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Foundation to Year 2 Vietnamese

The nature of the learners Children enter the early years of schooling with varying degrees of early literacy capability in Vietnamese and/or English. For young students, learning typically focuses on their immediate world of family, home, school, friends …

Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Years 5 and 6 Vietnamese

The nature of the learners At this level, learners have established communication and literacy skills in Vietnamese that enable them to explore aspects of Vietnamese language and culture as well as topical issues or themes drawn from other key learning …

Years 5 and 6 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Years 9 and 10 Vietnamese

The nature of the learners At this level, students bring to their learning existing knowledge of Vietnamese language and culture and a range of strategies. They are increasingly aware of the world beyond their own and …

Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Years 7 and 8 Vietnamese

The nature of the learners These years represent a transition to secondary school. Students in this sequence are continuing to study Vietnamese, bringing with them an established capability to interact in different situations, …

Years 7 and 8 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Achievement Standard Vietnamese Years 5 and 6

By the end of Year 6, students use spoken and written Vietnamese for classroom interactions and to share ideas and opinions and express feelings. They exchange information about aspects of their daily life, school, friends and leisure activities. …

Achievement Standard Vietnamese Years 3 and 4

By the end of Year 4, students use Vietnamese to interact with the teacher and peers to exchange information and experiences relating to themselves, their family and friends. They use formulaic expressions to participate in simple transactional …

ACLVIU119

Explore different types of familiar texts, such as captions, labels, songs, rhymes and fairy tales, noticing similarities and differences between text types [Key concept: familiar texts; Key process: recognising]

Elaborations ScOT Terms

Elaboration (2) ACLVIU136

comparing features of simple spoken and written texts in Vietnamese, such as a verbal greeting or a handwritten postcard, and comparing these with similar texts in English, noting, for example, the format used to write the date and address and different …

Elaboration (3) ACLVIU187

understanding and transforming texts to suit different purposes (to persuade, to entertain), different audiences (children, adolescents, Vietnamese people, Australians) and different types of texts (an article, a report, speech)

ACLVIC164

Translate and interpret texts, compare own translation of a range of texts with others’, and explore differences and strategies to overcome challenges in translation[Key concepts: meaning, difference; Key processes: interpreting, explaining, considering …

Elaborations ScOT Terms

Achievement Standard Vietnamese Years 9 and 10

By the end of Year 10, students use spoken and written Vietnamese to initiate, sustain and extend interactions with peers, teachers and others in a range of contexts and for a range of purposes, such as to explore peers’ perspectives on youth …

Achievement Standard Vietnamese Foundation to Year 2

By the end of Year 2, students interact with the teacher and peers through action-related talk and play. They introduce themselves and others, and express thanks, likes and dislikes, needs and wishes, for example, Tôi tên là Lan. Cảm ơn bạn. Tôi …

Elaboration (2) ACLVIC109

demonstrating comprehension of words and short sentences in familiar texts by pointing, labelling, matching, clicking and dragging, drawing and miming

Elaboration (3) ACLVIC109

using contextual and visual cues to identify main points when participating in shared reading of print and digital texts

Elaboration (1) ACLVIC111

responding to spoken, or print and imaginative texts in digital modes through play-acting, illustrating and movement

Elaboration (2) ACLVIC112

creating and presenting own Big Books or digital texts based on imagined scenarios in familiar contexts

Elaboration (1) ACLVIU119

sharing ideas about the purpose of different texts, such as a class timetable (to show the sequence of lessons) or a story (to describe past events)

Elaboration (3) ACLVIC128

discussing personal responses to imaginative texts, providing short statements about favourite elements such as characters, settings or events

Elaboration ACLVIC129

expressing own ideas and imagined experiences in texts such as short stories, using modelled language

Elaboration (4) ACLVIC140

creating own versions of familiar texts, for example, cards for special occasions such as weddings, or greeting cards such as postcards for imagined special occasions

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