Years 5 to 6
Languages
ASLANVIEF10Y56
Years 5 to 6 Vietnamese Achievement Standard
10 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 6, students initiate and use strategies to maintain interactions in Vietnamese language that are related to their immediate environment. They use appropriate sounds, tones, intonation and rhythm in spoken texts. They collaborate in spoken and written activities that involve the language of planning and problem-solving to share information, ideas and preferences. They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in Vietnamese or English, adjusting their response to context, purpose and audience. They create texts, selecting and using a variety of vocabulary and sentence structures to suit context. They sequence information and ideas, and use conventions appropriate to text type.
Students apply rules for pronunciation and intonation in spoken Vietnamese. They apply conventions of spelling and punctuation, and use modelled structures, when creating and responding in Vietnamese. They compare language structures and features in Vietnamese and English, using some metalanguage. They show understanding of how some language reflects cultural practices and consider how this is reflected in their own language(s), culture(s) and identity.
Foundation to Year 10 sequence
The 10 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 6, students initiate and use strategies to maintain interactions in Vietnamese language that are related to their immediate environment.
Content descriptorAC9LV6C01 Communicating meaning in Vietnamese
initiate and sustain modelled exchanges in familiar contexts related to students’ personal worlds and school environment
Elaborations (6)
- Elaboration initiating and sustaining conversations, including face-to-face and secure online conversations, by asking peers about personal interests, for example, Lúc rảnh rỗi bạn thích làm gì nhất?
- Elaboration interacting via different modes of communication such as class discussions or secure online exchanges to discuss opinions and agree or disagree on topics with classmates or friends in a Vietnamese speaking community, for example, Cuối tuần tôi thích đi bơi hơn đi bộ. Còn bạn thích làm gì? Tôi thấy bài đọc này khó quá. Còn bạn thì sao? Tôi không nghĩ vậy.
- Elaboration describing and elaborating on details about experiences or social activities with family and friends, for example, Thứ Bảy vừa qua là sinh nhật của bà nội, cả nhà tôi tới mừng sinh nhật bà.
- Elaboration checking on the progress of others during learning tasks or activities, using questions such as Bạn làm sắp xong chưa? Sao bạn làm nhanh thế?
- Elaboration comparing routines, interests and favourite activities, using language associated with time, sequence and location, for example, Tôi đi học về lúc 4 giờ 30 phút /4 giờ rưỡi chiều. Tối thứ Bảy, tôi thích xem phim và nghe nhạc sau khi làm xong bài tập.
- Elaboration expressing gratitude, apologies, sympathy or concern when interacting with friends and family, for example, in print or digital cards for real or imagined special occasions, such as writing thank you, birthday, New Year, get well and wedding cards
They use appropriate sounds, tones, intonation and rhythm in spoken texts.
Content descriptorAC9LV6C01 Communicating meaning in Vietnamese
initiate and sustain modelled exchanges in familiar contexts related to students’ personal worlds and school environment
Elaborations (6)
- Elaboration initiating and sustaining conversations, including face-to-face and secure online conversations, by asking peers about personal interests, for example, Lúc rảnh rỗi bạn thích làm gì nhất?
- Elaboration interacting via different modes of communication such as class discussions or secure online exchanges to discuss opinions and agree or disagree on topics with classmates or friends in a Vietnamese speaking community, for example, Cuối tuần tôi thích đi bơi hơn đi bộ. Còn bạn thích làm gì? Tôi thấy bài đọc này khó quá. Còn bạn thì sao? Tôi không nghĩ vậy.
- Elaboration describing and elaborating on details about experiences or social activities with family and friends, for example, Thứ Bảy vừa qua là sinh nhật của bà nội, cả nhà tôi tới mừng sinh nhật bà.
- Elaboration checking on the progress of others during learning tasks or activities, using questions such as Bạn làm sắp xong chưa? Sao bạn làm nhanh thế?
- Elaboration comparing routines, interests and favourite activities, using language associated with time, sequence and location, for example, Tôi đi học về lúc 4 giờ 30 phút /4 giờ rưỡi chiều. Tối thứ Bảy, tôi thích xem phim và nghe nhạc sau khi làm xong bài tập.
- Elaboration expressing gratitude, apologies, sympathy or concern when interacting with friends and family, for example, in print or digital cards for real or imagined special occasions, such as writing thank you, birthday, New Year, get well and wedding cards
Content descriptorAC9LV6C04 Communicating meaning in Vietnamese
apply strategies to interpret and convey meaning in Vietnamese language in familiar non-verbal, spoken and written cultural contexts
Elaborations (8)
- Elaboration identifying words or phrases that are difficult to translate and possible reasons for this, for example, food items such as bánh chưng, bánh tét, bánh xèo, phở or traditional customs such as cúng ông bà, cúng mụ, xin xăm, xem bói, coi ngày tốt xấu, so đôi tuổi
- Elaboration recognising differences in language use between formal and informal conversation, such as class presentations and everyday conversations, for example, Xin chào cô và các bạn versus Lan nè/Ê Lan, khỏe không?
- Elaboration learning to use bilingual print dictionaries and online translators responsibly to work out the meaning of unfamiliar words or sentences, and determining the reliability of these aides to accurately translate information
- Elaboration describing elements of Vietnamese language that are different from English, including pronunciation, gestures and facial expressions, and sharing what they find difficult or awkward when using each language
- Elaboration identifying context-specific language, for example, at the market giá bao nhiêu, trả giá, mắc, rẻ, giảm giá, hàng tốt/xấu or at the doctor’s surgery bị cảm, ho, nhức đầu, chóng mặt
- Elaboration interpreting a range of simple texts, including idioms to identify the main meaning, for example, tiên học lễ, hậu học văn, gần mực thì đen, gần đèn thì rạng/sáng, yêu cho roi cho vọt, ghét cho ngọt cho bùi, ăn vóc học hay/bền
- Elaboration making and using bilingual resources for language learning, such as glossaries of cultural terms in Vietnamese and English, to inform Vietnamese and Australian visitors about events in each country, such as Vietnamese New Year celebrations, Vietnamese Moon/food/boat racing festivals, Mother’s Day, Father’s Day, Anzac Day, Christmas, and explaining culture-specific elements
- Elaboration examining the risks of literal or word-for-word translation when translating expressions, idioms and proverbs, for example, ‘full of beans’ (lively and energetic) may be translated incorrectly in Vietnamese to đầy đậu
They collaborate in spoken and written activities that involve the language of planning and problem-solving to share information, ideas and preferences.
Content descriptorAC9LV6C02 Communicating meaning in Vietnamese
participate in activities that involve planning and negotiating with others, using language that expresses information, preferences and ideas
Elaborations (8)
- Elaboration engaging in shared activities that involve planning and collaborating, for example, running a school assembly in Vietnamese, organising a display or creating lanterns for Tết Trung thu
- Elaboration creating and performing role-plays such as simple transactions that involve asking or giving prices or purchasing goods and services, for example, Bao nhiêu tiền một lít sữa? Một kí-lô nho giá bao nhiêu?
- Elaboration planning and making arrangements for activities such as outings using expressions related to place, time and numbers, for example, ở đâu, khi nào, bảy giờ kém 15 phút
- Elaboration collaboratively writing a simple children’s story and reading it to younger learners of Vietnamese
- Elaboration 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.
- Elaboration planning for a Vietnamese-speaking guest interview by developing a list of questions such as Điều gì đã truyền cảm hứng cho bạn? Bạn có thể chia sẻ kinh nghiệm của mình trong chuyến đi này?
- Elaboration planning a campaign, for example, to introduce healthy, environmentally-friendly Vietnamese food at a school or local Vietnamese community event, by creating posters, pamphlets and flyers or by making presentations to the class, parents and community members
- Elaboration providing feedback about peer presentations using modelled language, for example, commenting on the use of eye contact
They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in Vietnamese or English, adjusting their response to context, purpose and audience.
Content descriptorAC9LV6C03 Communicating meaning in Vietnamese
locate and process information and ideas in a range of spoken, written and multimodal texts, and respond in different ways to suit purpose
Elaborations (9)
- Elaboration identifying and recording key information from informative or imaginative texts that relate to a particular topic, to provide a summary or to give a live or digital presentation, for example, Vietnamese tourism in Australia or Vietnam
- Elaboration presenting a critical review of a song, story or television program, using evaluative language such as Em thích câu truyện này vì nó ...
- Elaboration identifying and describing key elements of an informative or imaginative text, such as settings, characters or people and events, by asking and responding to questions such as ở đâu? khi nào? ai? làm gì? như thế nào? tại sao?
- Elaboration listening to or viewing First Nations Australian authors’ stories in English and responding to them using words, formulaic expressions and modelled sentences in Vietnamese
- Elaboration reading or viewing imaginative texts in print, digital or multimodal forms, such as poems, cartoons, stories, folk tales or films, and performing scenes that illustrate aspects of a character’s attitudes, personality or reactions, for example, in a story such as câu truyện Kiến và Voi
- Elaboration illustrating to an extract of text, and selecting images such as a picture, colour, symbol or emoticon to express the content, mood or key message of the text
- Elaboration identifying variations in aspects of language use such as tone, gesture, word choice or sentence structure in different contexts and using these in own guided interactions, for example, watching conversations between a customer and salesperson, doctor and patient, tour guide and tourist and replicating this language in a role-play
- Elaboration describing their reactions to informative or imaginative texts that evoke responses such as sadness, fear or excitement, relating them to their own experiences, for example, Em cũng cảm thấy ...
- Elaboration conducting interviews with family members or friends to collect stories of migration to Australia, identifying words and expressions that reflect important values and feelings, such as quê hương, đất nước, khát khao, momg đợi, vui sướng, bảo vệ, tình dân tộc, tình hữu nghị, tình làng xóm
Content descriptorAC9LV6C04 Communicating meaning in Vietnamese
apply strategies to interpret and convey meaning in Vietnamese language in familiar non-verbal, spoken and written cultural contexts
Elaborations (8)
- Elaboration identifying words or phrases that are difficult to translate and possible reasons for this, for example, food items such as bánh chưng, bánh tét, bánh xèo, phở or traditional customs such as cúng ông bà, cúng mụ, xin xăm, xem bói, coi ngày tốt xấu, so đôi tuổi
- Elaboration recognising differences in language use between formal and informal conversation, such as class presentations and everyday conversations, for example, Xin chào cô và các bạn versus Lan nè/Ê Lan, khỏe không?
- Elaboration learning to use bilingual print dictionaries and online translators responsibly to work out the meaning of unfamiliar words or sentences, and determining the reliability of these aides to accurately translate information
- Elaboration describing elements of Vietnamese language that are different from English, including pronunciation, gestures and facial expressions, and sharing what they find difficult or awkward when using each language
- Elaboration identifying context-specific language, for example, at the market giá bao nhiêu, trả giá, mắc, rẻ, giảm giá, hàng tốt/xấu or at the doctor’s surgery bị cảm, ho, nhức đầu, chóng mặt
- Elaboration interpreting a range of simple texts, including idioms to identify the main meaning, for example, tiên học lễ, hậu học văn, gần mực thì đen, gần đèn thì rạng/sáng, yêu cho roi cho vọt, ghét cho ngọt cho bùi, ăn vóc học hay/bền
- Elaboration making and using bilingual resources for language learning, such as glossaries of cultural terms in Vietnamese and English, to inform Vietnamese and Australian visitors about events in each country, such as Vietnamese New Year celebrations, Vietnamese Moon/food/boat racing festivals, Mother’s Day, Father’s Day, Anzac Day, Christmas, and explaining culture-specific elements
- Elaboration examining the risks of literal or word-for-word translation when translating expressions, idioms and proverbs, for example, ‘full of beans’ (lively and energetic) may be translated incorrectly in Vietnamese to đầy đậu
They create texts, selecting and using a variety of vocabulary and sentence structures to suit context.
Content descriptorAC9LV6C05 Communicating meaning in Vietnamese
create and present a range of informative and imaginative spoken, written and multimodal texts using a variety of modelled sentence structures to sequence information and ideas, and conventions appropriate to text type
Elaborations (11)
- Elaboration creating texts for a range of audiences and purposes, for example, a recount of the Year 5 camp for a school newsletter, an invitation for parents to attend the Year 6 information evening, or a review of the latest movie for peers
- Elaboration explaining to others a procedure or practice, for example, community recycling, a recipe, health care tips, a tutorial on the rules of a sport or game, or eating etiquette
- Elaboration composing bilingual resources for the school community, such as posters for class or school performances, displays or events, for example, Ngày hội Thể thao (Sports Carnival), Ngày hội Đa văn hóa (Multicultural Day) or a virtual tour of the school with signs, notices, labels and short comments in Vietnamese and English, for example, /Thư viện (Library), Hội (Hall), Xin giữ im lặng! (Quiet please!)
- Elaboration creating a class print or digital poster, locating and describing, in Vietnamese, a specific First Nations Country/Place location in a local or regional context, or elsewhere in Australia
- Elaboration creating a simple, alternative ending for a Vietnamese imaginative text such as a folk tale or short story
- Elaboration writing and recording a story in the form of a photo slideshow, using modelled language and speech bubbles, captions, subtitles or other audio/visual aids to enhance effect
- Elaboration composing and participating in imagined interactions with characters from familiar texts, for example, a conversation between characters, or meeting a character from a Vietnamese story or film for the first time, for example, Con chào chú, rất vui được nói trò chuyện với chú. Con rất thích chú trong vai Lê Lai, chú trông thiệt oai phong và dũng cảm.
- Elaboration producing and performing short, scripted plays to retell a traditional folk tale in a modern context, for example, diễn kịch cô Tấm thử hài
- Elaboration creating bilingual videos to teach others informal Vietnamese and English expressions for everyday interactions with teachers, friends and family
- Elaboration sharing information with peers or family members in Vietnamese-speaking communities overseas, for example, via a video clip or secure blog, 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
- Elaboration using graphs or tables in print or digital form to present information, for example, creating a pie chart to represent the benefits of being bilingual or learning Vietnamese
They sequence information and ideas, and use conventions appropriate to text type.
Content descriptorAC9LV6C05 Communicating meaning in Vietnamese
create and present a range of informative and imaginative spoken, written and multimodal texts using a variety of modelled sentence structures to sequence information and ideas, and conventions appropriate to text type
Elaborations (11)
- Elaboration creating texts for a range of audiences and purposes, for example, a recount of the Year 5 camp for a school newsletter, an invitation for parents to attend the Year 6 information evening, or a review of the latest movie for peers
- Elaboration explaining to others a procedure or practice, for example, community recycling, a recipe, health care tips, a tutorial on the rules of a sport or game, or eating etiquette
- Elaboration composing bilingual resources for the school community, such as posters for class or school performances, displays or events, for example, Ngày hội Thể thao (Sports Carnival), Ngày hội Đa văn hóa (Multicultural Day) or a virtual tour of the school with signs, notices, labels and short comments in Vietnamese and English, for example, /Thư viện (Library), Hội (Hall), Xin giữ im lặng! (Quiet please!)
- Elaboration creating a class print or digital poster, locating and describing, in Vietnamese, a specific First Nations Country/Place location in a local or regional context, or elsewhere in Australia
- Elaboration creating a simple, alternative ending for a Vietnamese imaginative text such as a folk tale or short story
- Elaboration writing and recording a story in the form of a photo slideshow, using modelled language and speech bubbles, captions, subtitles or other audio/visual aids to enhance effect
- Elaboration composing and participating in imagined interactions with characters from familiar texts, for example, a conversation between characters, or meeting a character from a Vietnamese story or film for the first time, for example, Con chào chú, rất vui được nói trò chuyện với chú. Con rất thích chú trong vai Lê Lai, chú trông thiệt oai phong và dũng cảm.
- Elaboration producing and performing short, scripted plays to retell a traditional folk tale in a modern context, for example, diễn kịch cô Tấm thử hài
- Elaboration creating bilingual videos to teach others informal Vietnamese and English expressions for everyday interactions with teachers, friends and family
- Elaboration sharing information with peers or family members in Vietnamese-speaking communities overseas, for example, via a video clip or secure blog, 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
- Elaboration using graphs or tables in print or digital form to present information, for example, creating a pie chart to represent the benefits of being bilingual or learning Vietnamese
Students apply rules for pronunciation and intonation in spoken Vietnamese.
Content descriptorAC9LV6U01 Understanding language and culture
apply knowledge of sounds, tones, pronunciation and intonation patterns to develop fluency and rhythm to known words and phrases
Elaborations (8)
- Elaboration understanding the variability of sound-letter combinations and distinguishing between similar sounds such as ch and tr in chai/trai, or s and x or in song/xong
- Elaboration applying pronunciation rules, including adding or changing tone markers, initial consonants or vowels to form new words, for example, buổi, cuối, đuổi, tuổi, chuối
- Elaboration exploring Vietnamese sounds such as homophones, for example, giai and dai, dây and giây, and homonyms, for example, bàn (bàn bạc) or bàn (cái bàn)
- Elaboration understanding and reproducing Vietnamese words with different tone markers and pitch, for example, thương, thường, thưởng, thượng
- Elaboration using digital tools to check the correct pronunciation of Vietnamese and using voice-recording apps to check their own tone and intonation to develop fluency
- Elaboration understanding that Vietnamese has different regional accents, such as Northern, Central and Southern Vietnamese, for example, má/mẹ, ba/bố, dứa/thơm/khóm
- Elaboration understanding rhythm in sentences, using pauses and intonation to signal clause boundaries and emphasis, for example, Học bài, không được bỏ đi chơi and Học bài không được, bỏ đi chơi
- Elaboration applying Vietnamese pronunciation and intonation, recognising how pitch, stress and rhythm help to convey meaning, for example, Anh ăn trưa chưa? Anh chưa ăn trưa? and Anh chưa ăn trưa
They apply conventions of spelling and punctuation, and use modelled structures, when creating and responding in Vietnamese.
Content descriptorAC9LV6U02 Understanding language and culture
use knowledge of modelled grammatical structures and formulaic expressions to compose and respond to texts, using appropriate punctuation and textual conventions
Elaborations (13)
- Elaboration using appropriate punctuation in writing, including commas, full stops, question marks, semicolons, colons, inverted commas and exclamation marks
- Elaboration applying Vietnamese spelling rules, for example, k, gh and ngh only go with i, e, and ê in kiến, kẻ, kể, ghi, ghe, ghế, nghỉ, nghe, nghệ
- Elaboration identifying Vietnamese words that end with i or y, that have different meanings, such as tai and tay, mai and may, ngài and ngày
- Elaboration understanding the grammatical function of adjectives, nouns, verbs and adverbs in sentences
- Elaboration using adverbs and adjectives to expand and elaborate on meaning in sentences, for example, hát hay, học giỏi, làm việc nhanh nhẹn/chậm chạp and người con ngoan ngoãn/có hiếu, căn phòng sạch sẽ/ngăn nắp
- Elaboration exploring a range of comparative and superlative forms of adjectives, for example, đẹp, đẹp hơn, đẹp nhất
- Elaboration using different types of compound words, for example, nhà cửa, đường phố, trường lớp, anh chị em, and understanding how they are formed, for example, trường + học = trường học; học + hành = học hành
- Elaboration extending vocabulary by learning and using reduplicative words, for example, nho nhỏ, to to, đo đỏ
- Elaboration using prepositions to indicate location, for example, trong, ngoài trên, dưới, bên phải, bên trái, bên cạnh, trước, sau, ở giữa
- Elaboration exploring and using synonyms, for example, to, lớn, nhỏ, bé, siêng năng, chăm chỉ, and antonyms, for example, tốt ≠ xấu, mới ≠ cũ, ngày ≠ đêm, nóng ≠ lạnh, hiền ≠ dữ, giàu ≠ nghèo
- Elaboration applying basic sentence structure in spoken and written texts, for example, subject + predicate
- Elaboration creating modelled affirmative, negative and interrogative sentences, for example, Tôi thích chơi thể thao. Mình không thích chơi thể thao. Bạn thích môn thể thao nào?
- Elaboration using conjunctions to link words, phrases or sentences, for example, và, với, hay, tại vì, hoặc, tuy, nhưng
They compare language structures and features in Vietnamese and English, using some metalanguage.
Content descriptorAC9LV6U03 Understanding language and culture
compare some Vietnamese language structures and features with those of English, using some familiar metalanguage
Elaborations (6)
- Elaboration identifying and comparing the language features of different text types in Vietnamese and English, such as descriptive language in narratives or persuasive language in advertisements
- Elaboration discussing aspects of grammar using metalanguage in Vietnamese or English, for example, danh từ/noun, động từ/verb, tính từ/adjective, chủ ngữ/subject, vị ngữ/predicate
- Elaboration comparing the structural features of familiar personal, informative and imaginative Vietnamese and English texts, for example, dates on diary entries and letters, greetings in emails or conversations, and titles of stories
- Elaboration comparing different types of texts, such as recipes, songs, stories, recounts or conversations to identify audience and purpose used in both Vietnamese and English
- Elaboration understanding how to create textual cohesion by using elements such as adverbs of sequence, for example, thứ nhất, thứ nhì, trước tiên, kế đến, rồi, sau cùng, and conjunctions, for example, và, với, hay, hoặc, vì, nhưng, to sequence and link ideas, and comparing how these work with English
- Elaboration creating comparative lists of vocabulary, in Vietnamese and English, which can be used in different contexts, for example, the use of imperatives in a set of instructions, Đứng lên! Ngồi xuống! Mở tập ra! Nghe và lặp lại, or the frequent use of time and place markers, ngày xửa ngày xưa, hôm qua, hôm nay, ngày mai, tuần tới in narratives
They show understanding of how some language reflects cultural practices and consider how this is reflected in their own language(s), culture(s) and identity.
Content descriptorAC9LV6U04 Understanding language and culture
recognise that language reflects cultural practices, values and identity, and that this impacts on non-verbal, spoken and written communication
Elaborations (7)
- Elaboration recognising the interconnections between cultural practices and language use in Vietnamese and demonstrating cultural awareness when using Vietnamese, for example, using Dạ, thưa or different personal pronouns to indicate politeness, or adding ông, bà, thầy, cô, … before Vietnamese names, rather than addressing Vietnamese adults with only their first names, to show respect
- Elaboration noticing that language varies between regions, for example, ốm means ‘sick’ in Northern Vietnamese and ‘thin’ in Southern Vietnamese, bông means ‘cotton’ in Northern Vietnamese and ‘flowers’ in Southern Vietnamese, chi, mô, tê, răng rứa means ‘what, where, that, why and thus’ in Central Vietnamese and means gì, đâu, kìa, sao and vậy in Northern and Southern Vietnamese
- Elaboration discussing connections between the Vietnamese language and cultural beliefs, for example, con số hên, số đẹp, ngày tốt/tốt ngày, con rồng cháu tiên, khéo ăn thì no, khéo co thì ấm, trời nắng tốt dưa, trời mưa tốt lúa
- Elaboration exploring, in Vietnamese and English, how language and culture are expressed through First Nations Australians’ song, dance or artworks, considering similarities and differences in an aspect of the cultural expressions of Vietnamese-speaking people or communities
- Elaboration practising Vietnamese table manners, for example, not eating until the adult starts eating and saying Con mời ba mẹ/ông bà or mời bạn/chị/anh, making no noise from the mouth when eating, learning chopstick manners and serving with the other end of chopsticks
- Elaboration identifying ways in which Vietnamese language and culture influence the lives of Australians, such as Vietnamese cuisine nem, phở, bánh mì thịt, and fashion, áo dài, nón lá
- Elaboration understanding the meaning of ‘culture’, how it involves visible elements such as language, symbols, food, national costumes and dancing, and invisible elements such as attitudes, beliefs and values, and comparing these visible and invisible elements of Vietnamese culture with Northern, Central and Southern Vietnamese regions as well as other cultures of the Asia region
This achievement standard describes the expected learning for Years 5 to 6 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 | 14 |
| Communicating meaning in Vietnamese | Mediating meaning in and between languages | 2 | 17 |
| Communicating meaning in Vietnamese | Creating text in Vietnamese | 1 | 11 |
| Understanding language and culture | Understanding systems of language | 3 | 27 |
| Understanding language and culture | Understanding the interrelationship of language and culture | 1 | 7 |
| Total | 9 | 76 | |
Frequently Asked Questions
What should students know by the end of Years 5 to 6 Vietnamese?
By the end of Year 6, students initiate and use strategies to maintain interactions in Vietnamese language that are related to their immediate environment. They use appropriate sounds, tones, intonation and rhythm in spoken texts. 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 3 to 4?
The Years 3 to 4 Vietnamese standard (ASLANVIEF10Y34) covers the preceding curriculum level. Standards build progressively, with Years 5 to 6 expectations extending what was introduced in Years 3 to 4.
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.