Years 3 to 4
Languages
ASLANVIEF10Y34
Years 3 to 4 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 4, students use Vietnamese language to initiate structured interactions to share information related to the classroom and their personal worlds. They use modelled language to participate in spoken and written activities that involve planning. They locate and respond to key items of information in texts, using strategies to help interpret and convey meaning in familiar contexts. They use modelled language, and basic syntax to create texts.
Students imitate sounds, tones, pronunciation and intonation patterns of spoken Vietnamese. They demonstrate understanding that Vietnamese has non-verbal, spoken and written language conventions and rules to create and make meaning. They recognise that some terms have cultural meanings. They identify patterns in Vietnamese and make comparisons between Vietnamese and English. They understand that the Vietnamese language is connected with culture, and identify 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 4, students use Vietnamese language to initiate structured interactions to share information related to the classroom and their personal worlds.
Content descriptorAC9LV4C01 Communicating meaning in Vietnamese
initiate exchanges and respond to modelled questions about self, others, and classroom environment, using formulaic expressions
Elaborations (8)
- Elaboration initiating conversations by asking questions, for example, Bạn tuổi con gì? Gia đình bạn có mấy người?
- Elaboration sharing information about themselves, for example, Tôi có một con chó con màu trắng. Tôi thích màu xanh dương và xanh lá cây. Tôi có thể chạy nhanh nhưng không biết bơi.
- Elaboration participating in simple spoken exchanges with peers about familiar topics, for example, daily routines, local places or personal interests, for example, Chủ nhật tôi hay ngủ nướng. Còn cuối tuần bạn thường hay làm gì? Bạn học trường nào? Trường bạn ở đâu? Bạn đi đến trường bằng gì? Bạn thích môn thể thao nào? Còn tôi thì thích chơi đá banh.
- Elaboration attracting attention to ask for assistance, for example, Thưa cô, em không hiểu. Thầy/cô làm ơn sửa bài giúp em.
- Elaboration asking and answering questions related to time, place, number, days of the week, months and seasons, for example, Hôm nay là thứ mấy? Hôm nay là thứ hai. Mùa này là mùa gì? Bây giờ đang là mùa xuân.
- Elaboration seeking advice and help from others, for example, Thưa cô, bài này làm thế nào? Con có thể giúp mẹ việc gì? Bạn giúp mình trả lời câu này nhen? Bạn kiểm tra bài giùm tôi nhé?
- Elaboration using appropriate language to seek clarification, for example, asking for something to be repeated Xin thầy nhắc lại giùm em, or asking how to say or write a word or expression Cô ơi, chữ ‘tiếng Việt’ viết như vầy có đúng không? Thưa thầy /Thầy ơi, câu này tiếng Việt nói làm sao?
- Elaboration exchanging simple correspondence such as notes, invitations, birthday cards or New Year wishes in print or digital form
They use modelled language to participate in spoken and written activities that involve planning.
Content descriptorAC9LV4C02 Communicating meaning in Vietnamese
participate in activities that involve planning with others, using a range of familiar phrases and modelled structures
Elaborations (8)
- Elaboration following procedures such as a recipe or giving modelled instructions to make mid-autumn lanterns or paper cranes, using imperative verbs such as lấy, cắt, đổ, rửa, and vocabulary for ingredients and quantities such as, nước, trái, quả, bột, một lít, một kí-lô
- Elaboration planning, rehearsing and producing a performance such as a song or dance for school assembly
- Elaboration participating in traditional or contemporary games that involve taking turns, active listening, memory and information exchange
- Elaboration reading own work to others, for example, writing Vietnamese captions to accompany storybooks in English such as Câu truyện Bó Đũa and reading them to younger students
- Elaboration working together in collaborative tasks and sharing decisions about content, vocabulary and design, for example, designing a poster for a special event such as Harmony Day or creating a secure shared online photo album with narration of a class event
- Elaboration working in teams using digital applications to create word or sentence games and then playing each other’s games
- Elaboration interacting with guest speakers or classroom visitors during special occasions such as multicultural festivals or Tết Trung thu
- Elaboration participating in a role-play, for example, buying items or ordering food, and using props such as play-money and costumes
They locate and respond to key items of information in texts, using strategies to help interpret and convey meaning in familiar contexts.
Content descriptorAC9LV4C03 Communicating meaning in Vietnamese
locate and respond to key information related to familiar content obtained from spoken, written and multimodal texts
Elaborations (8)
- Elaboration creating a timeline of the main events of a story ,using words, pictures or simple sentences, for example, Trước tiên ..., Kế đến ... Tiếp theo ... Sau cùng ...
- Elaboration gathering information from a range of sources and presenting findings in a different way, for example, the results of a class survey on likes and dislikes through a picture graph with annotations such as Nhiều bạn trong lớp mình thích ăn phở. Có 12 bạn thích ăn chả giò. Có vài bạn thích chơi quần vợt.
- Elaboration reading, viewing and listening to a range of informative and imaginative texts such as truyện ngắn (short stories), truyện ngụ ngôn (children’s fables) and truyện cổ tích (folk tales), and retelling or summarising the basic plot
- Elaboration learning that First Nations Australian languages change according to connections and relationships between people, and giving examples of how this occurs in Vietnamese
- Elaboration performing a scene from a text such as a Vietnamese folk tale, for example, Tấm Cám, Hằng Nga và Hậu Nghệ, using modelled language
- Elaboration discussing personal responses to imaginative texts by providing short statements about favourite elements such as characters, settings or events
- Elaboration acting out elements of classic texts narrated by the teacher, using facial expressions and actions to mirror emotions and emphasise meaning such as, Con rồng cháu tiên, Sơn Tinh Thủy Tinh, Mỵ Châu Trọng Thủy, Mai An Tiêm, Hội thề Lũng Nhai
- Elaboration responding to song lyrics through movement and dance, for example, listening to the song Giờ ăn đến rồi and creating movements to match
Content descriptorAC9LV4C04 Communicating meaning in Vietnamese
develop strategies to comprehend and adjust Vietnamese language in familiar contexts to convey cultural meaning
Elaborations (10)
- Elaboration identifying words and expressions in Vietnamese and English that do not readily translate, for example, phở, bánh chưng, áo dài, Cháu chúc ông bà sống lâu trăm tuổi, ‘bushwalking’, ‘the outback’
- Elaboration understanding how language choice reflects politeness and respect, for example, understanding that Vietnamese-speaking children greet their grandparents by saying Con chào ông bà, not Tôi chào ông bà
- Elaboration learning to use print and digital dictionaries, for example, to assist comprehension by finding unknown words in texts
- Elaboration observing different ways of showing politeness in different contexts, for example, requesting with làm ơn, cảm phiền, giùm; thanking with cám ơn, chân thành cảm ơn, thành thật cảm ơn, cảm ơn nhiều; bending when passing people, folding arms and/or nodding while greeting people
- Elaboration recognising how the meaning of words change according to context, for example, a common Vietnamese homonym such as đá, which may mean ‘to kick’, ‘stone’ or ‘ice’, as in trà đá; or the personal pronouns ‘I’ and ‘you’ in English, which can be translated as ông, bà, cô, chú, anh, chị, em, con or cháu in Vietnamese
- Elaboration explaining when to use formal and informal language in greetings and farewells, for example, Xin chào, bạn khỏe không?/Chào bạn, bạn khỏe không and Chào tạm biệt/ chào bạn nhen
- Elaboration recognising Vietnamese naming traditions, for example, family name first, followed by their middle name, and then their given name
- Elaboration making adjustments to language use when interacting with family and friends, for example, using personal pronouns that relate to a person’s position in the family or to family relationships, chị/cô/bà, anh/ông, anh Hai, chị Ba, cô Tư …
- Elaboration creating bilingual resources for use in the classroom or school, for example, digital picture dictionaries and word lists, glossaries, or signs for the school environment
- Elaboration alternating between Vietnamese and English versions of games such as Mấy giờ rồi ông sói ơi?/ (What’s the time, Mr Wolf?) and Oẳn tù tì, ra cái gì, ra cái này/ (Rock, Paper, Scissors)
They use modelled language, and basic syntax to create texts.
Content descriptorAC9LV4C05 Communicating meaning in Vietnamese
create and present informative and imaginative spoken, written and multimodal texts using formulaic expressions, simple phrases and sentences and modelled textual conventions
Elaborations (9)
- Elaboration presenting a show and tell about an object, activity or a person special to them
- Elaboration conveying information about themselves, for example, designing a poster to introduce family, pets, hobbies, likes and dislikes
- Elaboration creating texts that reflect on different cultural and/or language groups, for example, their name and age in Vietnamese and/or English, Mai lên chín, tuổi ta. Mai mới tám tuổi tây
- Elaboration creating simple descriptions in Vietnamese and matching them to appropriate First Nations Country/Place locations in their local area or elsewhere in Australia
- Elaboration creating hand-made or digital greeting cards in both Vietnamese and English for different celebrations and traditions
- Elaboration conveying information about school and community events in written and multimodal texts such as annotated posters or digital storyboards, for example, posters to advertise a Vietnamese day at school or a local Vietnamese community event
- Elaboration writing simple stories and illustrating with drawings and/or printed photos, or creating presentation slideshows, using formulaic expressions and modelled language, such as Hồi đó, lâu lắm rồi, một ngày nọ, một hôm, có một cậu bé ...
- Elaboration creating and performing simple imaginative texts such as action songs, dialogues or plays, using gestures, movements and facial expressions to enhance characterisation or effect
- Elaboration using familiar words or phrases to create raps or rap songs, for example, raps học words, H to the O to the C to nặng, spells HỌC
Students imitate sounds, tones, pronunciation and intonation patterns of spoken Vietnamese.
Content descriptorAC9LV4U01 Understanding language and culture
recognise and use modelled sounds, tones, pronunciation and intonation patterns of Vietnamese to form words and phrases
Elaborations (5)
- Elaboration 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
- Elaboration recognising common Vietnamese sounds in words, such as 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
- Elaboration identifying sounds such as nguyên âm đôi (diphthongs) and nguyên âm ba (triphthongs), and vần điệu (rhyming patterns) 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
- Elaboration practising tonal language that uses 5 tone markers, understanding that the pronunciation of words changes the meaning, for example, tai, tái, tài, tại, tải
- Elaboration practising Vietnamese intonation and rhythm, for example, singing or reciting poems or sections of texts in a group
They demonstrate understanding that Vietnamese has non-verbal, spoken and written language conventions and rules to create and make meaning.
Content descriptorAC9LV4U02 Understanding language and culture
recognise language conventions, grammatical structures and basic syntax in familiar texts and contexts
Elaborations (10)
- Elaboration 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
- Elaboration expressing possessive case by using của + noun/pronoun, for example, con mèo của tôi, cái áo của bạn, and noticing case when của can be omitted, for example, ba tôi, mẹ tôi, bạn tôi, nhà tôi, phòng ba mẹ tôi
- Elaboration noticing different Vietnamese nouns, pronouns and adjectives that are used to express gender and age, for example, anh/chị, đàn ông/đàn bà, con gái/con trai, chó đực/chó cái, gà trống/gà mái, gà con, heo con
- Elaboration understanding that the plural forms of nouns are made by adding another word in front of the stem word according to context, for example, hai cái áo, những cái áo, nhà nhà, người người
- Elaboration exploring different types of nouns, for example, common nouns, bàn, tủ, mèo, chó, proper nouns Hoa, Hải, Việt Nam, single nouns gà, bò, bàn, and compound nouns đất nước, nhà trường, học sinh
- Elaboration using adverbs to modify actions, for example, chạy nhanh, đi chậm, học giỏi, hát hay
- Elaboration experimenting with the use of prepositions such as trên, dưới, trong ngoài, ở giữa, for example, Con chim bay trên trời means ‘The bird flies in the sky’, rather than the literal translation ‘The bird flies above the sky’
- Elaboration understanding how time expressions are formed through the use of đang, đã, rồi, sẽ or hôm qua, ngày mai, for example, Tôi đang ăn. Tôi đã sống ở đây hai năm. Tôi ăn rồi. Ngày mai tôi (sẽ) đi coi phim
- Elaboration experimenting with word order to see how meaning changes, for example, Lan hay hát ≠ Lan hát hay
- Elaboration 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’?
They recognise that some terms have cultural meanings.
Content descriptorAC9LV4U04 Understanding language and culture
identify connections between Vietnamese language and cultural practices
Elaborations (7)
- Elaboration understanding that Vietnamese attitudes, beliefs and values influence language choices, for example, the use of family terms such as chú, bác, cô, dì instead of first names, to reflect the importance of family in Vietnamese culture
- Elaboration discussing how particular gestures, terms and expressions have embedded cultural meanings and can convey feelings, beliefs and values, such as understanding that Vietnamese terms of affection used with children often relate to either parts of the body or animals, for example, con cún, thằng cu con, cái Tí
- Elaboration comparing their impressions of aspects of children’s lives in different Vietnamese-speaking regions as represented in video clips, television programs and stories, for example, ways of playing games, preparing and eating food, telling stories or interacting at school, home or in the community
- Elaboration exploring representations of information used in cultural expressions of First Nations Australians, and making connections with those of Vietnamese language and culture(s), for example, the different regional words used by First Nations groups to identify themselves such as Zenadth Kes, Koori, Koorie, Noongar and Nunga and comparing this with Vietnamese-speaking cultural groups
- Elaboration discussing how and why gestures can be interpreted differently in different cultures, for example, using fingers to beckon others is considered impolite in Vietnamese culture, but appropriate in some cultures
- Elaboration experiencing and discussing the importance of music and dance in Vietnamese culture(s), as an expression of identity and emotion such as national pride, happiness, love, joy and sadness, for example, âm nhạc dân gian such as điệu Hò, Lý, Cò lả, Trống quân, Quan họ, Chèo, Tuồng, Cải lương; Điệu múa cổ truyền such as múa Trống, múa Bông, múa Tăng bu, múa gậy, múa Sạp, múa Chiêng, múa Hoa sen
- Elaboration exploring the meaning of culture and identity, for example, using a diagram to show visible elements such as ways of celebrating, dress, traditions, symbols, manners, routines and behaviours, and less visible elements such as preferences and values
They identify patterns in Vietnamese and make comparisons between Vietnamese and English.
Content descriptorAC9LV4U03 Understanding language and culture
recognise familiar Vietnamese language features and compare with those of English, in known contexts
Elaborations (7)
- Elaboration identifying similarities and differences between Vietnamese and English pronunciation, and adapting learnt spelling strategies from one language to the other, for example, the letters a, b, c, g, h, k, l, m, n, o, p, r, s, t, v, x and y are pronounced the same way in Vietnamese and English
- Elaboration noticing the differences between Vietnamese and English, and the use of interrogatives, for example, unlike English, khi nào, ở đâu, bao nhiêu can be placed at the beginning, in the middle or at the end of questions, for example, Khi nào em đến? or Em đến khi nào? Bao nhiêu tiền một nải chuối? or Một nải chuối bao nhiêu tiền?
- Elaboration recognising language features and symbols typically associated with particular Vietnamese texts, for example, time markers in stories or recycling symbols on packaging, and comparing these with English texts
- Elaboration identifying and comparing key words in Vietnamese and English versions of favourite stories, for example, comparing Cô bé quàng khăn đỏ’ and ‘Little Red Riding Hood’ considering the rhythms and vocal effects in the 2 versions
- Elaboration recognising how different textual elements in Vietnamese and English texts (titles or headings, layout, images, script, etc.) combine to make meaning in a text such as an invitation, webpage or picture book
- Elaboration comparing features of simple spoken and written texts in Vietnamese, such as a spoken greeting or a handwritten postcard, and comparing these with similar texts in English, noting, for example, the format used to write the date and address, and different ways of addressing people
- Elaboration exploring the influence of English on informal language used in daily interactions by Vietnamese people in Australia, for example, đi, xem, nghe, dùng and the use of terms such as ‘okay’, ‘hello’ and ‘shopping’
They understand that the Vietnamese language is connected with culture, and identify how this is reflected in their own language(s) and culture(s).
Content descriptorAC9LV4U04 Understanding language and culture
identify connections between Vietnamese language and cultural practices
Elaborations (7)
- Elaboration understanding that Vietnamese attitudes, beliefs and values influence language choices, for example, the use of family terms such as chú, bác, cô, dì instead of first names, to reflect the importance of family in Vietnamese culture
- Elaboration discussing how particular gestures, terms and expressions have embedded cultural meanings and can convey feelings, beliefs and values, such as understanding that Vietnamese terms of affection used with children often relate to either parts of the body or animals, for example, con cún, thằng cu con, cái Tí
- Elaboration comparing their impressions of aspects of children’s lives in different Vietnamese-speaking regions as represented in video clips, television programs and stories, for example, ways of playing games, preparing and eating food, telling stories or interacting at school, home or in the community
- Elaboration exploring representations of information used in cultural expressions of First Nations Australians, and making connections with those of Vietnamese language and culture(s), for example, the different regional words used by First Nations groups to identify themselves such as Zenadth Kes, Koori, Koorie, Noongar and Nunga and comparing this with Vietnamese-speaking cultural groups
- Elaboration discussing how and why gestures can be interpreted differently in different cultures, for example, using fingers to beckon others is considered impolite in Vietnamese culture, but appropriate in some cultures
- Elaboration experiencing and discussing the importance of music and dance in Vietnamese culture(s), as an expression of identity and emotion such as national pride, happiness, love, joy and sadness, for example, âm nhạc dân gian such as điệu Hò, Lý, Cò lả, Trống quân, Quan họ, Chèo, Tuồng, Cải lương; Điệu múa cổ truyền such as múa Trống, múa Bông, múa Tăng bu, múa gậy, múa Sạp, múa Chiêng, múa Hoa sen
- Elaboration exploring the meaning of culture and identity, for example, using a diagram to show visible elements such as ways of celebrating, dress, traditions, symbols, manners, routines and behaviours, and less visible elements such as preferences and values
This achievement standard describes the expected learning for Years 3 to 4 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 | 16 |
| 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 | 22 |
| Understanding language and culture | Understanding the interrelationship of language and culture | 1 | 7 |
| Total | 9 | 72 | |
Frequently Asked Questions
What should students know by the end of Years 3 to 4 Vietnamese?
By the end of Year 4, students use Vietnamese language to initiate structured interactions to share information related to the classroom and their personal worlds. They use modelled language to participate in spoken and written activities that involve planning. 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 Years 1 to 2?
The Years 1 to 2 Vietnamese standard (ASLANVIEF10Y12) covers the preceding curriculum level. Standards build progressively, with Years 3 to 4 expectations extending what was introduced in Years 1 to 2.
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.