Search

Elaboration (3) ACLVIC113

playing matching games with Vietnamese and English words from Big Books and picture books in print or digital form

Elaboration (1) ACLVIC114

creating parallel cards (in English and Vietnamese) and playing matching games such as Memory or Snap

Elaboration (2) ACLVIC114

creating bilingual resources such as illustrated Vietnamese–English and English–Vietnamese wall charts or online flashcards for classroom use

Elaboration (3) ACLVIC114

creating bilingual captions in Vietnamese and English for a photographic display for the classroom about a class event or experience such as a sports day, multicultural day or school camp

Elaboration (4) ACLVIC114

making and displaying labels in Vietnamese and English for classroom objects

identifying the significance of particular gestures in Vietnamese-speaking contexts, noticing own level of comfort with these, for example, making or not making eye contact when talking to older people

Elaboration (1) ACLVIC115

discussing one another’s ways of communicating and their appropriateness in Vietnamese contexts, such as different ways of showing politeness, for example, when making requests (giùm, làm ơn), thanking someone (cảm ơn nhiều, cảm ơn), bending when passing …

Elaboration (2) ACLVIC115

sharing with peers what it is like to use Vietnamese, for example, when singing a song in class, speaking Vietnamese with friends or family members, and using gestures, such as bowing when they say Con chào ba mẹ. Cháu chào ông bà

Elaboration (1) ACLVIC116

identifying themselves as belonging to a particular cultural and/or language group, for example, ‘my Vietnamese class’, ‘my Vietnamese school’ and ‘my community’, or ‘I speak Vietnamese’ (Tôi biết tiếng Việt)

Elaboration (3) ACLVIC116

eliciting and giving information that signals identity in different contexts such as home and school, including age and appearance, class and school, for example, compiling a personal profile consisting of their Vietnamese name, age and animal sign, using …

Elaboration ACLVIU117

identifying the 29 letters of the Vietnamese alphabet by their names and sounds as well as the five tone markers

Elaboration (1) ACLVIU117

building phonic awareness by recognising and experimenting with sounds and rhythms, focusing on letters that are similar in the English alphabet but produce different sounds in Vietnamese, for example, e and i, d and đ

Elaboration (3) ACLVIU117

noticing that Vietnamese is a tonal language, and that pitch changes affect the meaning of words

Elaboration (4) ACLVIU117

understanding that although Vietnamese and English use the same alphabet there are additional symbols/markers that create more letters in Vietnamese

Elaboration (5) ACLVIU117

developing familiarity with similarities and differences in Vietnamese sound–letter correspondence, such as a, ă, â; e, ê; o, ô, ơ; u, ư; as well as c and k, i and y, s and x, and ch and tr

Elaboration (7) ACLVIU117

exploring Vietnamese spelling strategies such as grouping words according to initial letters that represent particular sounds, for example, h (hoa hồng, hát, học) or m (mẹ, má, mèo)

Elaboration ACLVIU118

noticing that there are multiple forms of personal pronouns in Vietnamese compared to English, for example, con, cháu, em, tôi, mình, anh, chị versus ‘I’ and ‘you’

Elaboration (2) ACLVIU119

exploring similar text types in Vietnamese and English, for example, songs, street signs or labels on goods at a market, and noticing ways in which they are similar or different

Elaboration ACLVIU120

recognising that greetings and terms of address in Vietnamese vary according to participants, for example, bowing the head or saying dạ/thưa/kính thưa when interacting with elderly people

Elaboration ACLVIU122

identifying gestures, words and phrases that reflect aspects of Vietnamese culture, for example, folding arms, using both hands to offer something, and saying dạ, thưa, vâng ạ to show respect

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities