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• VCVIC026

  Produce bilingual resources in multimodal and digital forms for the school and local community, such as travel brochures, comics, blogs or video clips, considering the role of culture when transferring meaning from one language to another

  Elaborations

  • creating tourist brochures or itineraries for young Australian travellers to Vietnam, supplying key words, phrases and information about cultural behaviours, for example, Bao nhiêu tiền? Xin cho biết phòng vệ sinh ở đâu. Làm ơn chở tôi đến nhà hàng/khách sạn/phi trường, xin lỗi, cám ơn, đừng ôm hôn khi chào
  • creating a glossary that includes culture-specific terms or expressions in Vietnamese and explanations in English, for example, tết Nguyên đán, tết Trung thu, lễ Vu lan, rằm tháng Giêng, chúc mừng năm mới, trăm năm hạnh phúc
  • producing a booklet of Vietnamese idioms and proverbs with equivalent expressions in English, for example, xa mặt cách lòng (‘Out of sight, out of mind’), có chí thì nên (‘Where there’s a will there’s a way’), Một giọt máu đào hơn ao nước lã (‘Blood is thicker than water’)
  • composing bilingual texts for specific audiences and purposes, for example, a Big Book or game for young Vietnamese learners, invitations to a class/social event or posters for a performance, a program for a cultural event, or a brochure about the school for a visiting group of exchange students, recognising that meanings need to be tailored to audience, purpose and cultural perspectives

  VCVIC026 | Languages | Vietnamese | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCVIU121

  Recognise that Australia is a multilingual society and that Vietnamese is one of the major community languages in Australia

  Elaborations

  • exploring and naming different languages that they have encountered in everyday life, for example, languages of their parents, grandparents, neighbours or classmates
  • exploring the range of languages spoken in Australia, including Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages

  VCVIU121 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCVIU138

  Recognise that languages change over time and influence one another

  Elaborations

  • exploring the influence of English on informal language used in daily interactions by Vietnamese people in Australia, for example, đi ‘shop’, xem ‘TV’, nghe ‘radio’, dùng ‘internet’ and the use of terms such as ‘OK’, ‘hello’ and ‘shopping’
  • recognising that many Vietnamese words are derived from other languages, including French (ba lê/‘ballet’, cà phê/‘café’), English (internet, căn-tin/‘canteen’) and Chinese (phụ huynh, tổ quốc)
  • understanding that some languages are continuously evolving, others are endangered, and some are being revived, with particular reference to indigenous languages used throughout the world, including Aboriginal languages and Torres Strait Islander languages in Australia
  • reflecting on changes in language practices in modern Vietnamese, and making comparisons with traditional Vietnamese, for example, sử ký and lịch sử, thầy u and ba mẹ, sư phụ and thầy cô

  VCVIU138 | Languages | Vietnamese | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• 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: 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

• 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

• VCVIC116

  Identify themselves as members of different groups, including the Vietnamese class, the school, their family and the community, describing their roles within these groups

  Elaborations

  • listing various groups that they belong to, for example, family, school, class or clubs, and reflecting on themselves as a member of these groups and the role they play in each one
  • identifying themselves as belonging to a particular cultural and/or language group, for example, ‘my Vietnamese class’, ‘my Vietnamese school’ and ‘my community’, or ‘I speak Vietnamese’ (Tôi biết tiếng Việt)
  • reflecting on how their own identity as a person who knows more than one language influences the role they play in various groups
  • eliciting and giving information that signals identity in different contexts such as home and school, including age and appearance, class and school, for example, compiling a personal profile consisting of their Vietnamese name, age and animal sign, using simple words and modelled statements, such as Em tên (là) Nguyễn Hoàng Nam. Em bảy tuổi. Em học lớp hai. Em tuổi con heo

  VCVIC116 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCVIC028

  Reflect on own sense of identity and discuss ways in which identity is expressed in intercultural communication

  Elaborations

  • discussing how being bilingual allows them to present ‘self’ to others in particular ways, for example, as ‘Vietnamese’ or ‘Vietnamese Australian’
  • reflecting on the role of language in expressing identity, considering when, with whom and why they use different languages and whether their own identity changes when they use different languages
  • observing how they communicate with one another, their teachers and families, noticing if there are any changes in the way they see themselves in different contexts, for example, Khi nói chuyện với gia đình tôi cảm thấy mình là người Việt nhưng khi nói chuyện với bạn bè tôi lại cảm thấy mình là người Úc
  • reflecting on choices made to present self to others in particular ways when interacting across cultures, noticing differences in the way they communicate, think and behave in different contexts

  VCVIC028 | Languages | Vietnamese | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCVIC115

  Share opinions and ways of behaving when using Vietnamese in home and school contexts

  Elaborations

  • identifying the significance of particular gestures in Vietnamese-speaking contexts, noticing own level of comfort with these, for example, making or not making eye contact when talking to older people
  • discussing one another’s ways of communicating and their appropriateness in Vietnamese contexts, such as different ways of showing politeness, for example, when making requests (giùm, làm ơn), thanking someone (cảm ơn nhiều, cảm ơn), bending when passing people, folding arms and/or nodding while greeting people
  • 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

  VCVIC115 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCVIC181

  Translate and interpret texts for different audiences and contexts, and explore how cultural concepts, values and beliefs are represented differently in Vietnamese and English

  Elaborations

  • viewing English-language films with Vietnamese subtitles (and vice versa), evaluating the effectiveness of the translations and explaining associated cultural aspects
  • reading short texts and excerpts from a range of informative, personal and literary texts, identifying cultural elements and reflecting on how they are encoded differently in Vietnamese and English, for example, the use of family terms, titles and terms of address (cô, chú, anh, chị, em)
  • analysing and discussing similarities and differences and cultural influences in common Vietnamese and English idiomatic expressions, for example, Có chí thì nên = ‘Where there’s a will there’s a way’, Đừng có trông mặt mà bắt hình dong = ‘Don’t judge a book by its cover’, đẻ bọc điều = ‘To be born with a silver spoon in one’s mouth’, Dạy con từ thuở còn thơ = ‘Strike while the iron is hot’
  • translating written expressions associated with politeness and social behaviours in Vietnamese, for example, opening and closing of formal/informal letters with phrases such as Kính thưa giám đốc, Ba mẹ kính yêu/Bạn thân mến/Em yêu, Thân/Thân mến/Thương mến/Thân chào/Trân trọng kính chào, and comparing them with standard expressions in English, such as ‘Dear …’, ‘Yours sincerely/faithfully’, ‘Kind regards’/‘Regards’
  • experimenting with translating idiomatic expressions and proverbs as well as a range of short texts that involve cultural elements, exploring how to convey meaning and cultural significance in Vietnamese and English, and recognising that the translation of expressions, idioms and proverbs requires both literacy skills and cultural knowledge to mediate between languages
  • 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

  VCVIC181 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• 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

• VCVIC142

  Engage in classroom interactions by asking and responding to questions and expressing opinions

  Elaborations

  • 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
  • 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

  VCVIC142 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCVIC150

  Reflect on how own biography, including family origins, traditions and beliefs, impacts on identity and communication

  Elaborations

  • 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

  VCVIC150 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCVIU134

  Experiment with pronunciation and spelling of Vietnamese vowels, consonants and tone markers

  Elaborations

  • identifying similarities and differences between Vietnamese and English pronunciation, and adapting learnt spelling strategies from one language to the other
  • exploring the Vietnamese sound system and making connections between letters, sounds and tone markers in words, for example, adding or changing tone markers to form new words (co, cò, có, cỏ, cọ)
  • recognising common Vietnamese sounds in words, for example, nguyên âm đôi, and using spelling strategies to identify and produce words that have the same sounds, for example, ao: áo, táo, vào and ơi: chơi, với, tới
  • analysing sounds such as diphthongs and triphthongs (nguyên âm đôi và nguyên âm ba) and rhyming patterns (vần điệu) when listening to Vietnamese songs, and grouping words according to their pronunciation and sounds, for example, uơi: cười, tươi, người and iên: liền, miền, điền, tiền
  • developing and applying spelling strategies when writing frequently used words and more difficult words, for example, ưa, mưa, đưa, chưa, and forming new words, for example, cái, mái, lái, thái, trái

  VCVIU134 | Languages | Vietnamese | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language