This article deals with the characteristics of 2011 revised curricula for Korean education, considerations for their implementation and finally future prospects for their application. The revised curricula is characterized as the change in the subject aims, new establishment of listening-speaking as an integrated field, and consequent division of the subject into five fields, suggested achievement criteria for each grade-cluster, marked curtailment of the contents achievement criteria, revival of ``attitude`` field, and finally restructuring of the selective subjects. However, there are some concerns with the revised curricula. Integration of fields, restructuring of selective subjects, and deletion or revision of repetitions, which were all performed in order to reduce the volume of learning, might distort the true meanings of integration and repetition, which are meaningful under the education theory. This article suggested the following ideas : teaching-learning in consideration of interrelations between listening and speaking activities, comprehensive teaching-learning centered on the standard classic works, standardization of Korean capability utilizing grade-cluster systems, preparing Korean teaching-learning materials for each grade-cluster, and teaching-learning methods in order to understand and produce discourses and texts in diverse patterns.