This paper discusses how grade 1∼10 common Korean education curriculum’ domain and contents system have revised under what context and to what direction. It begins from 2015 revised curriculum. This paper suggests to categorize Korean education’s domain into three fields: basic field (including oracy, literacy, vocabulary, grammar), performance field (including listening and speaking, reading, writing, medium), and culture field (including language, text reading, literature). This categorization is to hierarchically organize domains as contents of Korean education, similar to the 1st national curriculum. Also, this paper suggests systemizing curriculum contents to organize language experience with domain as a synchronic axis and grade development as a diachronic axis, based on subject’s goal of ‘skill-knowledge-character’. What important is adjusting portions of each domain and offering suitable Korean language experience for each specific student based his/her development. For that, investigation on personal, social and educational demand on Korean language is required.