Years 1 to 2
Languages
ASLANVIEF10Y12
Years 1 to 2 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 2, students use Vietnamese language to interact and share information related to the classroom and themselves. They use cues to respond to questions and instructions, and use simple formulaic language. They locate and convey key items of information in texts, using non-verbal, visual and contextual cues to help make meaning. They recognise tone marks and use familiar words and modelled language to create texts. They copy letters and tone marks to make words.
Students imitate the sounds, tones and rhythms of spoken Vietnamese. They demonstrate understanding that Vietnamese has rules for non-verbal communication, pronunciation and writing. They give examples of similarities and differences between some features of Vietnamese and English. They understand that language is connected with culture, and notice how this is reflected in their own language(s) and culture(s).
Foundation to Year 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 2, students use Vietnamese language to interact and share information related to the classroom and themselves.
Content descriptorAC9LV2C01 Communicating meaning in Vietnamese
recognise and respond to modelled classroom-related greetings, instructions and routines, and personal introductions
Elaborations (9)
- Elaboration greeting each other and using appropriate terms of address, gestures and body language, for example, Em chào cô, Chào bạn. Tạm biệt cô. Tạm biệt bạn.
- Elaboration introducing and describing themselves, including age, class and school, for example, labelling a picture of themselves with 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 mèo.
- Elaboration responding to simple questions on topics such as home, school or pets, using supporting intonation and gestures, for example, Em có anh trai không? Nhà em có nuôi chó không?
- Elaboration making simple requests using Làm ơn, giùm and expressing thanks with Cảm ơn/Cám ơn
- Elaboration responding to classroom instructions and routines such as roll call, for example, Dạ, có, Đứng lên! Mở sách ra.
- Elaboration expressing thanks, apologies, likes, dislikes, for example, Cảm ơn bạn, Xin lỗi bạn, Mình thích màu vàng, Mình không thích màu đen.
- Elaboration using puppets to perform role-play exchanges, for example, Bạn Lan đâu rồi? Tôi đây nè. Bạn có khỏe không hả Lan? Tôi khỏe. Cảm ơn. Mình đi chơi nhé/nhen.
- Elaboration using formulaic Vietnamese exclamations spontaneously when interacting with peers, for example, Thật vậy à? Đẹp quá!
- Elaboration identifying the languages they know and the languages they are learning, for example, Tôi nói tiếng Việt và tiếng Anh.
They use cues to respond to questions and instructions, and use simple formulaic language.
Content descriptorAC9LV2C01 Communicating meaning in Vietnamese
recognise and respond to modelled classroom-related greetings, instructions and routines, and personal introductions
Elaborations (9)
- Elaboration greeting each other and using appropriate terms of address, gestures and body language, for example, Em chào cô, Chào bạn. Tạm biệt cô. Tạm biệt bạn.
- Elaboration introducing and describing themselves, including age, class and school, for example, labelling a picture of themselves with 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 mèo.
- Elaboration responding to simple questions on topics such as home, school or pets, using supporting intonation and gestures, for example, Em có anh trai không? Nhà em có nuôi chó không?
- Elaboration making simple requests using Làm ơn, giùm and expressing thanks with Cảm ơn/Cám ơn
- Elaboration responding to classroom instructions and routines such as roll call, for example, Dạ, có, Đứng lên! Mở sách ra.
- Elaboration expressing thanks, apologies, likes, dislikes, for example, Cảm ơn bạn, Xin lỗi bạn, Mình thích màu vàng, Mình không thích màu đen.
- Elaboration using puppets to perform role-play exchanges, for example, Bạn Lan đâu rồi? Tôi đây nè. Bạn có khỏe không hả Lan? Tôi khỏe. Cảm ơn. Mình đi chơi nhé/nhen.
- Elaboration using formulaic Vietnamese exclamations spontaneously when interacting with peers, for example, Thật vậy à? Đẹp quá!
- Elaboration identifying the languages they know and the languages they are learning, for example, Tôi nói tiếng Việt và tiếng Anh.
Content descriptorAC9LV2C02 Communicating meaning in Vietnamese
participate in a range of guided, play-based language activities using formulaic expressions, visual and spoken cues
Elaborations (8)
- Elaboration responding to listening games through actions or words, for example, Trò chơi tôi nói, Bịt mắt bắt dê, Con Thỏ ăn cỏ, Nu na nu nống, Tôi là ai?
- Elaboration participating in singing/reciting original or translated songs, rhymes and chants in Vietnamese, using repetitive language and actions, for example, Kìa con bướm vàng, Tết đến rồi, Rước đèn thángTám
- Elaboration participating in games that involve taking turns, making choices or swapping items, for example, Tập tầm vông, Kéo cưa kéo kít, Kéo co
- Elaboration playing matching games with Vietnamese and English words from big books and picture books in print or digital form, for example, playing memory or bingo
- Elaboration taking turns leading games or activities, for example, Mấy giờ rồi ông sói?
- Elaboration giving instructions, for example, adopting the role of a fitness instructor and guiding the class in movement Giơ tay lên! Giang tay ra! Nhảy lên! Xoay vòng! or in ball play ném, thảy, bắt, chụp
- Elaboration using dress up costumes such as ăn mặc cải trang to participate in play-based experiences, for example, chơi đồ hàng
- Elaboration working collaboratively to identify and label Vietnamese objects or places on a word wall or map
Content descriptorAC9LV2C04 Communicating meaning in Vietnamese
notice that language carries cultural meaning in classroom-related greetings, introductions, instructions and routines
Elaborations (7)
- Elaboration translating greetings and other learnt words and phrases from Vietnamese into English, for example, cảm ơn (thanks), tạm biệt (goodbye), chào (hello), xin lỗi (sorry)
- Elaboration showing politeness in different contexts, for example, making requests using giùm, làm ơn, thanking someone using cảm ơn nhiều, cảm ơn
- Elaboration noticing the appropriate title when addressing or greeting someone, for example, Chào cô (giáo) Thi.
- Elaboration understanding Vietnamese cultural gestures, for example, standing up to greet a teacher or receiving an object with both hands
- Elaboration sharing familiar Vietnamese phrases and expressions with peers and interpreting their meaning, for example, Ngày mai gặp lại. Em tên gì? Em tên (là) Nam. Em bao nhiêu tuổi? Em bảy tuổi. Không có chi/gì.
- Elaboration differentiating between formal and informal language in greetings and farewells, for example, Xin chào and Chào bạn
- Elaboration creating bilingual resources such as illustrated Vietnamese-English and English-Vietnamese wall charts or online flashcards
They locate and convey key items of information in texts, using non-verbal, visual and contextual cues to help make meaning.
Content descriptorAC9LV2C03 Communicating meaning in Vietnamese
locate, with support, key information in familiar texts, and respond using gestures, images, words and formulaic phrases
Elaborations (10)
- Elaboration listening to, reading or viewing familiar Vietnamese texts and identifying key words, for example, in stories such as Mười hai con giáp, in rhymes such as Thằng Bờm and in cartoons such as Thỏ con vâng lời mẹ
- Elaboration drawing and labelling a character or scene from rhymes, songs or stories such as Thỏ và rùa, Cô bé quàng khăn đỏ
- Elaboration identifying and using expressions to recreate a story or information, using prompts such as objects, pictures or cut-outs
- Elaboration recognising that gestures and body language are integral to communicating in language for First Nations Australians, and showing examples of how they are also integral to communicating in Vietnamese and the language(s) they may speak at home
- Elaboration identifying a favourite character, using modelled language when necessary, for example, Con thích con bướm vàng vì con thích màu vàng, Con thích con rùa vì nó chăm chỉ. Con không thích con chó sói vì nó dữ quá.
- Elaboration participating in shared reading (big books, etc.) of informative or imaginative texts and responding to questions, for example, Câu chuyện này xảy ra ở đâu/nói về điều gì? Trong truyện này gồm có những ai/các con vật nào? Chuyện gì xảy ra? Kết thúc ra sao?
- Elaboration making connections between a simplified Vietnamese text and self, for example, responding to the story Thỏ và Rùa by saying, Tôi là con rùa. Tôi chậm chạp nhưng tôi về đích trước.
- Elaboration listening to imaginative texts such as stories, rhymes and songs, and responding through play-acting or movement, for example, Thằng Bờm, Sự tích Chú Cuội, Ba con heo nhỏ
- Elaboration drawing, pointing, clicking or dragging to show understanding of key points in a range of spoken, written and multimodal texts
- Elaboration listening to or viewing a text and sequencing images to match, for example, listening to a story about the first day of Year 1 and placing pictures in the corresponding order of events
They recognise tone marks and use familiar words and modelled language to create texts.
Content descriptorAC9LV2C05 Communicating meaning in Vietnamese
with support, use letters with tone marks to form words, familiar phrases and modelled language to create spoken, written and multimodal texts, copying letters with tone marks as appropriate
Elaborations (10)
- Elaboration labelling classroom items and resources or personal possessions
- Elaboration creating identity cards or drawing and labelling a self-portrait, for example, Đây là tôi. Mắt tôi màu đen. Tóc tôi ngắn/dài.
- Elaboration writing captions, with support, for a photographic display to show others about a class event or experience, for example, Đây là vườn trường. Em trồng rau thơm.
- Elaboration matching bilingual captions/labels to images of First Nations Country/Place locations in their local area or elsewhere in Australia
- Elaboration creating bilingual posters for the classroom to share greetings in Vietnamese and English
- Elaboration composing and performing rhymes, songs or stories, illustrating meaning through the use of non-verbal forms of expression such as clapping, gestures and facial expressions
- Elaboration performing parts of a story, using modelled language and imagination to express a character, for example, Em đói bụng. Em sẽ ăn ba trái nho.
- Elaboration expressing an experience through a puppet play or dramatic performance, using modelled language, for example, 2 characters meeting and asking, Bạn khoẻ không?
- Elaboration creating a narrative, using modelled language in a photo story or animation, by sequencing a series of pictures with captions or by creating a storyboard with labels, for example, Ngày xửa ngày xưa, trong một khu rừng/ngôi làng… có một gia đình/em bé…
- Elaboration sharing a family story or giving a simple show and tell about an object from a country they are connected with, conveying aspects of their knowledge of their own heritage, for example, a Vietnamese student sharing a quả cầu lông/cầu đá, con quay/con vụ
They copy letters and tone marks to make words.
Content descriptorAC9LV2C05 Communicating meaning in Vietnamese
with support, use letters with tone marks to form words, familiar phrases and modelled language to create spoken, written and multimodal texts, copying letters with tone marks as appropriate
Elaborations (10)
- Elaboration labelling classroom items and resources or personal possessions
- Elaboration creating identity cards or drawing and labelling a self-portrait, for example, Đây là tôi. Mắt tôi màu đen. Tóc tôi ngắn/dài.
- Elaboration writing captions, with support, for a photographic display to show others about a class event or experience, for example, Đây là vườn trường. Em trồng rau thơm.
- Elaboration matching bilingual captions/labels to images of First Nations Country/Place locations in their local area or elsewhere in Australia
- Elaboration creating bilingual posters for the classroom to share greetings in Vietnamese and English
- Elaboration composing and performing rhymes, songs or stories, illustrating meaning through the use of non-verbal forms of expression such as clapping, gestures and facial expressions
- Elaboration performing parts of a story, using modelled language and imagination to express a character, for example, Em đói bụng. Em sẽ ăn ba trái nho.
- Elaboration expressing an experience through a puppet play or dramatic performance, using modelled language, for example, 2 characters meeting and asking, Bạn khoẻ không?
- Elaboration creating a narrative, using modelled language in a photo story or animation, by sequencing a series of pictures with captions or by creating a storyboard with labels, for example, Ngày xửa ngày xưa, trong một khu rừng/ngôi làng… có một gia đình/em bé…
- Elaboration sharing a family story or giving a simple show and tell about an object from a country they are connected with, conveying aspects of their knowledge of their own heritage, for example, a Vietnamese student sharing a quả cầu lông/cầu đá, con quay/con vụ
Students imitate the sounds, tones and rhythms of spoken Vietnamese.
Content descriptorAC9LV2U01 Understanding language and culture
recognise and imitate the sounds, tones and rhythms of Vietnamese
Elaborations (7)
- Elaboration building phonic awareness by recognising and experimenting with sounds and rhythms, focusing on letters that are similar in the English alphabet but produce different sounds in Vietnamese, for example, e and i, d and đ
- Elaboration recognising sounds that are specific to Vietnamese, for example, ă, â, ê, ô ơ, u, ư, d, đ
- Elaboration developing familiarity with similarities and differences in Vietnamese sound-letter correspondence, such as a, ă, â; e, ê; o, ô, ơ; u, ư; as well as c and k, i and y, s and x, and ch and tr
- Elaboration noticing that Vietnamese is a tonal language that uses 5 tone markers, and that pitch changes affect the meaning of words, for example, ma, mà, má, mả, mã and mạ
- Elaboration developing pronunciation, phrasing and intonation skills by singing, reciting and repeating words and phrases
- Elaboration understanding that Vietnamese language only has single syllables, but it has compound words, for example, Nguyên pronounced as one syllable Nguyen not Ngu-yen
- Elaboration listening to simple texts and identifying where tone changes the meaning of a word, for example, on an interactive whiteboard, selecting where tone changes the meaning of words in Tâm ca cả ngày được ăn cả con cá. Bạn con bán cái bàn.
They demonstrate understanding that Vietnamese has rules for non-verbal communication, pronunciation and writing.
Content descriptorAC9LV2U02 Understanding language and culture
recognise that the Roman alphabet with tone marks, and features of language, are used to construct meaning in Vietnamese
Elaborations (13)
- Elaboration noticing that Vietnamese and English use the same punctuation conventions such as full stops, exclamation marks and question marks
- Elaboration recognising and using lower-case letters and upper-case letters
- Elaboration identifying the 29 letters of the Vietnamese alphabet by their names and sounds as well as the 5 tone markers
- Elaboration matching the alphabet with the words that begin with each letter, for example, b bà, c con cá, đ con đà điểu
- Elaboration exploring Vietnamese spelling strategies such as grouping words according to initial letters that represent particular sounds, for example, h in hoa hồng, hát, học or m in mẹ, má, mèo
- Elaboration using single and consonant clusters, vowels and vowel clusters with tone markers to form and spell words, for example, ta, la, tha, nga
- Elaboration noticing that there are multiple forms of personal pronouns in Vietnamese compared with English, for example, con, cháu, em, tôi, mình, anh, chị versus ‘I’ and ‘you’
- Elaboration using common adjectives such as to, nhỏ, cũ, mới, ngắn and dài to describe people, animals and objects in modelled sentences
- Elaboration recognising common verb forms, for example, ăn, uống, chơi, ngủ, đọc, nghe, viết, hỏi, trả lời, nói, thích
- Elaboration recognising common prepositions relating to location, for example, trong, ngoài, trên, dưới, ở giữa
- Elaboration recognising 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
- Elaboration using some question words in familiar contexts, for example, ai, cái gì, ở đâu, bao nhiêu
- Elaboration recognising word order in simple sentences, noticing that the subject is placed before the predicate, for example, Em + đi học
They give examples of similarities and differences between some features of Vietnamese and English.
Content descriptorAC9LV2U03 Understanding language and culture
notice that Vietnamese has features that may be similar to or different from English
Elaborations (5)
- Elaboration noticing that Vietnamese and English use the Roman alphabet and that there may be variations in the pronunciation of letters with or without tone marks
- Elaboration comparing Vietnamese and English word order, for example, noticing that in Vietnamese objects are described with noun+adjective such as táo đỏ and that English is the opposite ‘red apple’
- Elaboration developing number knowledge and identifying the similarities and differences in cardinal and ordinal numbers in Vietnamese and English, for example, mười = 10 and một = 1 and the combined words mười một = 11, whereas in the English counting system there is a different word for ‘eleven’
- Elaboration exploring similar text types in Vietnamese and English, such as songs, street signs or labels on goods at a market, and noticing ways in which they are similar or different, for example, comparing rhyming or repeating words quác quác quác, quạc quạc quạc in the song Một con vịt and ‘quack, quack, quack’ in English
- Elaboration recognising that languages use words borrowed from other languages, and that many English, French and Chinese words are used in Vietnamese such as video, tivi, taxi, internet, and nhà ga (train station), xe buýt (bus) and phụ huynh (parents)
They understand that language is connected with culture, and notice how this is reflected in their own language(s) and culture(s).
Content descriptorAC9LV2U04 Understanding language and culture
notice that people use language in ways that reflect cultural practices
Elaborations (6)
- Elaboration noticing similarities and differences in how they communicate in Vietnamese in the classroom and in language(s) spoken at home
- Elaboration noticing that there are many languages and cultures in the world and that many of these languages are spoken in Australia and may be represented in their classroom
- Elaboration practising gestures, words and phrases that reflect aspects of Vietnamese culture, for example, using both hands to offer something, and saying dạ, thưa, vâng ạ to show respect
- Elaboration exploring symbols and languages used by First Nations Australians and by Vietnamese-speaking communities in a range of contexts, for example, identifying the colours of flags in Vietnamese and discussing what the colours represent in English
- Elaboration recognising that behaviours such as ways of eating are connected to language and culture, for example, understanding how and why Vietnamese people use chopsticks and spoons instead of knives and forks, Ở nhà em ăn bằng đũa.
- Elaboration exploring the meaning of culture and how it can involve visible elements such as ways of dressing, eating and dancing
This achievement standard describes the expected learning for Years 1 to 2 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 |
|---|---|---|---|
| Communicating meaning in Vietnamese | Interacting in Vietnamese | 2 | 17 |
| Communicating meaning in Vietnamese | Mediating meaning in and between languages | 2 | 17 |
| Communicating meaning in Vietnamese | Creating text in Vietnamese | 1 | 10 |
| Understanding language and culture | Understanding systems of language | 3 | 25 |
| Understanding language and culture | Understanding the interrelationship of language and culture | 1 | 6 |
| Total | 9 | 75 | |
Frequently Asked Questions
What should students know by the end of Years 1 to 2 Vietnamese?
By the end of Year 2, students use Vietnamese language to interact and share information related to the classroom and themselves. They use cues to respond to questions and instructions, and use simple formulaic language. Read the full standard
How many Content Descriptors support this standard?
9 Content Descriptors support this Achievement Standard (Communicating meaning in Vietnamese: 5, Understanding language and culture: 4).
How does this compare to Foundation?
The Foundation Vietnamese standard (ASLANVIEF10FY) covers the preceding curriculum level. Standards build progressively, with Years 1 to 2 expectations extending what was introduced in Foundation.
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.