Years 9 to 10
Languages
ASLANVIE7_10Y910
Years 9 to 10 Vietnamese Achievement Standard
9 statements aligned to content descriptors and elaborations
Achievement standard (as ACARA publishes it)
Achievement standard
Click any sentence to jump to its statement and linked content descriptors.
By the end of Year 10, students initiate and sustain Vietnamese language to exchange and compare ideas and experiences about their own and others’ personal worlds. They communicate using non-verbal, spoken and written language to collaborate, plan and reflect on activities and events. They interpret and analyse information and ideas in texts and demonstrate understanding of different perspectives. They synthesise information and respond in Vietnamese or English, adjusting language to convey meaning and to suit context, purpose and audience. They use structures and features of spoken and written Vietnamese to create texts.
Students apply features and conventions of spoken Vietnamese to enhance fluency. They select and apply knowledge of language conventions, structures and features to interact, make meaning and create texts. They support discussion of structures and features of texts, using metalanguage. They reflect on their own language use and cultural identity, and draw on their experience of learning Vietnamese, to discuss how this learning influences their ideas and ways of communicating.
Years 7 to 10 sequence
The 9 achievement standard statements
Open a statement to see the content descriptors ACARA links to it, then open a descriptor's elaborations.
By the end of Year 10, students initiate and sustain Vietnamese language to exchange and compare ideas and experiences about their own and others’ personal worlds.
Content descriptorAC9LV10EC01 Communicating meaning in Vietnamese
initiate and sustain interactions in familiar and some unfamiliar contexts to exchange ideas, opinions and experiences about their own and others’ personal worlds
Elaborations (7)
- Elaboration asking and responding to questions to discuss opinions on familiar topics such as friendship, leisure activities, everyday life and special events, for example, Ngày hội thể thao cửa trường bạn thế nào? Ngày thể thao của trường mình rất vui. Bạn thích nghe nhạc nào? Mình thích nghe nhạc trẻ.
- Elaboration sharing information about personal experiences, for example, Đường phố ở Úc rất sạch sẽ và đẹp. Tôi thích đi Việt Nam vì có nhiều thứ đẹp và rẻ.
- Elaboration comparing and discussing their future plans and aspirations with others, for example, Tôi muốn học đại học, còn bạn? Tôi muốn trở thành giáo viên. Còn bạn thích làm nghề gì?
- Elaboration using strategies to sustain face-to-face and online conversations, for example, encouraging responses through questions such as Bạn thấy phim này thế nào? Tại sao bạn thích ca sĩ này?
- Elaboration expressing opinions on an event or performance, for example, responding to a cultural celebration such as Tết Trung Thu, hội chợ Tết
- Elaboration interacting in spontaneous hypothetical situations relating to travel, such as losing property, catching public transport, asking for recommendations, complaining about services, for example, Xin lỗi. Tôi mất hành lý. Ông giúp tôi được không?
- Elaboration using different forms to record own views in an email to the editor or a secure blog post
Content descriptorAC9LV10EC02 Communicating meaning in Vietnamese
use Vietnamese language in exchanges to question, offer opinions and compare and discuss ideas
Elaborations (8)
- Elaboration discussing aspects of school life, for example, opinions about school rules, school expectations and subjects offered in Vietnamese and/or Australian schools
- Elaboration using appropriate discussion protocols such as inviting others to contribute to discussions or provide feedback on ideas, respecting others’ opinions and challenging alternative views in a polite manner, if necessary, for example, Bạn nghĩ sao? Bạn có nghĩ giống/khác mình không? Cảm ơn bạn cho mình ý kiến. Bạn nói đúng lắm. Bạn nói có đúng nhưng mình nghĩ rằng… Mình thử làm thế này/cách khác được không?
- Elaboration corresponding with peers via a secure online forum, reflecting on their experience of Vietnamese language learning, for example, Nhiều người Việt coi trọng giáo dục. Nhờ nói tiếng Việt với gia đình từ nhỏ nên bây giờ tôii nói tiếng Việt rất giỏi.
- Elaboration discussing concern or support for social or environmental issues such as ô nhiễm môi trường, tái chế rác thải, hiện tượng nhà kính, nóng lên toàn cầu
- Elaboration discussing issues that are relevant to this stage of their lives, such as school, peer pressure, the use and impact of social media, or parental expectations, and identifying points of agreement or disagreement, for example,Tôi nghĩ tôi không cần điện thoại di động trong lớp học.
- Elaboration participating in class discussions or activities to express opinions and reflect on those of others, for example, in a game of ‘4 corners’, where students move according to their opinion and then respond to others in opposing corners
- Elaboration asking and responding to open-ended questions about learning activities or strategies, for example, Bài làm về nhà cho môn tiếng Việt là gì? Mình phải đọc và trả lời cho bài Tết Trung Thu.
- Elaboration participating in a mock interview for a part-time job or volunteer work, answering questions and discussing ideas, for example, Bạn thích làm việc gì trong thư viện? Tôi thích xếp lại sách.
They communicate using non-verbal, spoken and written language to collaborate, plan and reflect on activities and events.
Content descriptorAC9LV10EC02 Communicating meaning in Vietnamese
use Vietnamese language in exchanges to question, offer opinions and compare and discuss ideas
Elaborations (8)
- Elaboration discussing aspects of school life, for example, opinions about school rules, school expectations and subjects offered in Vietnamese and/or Australian schools
- Elaboration using appropriate discussion protocols such as inviting others to contribute to discussions or provide feedback on ideas, respecting others’ opinions and challenging alternative views in a polite manner, if necessary, for example, Bạn nghĩ sao? Bạn có nghĩ giống/khác mình không? Cảm ơn bạn cho mình ý kiến. Bạn nói đúng lắm. Bạn nói có đúng nhưng mình nghĩ rằng… Mình thử làm thế này/cách khác được không?
- Elaboration corresponding with peers via a secure online forum, reflecting on their experience of Vietnamese language learning, for example, Nhiều người Việt coi trọng giáo dục. Nhờ nói tiếng Việt với gia đình từ nhỏ nên bây giờ tôii nói tiếng Việt rất giỏi.
- Elaboration discussing concern or support for social or environmental issues such as ô nhiễm môi trường, tái chế rác thải, hiện tượng nhà kính, nóng lên toàn cầu
- Elaboration discussing issues that are relevant to this stage of their lives, such as school, peer pressure, the use and impact of social media, or parental expectations, and identifying points of agreement or disagreement, for example,Tôi nghĩ tôi không cần điện thoại di động trong lớp học.
- Elaboration participating in class discussions or activities to express opinions and reflect on those of others, for example, in a game of ‘4 corners’, where students move according to their opinion and then respond to others in opposing corners
- Elaboration asking and responding to open-ended questions about learning activities or strategies, for example, Bài làm về nhà cho môn tiếng Việt là gì? Mình phải đọc và trả lời cho bài Tết Trung Thu.
- Elaboration participating in a mock interview for a part-time job or volunteer work, answering questions and discussing ideas, for example, Bạn thích làm việc gì trong thư viện? Tôi thích xếp lại sách.
Content descriptorAC9LV10EC03 Communicating meaning in Vietnamese
use non-verbal, spoken and written exchanges to discuss, plan and reflect on activities, events and experiences with peers
Elaborations (7)
- Elaboration organising events such as class excursions, school performances or social events, and negotiating options to reach agreement, for example, Các bạn muốn đi sở thú hay viện bảo tàng? Chúng mình nên tham gia ngày hội Đa Văn hoá của trường? Chúng mình nên múa quạt hay múa nón? Chúng mình nên mặc áo dài hay áo bà ba? Chúng mình nên đổi qua bài hát ‘Mừng Xuân’ vì nó vui hơn.
- Elaboration making transactions in authentic, simulated or secure online situations, such as purchasing clothing items or electronic devices using language for persuading, negotiating, bargaining, exchanging or returning goods, for example, Có thể giảm giá không? Em không thích màu tím, chị làm ơn đổi lại cây viết màu cam cho em.
- Elaboration planning for real or simulated Vietnamese visitors to the school, for example, preparing print or digital informative materials, preparing welcome speeches or conducting school tours
- Elaboration raising an issue relating to the organisation of an event and negotiating a solution, for example, Tại sao chúng mình không làm sinh nhật cho Lan ở nhà hàng? Mình thấy làm ở nhà hàng chật chội lắm. Vậy mình làm BBQ ở công viên đi. Ở đó rất rộng rãi.
- Elaboration participating in virtual scenarios related to travelling to Vietnam, such as booking, changing or confirming a flight, tours or accommodation, or exchanging currency, for example, Khi nào có chuyến bay đi Việt Nam? Tôi muốn mua vé đi Việt Nam ngày 20 tháng 12. Tôi cần đặt cọc trước bao nhiêu tiền? Khi nào thì phải trả hết tiền? Gia đình tôi muốn đặt hai phòng cho bốn người, từ ngày 20 đến 27 tháng 12. Một trăm đô Úc đổi được bao nhiêu tiền Việt Nam?
- Elaboration reflecting on their experience of studying Vietnamese at school, discussing progress, challenges and achievements, for example, Em nói tiếng Việt với mẹ ở nhà, nhưng lại học ngữ pháp ở trường.
- Elaboration organising a real or simulated interview with a local celebrity, significant Vietnamese-speaker, or Vietnamese-speaking community member by researching the person’s achievements and discussing with peers the appropriate questions to ask
They interpret and analyse information and ideas in texts and demonstrate understanding of different perspectives.
Content descriptorAC9LV10EC04 Communicating meaning in Vietnamese
interpret information, ideas and perspectives in a wide range of spoken, written and multimodal texts and respond appropriately to cultural context, purpose and audience
Elaborations (10)
- Elaboration summarising and evaluating information obtained from a range of sources for a research project, for example, finding information about Vietnam from a cookbook and a documentary, and discussing similarities and differences in the information obtained
- Elaboration accessing a range of digital and other texts such as books, webpages, documentaries, news items or interviews, to collate and present information about aspects of Vietnamese and Australian lifestyles, for example, creating a multimodal presentation on Vietnamese teenagers’ fashion and tastes in music
- Elaboration compiling information through class surveys and other research to compare a range of perspectives on teenage interests and social or cultural issues, for example, researching attitudes to sport or cultural practices such as tết Trung thu, comparing perspectives and explaining possible reasons for differences
- Elaboration listening to or reading First Nations Australian authors’ stories in English, and creating an author profile in Vietnamese
- Elaboration listening to, and viewing short informative texts such as documentaries or news reports, and listing key words and points of information to be reused in their own newsflash or multimodal presentation
- Elaboration responding to events and characters in imaginative texts by writing a diary entry or secure blog reflecting on an event in a story or film, or creating a new ending to a story
- Elaboration collecting examples of good news/success stories related to their school, home or local community and sharing their findings in formats such as digital displays or newsletter contributions, for example, sporting achievements or successful fundraising
- Elaboration describing key messages, beliefs and values 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 of Cinderella and discussing the reasons behind similar and different moral attitudes, beliefs and values
- Elaboration conducting surveys or structured interviews with classmates or online Vietnamese-speaking contacts in a secure online environment, comparing opinions and perspectives on community or personal issues, and reporting findings back to class
- Elaboration viewing and listening to television series or songs, such as Xin Chào Việt Nam, Sài Gòn Đẹp Lắm and discussing aspects that are similar or different from their own cultures
They synthesise information and respond in Vietnamese or English, adjusting language to convey meaning and to suit context, purpose and audience.
Content descriptorAC9LV10EC04 Communicating meaning in Vietnamese
interpret information, ideas and perspectives in a wide range of spoken, written and multimodal texts and respond appropriately to cultural context, purpose and audience
Elaborations (10)
- Elaboration summarising and evaluating information obtained from a range of sources for a research project, for example, finding information about Vietnam from a cookbook and a documentary, and discussing similarities and differences in the information obtained
- Elaboration accessing a range of digital and other texts such as books, webpages, documentaries, news items or interviews, to collate and present information about aspects of Vietnamese and Australian lifestyles, for example, creating a multimodal presentation on Vietnamese teenagers’ fashion and tastes in music
- Elaboration compiling information through class surveys and other research to compare a range of perspectives on teenage interests and social or cultural issues, for example, researching attitudes to sport or cultural practices such as tết Trung thu, comparing perspectives and explaining possible reasons for differences
- Elaboration listening to or reading First Nations Australian authors’ stories in English, and creating an author profile in Vietnamese
- Elaboration listening to, and viewing short informative texts such as documentaries or news reports, and listing key words and points of information to be reused in their own newsflash or multimodal presentation
- Elaboration responding to events and characters in imaginative texts by writing a diary entry or secure blog reflecting on an event in a story or film, or creating a new ending to a story
- Elaboration collecting examples of good news/success stories related to their school, home or local community and sharing their findings in formats such as digital displays or newsletter contributions, for example, sporting achievements or successful fundraising
- Elaboration describing key messages, beliefs and values 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 of Cinderella and discussing the reasons behind similar and different moral attitudes, beliefs and values
- Elaboration conducting surveys or structured interviews with classmates or online Vietnamese-speaking contacts in a secure online environment, comparing opinions and perspectives on community or personal issues, and reporting findings back to class
- Elaboration viewing and listening to television series or songs, such as Xin Chào Việt Nam, Sài Gòn Đẹp Lắm and discussing aspects that are similar or different from their own cultures
Content descriptorAC9LV10EC05 Communicating meaning in Vietnamese
apply strategies to interpret and translate non-verbal, spoken and written interactions and texts to convey meaning and intercultural understanding in familiar and unfamiliar contexts
Elaborations (8)
- Elaboration comparing and discussing various translations of common words, phrases and expressions, for example, comparing cà phê đậm (strong coffee) and người khỏe mạnh (a strong person), thời tiết nóng nực (hot weather) and ớt cay (hot chilli)
- Elaboration finding examples of expressions in Australian English that do not translate easily into Vietnamese, for example, ‘the bush’, ‘a formal’, ‘schoolies’, explaining reasons for the lack of equivalence
- Elaboration interpreting and translating a range of texts from Vietnamese into English, and vice versa, using and evaluating translation resources such as secure online translation tools and print/digital dictionaries
- Elaboration creating a glossary that includes culture-specific terms or expressions in Vietnamese and explanations in English, for example, tết Nguyên đán, tết Trung thu, chúc mừng năm mới, chúc mọi người vui khoẻ, chúc mừng sinh nhật, trăm năm hạnh phúc
- Elaboration translating and interpreting short texts such as announcements, advertisements, articles 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
- Elaboration explaining which words, expressions or gestures should or should not be incorporated when interacting in Vietnamese, for example, using expressions of praise or admiration, beckoning downwards or upwards, hugging someone in greeting, making eye contact during conversation or not pointing
- Elaboration explaining terms used to describe common features of schooling in Vietnam, for example, those related to curriculum or 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
- Elaboration comparing traditional and contemporary Vietnamese art and entertainment, for example, comparing dân ca with nhạc trẻ or trò chơi
They use structures and features of spoken and written Vietnamese to create texts.
Content descriptorAC9LV10EC06 Communicating meaning in Vietnamese
create spoken, written and multimodal, informative and imaginative texts, selecting vocabulary, expressions, grammatical structures and textual conventions for familiar and some unfamiliar contexts and purposes, to engage different audiences
Elaborations (9)
- Elaboration presenting information in spoken or written texts targeting particular audiences, and aligning language choice and text structure to purpose and topics, for example, announcing and promoting an event, reporting on a favourite song or short video clip, or creating a virtual tour or multimodal presentation to introduce the school to Year 7 students
- Elaboration creating tourist brochures or itineraries for young Australian travellers to Vietnam, supplying key words, phrases and information about cultural practices, for example, Bao nhiêu tiền? Phòng vệ sinh ở đâu? chở tôi đến nhà hàng/khách sạn/sân bay, xin lỗi, cám ơn
- Elaboration composing bilingual texts for specific audiences and purposes, for example, a game for young Vietnamese learners, invitations to a class/social event, posters for a performance, or a presentation about the school for a visiting group of exchange students
- Elaboration writing a journal entry, or contributing to a school newsletter in Vietnamese reflecting on the impact of a visit to a significant cultural location on a First Nations Country/Place, and, with permission, referring to cultural knowledge of the site
- Elaboration recreating imaginative stories in different formats including new aspects to the text, such as a new character or setting or an alternative ending, and using descriptive and emotive language to engage the audience, for example, tuyệt vời, hiền lành, duyên dáng; buồn, vui, thú vị, nhàm chán
- Elaboration writing a real or imagined autobiography, reflecting on significant people, events, influences or milestones in their lives, for example, Năm 1984, một chiếc tàu đã vớt tôi và đưa tôi đến Úc.
- Elaboration creating a range of texts to entertain particular audiences, for example, songs, skits, cartoons, video clips, graphic stories and children’s books for young Vietnamese learners
- Elaboration creating and performing skits that involve characterisation, context and dramatic tension, for example, plays demonstrating a generation gap, family or friendship issues
- Elaboration composing and presenting a cultural exhibition or performance in Vietnamese for members of the school community, providing English language support in the form of captions or recorded/live commentaries
Students apply features and conventions of spoken Vietnamese to enhance fluency.
Content descriptorAC9LV10EU01 Understanding language and culture
apply features of the Vietnamese sound system, including tones, pace, rhythm, pronunciation and intonation, and show how these are represented in familiar and some unfamiliar contexts
Elaborations (7)
- Elaboration recognising the differences in intonation between statements such as Con không đi chơi đâu., questions Con không đi chơi đâu à? and exclamations Con không đi chơi đâu!
- Elaboration applying appropriate pauses and intonation to signal clause boundaries and emphasis, for example, Em thích học môn tiếng Việt vì lớp rất vui.
- Elaboration identifying variations in pronunciation from different regions such as North, Central and South, for example, different ways of pronouncing dấu hỏi and dấu ngã, s and x, ch as tr, v/gi and d, and final consonants such as -t and -c in khuôn mặt and mặc áo
- Elaboration understanding that spelling follows standardised rules even though there are some variations in Vietnamese pronunciation across different regions of Vietnam
- Elaboration recognising the challenges of communication associated with clarity and pace in audio texts in certain situations, such as station or airport announcements or recorded phone messages, for example, Thưa quý khách, chuyến bay VA123 sẽ khởi hành trong vòng ít phút nữa
- Elaboration developing features of spoken Vietnamese, including intonation, tone and stress, to increase fluency and enhance expression in a range of activities such as listening to and repeating pronunciation using digital tools
- Elaboration experimenting with intonation and stress, improving coherence and increasing expressive range by singing popular Vietnamese songs or by reading aloud from unfamiliar texts, for example, newspapers, novels, reports
They select and apply knowledge of language conventions, structures and features to interact, make meaning and create texts.
Content descriptorAC9LV10EU02 Understanding language and culture
select and use structures and features of the Vietnamese grammatical and writing systems to enhance meaning and create spoken, written and multimodal texts
Elaborations (12)
- Elaboration understanding and applying punctuation in writing, or adhering to punctuation conventions in reading, such as full stops, commas, exclamation marks, brackets, apostrophes, speech marks and question marks
- Elaboration understanding and applying spelling rules for special cases, for instance, the initial consonant k and consonant clusters kh, gh, ngh can go with the vowels i, e, ê only, for example, kể, khi, nghỉ, ghe, nghe, nghề
- Elaboration applying Vietnamese phonic and spelling knowledge to pronounce and infer spelling of unfamiliar words, for example, words containing consonant clusters kh, ng, ngh, nh, diphthongs and triphthongs such as oi, ôi, ơi, oe, oai, ươi, ương, uyên, or new words encountered in interactions and texts in Vietnamese, for example, determining the spelling of the unfamiliar word người from that of the known word mười
- Elaboration using adjectives and verbs to express and convey emotions and attitudes from a personal perspective, for example, vui mừng, hạnh phúc, tự hào, hãnh diện, thú vị, buồn chán; thích, thương, kính phục, ghét, đồng ý, ủng hộ, phản đối, hấp dẫn, thú vị, tiện lợi, hữu ích
- Elaboration connecting and contrasting ideas, events and actions by using conjunctions to emphasise contrast or cause and effect, for example, Tuy không giàu có nhưng gia đình tôi rất hạnh phúc.
- Elaboration expressing a range of plural forms, for example, hàng ngàn, hàng triệu, vô số
- Elaboration understanding the use of được and bị in Vietnamese, for example, Em được điểm tốt. Em được thầy cô khen. Em bị bệnh.
- Elaboration differentiating interrogative forms with tag questions and knowing how to use them according to context, for example, comparing Em thích ăn cơm chiên không? with Em thích ăn cơm chiên phải không?
- Elaboration recognising the purpose and effect of exclamatory sentences as opposed to statements, for example, comparing Hôm nay Lan đi học sớm with Hôm nay Lan đi học sớm thế!, which may suggest surprise or irony
- Elaboration understanding and using Vietnamese verbs such as nên, cần and phải to express modality, for example, Em nên chăm học. Chúng ta cần giữ gìn văn hóa Việt Nam. Học sinh phải mặc đồng phục khi đi học.
- Elaboration using a range of cohesive devices to sequence, add or connect ideas in texts such as thứ nhất, thứ nhì, đầu tiên/ trước hết, kế đến, rồi, sau cùng, ngoài ra, hơn nữa, tuy nhiên
- Elaboration recognising the features of alliteration and onomatopoeic words in Vietnamese and using them in own spoken and written texts, for example, vui vẻ, mát mẻ, lanh lợi, tử tế, ầm ầm, ào ào, Mùa thu thời tiết mát mẻ, dễ chịu; thác đổ ầm ầm, xe chạy ào ào vào thành ph
They support discussion of structures and features of texts, using metalanguage.
Content descriptorAC9LV10EU03 Understanding language and culture
reflect on and evaluate Vietnamese texts, using metalanguage to discuss language structures and features
Elaborations (6)
- Elaboration using metalanguage in Vietnamese or English to identify the grammatical differences between the languages such as word order, verb moods, tenses hiện tại hoàn thành/present perfect, mạo từ sở hữu/possessive pronouns, tính từ và phân từ sở hữu/agreements of adjectives and participles, động từ bỗ trợ/auxiliary verbs
- Elaboration exploring different types of texts such as recounts, emails, diary and advertisements, and analysing the relationships between audience, purpose, context and language features to predict the meaning of unfamiliar vocabulary
- Elaboration exploring the ways in which content is developed in different types of texts, and how ideas and information are sequenced, for example, headings, paragraphing, topic sentences, elaborations, and topic/idea shifts
- Elaboration understanding the use of text conventions such as culturally appropriate salutations and forms of address that depend on relationship or social status in specific text types such as letters, speeches or interviews, for example, kính thưa/thưa/thân mến/thương mến/kính chào/chào
- Elaboration identifying and comparing language features of different text types, for example, the use of first person such as mình/tô, descriptive khoẻ mạnh/thông minh/hiền lành and emotive language vui mừng/hạnh phúc in personal recounts and diary entries
- Elaboration recognising differences in Vietnamese and English responses to negative tag questions to avoid misinterpretation, for example, the response to the question, Em chưa làm bài tập về nhà phải không? You haven’t done your homework, have you?, would be Dạ phải. Em chưa làm. Yes, I haven’t, while in English it would be, No, I haven’t.
They reflect on their own language use and cultural identity, and draw on their experience of learning Vietnamese, to discuss how this learning influences their ideas and ways of communicating.
Content descriptorAC9LV10EU04 Understanding language and culture
reflect on and explain how identity is shaped by language(s), culture(s), attitudes, beliefs and values and how these affect ways of communicating
Elaborations (7)
- Elaboration exploring the reciprocal nature of intercultural communication, the process of noticing and responding to differences in perceptions, understandings and behaviours, for example, degrees of formality and politeness, and use of personal space and physical contact
- Elaboration exploring how globalisation has resulted in the use of English words and expressions in Vietnamese, and discussing the advantages/disadvantages of this influence, for example, in technological terms such as CD, DVD, USB, video, TV, remote control, computer, laptop, internet and website, despite the existence of Vietnamese equivalents
- Elaboration identifying and explaining changes in contemporary language practices and social behaviours, for example, using less formal language such as chàoThầy/thưa Cô or chào/kính thưa and gestures such as nodding head or shaking hands without bowing head and folding arms when greeting family members and friends, rather than strangers
- Elaboration reflecting on and explaining the protocols required to authentically co-create an Acknowledgement of Country/Place with a First Nations Australian, to present in Vietnamese to a group of Vietnamese-speaking visitors at a school assembly
- Elaboration identifying moments of communication breakdown in own intercultural interactions, exploring reasons for these and suggesting adjustments to language and/or behaviours that could be made to enhance mutual understanding
- Elaboration identifying elements of their personal worlds that contribute to their sense of community and identity, including their use of different languages and involvement in different cultural practices, for example, Trước đây, em ngại nói tiếng Việt nhưng bây giờ em thấy tự hào và tự tin dùng tiếng Việt.
- Elaboration analysing their own bicultural and bilingual biographies through talking to relatives in Australia or other countries to discover more about family heritage, migration and history and reflecting on how this can contribute to their identity
This achievement standard describes the expected learning for Years 9 to 10 Vietnamese · Years 7 to 10 sequence. Use it to plan teaching and assessment with the Australian Curriculum v9.
At a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Communicating meaning in Vietnamese | Interacting in Vietnamese | 3 | 22 |
| Communicating meaning in Vietnamese | Mediating meaning in and between languages | 2 | 18 |
| Communicating meaning in Vietnamese | Creating text in Vietnamese | 1 | 9 |
| Understanding language and culture | Understanding systems of language | 3 | 25 |
| Understanding language and culture | Understanding the interrelationship of language and culture | 1 | 7 |
| Total | 10 | 81 | |
Frequently Asked Questions
What should students know by the end of Years 9 to 10 Vietnamese?
By the end of Year 10, students initiate and sustain Vietnamese language to exchange and compare ideas and experiences about their own and others’ personal worlds. They communicate using non-verbal, spoken and written language to collaborate, plan and reflect on activities and events. Read the full standard
How many Content Descriptors support this standard?
10 Content Descriptors support this Achievement Standard (Communicating meaning in Vietnamese: 6, Understanding language and culture: 4).
How does this compare to Years 7 to 8?
The Years 7 to 8 Vietnamese standard (ASLANVIE7_10Y78) covers the preceding curriculum level. Standards build progressively, with Years 9 to 10 expectations extending what was introduced in Years 7 to 8.
Is this from the latest Australian Curriculum?
Yes, this Achievement Standard is from the Australian Curriculum version 9.0 (AC v9), the most current version published by ACARA.