Foundation
Languages
ASLANVIEF10FY
Foundation Vietnamese Achievement Standard
3 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 the Foundation year, students use play and imagination to interact and create Vietnamese texts, with support. They identify that Vietnamese and English look and sound different. They recognise that there are languages and cultures as well as their own, and that aspects of language and culture contribute to their own and others’ cultural identity.
Foundation to Year 10 sequence
The 3 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 the Foundation year, students use play and imagination to interact and create Vietnamese texts, with support.
Content descriptorAC9LVF01
with support, recognise and communicate meaning in Vietnamese
Elaborations (10)
- Elaboration using simple greetings relevant to their relationship to the person, for example, Em chào cô/thầy/mẹ/ba. Chào bạn. Hẹn gặp lại. Tạm biệt.
- Elaboration introducing themselves and responding to greetings, for example, Tôi là Vi. Còn bạn? Bạn tên là gi? Bạn có khỏe không? Tôi khỏe, cám ơn. Bạn mấy tuổi? Tôi năm tuổi.
- Elaboration using formulaic phrases for everyday interactions such as thanking, requesting, apologising and offering best wishes, for example, Cảm ơn. Làm ơn. Xin lỗi. Xin mời. Mời bạn. Thưa cô/thầy/mẹ/ba. Dạ, có/không. Đi chơi vui vẻ!
- Elaboration sharing likes and dislikes, for example, Dạ, thích/không thích. Mình thích/không thích.
- Elaboration responding to instructions or directions through actions, gestures or spoken responses, for example, ngồi xuống, đứng lên, lắng nghe và lập lại, đứng thành hình tròn, xếp hàng
- Elaboration imitating and playing with aspects of Vietnamese pronunciation and incorporating appropriate gestures, facial expressions and body language, for example, crossing arms and bowing with the head when greeting an adult
- Elaboration performing songs, rhymes and action stories using non-verbal forms of expression such as clapping, gestures and facial expressions to support the meaning, for example, Đầu vai gối chân, Đi học về, Bài tập thể dục buổi sáng
- Elaboration listening for and identifying key words in stories, rhymes or songs
- Elaboration sharing simple expressions and songs with friends and family, for example, singing Chúc bạn sinh nhật vui vẻ and using appropriate greetings such as Mong bạn chóng khỏe or Chúc mừng năm mới for different times or occasions
- Elaboration playing games such as counting, sorting, ordering, matching as a whole class or individually, using classroom hardware, for example, interactive whiteboard, tablet
They identify that Vietnamese and English look and sound different.
Content descriptorAC9LVF02
explore, with support, language features of Vietnamese noticing similarities and differences between Vietnamese and English
Elaborations (8)
- Elaboration observing that written Vietnamese uses the same letters as written English, although Vietnamese has 29 letters while English has 26, and noticing that some letters have different sounds, for example, ă, â, ê, ô, ơ, d, đ, u, ư
- Elaboration exploring facial movements involved with making sound blends in Vietnamese and English
- Elaboration tracing letters of the alphabet and imitating the beginning/vowel sounds, for example, tracing and imitating bò cò sò
- Elaboration participating in alphabet songs, chants and rhymes to imitate Vietnamese pronunciation, intonation and stress
- Elaboration making connections with Vietnamese words and phrases used in everyday life in Australia, for example, food names such as phở, chả giò, xôi, chè
- Elaboration experimenting with sounds (animal sounds, etc.) used in Vietnamese, for example, using the sounds gâu gâu, (woof woof), ò ó o o, (croak croak), ụt ụt, (oink oink) and comparing these sounds with languages represented in the class
- Elaboration exploring and practising intonation patterns and understanding the difference of the stress among statements, questions and exclamations, for example, Em chào cô ạ. Em giỏi lắm! Em khỏe không?
- Elaboration noticing that different kinds of language are used in different situations with different people, for example, noticing exchanges between children and parents, students and teachers or friends, for example, Thưa mẹ con đi học về. Em chào cô/thầy. Chào bạn.
They recognise that there are languages and cultures as well as their own, and that aspects of language and culture contribute to their own and others’ cultural identity.
Content descriptorAC9LVF03
explore connections between language and culture
Elaborations (8)
- Elaboration locating Vietnam on a world map, understanding that Vietnamese is the national language of Vietnam, and that it is spoken in Vietnamese-speaking communities in Australia and around the world
- Elaboration exploring the different languages spoken by class members and listening to the different sounds and ways of saying common expressions such as Em chào cô/thầy. Em tên là ...
- Elaboration observing, through visual and audiovisual resources, that members of Vietnamese-speaking communities may do everyday things similarly to or differently from themselves, for example, speaking a different language or using chopsticks and a spoon
- Elaboration noticing how local names of streets, places and landmarks can have their origins in language(s) of First Nations Australians
- Elaboration using the Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS) map of the languages of Australia to notice the language(s) of First Nations Australians in their local area and/or across Australia
- Elaboration noticing their own use of words, expressions or behaviours that make them who they are, including words from different languages or ways of celebrating that may not be familiar to other people, for example, starting a meal with Con mời ba mẹ ăn cơm!
- Elaboration exchanging ideas, feelings and understandings of language and culture through play-based experiences, for example, puppets, playing dress-ups, pretend restaurants and market stands
- Elaboration playing and engaging with cultural items such as Vietnamese currency, for example, using Vietnamese currency đồng when they play shops
This achievement standard describes the expected learning for Foundation Vietnamese · Foundation to Year 10 sequence. Use it to plan teaching and assessment with the Australian Curriculum v9.
At a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Foundation Vietnamese | — | 3 | 26 |
| Total | 3 | 26 | |
Frequently Asked Questions
What should students know by the end of Foundation Vietnamese?
By the end of the Foundation year, students use play and imagination to interact and create Vietnamese texts, with support. They identify that Vietnamese and English look and sound different. Read the full standard
How many Content Descriptors support this standard?
3 Content Descriptors support this Achievement Standard (Foundation Vietnamese: 3).
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.