural understanding
• synthesis of knowledge and skills to generate and sustain the exchange of meaning
• use of linguistic, textual and cultural knowledge for the analysis and creation of texts
• interpretation, analysis, comparison and evaluation of information and ideas to draw
conclusions and justify opinions in responding to texts
• identification of information, ideas and textual elements to develop points of view
• recognition and appreciation of variations within languages that reflect cultural and community
diversity.
Educational providers and candidates should develop learning experiences that allow candidates
the opportunity to:
• analyse texts
• create texts
• exchange information and ideas.
These opportunities should cover unit objectives contextualised to the subject matter and
requirements of each unit.
Korean 2019 v1.0 Queensland Curriculum & Assessment Authority
General Senior External Examination Syllabus April 2018
Page 10 of 59Educational providers and candidates should ensure that there is a balance of:
• modes
• subject matter
• objectives
Candidates should engage with:
• listening, reading and viewing, with responses to
short items in English and Korean
extended responses, paragraphs and/or short sentences in English and/or Korean
• speaking and writing, with responses
in a wide variety of text types for each mode
across the different media or forms of technology, where possible
in Korean to Korean stimulus texts
• exchanges of information in Korean.
In this way, each candidate develops their capacity to listen, read, speak, view and write in
Korean. Because candidates develop the capacity to listen, read, speak, view and write in Korean
unevenly, it is important that opportunities to demonstrate analysis, evaluation, drawing
conclusions and the justification of opinions, ideas and perspectives be provided through
responses in both English and Korean.
Educational providers or candidates develop a course of study that balances learning and
assessment so that candidates can easily move between the experiences in an educational
setting and assessment of those experiences. This will allow educational providers or candidates
to identify the most appropriate ways to improve language acquisition and monitor individual
performance in relation to the syllabus objectives.
Use of dictionaries
Dictionaries are an important tool in the acquisition of an additional language. Knowing how to
use a dictionary is a necessary skill for learners of an additional language. The use of a dictionary
is one of the problem-solving strategies employed by language learners and is useful for
mediating conceptual meaning. Dictionaries may also be used for confirming literal meaning
where a word or phrase is not known by a candidate. Dictionaries are important for maintaining
communication in exchanges of information but their use should not hinder or impede the
immediacy and spontaneity of an exchange.
The use of a dictionary is not an assessable skill, and dictionaries will not be used for summative
external assessment in this syllabus.
Educational providers or candidates can determine the dictionary to be used for formative
assessments.
Korean 2019 v1.0 Queensland Curriculum & Assessment Authority
General Senior External Examination Syllabus April 2018
Page 11 of 591.2.5 Subject matter
Subject matter is the body of information, mental procedures and psychomotor procedures (see
Marzano & Kendall 2007, 2008) that are necessary for candidates’ learning and engagement with
Korean. It is particular to each unit in the course of study and provides the basis for candidate
learning experiences.
Subject matter has a direct relationship to the unit objectives, but is of a finer granularity and is
more specific. These statements of learning are constructed in a similar way to objectives. Each
statement:
• describes an action (or combination of actions) — what the candidate is expected to do
• describes the element — expressed as information, mental procedures and/or psychomotor
procedures
• is contextualised for the topic or circumstance particular to the unit.
Organisation of subject matter
Subject matter in this syllabus is organised as topics.
Candidates acquire Korean through engagement with the subject matter, using the mandatory
language elements to respond to and create texts in relation to the unit topics. The subject matter
and assessment in this syllabus requires candidates to use Korean.
This is an iterative process. Across the four units, candidates should be given the opportunity to
understand and create a wide range of text types.
Resources related to subject matter should support candidate acquisition of Korean and
understanding of the culture of Korean people and Korean-speaking communities. Therefore,
resources and stimulus texts should be authentic; however, texts may be adapted for use in the
educational setting to allow candidate access to ideas and information where expressions are
beyond the language acquisition level of a cohort.
An integrated approach to teaching subject matter should be incorporated into the analysis and
creation of Korean texts. In a communicative language acquisition course, language elements
should not be taught discretely, but should be integrated into the creation and analysis of Korean
texts.
Candidate acquisition of communicative Korean will allow the cumulative engagement with
subject matter to be demonstrated through analysis and evaluation of ideas and information in
texts and through the creation of texts that convey and exchange meaning.
Unit duration is provided as advice for educational settings or candidates, to inform the depth and
balance of coverage of each topic covered. Examples are provided as guidance for resource
selection and are not exhaustive.
While educational providers may use in-class formative assessment addressing specific topics,
it is expected that candidates will demonstrate their knowledge and skills in the external
assessments.
Korean 2019 v1.0 Queensland Curriculum & Assessment Authority
General Senior External Examination Syllabus April 2018
Page 12 of 59Mandatory language elements
The syllabus provides the mandatory language elements for Korean. A working knowledge of
these elements supports candidates in their development of learning the subject matter.
The subject matter for Korean is based on candidates being proficient in the use of 한글 Han-gul
Korean script. Candidates are expected to write in reasonable form, shape and proportion.
Correct punctuation and accurate spacing should be observed. 한자 Han-ja may be used as part
of learning experiences, but assessment does not require or assume any knowledge of 한자
Han-ja.
Candidates will be exposed to the mandatory language elements across Units 1 and 2 of the
course of study. Learning experiences across the four units will provide the opportunity for
candidates to acquire communicative language capacity using these language elements.
Candidates will then be required to demonstrate their capacity to use these language elements.
In the mandatory language elements below, examples of sentences or phrases are given to
highlight grammatical usage, rather than to indicate particular vocabulary. Other language
elements may be added. Candidates should be familiar with the various structures and use of
acronyms and abbreviations in Korean. The following acronyms and abbreviations are examples
in common usage.
Key: N = noun; V = verb; Adj = adjective; Vst = verb stem
Language elements Examples in Korean
Adverbials
• class of adverbials
time 어제, 오늘, 내일, 모레, 지금, 이제, 요즈음, 요새, 이미,
벌써, 일찍, …
frequency 때때로, 가끔, 또, 다시, 자주, 늘, 항상, …
common 모두, 다, 같이, 함께, 서로, 좀, 마침, 겨우, 오히려,
차라리, 잘, 많이, 전혀, 별로, 결코, 어서, 얼른, …
interrogative 왜, 언제
degree 아주, 매우, 훨씬, 더욱, 더, 퍽, 꽤, 상당히, 굉장히,
너무, …
Conjunctions
• 그리고 아침을 먹었습니다. 그리고, 학교에 갔습니다.
• 하지만 그 여자는 키가 큽니다. 하지만, 농구를 못 해요.
• 그러면 편지가 올 거에요. 그러면, 답장을 주세요.
Korean 2019 v1.0 Queensland Curriculum & Assessment Authority
General Senior External Examination Syllabus April 2018
Page 13 of 59Language elements Examples in Korean
• 그래서 배가 아픕니다. 그래서, 병원에 갔습니다.
• 그런데 비가 옵니다. 그런데, 우산이 없군요.
• 그래도 한국말이 어렵습니다. 그래도 배우겠습니다.
• 그러니까 길이 미끄러워요. 그러니까, 운전 조심하세요.
• 그러면서 선생님이 이 책을 주셨습니다. 그러시면서, 내일까지
읽으라고 하셨습니다.
Connectives/links
• conjunctions between nouns 과/와, -하고 (and)
이나/나 (or)
• conjunctive — comparing 보다 (rather than)
는 … 보다 (compared with)
• complex sentences 그렇지만, 하지만, 그 (but, however, yet)
conjunctions to link phrases/clauses 러나, Vst 지만
and sentences
그래서/그러니까 (therefore)
그러면 (in that case)
그리고 (and)
• reason: because + noun N 때문에 (because of)
• reason: so + verb Vst 아/어서 … (so … because)
Honorific form
• subject honorifics 선생님께서 학교에 가십니다.
• hearer honorifics (refer to terminative endings for speech levels)
• lexical honorifics 말씀, 연세, 댁, 주무시다, 잡수시다, 께서, 님, …
• humbleness 저, 저희, 드리다, 여쭈다, 뵙다, …
Nouns
• class of nouns
independent nouns 학생, 옷, 아침 밥, 서울역
dependent nouns (refer to bound nouns)
• special use of nouns
Vst -는 (ㄴ, 은, 을) 모양이다: 집에 간 모양이에요.
Vst (으)ㄴ 일이 있다/없다: 나는 한국에 가 본 적이 있습니다.
Vst 는 길이다: 학교에 가는 길이에요.
Vst 는 (ㄴ, 은, 을) 셈이다/치다: 이제 경기는 거의 끝난 셈입니다.
Vst -(으)ㄹ 때: 학교에 올 때, 어떻게 와요?
Korean 2019 v1.0 Queensland Curriculum & Assessment Authority
General Senior External Examination Syllabus April 2018
Page 14 of 59Language elements Examples in Korean
• suffixes after nouns
님 선생님, 사장님, 부모님, 하느님, 형님, 달님.
들 사람들이 많아요.
쯤 1 시간쯤 되었어요.
경, 여 내일 몇 시경에 다시 올까요?
씩 매일 두 시간씩 한국말을 공부해요.
짜리 100 원짜리 우표 두장 주세요.
(어)치 얼마치 드릴까요?
끼리 친구들끼리 공부해요.
• bound nouns — dependent nouns
수: Vst (으)ㄹ 수 있다/없다 한국말을 할 수 있어요?
것: Vst (으)ㄹ 것이다 내일 비가 올 거예요.
적: Vst (으)ㄴ 적이 있다/없다 나는 그 사람을 만난 적이 없어요.
줄: Vst (으)ㄹ 줄 알다/모르다 한국말을 할 줄 알아요?
지: Vst (은, 을)지 알다/모르다 무엇을 해야 할 지 모르겠어요.
중: Vst 는 중이다 공부하는 중이예요.
뿐: Vst (으)ㄹ 뿐(이다) 아는 사람은 이 사람뿐입니다.
터: Vst (으)ㄹ 터이다(테다) 내가 할 테야.
채: Vst (으)ㄴ 채 옷을 입은 채로 잤어요.
무렵: Vst (으)ㄹ 무렵 해질 무렵에 돌아 왔어요.
탓: N 탓이다 나이 탓입니다.
만큼: N 만큼 저만큼 가세요.
Numbers
• cardinal numbers
native Korean cardinal numbers 하나, 둘, 셋, 넷, 다섯, 여섯, 일곱, 여덟, 아홉, 열, 스물,
서른, 마흔, 쉰, 예순, 일흔, 여든 아흔, 백, …
adnominal cardinal numbers 한, 두, 세, 네, …
연필 두 자루, 인삼차 두 잔, …
cardinal numbers counting days 하루(초하루), 이틀, 사흘, 나흘, 닷새, 엿새, 이레,
여드레, 아흐레, 열흘, 열하루, 열이틀, 열닷새(보름),
스무날, 스무 하루, 스무 이레, 그믐
Sino-Korean cardinal numbers 1 일, 2 이, 3 삼, 4 사, 5 오, 6 육, 7 칠, 8 팔, 9 구, 10 십, 20
이십, 30 삼십, 100 백, 1000 천, …
frozen use of cardinal numbers 세시 삼십분, 1991 년 2 월 14 일, 삼인 분, 한 근, 육백
그램, …
• ordinal numbers
native Korean ordinal numbers 첫(번)째, 두(번)째, 세(번)째, …
Sino-Korean ordinal numbers ‘제’+ ordinal number: 제 일, 제 이, 제 삼, …
Korean 2019 v1.0 Queensland Curriculum & Assessment Authority
General Senior External Examination Syllabus April 2018
Page 15 of 59Language elements Examples in Korean
Particles
• nominative particle 이/가, 께서: 비가 와요. / 선생님께서 오십니다.
• objective particle 을/를: 나는 운동을 좋아해요.
• adverbial particle
dative particle 에, 에게/한테, 께: 나는 철수에게 편지를 썼어요.
locative particle 에, 에서, 에게서/한테서: 어디에서 공부해요?
instrumental particle -(으)로: 한국에 비행기로 왔어요. / 저는 학생으로
한국에 왔습니다.
• possessive particle 의: 철수의 책
• adnominal particle 의: 한국의 역사
• auxiliary particle
는(은) 나는 학생이에요.
만 100 원만 내세요.
도 저도 학생이에요.
부터 오전 9 시부터 수업을 시작합니다.
까지 언제까지 기다리시겠어요?
부터-까지 저는 여덟시부터 다섯시까지 일해요.
마다 날마다 일기를 씁니다.
(이)나 커피나 홍차를 주세요.
보다 철수가 영수보다 키가 더 큽니다.
처럼 나는 토끼처럼 뛸 수 있어요.
• conjunctive particle
와/과, 하고, (이)랑 나는 철수와 영화를 보았어요.
Pronouns
• personal pronouns
Person Singular Plural
first person plain 나/내 우리
humble 저/제 저희
second person plain 너/네 너희(들)
honorific 선생 선생들
third person plain 이/그/저 사람 이/그/저 사람들
honorific 이/그/저분 이/그/저분들
Korean 2019 v1.0 Queensland Curriculum & Assessment Authority
General Senior External Examination Syllabus April 2018
Page 16 of 59Language elements Examples in Korean
• demonstrative pronouns
material demonstrative pronouns
Near Middle Far
singular 이것 그것 저것
plural 이것들 그것들 저것들
• place demonstrative pronouns
Near Middle Far
여기 (here) 거기 (there) 저기 (over there)
이곳 (this place) 그곳 (that place) 저곳 (that place over there)
• interrogative pronouns 누구 (who) / 어디 (where) / 얼마 (how much) / 무엇 (what) / 어떤 (which
kind) / 어느 (which) / 무슨 (what kind) / 몇 (how many) / 언제 (when) / 왜
(why)
Sentence structure
• basic sentence structure 하늘이 높다.
기차가 달린다.
철수가 책을 읽는다.
• modified sentence structure
determinative words — modified 철수가 새 책을 산다.
sentence structure with attributive
저것이 철수의 학교이다.
철수는 재미있는 영화를 본다.
저기 가는 사람이 메리의 동생이다.
modified sentence structure with 순희는 아주 예쁘다.
adverbs
대개, 한국 사람은 친절하다.
학생들이 도서관에서 책을 읽는다.
꽃이 예쁘게 핀다.
conjunctive sentence structure 여름이 오고, 날씨다 덥다. (enumeration)
여름이 오니, 날씨가 덥다. (presentation of situation)
Verbs
• auxiliary verbs
completion 가다, 오다, 내다, 버리다, 말다
service 주다, 드리다
attempt 보다
Korean 2019 v1.0 Queensland Curriculum & Assessment Authority
General Senior External Examination Syllabus April 2018
Page 17 of 59Language elements Examples in Korean
repletion 쌓다, 대다
holding 놓다, 두다, 가지다
hoping 싶다
existence 있다
‘하다’ verb 어야 하다, -기는 하다
ㄴ 체하다 (ㄴ 양하다, ㄴ척하다)
ㄹ 뻔하다, -ㄹ 만하다, - 려고 하다
고자 하다, -곤 하다, -는 가 하다
ㄹ까 하다, -도록 하다
• class of verbs
action verbs 오다, 먹다, …
descriptive verbs 좋다, 예쁘다, …
‘이다’ verb 이다
‘있다’ verb 있다, 재미있다, …
compound verbs
Vst 아/어 보다 (try to) to try to read = 읽어 보다
아/어 가다 (to go) to go up = 올라 가다
• conjugation of verbs
terminative endings
Sentence type Vst + ending Examples
declarative Vst + -ㅂ/습니다 갑니다
-요 가요
interrogative Vst + -ㅂ/습니까 갑니까?
-요 읽어요?
imperative Vst + -(으)십시오 가십시오
-요 읽어요
propositive Vst + -ㅂ/읍시다 갑시다
-요 읽어요
• conjunctive endings
고 나는 피아노를 치고, 동생은 노래를 불렀습니다.
아(어,여)서 늦어서 미안합니다.
(으)니까 오늘은 날씨가 추우니까 옷을 많이 입으세요.
Korean 2019 v1.0 Queensland Curriculum & Assessment Authority
General Senior External Examination Syllabus April 2018
Page 18 of 59Language elements Examples in Korean
는(은)데 비가 오는데, 우산이 있습니까?
아(어,여)도 지금 집에 가도 돼요.
(으)려고 한국말을 배우려고 해요.
(으)러 공부하러 학교에 갑니다.
(으)면 3 시가 되면 끝나요.
아(어,여)야 지금 가야 해요.
도록 어제 밤이 새도록 공부했습니다.
(으)면서 TV 를 보면서 즐거운 시간을 보냈습니다.
(으)며 철수는 웃으며 말했습니다.
지만 비가 오지만 갈 수 있습니다.
다가 학교에 가다가 친구를 만났어요.
(으)ㄹ수록 한국말을 공부할수록 재미있습니다.
자 집에 도착하자마자 친구에게 전화하겠습니다.
거든 바쁘거든, 오지 마세요.
• adnominal endings
Action verb Descriptive verb ‘있다’ verb ‘이다’ verb
present (continuation) -는 -(으)ㄴ -는 -ㄴ
past (completion) -(으)ㄴ — — —
future (estimation) -(으)ㄹ -(으)ㄹ -을 -ㄹ
past (reminiscence) -던 -던 -던 -던
• nominal endings
(으)ㅁ 걸음, 잠, 울음, 웃음, …
기 듣기, 걷기
• special terminative endings
(으)ㄹ까(요)? 제 이름을 소개할까요?
나(요)? 언제 가나요?
(으)ㄹ께(요) 제가 할께요.
Korean 2019 v1.0 Queensland Curriculum & Assessment Authority
General Senior External Examination Syllabus April 2018
Page 19 of 59Language elements Examples in Korean
–지(요) 이제 가지요?
군(요)/구나 한국말을 공부하는군요.
• narrative
direct narrative
[subject + addressee + ‘quoted sentence’ + 선생님이 학생들에게 “오늘은 제 5 과를
(이)라고/하고 + predicate] 배우겠습니다.”라고 말했습니다.
indirect narrative
[subject + addressee + quoted sentence (-다/-냐/- 선생님이 학생들에게 오늘은 제 5 과를
자/라) + 고 + predicate] 배운다고 말했습니다.
• negation
Negation form
Verb type Sentence type
short form long form
action verb declarative 안 지 않(아니하)다
interrogative 못 지 못하다
imperative/propositive — 지 말다
descriptive verb declarative/interrogative 안 지 않(아니하)다
‘이다’ verb declarative/interrogative -이 아니다
‘있다’ verb declarative/interrogative -이 없다
‘알다’ verb declarative/interrogative 모르다
• tense (refer to table of terminative endings for speech level)
present: 는/ㄴ 점심을 먹는다.
past
았/었/였 점심을 먹었다.
(았/었/였)던 여기가 점심을 먹었던 곳이다.
future 겠(ㄹ 것이다) 철수는 내일 올 것이다.
progressive: (Vst + 고 있다) 지금 공부하고 있어요.
Korean 2019 v1.0 Queensland Curriculum & Assessment Authority
General Senior External Examination Syllabus April 2018
Page 20 of 59Text selection
Text selection is an educational provider–based decision and should reflect the interests and
needs of candidates.
Throughout the course of study, candidates should be provided with opportunities to engage with
a wide range of texts to encourage their development as language learners and users. Texts
selected for the course of study may be analytical, descriptive, informative, narrative, persuasive,
satirical and comedic and transactional texts.
There should be a range and balance in the texts that candidates read, listen to and view, which
embody the intercultural nature of language. The course should include texts designed for
different purposes and audiences, and delivered through different media.
Text types
Texts are classified by the purpose/s they are designed to achieve, which influence the
characteristic features the texts employ, such as language, structure and mode of
communication. Classifications are sometimes ambiguous or overlapping; they may include
analytical, comedic, descriptive, informative, narrative, persuasive, procedural, satirical,
transactional texts, among others.
Analytical texts develop an argument, make a judgment or advance an interpretation. They do
this by identifying, examining and drawing conclusions about the elements or components that
make up other texts, e.g. short essays, research reports.
Descriptive texts explain the features or characteristics of something, including a range of
details, often with affective or sensory description. The purpose is to invite perception, empathy or
visualisation (of people, places, or emotions), e.g. travel blogs, film reviews.
Informative texts convey factual content to educate or inform. Sub-types of informational texts
include:
• explanatory texts, which present factual information with details to elucidate. The purpose is to
invite developed understanding (of an action or event), e.g. annotations on a building plan or
map, travel brochures
• procedural texts, which lay out a series of steps to be followed in a set order to complete a
task, e.g. recipes, directions to a point of interest.
Narrative texts tell a story through a series of related events or experiences. Narrative texts use
aesthetic features to provoke audience or reader responses, e.g. fairytales, novels, feature films.
Persuasive texts put forward a point of view to influence an audience. They may do this explicitly
with argument and justification, or implicitly through the use of purposefully selected textual
features, e.g. speeches, advertisements.
Satirical and comedic texts make fun of or mock people, events or concepts, or tell jokes, for
the purposes of entertainment or social comment, e.g. satirical cartoons, comedy series.
Transactional texts occur in situations between two or more people, often involving negotiation
or discussion, to achieve an outcome, e.g. conversations to purchase a product, a series of
emails to organise a time and place for a meeting.
Korean 2019 v1.0 Queensland Curriculum & Assessment Authority
General Senior External Examination Syllabus April 2018
Page 21 of 591.3 Assessment — general information
Assessments are formative in Units 1 and 2, and summative in Units 3 and 4.
Assessment Unit 1 Unit 2 Unit 3 Unit 4
Formative assessments ● ●
Summative external assessment 1 ● ●
Summative external assessment 2 ● ●
1.3.1 Formative assessments — Units 1 and 2
The sequencing, scope and scale of formative assessments for Units 1 and 2 are matters for
each educational provider or individual candidate to decide. If this syllabus is delivered in a
school setting, teachers are encouraged to use the A–E descriptors in the reporting standards
(Section 1.4) to provide formative feedback to candidates and to report on progress.
Examiners are encouraged to use the A–E descriptors in the reporting standards (Section 1.4) to
provide formative feedback to candidates and to report on progress.
1.3.2 Summative assessments — Units 3 and 4
Candidates will complete a total of two summative external assessments, both of which will count
towards their final mark in this subject.
The summative external assessments provide the evidence of achievement for a candidate’s
profile. External assessment is:
• common to all candidates
• administered under the same conditions at the same time and on the same day
• developed and marked by the QCAA according to a commonly applied marking scheme.
The external assessments contribute 100% to the candidate’s result in Korean.
Korean 2019 v1.0 Queensland Curriculum & Assessment Authority
General Senior External Examination Syllabus April 2018
Page 22 of 591.4 Reporting standards
Reporting standards are summary statements that succinctly describe typical performance at
each of the five levels (A–E). They reflect the cognitive taxonomy and objectives of the course
of study.
The primary purpose of reporting standards is for twice-yearly reporting on candidate progress.
These descriptors can also be used to help examiners provide formative feedback to candidates.
Reporting standards
A
The candidate, in responding to texts in a range of contexts, demonstrates thorough comprehension of
information, ideas, opinions and experiences in Korean. Tone, purpose, context and audience are
identified to infer valid and justifiable meaning, values and attitudes. Discerning analysis and evaluation of
information and ideas are developed to draw valid conclusions with well-substantiated justification of
opinions, ideas and perspectives.
The candidate, in creating texts in a range of contexts, demonstrates a discerning application of
knowledge of language elements, structures and textual conventions to create texts that convey meaning
appropriate to context, purpose, audience and cultural conventions. Information and language elements
are structured, sequenced and synthesised to convey well-justified opinions, perspectives and ideas in
Korean.
The candidate, in exchanging meaning, demonstrates the use of strategies to maintain communication,
demonstrating effective and contextually appropriate Korean language.
B
The candidate, in responding to texts in a range of contexts, demonstrates an effective comprehension of
information, ideas, opinions and experiences in Korean. Tone, purpose, context and audience are
identified to infer meaning, values and attitudes. Appropriate analysis and evaluation of information and
ideas are developed to draw conclusions with justification of opinions, ideas and perspectives.
The candidate, in creating texts in a range of contexts, demonstrates an effective application of
knowledge of language elements, structures and textual conventions to create texts that convey meaning
appropriate to context, purpose and audience. Information and language elements are structured,
sequenced and synthesised to convey opinions, perspectives and ideas in Korean.
The candidate, in exchanging meaning, demonstrates the use of strategies to maintain communication,
demonstrating contextually appropriate Korean language.
C
The candidate, in responding to texts in a range of contexts, demonstrates comprehension of information,
ideas, opinions and experiences in Korean. Tone, purpose, context and audience are identified to infer
some meaning, values and attitudes. Analysis and evaluation of relevant information and ideas are
developed to draw conclusions with some justification of opinions, ideas and perspectives.
The candidate, in creating texts in a range of contexts, demonstrates application of knowledge of
language elements, structures and textual conventions to create texts that convey some meaning
appropriate to context, purpose and audience. Information and language elements are structured,
sequenced and synthesised to convey opinions, perspectives and ideas in Korean.
The candidate, in exchanging meaning, demonstrates the use of some strategies to maintain
communication, demonstrating contextually appropriate Korean language.
Korean 2019 v1.0 Queensland Curriculum & Assessment Authority
General Senior External Examination Syllabus April 2018
Page 23 of 59D
The candidate, in responding to and creating texts in a range of contexts, demonstrates partial
comprehension of Korean to understand obvious information and ideas. Some context and audience are
identified to draw conclusions. Knowledge of Korean language elements, structures and textual
conventions is applied to create texts that convey fragmented meaning.
E
The candidate, in responding to and creating texts in a range of contexts, demonstrates fragmented
understanding of information in Korean, and fragmented application of knowledge of Korean language
elements, structures and textual conventions.
Korean 2019 v1.0 Queensland Curriculum & Assessment Authority
General Senior External Examination Syllabus April 2018
Page 24 of 592 Unit 1: 나의 삶 — My world
2.1 Unit description
In Unit 1, candidates compare and contrast lifestyles and education in Australian and
Korean-speaking communities, homes and peer-group contexts. They communicate their
understanding and experiences of relationships through the use of information and ideas in texts
and language, such as formal and informal spoken language, and develop a variety of strategies
to maintain communication. Candidates generate and compare information about their own and
others’ personal identities, and the cultural values related to personal and wider community
lifestyles, leisure and education.
The subject matter engages candidates with aspects of language and textual conventions — to
communicate similarities and differences, and to develop opinions about the lives and interests of
young people — in familiar and unfamiliar educational and home environments.
Unit requirements
In Unit 1, 나의 삶 — My world, subject matter is organised into three topics that require a notional
55 hours of teaching, learning and assessment in total, with a suggested:
• 15 hours on Unit 1 Topic 1: Family/carers and friends
• 40 hours on Unit 1 Topic 2: Lifestyle and leisure and Unit 1 Topic 3: Education.
Suggestions for Korean resources and texts are incorporated in the subject matter.
2.2 Unit objectives
Unit objectives are drawn from the syllabus objectives and are contextualised for the subject
matter and requirements of the unit. Each unit objective must be assessed at least once.
Candidates will:
1. comprehend Korean to understand information, ideas, opinions and experiences related to
family/carers, friendships, lifestyle, leisure and education
2. identify tone, purpose, context and audience to infer meaning, values and attitudes related to
family/carers, friendships, lifestyle, leisure and education
3. analyse and evaluate information and ideas to draw conclusions and justify opinions, ideas
and perspectives related to family/carers, friendships, lifestyle, leisure and education
4. apply knowledge of Korean language elements, structures and textual conventions to convey
meaning appropriate to context, purpose, audience and cultural conventions related to
family/carers, friendships, lifestyle, leisure and education
5. structure, sequence and synthesise information to justify opinions, ideas and perspectives
related to family/carers, friendships, lifestyle, leisure and education
6. use strategies to maintain communication and exchange meaning in Korean to discuss
family/carers, friendships, lifestyle, leisure and education with peers and Korean-speaking
community members.
Korean 2019 v1.0 Queensland Curriculum & Assessment Authority
General Senior External Examination Syllabus April 2018
Page 25 of 59You can also read
