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• Languages | Vietnamese: Structure

  Sequences of learning

  The Vietnamese curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language...

  Overview material | Vietnamese

• Languages | Vietnamese: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | Vietnamese

• VCVIU187

  Understand the relationship between purpose, audience, context, linguistic features, and textual and cultural elements associated with different types of personal, reflective, informative and persuasive texts

  Elaborations

  • analysing how language choices help achieve particular purposes and effects, for example, descriptive language to promote a product, evaluative language to reflect on an experience or to review a literary work, persuasive language to influence audience, or humorous techniques to entertain
  • recognising and explaining cultural aspects reflected in a range of texts, including multimodal and digital texts, such as school reports, weather reports, official announcements, television programs, or recipes, particularly in the use of idiomatic expressions or proverbs
  • identifying appropriate salutations, depending on personal relationship or social ranking, in specific text types such as emails, speeches or interviews, for example, Kính thưa … /Thưa … , …thân mến/thương mến, kính chào/chào …
  • understanding and transforming texts to suit different purposes (to persuade, to entertain), different audiences (children, adolescents, Vietnamese people, Australians) and different types of texts (an article, a report, speech)
  • understanding the importance of choosing a text type appropriate to their audience and purpose, for example, a speech to persuade Year 8 students to choose Vietnamese as their elective in Year 9, or an article to express own opinions on the impact of technology on teenagers
  • 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 the colour white to signify purity in Western cultures but bad luck in Eastern cultures
  • recognising and discussing cultural concepts or values reflected in texts, for example, cultural icons used in commercial advertisements
  • identifying language features and cultural references that contribute to the overall meaning or purpose of texts, for example, a rhetorical question such as Chẳng lẽ chúng ta chịu bó tay sao? to call for action, or truyền thống tôn sư trọng đạo to promote the value of education

  VCVIU187 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• Languages | Vietnamese: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | Vietnamese

• VCVIC144

  Present ideas and information related to topics of interest in a range of formats, including digital presentations, for different audiences

  Elaborations

  • 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
  • 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

  VCVIC144 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• Languages | Vietnamese: Rationale and Aims

  Rationale

  Students acquire communication skills in Vietnamese. They develop understanding about the role of language and culture in communication. Their reflections on language use and language learning are applied in other learning contexts.

  Learning languages broadens students’ horizons...

  Overview material | Vietnamese

• Vietnamese - F–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use spoken and written Vietnamese to initiate and sustain interactions with peers, teachers, family members and other known adults, and to engage in transactions and exchange ideas and experiences. They ask and respond to open-ended questions such as Bạn nghĩ...

  Level description | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8

• Vietnamese - 7–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use written and spoken Vietnamese to interact with peers and the teacher to exchange personal information (for example, Em tên Nam. Em mười hai tuổi. Em sinh ở Úc), describe feelings (for example, Em vui/hạnh phúc) and express preferences (for example

  Level description | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8

• Languages | Vietnamese: Learning in Vietnamese

  Vietnamese language learning

  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,...

  Overview material | Vietnamese

• VCVIC133

  Explore their own sense of identity, including elements such as family, background, experiences, and ways of using language in Vietnamese- and English-speaking contexts

  Elaborations

  • discussing the groups they belong to, including their family and Vietnamese cultural and language groups, and reflecting on how membership of these groups affects their own sense of identity
  • creating texts that express their identity, including as a member of different cultural and/or language groups, for example, their name in English and/or Vietnamese, their age in Vietnam and Australia (Mai lên chín, tuổi ta. Mai mới tám tuổi tây)
  • mapping their personal profile by creating a chart, timeline or web document to highlight significant experiences or events, for example, marking an event when they identified as Vietnamese, such as Lunar New Year (Tết Nguyên đán)
  • noticing how they communicate with one another, their family, teachers and other adults, identifying differences in behaviour in different contexts and with different people, and suggesting reasons for these differences

  VCVIC133 | Languages | Vietnamese | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCVIC180

  Create a range of imaginative texts in different formats, including multimodal and digital formats, for a range of audiences, contexts and purposes

  Elaborations

  • composing reviews in response to artworks, songs, films or stories, discussing themes, characters and language use
  • creating print or digital stories that reflect Vietnamese practices, values and beliefs, such as Vietnamese New Year celebrations, eating etiquette, filial piety, or belief in the importance of education, presenting an issue or situation related to Vietnamese communities
  • creating a range of texts, such as stories, songs, skits or comics, considering main characters, themes, settings and plots, for diverse audiences, for example, children, peers, parents, teachers and social or interest groups
  • writing scripts and performing role-plays or plays that reflect own perspectives on Vietnamese values and practices, such as own view of traditional filial piety and value of education in the modern context
  • composing own imaginative texts, such as animated stories, games or short films, with different settings, characters and events, using a range of devices for effect, and reflecting on values and practices across cultures
  • 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

  VCVIC180 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCVIC182

  Create bilingual texts in multimodal forms, including digital, that reflect aspects of culture and language for a variety of Vietnamese and Australian audiences

  Elaborations

  • creating programs for Vietnamese cultural events, including footnotes in English to explain key words, for example, tết Nguyên đán, tết Trung thu, lễ Vu lan, rằm tháng Giêng
  • creating a range of bilingual texts, such as advertisements, announcements and recipes, for different audiences and contexts, and discussing ways of expressing concepts in each language
  • creating bilingual ‘survival guides’ on language and etiquette in the form of brochures or slideshow presentation for visitors to Vietnam or Australia, and providing advice for specific scenarios, for example, at the airport, hotel, supermarket, restaurant or tourist attraction
  • creating bilingual texts in multimodal forms, including digital, that explain Vietnamese and Australian cultural practices, for example, tục lệ ngày Tết, đám giỗ, đầy tháng, thôi nôi, and New Year, Christmas, birthday or Australia Day activities
  • translating children’s stories from English into Vietnamese and vice versa, and discussing how to maintain original meaning when tailoring texts to different audiences and cultural backgrounds
  • adapting classic Australian stories for young Vietnamese readers, and explaining language and setting choices

  VCVIC182 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCVIC022

  Convey information and opinions on a variety of selected topics using diverse modes of presentation to suit specific audiences and purposes, and applying conventions of text types

  Elaborations

  • expressing opinions on an event or performance, such as a cultural celebration (lễ Vu lan, tết Trung thu, hội chợ Tết) or a Vietnamese concert, using different forms to record own views, for example, a diary entry or a letter to the editor
  • constructing texts in multimodal and digital forms to present information for particular audiences, aligning language choice and text structure to purpose and topics, for example, announcing an event, promoting a product or service, explaining a recycling system, reporting on a favourite band or song, or creating a virtual tour to introduce the school to Year 7 parents and students
  • conveying information and different perspectives on topics of interest such as peer pressure, the impact of technology, or a health or sustainability issue
  • conveying information to a Vietnamese audience to describe aspects of Australian environment and culture such as famous scenery and landmarks, celebrations, cuisine, or Aboriginal and Torres Strait Islander peoples’ histories and cultures
  • developing a glossary of key vocabulary and expressions used in informative and persuasive texts, for example, đặc điểm, chất lượng cao, nội dung phong phú, hình thức trình bày, tiện lợi, giá rẻ không ngờ!, Hãy nhanh chân lên!, Bạn có phải là người năng động, thích thể thao/yêu thiên nhiên/say mê khoa học kỹ thuật không?

  VCVIC022 | Languages | Vietnamese | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCVIC025

  Translate and interpret texts from Vietnamese into English and vice versa, compare different versions of translations, explore differences and identify strategies to overcome challenges in translation

  Elaborations

  • explaining the terms used to describe common features of schooling in Vietnam, for example, terms related to the curriculum or to assessment and reporting, such as chương trình, sách giáo khoa, bài kiểm tra, học bạ, bằng cấp, and comparing these with similar terms used for Australian schooling
  • translating simple school documents into Vietnamese, considering language choices and cultural expressions to suit a particular audience, such as Vietnamese parents
  • translating and interpreting short texts, such as announcements, advertisements, articles, reports, or extracts from stories or films, considering audience and context, and reflecting on how cultural elements are encoded in common words and expressions, for example, use of family terms, titles, and terms of address such as anh, chị, cô, chú, tôi and em
  • interpreting and translating a range of texts from English into Vietnamese and vice versa, using and evaluating translation resources such as web-based translation tools and print and digital dictionaries
  • comparing and discussing various translations (including print and electronic translations, own and peers’ translation work) of common words, phrases, expressions and texts, explaining the reasons for possible differences and similarities, selecting the most appropriate version and negotiating any necessary adjustment
  • identifying and applying translation strategies used in bilingual texts to manage the translation of difficult words and concepts or instances of non-equivalence, for example, expanding descriptions or explanations, providing examples to assist meaning, or connecting to context to identify the appropriate meaning if a word can have different meanings or interpretations, for example, cà phê đậm (‘strong coffee’) but người khỏe mạnh (‘a strong person’); thời tiết nóng nực (‘hot weather’), vấn đề gây tranh cãi (‘a hot issue’) and khu vực nguy hiểm (‘a hot zone’)
  • examining and interpreting idiomatic expressions, for example, đẻ bọc điều, có chí thì nên, dạy con từ thuở còn thơ, including expressions that cannot be translated literally and culturally specific terms such as chữ hiếu, tôn sư trọng đạo, and discussing possible equivalent terms in English

  VCVIC025 | Languages | Vietnamese | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCVIC148

  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

  Elaborations

  • 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
  • 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

  VCVIC148 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCVIC009

  Create a range of bilingual texts and resources such as captions, signs, posters, digital picture dictionaries or menus to assist language learning in the classroom and in the school community

  Elaborations

  • making and using bilingual resources for language learning, such as glossaries or personal Vietnamese–English and English–Vietnamese print and digital dictionaries
  • composing bilingual menus for Vietnamese restaurants, paraphrasing words that cannot be translated directly
  • developing bilingual signs and notices for the school and local community, for example, Thư viện – ‘Library’, Hội trường – ‘School hall’, Trung tâm thương mại – ‘Shopping centre’, Ga xe lửa – ‘Train station’, Trạm xe buýt – ‘Bus stop’
  • creating bilingual captions for tourist attractions in Vietnam and Australia to explain their significance for example, hoàng thành (‘royal palace’), lăng tẩm (‘royal mausoleum’), núi (‘mountain’), bãi biển(‘beach’) and thành phố(‘city’)
  • creating subtitles for short video clips or descriptions for slideshow presentations of intercultural experiences such as going on holiday, attending a wedding ceremony, giving or accepting a gift, or informing Vietnamese peers and community of school or cultural events
  • 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

  VCVIC009 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCVIC023

  Respond to a range of traditional and contemporary forms of art and entertainment, and imaginative and creative texts, including digital texts, describing and discussing themes, values, plot and representations of characters and events, and expressing preferences

  Elaborations

  • recognising and discussing different forms of Vietnamese art and entertainment, such as painting, photography, (water) puppetry, dance, music, theatre, television and cinema
  • comparing traditional and contemporary Vietnamese art and entertainment, for example, comparing tranh dân gian Đông Hồ with tranh sơn dầu, dân ca with nhạc trẻ, kịch with phim, or trò chơi dân gianwith trò chơi điện tử, to identify how social and cultural practices may have changed or been maintained over time, for example, wedding ceremonies or birthday/New Year celebrations
  • listening to, viewing or reading texts such as novels, memoirs, songs, films and performances, discussing the main characters and events, and the key messages and beliefs, and examining how language is used to help reveal the characters’ attitudes or views
  • responding to events and characters in imaginative texts by, for example, writing a diary entry or blog reflecting on an event in a story or film, or conducting an imaginary interview with a character in a story or film
  • describing key messages, values and beliefs in traditional texts in Vietnamese, such as legends, fables, folk tales or humorous stories, and comparing these with similar texts in English, for example, comparing the Vietnamese folk tale Tấm Cám with the English version Cinderella, and discussing the reasons behind similar and different moral values, practices and beliefs
  • discussing with peers how social context and cultural values influence a writer’s representation of issues and topics, for example, how the author’s background or concept of filial piety shapes the characters’ reactions and decisions in regard to their relationships, making connections with personal experiences

  VCVIC023 | Languages | Vietnamese | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCVIU118

  Understand some first elements of Vietnamese grammar, such as personal pronouns, frequently used nouns, adjectives, verbs and prepositions, and basic rules of word order in simple sentences

  Elaborations

  • noticing that there are multiple forms of personal pronouns in Vietnamese compared to English, for example, con, cháu, em, tôi, mình, anh, chị versus ‘I’ and ‘you’
  • using common adjectives such as to, nhỏ, cũ, mới, ngắn and dài to describe people, animals and objects, noticing that nouns come before adjectives, for example, áo xanh
  • using common verb forms, for example, ăn, uống, chơi, ngủ, đọc, nghe, viết, hỏi, trả lời, nói, thích
  • recognising common prepositions relating to location, for example, trong, ngoài, trên, dưới, ở giữa
  • using vocabulary relating to time, such as days of the week (thứ Hai, thứ Ba, thứ Tư), months of the year (tháng Giêng/tháng Một, tháng Hai, tháng Tư, tháng Chạp/Mười hai) and ‘o’clock time’ (một giờ, hai giờ)
  • 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
  • recognising basic structures of closed and open-ended questions, for example, Em thích nghe truyện cổ tích không? Tại sao em thích truyện ‘Cô bé quàng khăn đỏ’?
  • using some question words in familiar contexts, for example, ai, cái gì, ở đâu, bao nhiêu
  • recognising word order in simple sentences, noticing that the subject is placed before the predicate, for example, Em + đi học

  VCVIU118 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language