Elaboration ACLVIC116

listing various groups that they belong to, for example, family, school, class or clubs, and reflecting on themselves as a member of these groups and the role they play in each one

Elaboration | ACLVIC116 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

ACLVIC116

Identify themselves as members of different groups, including the Vietnamese class, the school, their family and the community, describing their roles within these groups[Key concepts: self, roles, belonging; Key processes: recognising, connecting, d …

Elaborations ScOT Terms

ACLVIC116 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (2) ACLVIC116

reflecting on how their own identity as a person who knows more than one language influences the role they play in various groups

Elaboration (2) | ACLVIC116 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

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 …

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

Elaboration (2) ACLVIC107

participating in traditional and contemporary games (for example, Tập tầm vông) or activities that involve taking turns, making choices or swapping items, for example, forming groups using numbers or colours for activities such as telling the time or …

Elaboration (2) | ACLVIC107 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum