Search

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

Elaboration (2) ACLVIU117

developing pronunciation, phrasing and intonation skills by singing, reciting and repeating words and phrases

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 (5) ACLVIU118

developing vocabulary knowledge relating to the school context, for example, cái bảng, lớp học, giờ ra chơi, ăn trưa, sân chơi, cổng trường, thư viện

ACLVIU122

Understand that the ways in which people use language reflect their cultures, and relate to where and how they live and what is important to them[Key concepts: language, culture, identity; Key processes: understanding, noticing]

Elaborations ScOT Terms

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 (2) ACLVIC114

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

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 ACLVIC112

composing and performing rhymes, songs or stories, illustrating meaning through the use of non-verbal forms of expression such as clapping, gestures and facial expressions

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 (2) ACLVIU122

exploring the meaning of ‘culture’, recognising that it involves visible elements such as ways of eating, for example, how and why Vietnamese people use chopsticks and spoons instead of knives and forks (Ở nhà em ăn bằng đũa), and invisible elements such …

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities