Search

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 (1) ACLVIU122

identifying elements of Vietnamese cultural representation, such as flags, sporting emblems or cultural items (for example, áo dài, nón lá and xích-lô) in paintings or pictures of landscapes, folk tales or movies, and making comparisons with those of …

Elaboration ACLVIC133

discussing the groups they belong to, including their family and Vietnamese cultural and language groups, and reflecting on how membership of these groups affects their own sense of identity

Elaboration (1) ACLVIC133

creating texts that express their identity, including as a member of different cultural and/or language groups, for example, their name in English and/or Vietnamese, their age in Vietnam and Australia (Mai lên chín, tuổi ta. Mai mới tám tuổi tây)

Elaboration ACLVIU139

discussing cultural similarities and differences between ways of interacting with different people, such as peers, family members or teachers, in Vietnamese- and English-speaking contexts

Elaboration (1) ACLVIU139

recognising the interconnections between cultural practices and language use in Vietnamese and demonstrating cultural awareness when using Vietnamese, for example, using Dạ, thưa to indicate politeness, or adding ông, bà, thầy, cô, … before Vietnamese …

Elaboration (2) ACLVIU139

identifying traditional cultural practices and related language use that supports the sustainable consumption of resources, for example, cất những túi nhựa đi chợ để dùng lại

Elaboration (3) ACLVIU139

recognising both the literal and cultural meanings of Vietnamese names and understanding Vietnamese naming traditions, for example, that Vietnamese people traditionally list their family name first, then their middle name, and their first (given) name …

Elaboration (4) ACLVIU139

exploring how language carries cultural ideas, such as Tết Nguyên đán, Tết Trung thu, đám giỗ, thôi nôi, đầy tháng

Elaboration (2) ACLVIC147

translating words and expressions in familiar texts, including multimodal and digital texts, such as greeting cards, menus, road signs or story titles, and considering how meaning may be interpreted from a different cultural perspective

Elaboration (2) ACLVIC148

producing glossaries of cultural terms in English and Vietnamese to inform Vietnamese and Australian visitors about events in each country, such as Australia Day, Anzac Day, Christmas/New Year celebrations or Moon/food/boat racing festivals, and explaining …

Elaboration (4) ACLVIC148

creating subtitles for short video clips or slideshow presentations of intercultural experiences to share with the school community, such as going on a holiday, attending a wedding ceremony, giving or accepting a gift, or informing Vietnamese peers and …

Elaboration ACLVIU156

discussing connections between the Vietnamese language and cultural beliefs, for example, con số hên, số đẹp, ngày tốt/tốt ngày

Elaboration (3) ACLVIC159

participating in authentic cultural experiences in the community, such as an excursion to a Vietnamese restaurant or festival, and rehearsing studied vocabulary, structures and manners, for example, Mình nên dùng món khai vị gì? Còn món ăn chính thì sao? …

Elaboration (1) ACLVIC160

researching young people’s lifestyles across Vietnamese-speaking communities, comparing information from different cultural contexts to identify the impact of such factors as climate, customs, transport, economy or globalisation, for example, the influence …

Elaboration (1) ACLVIC161

investigating a social, environmental or cultural issue such as cyber bullying or cultural maintenance and presenting the findings summarising opinions, attitudes and comments collected from surveys, interviews or media sources

Elaboration (2) ACLVIC161

creating a range of texts to inform others of features of Vietnamese and Australian lifestyles, family life, schooling, and social and cultural norms, for example, an email in response to a Vietnamese friend’s enquiry about Australian schooling or leisure …

Elaboration (4) ACLVIC161

reporting in the form of a personal recount or diary entry a personal experience such as a school excursion, a holiday trip or a local cultural event, for example, a Moon festival

Elaboration (3) ACLVIC165

creating captions and commentaries for short video clips or slideshow presentations of intercultural experiences such as going on a holiday, attending a wedding ceremony, giving or accepting a gift, or informing Vietnamese peers and community of school …

Elaboration (4) ACLVIC165

creating tourist brochures or itineraries for young Australian travellers to Vietnam, supplying key words, phrases, and information about cultural behaviours, for example, Bao nhiêu tiền? Phòng vệ sinh ở đâu? Làm ơn chở tôi đến nhà hàng/khách sạn/phi …

Curriculum Types

Curriculum Elements Types

Cross Curriculum Priorities