Stage 6 (Years 11 and 12) Korean
Language: Korean Target group: Stage 6 Background Unit of work: Reconciling traditional & Indicative time: 8–10 hours (3–4
contemporary Korean culture Speakers – Preliminary or HSC weeks) Context: This is a unit of work on the theme Cultural Identity, contemporary issue: Reconciling traditional & contemporary Korean culture for the Preliminary or
HSC Korean Background Speakers course
Outcome/s Students will demonstrate these outcomes by:
3.1 3.3 3.4 3.8 ; developing an understanding of traditional and contemporary Korean culture 1.2 3.5 3.8 ; developing an appreciation for traditional Korean culture 1.2 2.3 3.8 ; comparing traditional and contemporary Korean culture 2.1 4.1 4.2 4.3 ; exploring ways of reconciling traditional and contemporary Korean culture. Key competencies
The following key competencies are embedded in the Korean Background Speakers Stage 6 syllabus to enhance student learning. ; communicating ideas and information ; working with others and in teams ; collecting, analysing and organising information ; using technology
; planning and organising activities ; solving problems.
Building the field
; Watching a series of short video clips, Korea, sparkling from visit Korea ;LINK (CDs available)
; Brainstorming some examples of traditional and contemporary Korean culture and the meaning of cultural identity ; Watching a video, Butcher’s daughter (백정의 딸) and discussing traditional Korean customs
; Introducing relevant vocabulary, grammatical patterns, and cultural contexts.
Intellectual quality Quality learning environment Significance ; Deep knowledge ; Explicit quality criteria ; Background knowledge ; Deep understanding ; Engagement ; Cultural knowledge ; Problematic knowledge ; High expectations ; Knowledge integration ; Higher-order thinking ; Social support ; Inclusivity ; Metalanguage ; Students’ self-regulation ; Connectedness ; Substantive communication ; Student direction ; Narrative
Suggested teaching and learning activities: Evidence of learning Note: teaching and learning activities marked with an asterisk (*) could be used as formal assessment tasks.
; Class discussion and teacher LR: Listening and responding, RR: Reading and responding, W: Writing, S: Speaking feedback on student 1. Group Ben Diagram Activity (LR, S) contributions
1) Students watch some video clips as noted in Building the field, Korea, sparkling from visit Korea ; Student use of appropriate
;LINK vocabulary structures for the contemporary issue 2) Students discuss examples of traditional and contemporary Korean culture and customs in groups
; Student ability to sequence 3) Students give reasons for their choice of examples and complete their lists on the Ben diagram ideas (butcher’s paper)
; Student use of culturally 4) Students p