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• VCVIU154

  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

  Elaborations

  • 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?

  VCVIU154 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCVIU156

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

  Elaborations

  • 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 dì 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
  • 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

  VCVIU156 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture

• VCVIU151

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

  Elaborations

  • 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

  VCVIU151 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCVIU152

  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

  Elaborations

  • 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

  VCVIU152 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCVIU155

  Explore how the Vietnamese language has changed over time and how it has been influenced by dialects and accents across regions of Vietnam

  Elaborations

  • 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’
  • 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)
  • 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)

  VCVIU155 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCVIU153

  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

  Elaborations

  • 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

  VCVIU153 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCZHC145

  Interact and socialise with peers and known adults, exchanging ideas and opinions about personal experiences and social activities

  Elaborations

  • engaging others in conversation and inviting responses on issues relevant to their lives, such as traditional and modern lifestyles and values, and language learning by asking questions such as 你知道澳大利亚的国宝是什么吗？你觉得什么最好玩？
  • participating in class and school debates, acknowledging others’ opinions and presenting own with examples and personal experiences, for example, 虽然你说得很有道理，但是如果我们再想一想，如果你也经历过… 那么你也会同意…
  • using social media to maintain contact with classmates and record events in everyday life, by keeping a weekly or daily journal or blog, recording highlights of school or home life or leisure activities (for example, 今天我的足球队又输了，真没劲!), or a holiday experience, for example, 袋鼠岛游记
  • describing and elaborating on details of experiences in correspondence, for example, 这次暑假过得很愉快，我们全家去了巴厘岛。在那儿，我们天天在海边，有时候冲浪，有时候散步
  • composing text messages, emails, letters using appropriate formats and employing appropriate terms to address recipient, for example, 敬爱的王老师 (for a formal letter), 嘿，小王，最近好吗 (for a casual letter or message)
  • responding appropriately to invitations, including by accepting and declining, for example, 谢谢你的邀请，祝你生日快乐。但是我星期日要…对不起，不能参加你的聚会。希望你玩得高兴

  VCZHC145 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCZHC148

  Plan and present key points of information to familiar audiences

  Elaborations

  • developing informed opinions to share with others, giving examples (for example, 澳大利亚人说很多语言，比如英语，汉语，法语等等) and comparing information, for example, 中国人口比澳大利亚的多)(我觉得我们应该帮爸爸妈妈做家务
  • working in teams to prepare and present an oral presentation, supported by digital media, related to own school or community or on topics of interest, for example, endangered animals, popular singers in Asia
  • preparing and creating a video clip to share with peers overseas introducing aspects of local culture, including interesting places, history, famous people, and lifestyle, for example, 墨尔本的电车
  • producing a digital display containing text and images to present a personal perspective on life in Australian schools to share with peers overseas
  • creating poster displays using graphics, photographs and illustrations to document and convey ideas related to topics of interest, for example, their country of origin, family tree or favourite sports team
  • collaborating with others to prepare a report for a school or community newsletter about Chinese language learning experiences or activities at day school and community school

  VCZHC148 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCZHC041

  Describe aspects of own identity and reflect on differences between Chinese and English language and culture, identifying how this knowledge can help their intercultural exchanges

  Elaborations

  • using appropriate forms of address in interactions, including nicknames for friends, greetings such as 嘿、哈罗、吃了吗、校长好, and courtesy phrases when agreeing, thanking, apologising, refusing, declining and leave-taking, for example, 谢谢, 不客气, 对不起，没关系
  • presenting short spoken texts to peers and to Chinese-speaking people in other contexts via digital media, sharing culture-specific aspects of own identity (for example, 我是希腊人，我周末学希腊语 or football club membership) and discussing their significance
  • defining own identity by describing relationships with others, for example, friendship groups (我的朋友是 Lisa 和 George，我们都很聪明), ethnic group (我是德裔澳大利亚人)
  • engaging with Chinese speakers through organised school activities (such as through a video-conference with students at a Chinese school, or welcoming visitors to own school), observing moments when difficulties are experienced in communication and reflecting on the cause of the difficulty
  • sharing with peers personal experiences of interacting with Chinese speakers, for example, ‘I was really nervous and forgot how to say…’
  • observing interactions between Chinese speakers, and discussing the context and language use (for example, a family eating out in a restaurant, noticing the environment, seating arrangements, and how dishes are ordered and presented) and comparing to their own experience

  VCZHC041 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCZHC152

  Create simple bilingual texts for different audiences, explaining features of the different versions and the impact of context

  Elaborations

  • acting as interpreter for visitors from diverse backgrounds and communicating their message to speakers of other languages, applying strategies such as clarifying, rephrasing and explaining when mediating cultural concepts
  • using a range of resources to assist in creating a Chinese translation of a text, exploring the functions of print and digital translation tools and discussing their strengths and weaknesses

  VCZHC152 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCZHC151

  Identify and account for the potential loss of subtle meanings from character components and individual characters in compounds when translating into English

  Elaborations

  • reading Chinese texts such as advertisements and signs that include the translation of some words or phrases, and engaging in class discussion about the merits of translations and alternative ways of representing the meanings expressed in the texts
  • reading children’s stories in bilingual form and reflecting on ideas expressed in Chinese and English which may not be readily translated and discussing possible reasons for this
  • observing interactions between speakers of Chinese and attempting to describe the interaction in English, discussing personal interpretations of the meanings conveyed and the cultural messages implicit in the interaction, for example, watching an interaction between a teacher and students in China and contrasting with their own experience in Australia
  • explaining culture-specific concepts such as humility (谦虚) to people from different cultural backgrounds, including examples of when and how 谦虚 should be shown and how it is understood by participants of the communication, for example, when accepting/rejecting appraisal

  VCZHC151 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCZHC036

  Locate key points in written informative texts, summarising the points to report to known audiences

  Elaborations

  • locating key information in texts such as timetables, calendars, brochures or advertisements, using clues such as organisation of content, for example, 星期一，星期二 etc. listed on the top row of a timetable
  • reading familiar texts, such as shopping catalogues, understanding key phrases such as 八折, and working out the final price of an item
  • recognising markers of time (for example, 第二天) in a sequence of events to monitor information flow and assist with reading for overall meaning
  • creating a poster to convey information to Chinese peers (for example, about a local city or popular tourist site) with pictures, maps, data, words and sentences
  • selecting from word lists to create informative texts such as signs, slogans and notices, using electronic tools such as a digital dictionary to extend own expression

  VCZHC036 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCZHC038

  Create written imaginative texts, describing characters and sequencing events, using scaffolded models of texts, learnt characters or word lists for support

  Elaborations

  • experimenting with storytelling techniques by following provided models of narrative texts, for example rewriting 她有七色花，红色，蓝色，白色… and replacing 花 with 气球 and writing 她有七色气球，红色，蓝色，白色
  • using digital media to create an imaginative story to share with peers and Chinese-speaking contacts, using both language and images to achieve particular effects, for example, using 重复（很大很大的球; 走啊走啊走啊)
  • plotting a storyline, considering: Who is the main character? How can I make this character interesting to readers? How can I sequence my story to grab the reader’s attention?
  • collaborating to create alternative endings to well-known stories using learnt sequences and word lists for support

  VCZHC038 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCZHC149

  Respond to popular stories and characters from Chinese folklore, sharing opinions on aspects of the storyline, characters and themes

  Elaborations

  • exploring various forms of Chinese popular culture in audio or visual media, including 流行歌曲、电影、电视剧、娱乐新闻, appreciating stylistic devices used in popular song lyrics, such as 重复, and comparing them to English songs
  • comparing popular performance across cultures and generations, evaluating performances with attention to the aesthetic values and the influence of Western and Asian popular culture, and comparing the content and language, for example, 我妈妈最喜欢的中文歌是…这首歌唱的是…我最喜欢的中文歌是… …内容和我妈妈喜欢的歌不一样
  • recognising the influence of traditional culture on modern popular entertainment, for example, considering the use of traditional instruments in popular songs, the composition of modern songs from well-known traditional poems such as 《水调歌头•中秋》, and the representation of traditional symbolic meanings such as 孝顺 (filial piety), 礼让 (out of courtesy or thoughtfulness) in modern performances
  • reading children’s literature, including fables and traditional stories; exploring values and morality tales such as the concept of 寓意 in 动画片，小人书; and comparing values and morals conveyed through texts across cultures, such as 凿壁偷光，塞翁失马 （你能找到英语中类似的说法吗？你觉得澳大利亚人理解这个故事的寓意吗？）
  • reading extracts from culturally significant children’s literature, discussing their personal responses to the characters and storyline, and writing a journal to relate the story to personal experience or express empathy for characters involved

  VCZHC149 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCZHC037

  Engage with characters and points of view in short imaginative texts, express personal opinions and create simple spoken imaginative texts

  Elaborations

  • singing popular songs, exploring the intended meaning of lyrics and the use of stylistic devices such as 比喻 （我爱你,我爱你， 就像老鼠爱大米） or 重复 （我是女生，漂亮的女生，我是女生，爱哭的女生）
  • retelling stories read by the teacher in Chinese and sequencing actions (using 然后), or explaining the cause of an action (using 因为)
  • expressing personal opinions on TV programs or music videos, for example, 我很喜欢中国的 rap
  • participating in performances such as 诗朗诵 and applying specific prosodic features such as ‘tone flow’ (抑扬顿挫) to enhance the effect
  • creating short plays or skits and taking on roles in imagined scenarios such as a shopping trip, fashion show, or visiting or hosting a Chinese friend
  • reading short stories in groups, and summarising the story and conveying the emotions and opinions of characters using, for example, 最、非常、太
  • reading aloud phrases such as 哎呀！天哪！ that are used to highlight the characters reactions to situations or the actions of others.

  VCZHC037 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCZHC035

  Obtain and process specific information from multiple spoken sources, selecting and sequencing appropriate content for specific audiences

  Elaborations

  • identifying specific information related to places, for example, listening to a weather forecast, recognising the names of familiar cities (such as 北京，上海), and recording the weather conditions and the temperature
  • using textual clues such as 听一听小明的一天 to predict possible content when listening to spoken texts, and preparing to hear key information such as time and activities
  • listening to and viewing a range of informative texts to identify key points, for example, answering questions from classmates about the procedure and main ingredients for cooking a Chinese dish from a cooking show
  • presenting a short talk using information gathered from multiple sources, for example, investigating 南京的天气 by interviewing the teacher and listening to a podcast of a weather forecast
  • supporting presentations with pictures, charts or graphs as appropriate, for example, using bar charts to show data on 澳大利亚的语言

  VCZHC035 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCZHC147

  Locate and compare factual information from different sources about different communities and lifestyles

  Elaborations

  • viewing TV programs, documentaries or interviews with young people such as 《智慧树》, discussing the participants’ experiences and comparing with own life experiences
  • investigating aspects of life of Chinese communities overseas, for example, web-chatting with relatives overseas to find out more about own family origins, history or circumstances
  • identifying and selecting visual sources (for example, 优酷, and comparing and contrasting different perspectives on issues, such as how children in different locations in China describe their school experience
  • following an instructional video in order to complete an action collaboratively, for example, watching 如何画中国画, or preparing for a cultural celebration by following video procedures on how to 包粽子 for 端午节
  • representing information in a new format, for example, watching a TV cooking show then converting each step into a written recipe with essential information including ingredients and quantities, and amount of time required
  • selecting appropriate resources to research a topic of interest such as a major place, person or event in Chinese history, and identifying key information to share with others
  • researching a topic by analysing what information is needed, employing Chinese search engines to access a range of sources of information online, and choosing the most suitable sources, for example, 这个网站看上去像正规网站吗？ 这个网站是官网吗?

  VCZHC147 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCZHC039

  Interpret and translate simple texts used for everyday purposes, identifying actions, words and phrases that do not readily translate into English

  Elaborations

  • identifying how best to interpret key words when translating English texts into Chinese, for example, the use of 是 after first-, second- and third-person pronouns; numbers with measure words; possessives with 的; plurals
  • viewing spoken interactions in Chinese between peers or in texts (for example, viewing a segment of a movie), and interpreting the meaning of the dialogue as well as comparing and discussing culturally determined manners or behaviour displayed in the interaction
  • differentiating between word-by-word meaning and intended meaning when translating from Chinese into English, for example, the word-by-word translation of 我喜欢一个人看书 is ‘I like one person to read’, but it means ‘I like to read alone’
  • comparing own translation of short texts (such as brand names, signs, slogans and billboard advertisements) to others’, and evaluating the effectiveness of own translation
  • recognising the role that gesture plays in oral interaction, including emblematic (hand) gestures, gesturing for emphasis and encouragement, and taboos within Chinese communication, such as pointing directly at someone
  • identifying Chinese symbols in print and digital texts (for example, the longevity symbol), and developing ways to convey the culturally attached value when expressing the meaning of these symbols in English

  VCZHC039 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCZHC150

  Create short narratives to express the experiences, thoughts and emotions of individuals in imagined contexts

  Elaborations

  • recounting an imagined encounter with a famous person, or reproducing a scenario where cultural misunderstandings create a humorous outcome
  • collaborating to create dramatic performances to retell classic Chinese stories, such as 《负荆请罪》, or famous stories in other cultures, such as 《丑小鸭》
  • creating narratives to describe imagined experiences, for example, a trip to China, including a visit with a homestay family or an adventure on the Great Wall, or the experiences of a Chinese student visiting Australia
  • creating stories in various literary styles (for example, 记叙文、散文、诗歌), experimenting with descriptive language to convey the intensity of characters’ emotions, and events , using written styles of language, for example 我看到好多漂亮的花，有粉红的，雪白的，真是太美了

  VCZHC150 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCZHC040

  Create own bilingual texts such as signs, displays and posters

  Elaborations

  • producing bilingual posters to promote a healthy lifestyle, such as 健康食品
  • designing bilingual signs (characters/Pinyin/English) to post on key buildings and rooms around the school that convey short messages such as descriptions of the place or the rules in that place
  • developing strategies for using bilingual (Chinese–English and English–Chinese) dictionaries in both print and digital forms to assist with translation

  VCZHC040 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Translating