Search

Elaboration (5) ACLVIU152

exploring and using synonyms, for example to, lớn, nhỏ, bé, siêng năng, chăm chỉ, and antonyms, for example, tốt ≠ xấu, mới ≠ cũ, ngày ≠ đêm, nóng ≠ lạnh, hiền ≠ dữ, giàu ≠ nghèo

understanding how to create textual cohesion by using elements such as adverbs of sequence for example, thứ nhất, thứ nhì, trước tiên, kế đến, rồi, sau cùng, and conjunctions, for example, và, với, hay, hoặc, vì, nhưng, to sequence and link ideas

Elaboration (5) ACLVIC160

using concept maps, charts and tables to organise and analyse information

Elaboration (5) ACLVIC162

commenting on and stating personal preferences relating to characters, actions and events in texts, using descriptive and evaluative language, including antonyms such as hiền lành/hung dữ, thành thật/gian xảo, rộng rãi/keo kiệt, thiện/ác, and relevant …

Elaboration (5) ACLVIC163

creating performances that reflect on significant Vietnamese or Australian events or histories, for example, Thánh Gióng, Hưng Đạo Vương, Bánh Dày Bánh Chưng, tết Nguyên đán, tết Trung thu, Australia Day, Anzac Day, Harmony Day

Elaboration (5) ACLVIC164

observing peers working as interpreters in the classroom in different contexts, identifying challenges in language mediation and exploring strategies to overcome these challenges

Elaboration (5) ACLVIU169

understanding and using verbs to express modality such as nên (‘should’), cần (‘need to’) and phải (‘must’), for example, Các em nên chăm học. Chúng ta cần không khí để thở, thức ăn để ăn và nhà để ở. Học sinh phải mặc đồng phục khi đi họ …

Elaboration (5) ACLVIU173

exploring the various ways Vietnamese and Australian cultures are representated such as in depictions of scenery or icons, costumes, foods, social behaviours, gestures and language, for example, tô phở/chai nước mắm, nón lá/áo dài, folding hands/bowing …

Elaboration (5) ACLVIC177

analysing articles written by different people, for example, an educator, a welfare worker and a politician, on a social issue such as bullying, identifying different perspectives and the tone of each article, for example, sympathetic, assertive or r …

Elaboration (5) ACLVIC179

comparing the values, beliefs, attitudes, emotions and language of characters in traditional and contemporary Vietnamese arts and entertainment, analysing how values have changed over time and explaining possible reasons for these changes, for example, …

Elaboration (5) ACLVIC180

creating own imaginative texts, such as dialogues, poems, songs or short stories, using an array of cues, for example, pictures, gestures, music and language, to convey different emotions such as love, happiness, excitement, frustration and sadness

Elaboration (5) ACLVIC181

translating a range of texts, such as advertisements, speeches, songs, and story or film extracts, and examining the appropriateness of translation for specific audiences and contexts

Elaboration (5) ACLVIC182

adapting classic Australian stories for young Vietnamese readers, and explaining language and setting choices

Elaboration (5) ACLVIC183

discussing elements of successful intercultural communication, for example, flexibility, awareness of differences in cultural and religious practices, respect for elderly people and other traditions, attitudes to privacy or different levels of directness …

Elaboration (5) ACLVIU186

expressing levels of possibility and certainty using lẽ ra, có thể là, chắc là, ắt hẳn là

Elaboration (5) ACLVIU187

recognising and analysing similarities or differences that might be culturally significant across cultures, for example, similarities such as the use of the heart as a symbol of love or pigeons as a symbol of peace, and differences such as the use of …

Elaboration (5) ACLVIU190

exploring how learning and using Vietnamese has impacted on own view of Vietnamese culture and other cultures, including their understanding of the role of culture in respecting and sustaining the environment

Elaboration (5) ACLVIC004

researching aspects of Vietnamese culture, history and natural environment, for example, religious beliefs and cultural practices such as đạo Phật, đạo Thiên Chúa, đi chùa, đi nhà thờ, cúng ông bà, cúng giao thừa, tourist attractions such as vịnh Hạ Long, …

Elaboration (5) ACLVIC005

producing a program for a cultural event in Vietnam such as hội chợ Tết, tết Trung thu, or a promotional brochure about a tourist attraction such as chương trình tham quan vịnh Hạ Long

Elaboration (5) ACLVIC009

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 …

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities