Vietnamese

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Context statement

The place of the Vietnamese language and culture in Australia and in the world
Vietnamese is the official language of Vietnam. It is spoken by approximately 90 million people in Vietnam and approximately four million Vietnamese people living in other countries around the world, with the majority residing in the United States, Cambodia, France, Taiwan and Australia.

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PDF documents

Resources and support materials for the Australian Curriculum: Languages - Vietnamese are available as PDF documents. 
Languages - Vietnamese: Sequence of content
Languages - Vietnamese: Sequence of Achievement - F-10 Sequence
Languages - Vietnamese: Sequence …

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Years 5 and 6

Years 5 and 6 Band Description

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 areas. They are widening their social networks, experiences and communicative repertoires in both Vietnamese and English, and developing some biliteracy capabilities. They participate in collaborative tasks that both recycle and extend language. They are gaining greater independence and becoming more conscious of their peers and social context, and have an increased awareness of the world around them.

Vietnamese language learning and use

Purposeful language use in authentic contexts and shared activities in the classroom develop language skills and enhance communication and understanding. Learning how Vietnamese is structured reinforces their oracy and literacy. Learners develop their speaking skills by interacting with teachers, peers, family and local Vietnamese speakers to share their own and enquire about others’ experiences, interests and opinions. They have access to a broader range of vocabulary, and use strategies such as effective listening skills to support communication. They explore Vietnamese language and culture by engaging with simple folk tales (truyện cổ tích), fables (truyện ngụ ngôn) and folk songs (ca dao). They read extracts from both Vietnamese and Australian imaginative texts to engage with themes, characters and messages, and explore embedded cultural beliefs, values and practices. They read nonfiction texts to obtain information about significant places, figures and events relating to Vietnamese-speaking communities, and apply their language knowledge and skills to decode unknown words and predict meaning. Individual and group presentation and performance skills are developed through modelling, rehearsing and resourcing the content of presentations. Learners write more accurately and fluently for a wider range of purposes and audiences, for example, creating imaginative narratives and weekly journals describing personal experiences to share with their peers.

Contexts of interaction

Learners use Vietnamese in the classroom and in their extended social space, such as family, neighbourhood and community, for a widening range of purposes, for example, exchanging information, expressing ideas and feelings, and responding to experiences. They are able to work more independently, and also enjoy working collaboratively. They explore cultural aspects of communication, and use information and communication technologies (ICT) to support and enhance their learning.

Texts and resources

Learners interact with an increasing range of informative, persuasive and imaginative texts about their neighbourhood, Vietnamese-speaking communities and individuals. They refer to and use a broad range of grammatical and lexical resources to understand and communicate in Vietnamese. The use of dictionaries is encouraged to support language acquisition and accuracy of language use, ensuring the correct interpretation of similar words, for example, ‘old’ as già or cũ; ngon as ‘tasty’ or ‘delicious’.

Features of Vietnamese language use

Learners’ pronunciation, intonation and phrasing are more confident. They apply appropriate sentence structures, using nouns, adjectives, verbs, conjunctions and writing conventions to express opinions (for example, Tôi thích học tiếng Việt để nói chuyện với ông bà), and describe actions and events in relation to time and place (for example, Tuần trước tôi đi dự hội chợ Tết ở Richmond or Hôm qua ba mẹ tổ chức sinh nhật cho tôi ở nhà), in a range of written texts. They use comparative modes (for example, đẹp, đẹp hơn, đẹp nhất), possessive cases (for example, cái áo của anh, trường tôi) and time expressions (for example, năm trước, năm nay, tháng sau, hôm kia, ngày mai) to express themselves in a range of social situations. They reflect on language and how it is used in different ways to communicate. They explore cross-linguistic and intercultural influences on the Vietnamese language, such as words derived from Chinese (phụ huynh, sư phụ, phụ nữ) and French (ga ra, cà rốt and căn-tin). As they use Vietnamese for a wider range of interactions, they recognise how language features and expressions reflect cultural beliefs and practices (for example, con số hên, ngày tốt, tốt ngày, Cháu chúc ông bà sống lâu trăm tuổi, Chúc em bé ngoan ăn chóng lớn), and the cultural and social impact of some grammatical forms or vocabulary, for example, using informal or formal language to address others in specific contexts (Cháu biếu ông bà/Tôi tặng bạn/Anh cho em một món quà).

Level of support

While learners work both independently and collaboratively at this level, ongoing support and feedback are incorporated into activities such as the production of written texts. Support includes the provision of models, scaffolds, stimulus materials, and resources such as word charts, vocabulary lists and dictionaries.

The role of English

Classroom interactions are increasingly bilingual. Vietnamese is used primarily for communication, while English and Vietnamese are used for discussion of linguistic features and cultural practices, and for reflective tasks and explanations. Learners are given opportunities to think about personal and community identity. They engage with texts that reflect Vietnamese culture, and ask questions about cultural values and practices and how these relate to their own sense of identity when interacting in Vietnamese- and English-speaking contexts.


Years 5 and 6 Content Descriptions

Socialising

Interact and socialise with peers and the teacher to exchange information and opinions related to daily life, school, friends, leisure and social activities

[Key concepts: school, daily life, leisure, place; Key processes: socialising, sharing] (ACLVIC140 - Scootle )

  • Literacy
  • Numeracy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • interacting via different modes of communication such as text messages, emails or social media to exchange personal information, express opinions, and agree or disagree, for example, Cuối tuần, tôi thích đi bơi hơn học võ. Còn bạn thích làm gì? Tôi thấy bài đọc này khó quá. Còn bạn thì sao? Tôi không nghĩ vậy
  • sharing information and opinions with peers in class and in online communities about aspects of their lives, such as being a member of the Vietnamese community in Australia, and sustaining communication by asking questions, for example, Hôm qua là Tết Trung thu, bạn có đi xem múa lân không? Tết Trung thu năm nay tổ chức ở đâu vậy? Có gì đặc biệt không? Lớp mình có bao nhiêu người đi dự hội chợ Tết? Bạn có biết ở Úc, thành phố hay tiểu bang nào đông người Việt nhất không?
  • comparing routines, interests and favourite activities, using language associated with time, sequence and location, for example, Tôi đi học về lúc 4 giờ 30 phút /4 giờ rưỡi chiều. Tối thứ Bảy, tôi thích xem phim và nghe nhạc sau khi làm xong bài tập
  • describing and elaborating on details of experiences or social activities with family and friends, for example, Thứ Bảy vừa qua là sinh nhật của bà nội, cả nhà tôi tới mừng sinh nhật bà
  • 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
Collaborate with peers in group tasks and shared experiences to make choices and arrangements, organise events and complete transactions

[Key concept: negotiation; Key processes: making decisions and arrangements, transacting] (ACLVIC141 - Scootle )

  • Literacy
  • Numeracy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • engaging in shared activities that involve planning, collaborating and evaluating, such as performing a Vietnamese item at a school assembly, or creating lanterns for Tết Trung thu
  • allocating and swapping roles in group activities, games and authentic or simulated transactions
  • planning and making arrangements for activities such as outings or performances, using expressions related to place, time and numbers, for example, ở đâu, khi nào, bảy giờ kém 15 phút
  • creating and performing role-plays such as simple transactions that involve asking or giving price or purchasing goods and services, for example, Bao nhiêu tiền một lít sữa? Một kí-lô nho giá bao nhiêu?
  • collaborating to decide on a menu for a class lunch, and negotiating items, prices and delivery with a local restaurant, for example, Bạn thích ăn món gì? Mình nên đặt cơm hay mì xào? Có giá đặc biệt cho 30 người không? Khi nào mình muốn họ mang đồ ăn tới?
Engage in classroom interactions by asking and responding to questions and expressing opinions

[Key concepts: engagement, interaction; Key processes: responding, questioning] (ACLVIC142 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • Sustainability
  • contributing to the development of a set of class rules, for example, Trong lớp học này chúng ta chỉ nói tiếng Việt vì đây là dịp để thực tập môn tiếng Việt
  • asking and responding to questions, for example, Thưa thầy, em làm chung với ai? Thưa cô, khi nào em phải nộp bài này? Em chọn câu A. Thưa cô, em đồng ý với bạn Hà
  • checking on one another’s progress during learning tasks or activities, using questions such as Bạn làm sắp xong chưa? Sao bạn làm nhanh thế?
  • participating in class discussions and offering opinions on various topics, such as water and road safety, a class recycling program or physical fitness and wellbeing
    • Sustainability
  • expressing opinions on classwork and school life, for example, Giờ học tiếng Việt vui quá! Bài thi toán khó quá! Buổi đi cắm trại rất thú vị và bổ ích. Phòng vệ sinh trường mình rất sạch. Căn-tin trường mình bán đồ ăn ngon và rẻ

Informing

Locate, classify and compare information relating to personal, social and natural worlds from a range of spoken, written, digital and visual texts

[Key concepts: place, media, private and public world; Key processes: listening, reading, viewing, locating, classifying] (ACLVIC143 - Scootle )

  • Literacy
  • Numeracy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • locating, classifying and summarising information from a range of sources, such as notices, results of class surveys, announcements and reports, using memory tools such as tables, charts and concept maps to organise and sequence information
  • collecting information from sources such as class surveys, online forums or blog posts about aspects of Vietnamese culture at home, for example, ngày giỗ) and in the local community, for example, Tết Nguyên đán, lễ Vu lan, giỗ tổ Hùng Vương
  • investigating aspects of life in Vietnamese-speaking communities overseas, for example, through web-chatting with relatives in Vietnam to find out more about their own family’s origins, history or circumstances
  • collecting and comparing information from a range of print and digital texts on topics related to personal and social worlds, for example, how to balance schoolwork, hobbies and time with friends
  • locating information about geographical features in Vietnam and classifying them as natural (động Hương Tích, vịnh Hạ Long) or constructed features (Văn Miếu, chùa Một Cột, chùa Thiên Mụ, lăng tẩm Huế)
Present ideas and information related to topics of interest in a range of formats, including digital presentations, for different audiences

[Key concepts: audience, context, presentation; Key processes: presenting, relating] (ACLVIC144 - Scootle )

  • Literacy
  • Numeracy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • Sustainability
  • presenting information in graphs or tables in print or digital form, for example, results from a class survey on preferred leisure activities, foods or idols; or statistics related to Vietnam and Australia, such as population and physical size, climate, number and types of dwellings, pet ownership or most popular leisure activities
  • explaining to others a procedure or practice, for example, community recycling, a recipe, fashion or health-care tips, a tutorial on the rules of a sport or game, or instructions on keeping a pet
    • Sustainability
  • presenting information in a range of texts, including multimodal and digital texts, for different audiences, for example, a recount of the Year 5 camp for a school newsletter, an invitation to parents to attend the Year 6 information evening, or a review of the latest movie for peers
  • sharing information with peers or family members in Vietnamese-speaking communities overseas, for example, via a video clip or an online blog or wiki, introducing aspects of local culture, including interesting places, people and lifestyle, for example, phương tiện giao thông, cuộc sống của người thành thị và nông thôn, xã hội đa văn hóa

Creating

Engage with imaginative texts, including digital and multimodal, by identifying and describing key elements such as themes, settings, characters and events

[Key concepts: morality, experience, interconnection; Key processes: expressing, explaining] (ACLVIC145 - Scootle )

  • Literacy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • identifying and describing key elements of an imaginative text, such as settings, characters and events, by asking and responding to questions such as ở đâu? khi nào? ai? làm gì? như thế nào? tại sao?, or by producing a profile of a character or a timeline of events
  • reading or viewing imaginative texts in print, digital or multimodal forms, such as poems, cartoons, stories, folk tales or films, and performing scenes that illustrate aspects of a character’s attitudes, personality or reactions, the story’s ending or the writer’s message
  • illustrating an extract of text by selecting images, for example, a picture, colour, symbol or emoticon, to express the content, mood or key message of the text
  • participating in imaginative exchanges such as a role-play between characters from a story
Present, reinterpret or create alternative versions of imaginative texts, adapting events or characters to different modes and contexts

[Key concepts: character, event; Key processes: re-creating, transforming, performing] (ACLVIC146 - Scootle )

  • Literacy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • creating the next scene, a new character or an alternative ending for Vietnamese imaginative texts, such as a folk tale, short story, drama or film
  • creating and telling a story in the form of a photo slideshow, using modelled language and speech bubbles, captions or other visual/audio aids to enhance effect
  • producing and performing short scripted plays to retell a traditional folk tale in a modern context
  • composing and participating in imagined interactions with characters from familiar texts, for example, a conversation between characters, or meeting a character from a Vietnamese story or film for the first time

Translating

Translate and interpret texts from Vietnamese into English and vice versa, noticing which words or concepts are easy or difficult to translate

[Key concepts: translation, equivalence; Key processes: judging, comparing, interpreting] (ACLVIC147 - Scootle )

  • Literacy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • identifying words or phrases that are hard to translate, for example, food items (bánh chưng, bánh tét, bánh xèo, phở) or traditional customs (cúng ông bà, xin xăm, coi ngày, coi tuổi), and explaining possible reasons for difficulty of translation
  • translating and interpreting a range of simple texts, including idioms, from Vietnamese into English and vice versa, and developing strategies to deal with words that are difficult to translate, for example, tiên học lễ, hậu học văn, gần mực thì đen, gần đèn thì rạng/sáng, ăn vóc học hay
  • 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
  • comparing own translations of simple texts with peers’, commenting on differences between versions and collaborating to develop a whole-class version
  • exploring diverse ways in which meaning is conveyed in Vietnamese and English, such as multiple meanings of words, for example, ‘old’ may be translated as già or cũ, ngon as ‘tasty’, ‘delicious’, ‘mouthwatering’, ‘scrumptious’ or ‘rich’, and comparing synonyms for verbs, for example, ‘running’, ‘sprinting’, ‘dashing’, ‘jogging’ and chạy nhanh, chạy vụt, chạy bộ
  • examining the risks of literal (word-for-word) translation when translating expressions, idioms and proverbs, for example, ‘An eye for an eye’ should not be translated as Một con mắt cho một con mắt but as Ăn miếng trả miếng
Produce a range of bilingual texts and resources for their own language learning and for the school community such as posters, menus, recipes or stories, including multimodal and digital forms

[Key concept: linguistic landscape; Key processes: translating, designing] (ACLVIC148 - Scootle )

  • Literacy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Intercultural Understanding
  • Asia and Australia’s Engagement with Asia
  • creating parallel lists of informal Vietnamese and English expressions for everyday interactions with teachers, friends and family in print and digital modes
  • making and using bilingual resources for language learning, such as glossaries or personal Vietnamese–English and English–Vietnamese print and digital dictionaries
  • 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 culture-specific elements
    • Asia and Australia’s Engagement with Asia
  • composing bilingual resources for the school community, such as posters for class or school performances, displays or events, for example, Ngày hội Thể thao (Sports Carnival), Ngày hội Đa văn hóa (Multicultural Day), a translation of the school canteen menu into Vietnamese, or a virtual tour of the school with signs, notices, labels and short comments in Vietnamese and English, for example, Thư viện (Library), Hội trường (Hall), Hãy giữ im lặng! (Be quiet!), Xin vui lòng bỏ rác đúng chỗ! (Please do the right thing!)
  • 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 community of school or cultural events

Reflecting

Reflect on their experiences of interacting in Vietnamese- and English-speaking contexts, and discuss adjustments to language and behaviours made when moving between languages

[Key concepts: society, background, belonging; Key processes: comparing, explaining] (ACLVIC149 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Ethical Understanding
  • Intercultural Understanding
  • explaining adjustments they make when moving between English- and Vietnamese-speaking contexts, for example, adjusting the way they communicate to adults and authority figures in Vietnamese by using ‘please’ (Dạ, phải. Thưa bác), or the use of different introductions depending on the participants, such as using Thưa ba mẹ, đây là Nam, bạn con to introduce friends to their parents and Đây là Hải, bạn tôi to introduce friends to each other
  • identifying adjustments they make when interacting in an Australian-English context, for example, using different forms of address, or different ways of showing politeness, and discussing why these adjustments are appropriate
  • reflecting on instances when moving between Vietnamese- and English-speaking contexts has felt comfortable, awkward or difficult and explaining why this might be the case
  • discussing the ways they communicate with Vietnamese speakers, for example, making appropriate eye contact, allowing for personal space, and making language choices to show respect to elderly people, parents and teachers; and drawing comparisons with the ways they communicate with English speakers
Reflect on how own biography, including family origins, traditions and beliefs, impacts on identity and communication

[Key concepts: self, complexity, belief systems; Key processes: finding connections, reflecting, discussing] (ACLVIC150 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Ethical Understanding
  • Intercultural Understanding
  • discussing how having a Vietnamese background influences who they are and how they interact and behave in different contexts
  • identifying aspects of personal identity such as age, gender and social status that are important when interacting in Vietnamese-speaking contexts
  • identifying key influences on their sense of identity, such as their family origins, traditions and beliefs and significant events, for example, Ra ngoài đường con phải lễ phép để người ta đừng cười ba mẹ không biết dạy con. Người lịch sự/có văn hóa/có giáo dục không bao giờ chửi thề hay nói bậy
  • exploring how they communicate with one another, their teachers and families, noticing whether they see themselves differently in different contexts, for example, Khi nói chuyện ở nhà tôi cảm thấy mình là người Việt. Khi nói chuyện ở trường tôi cảm thấy mình là người Úc

Systems of language

Recognise and apply features of intonation and pronunciation and writing conventions used in different types of texts and contexts

[Key concepts: sound systems, pronunciation, punctuation; Key processes: recognising, applying] (ACLVIU151 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • applying basic pronunciation rules, including adding or changing tone markers, initial consonants or vowels to form new words, for example, buổi, cuối, đuổi, tuổi, chuối
  • understanding and reproducing Vietnamese words with different tone markers, and understanding that pitch changes affect the meaning of a word, for example, thương, thường, thưởng, thượng
  • understanding the variability of sound–letter matches and distinguishing between similar sounds such as ch and tr, s and x (chai/trai or song/xong)
  • exploring Vietnamese sounds such as heterographs, for example, giai and dai, dây and giây, and homonyms, for example, bàn (bàn bạc) or bàn (cái bàn)
  • analysing Vietnamese pronunciation and intonation, for example, Anh ăn trưa chưa? Anh chưa ăn trưa? and Anh chưa ăn trưa
  • applying Vietnamese spelling rules, for example, k, gh and ngh only go with i, e, and ê (kiến, kẻ, kể, ghi, ghe, ghế, nghỉ, nghe, nghệ)
  • comparing Vietnamese words that end with i and y, and identifying words that are commonly misspelled, such as tai and tay, mai and may, ngài and ngày
  • using appropriate punctuation in writing, including commas, full stops, question marks, semicolons, colons, inverted commas and exclamation marks
Understand and use basic grammatical structures and explore a range of nouns, adjectives, adverbs, verbs and conjunctions, to express opinions, actions and events in time and place

[Key concepts: nouns, adjectives, verb forms, conjunctions; Key processes: understanding, expressing] (ACLVIU152 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • applying basic sentence structure in spoken and written texts, for example, subject + predicate, and understanding the grammatical function in sentences of adjectives, nouns, verbs and adverbs
  • using different types of compound words, for example, nhà cửa, đường phố, trường lớp, anh chị em, and understanding how they are formed, for example, trường + học< = trường học; học + hành = học hành
  • using adverbs and adjectives to expand and elaborate meaning in sentences, for example, (hát) hay, (học) giỏi, (làm việc) nhanh nhẹn/chậm chạp and (người con) ngoan ngoãn/có hiếu, (căn phòng) sạch sẽ/ngăn nắp
  • exploring a range of comparative and superlative forms of adjectives, for example, đẹp, đẹp hơn, đẹp nhất
  • extending vocabulary by learning and using reduplicative words, for example, nho nhỏ, to to, đo đỏ
  • 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
  • expanding use of verbs to express actions, for example, Tôi chơi đá banh, and feelings, for example, Tôi cảm thấy vui khi được cô khen; and imperative forms, for example, Im lặng! Nghe cô giảng bài!
  • using conjunctions to link words, phrases or sentences, for example, và, với, hay, tại vì, hoặc, tuy, nhưng
Understand the structure and language features of familiar texts such as recipes, recounts, narratives, procedures, emails and stories, recognising that linguistic choices depend on purpose, context and audience

[Key concepts: genre, language features; Key process: exploring] (ACLVIU153 - Scootle )

  • Literacy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Personal and Social Capability
  • identifying and comparing the language features of different text types, such as descriptive language in narratives or persuasive language in advertisements, and making connections between these features and the purpose of the text, for example, the use of descriptive language to entertain, or emotive language to persuade
  • identifying the context, purpose and audience of a range of imaginative, procedural, persuasive or informative texts, such as stories, recipes, advertisements and news reports
  • identifying the context, audience, purpose and structural features of short familiar texts in Vietnamese, such as messages, notes, signs, instructions, personal emails/letters, diary entries/blog posts, advertisements, announcements, recipes, stories, songs and poems
  • recognising structural features of familiar personal, informative and imaginative Vietnamese texts, for example, dates on diary entries and letters, greetings in emails or conversations, and titles of stories
  • discussing ways in which different sets of vocabulary are seen in different contexts, for example, the use of imperatives in a set of instructions (Đứng lên! Ngồi xuống! Mở tập ra! Nghe và lặp lại), the frequent use of time and place markers (ngày xửa ngày xưa, hôm qua, hôm nay, ngày mai, tuần tới) in narratives, the types of adjectives (đẹp, tốt, bền, tiện lợi) seen in advertisements, and personal pronouns (ông, bà, tôi, anh, chị, em) in everyday conversations
  • 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

Language variation and change

Understand that language is used differently in different contexts and situations, for example, at home, at school, at the market or at the doctor’s surgery

[Key concepts: variation, context; Key processes: analysing, explaining] (ACLVIU154 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • discussing with peers how they vary language use when communicating with people in different contexts, such as talking to a teacher, chatting with friends or going shopping, for example, Thưa cô, cho em nộp bài trễ một ngày được không ạ? Lan này, chừng nào có bài kiểm tra tiếng Việt? Chào cô, ở đây có bán từ điển tiếng Việt không?
  • identifying ways in which tone and body language vary in daily interactions depending on context, for example, the same sentence may be spoken in a different tone (friendly/unfriendly, respectful/impolite) and body language may change according to the setting (serious/interactive in the classroom, casual/friendly in the playground, relaxed at home/careful in the street)
  • explaining variations in aspects of language use such as tone, gestures, word choice or sentence structure in various situations and contexts, for example, interactions between customer and salesperson, doctor and patient, tour guide and tourist
  • identifying specialised language used in specific contexts, for example, at the market (giá bao nhiêu, trả giá, mắc, rẻ, giảm giá, hàng tốt/xấu) or at the doctor’s surgery (bị cảm, ho, nhức đầu, chóng mặt)
  • recognising differences in language use between class presentations and everyday conversations, such as Xin chào cô và các bạn versus Lan nè/Ê Lan, khỏe không?
Explore how the Vietnamese language has changed over time and how it has been influenced by dialects and accents across regions of Vietnam

[Key concepts: regional variance, language exchange; Key processes: exploring, connecting] (ACLVIU155 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • Asia and Australia’s Engagement with Asia
  • recognising ways in which the Vietnamese language has changed over time, for example, the romanisation of the writing system, the declining use of Sino-Vietnamese words such as quốc kỳ and sư phụ, and the increasing use of English words such as ‘OK’, ‘jeans’, ‘shopping’ and ‘hello’
    • Asia and Australia’s Engagement with Asia
  • recognising and understanding new and borrowed words, phrases and concepts that have been created or incorporated as a result of contact with other cultures, for example, kimono, koala, sushi, pizza, mì Ý (pasta), bánh mì kẹp thịt (hamburger), thức ăn nhanh (fast food)
  • understanding that Vietnamese has different dialects, such as Southern, Central and Northern Vietnamese, for example, má/mẹ (mother), ba/bố (father), dứa/thơm, khóm (pineapple)
    • Asia and Australia’s Engagement with Asia
  • distinguishing between the three main dialects in Vietnamese, for example, noticing that the Southern and Central Vietnamese dialects have fewer tone markers in spoken language than the Northern Vietnamese dialect
  • exploring the expansion of vocabulary in the Vietnamese language due to the influence of regional dialects, for example, Southerners have adopted some Northern words (ba mẹ) and vice versa (cù lần)

Role of language and culture

Understand that language use is shaped by the values and beliefs of a community

[Key concepts: social norms, values, attitudes; Key processes: understanding, reflecting] (ACLVIU156 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Ethical Understanding
  • Intercultural Understanding
  • Asia and Australia’s Engagement with Asia
  • Sustainability
  • discussing connections between the Vietnamese language and cultural beliefs, for example, con số hên, số đẹp, ngày tốt/tốt ngày
  • understanding that Vietnamese values and beliefs influence language choices, for example, the use of family terms such as chú, bác, cô or instead of first names reflects the importance of family in Vietnamese culture
  • discussing the meaning of ‘culture’, how it involves visible elements such as language, symbols, food, national costumes and dancing, and invisible elements such as values and beliefs, including respect for the environment; and comparing these visible and invisible elements of Vietnamese culture to other cultures of the Asia region
    • Asia and Australia’s Engagement with Asia
    • Sustainability
  • making connections between language and culture, such as vocabulary and expressions related to people, lifestyle and the environment, for example, con rồng cháu tiên, khéo ăn thì no, khéo co thì ấm, trời nắng tốt dưa, trời mưa tốt lúa

Years 5 and 6 Achievement Standards

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. They make shared decisions and arrangements, organise events and complete transactions. When participating in classroom and collaborative activities, they ask and respond to questions, and express opinions, for example, Bạn thích ăn cơm hay phở? Tôi thích ăn phở vì nó thơm ngon và bổ. Students use specific features of pronunciation and intonation, including tones, when interacting. They locate, classify and compare information from a range of familiar texts, and share information and ideas on topics of interest in paragraphs or short texts selected to suit different audiences. They respond to imaginative texts by describing key elements, and create short imaginative texts or alternative versions of texts they have heard, read or viewed. Students use everyday language and topic-specific vocabulary to express ideas and opinions and discuss events in time and place. They construct sentences using nouns, pronouns, adjectives, adverbs and familiar expressions and idioms (for example, đen như mực, hiền như Bụt, có công mài sắt có ngày nên kim), to suit the context and purpose of communication. Students use simple sentences and form compound sentences using conjunctions such as và,hay/hoặc, vì, nhưng, nên. When writing, they apply appropriate spelling and punctuation in a range of sentence types. Students translate simple texts from Vietnamese into English and vice versa, identifying words that are easy or difficult to translate, and create bilingual texts for their own language learning and for the school community. Students identify ways in which their family origins, traditions and beliefs impact on their identity and influence how they communicate in Vietnamese and English.

Students form new words by adding or changing tone markers, initial consonants and vowels (for example, buổi, cuối, đuổi, tuổi, chuối), and identify how changes to pitch affect the meaning of words, for example, thương, thường, thưởng, thượng. They compare the structure and language features of familiar texts and identify ways in which audience, context and purpose influence language choices. They identify ways in which language use varies according to context and situation, for example, Chào các bạn. Kính thưa thầy/cô. Students provide examples of how the Vietnamese language has changed over time and identify ways in which regional dialects and accents have influenced the language, for example, dialectal variations such as bố/ba, mẹ/má, cái thìa/cái muỗng, Em tên gì?/Em tên chi? Đi đâu?/Đi mô? They identify language choices that reflect the influence of Vietnamese values and beliefs, and apply culturally appropriate behaviours and language when communicating in a range of familiar situations.


Years 5 and 6 Work Sample Portfolios