Years 9 to 10
Languages
ASLANVIEF10Y910
Years 9 to 10 Vietnamese Achievement Standard
11 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 contribute to and extend interactions in Vietnamese language in increasingly unfamiliar contexts related to a wide range of interests and issues. They interpret texts by evaluating and synthesising information, ideas and perspectives. They show understanding of how features of language can be used to influence audience response. They create texts, selecting and manipulating language for a range of contexts, purposes and audiences. They apply and use complex sentences and structures to create and respond to spoken and written texts. They use a variety of tenses to sequence events and use language features to enhance meaning and cohesion.
Students incorporate the features and conventions of spoken Vietnamese to extend fluency. They demonstrate understanding of the conventions of spoken and written texts and the connections between them. They apply knowledge of language structures and features to make and predict meaning. They support analysis of Vietnamese texts, using metalanguage. They reflect on their own cultural perspectives and identity, and draw on their experience of learning Vietnamese, to evaluate how this learning influences their ideas and ways of communicating.
Foundation to Year 10 sequence
The 11 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 contribute to and extend interactions in Vietnamese language in increasingly unfamiliar contexts related to a wide range of interests and issues.
Content descriptorAC9LV10C01 Communicating meaning in Vietnamese
initiate, sustain and extend exchanges in familiar and unfamiliar contexts related to students’ own and others’ experiences of the world, adjusting their language in response to others
Elaborations (6)
- Elaboration extending interactions in face-to-face or in secure online discussions by inviting others to contribute or provide feedback on own ideas, for example, Các bạn nghĩ sao về việc học thêm cuối tuần? Chúng ta nên làm sao để giữ cho tình bạn được lâu dài? Các bạn nghĩ gì về ý kiến của mình?
- Elaboration exchanging ideas and elaborating on opinions in class discussions about issues associated with the school or local community, such as school facilities, local services or environmental issues, for example, Chúng em đề nghị căn-tin nhà trường nên bán nhiều thức ăn bổ dưỡng cho học sinh với giá rẻ hơn. Chúng em mong nhà trường nên sửa sang lại các phòng vệ sinh cho sạch sẽ hơn. Làm sao cải thiện ý thức bảo vệ môi trường của các bạn học sinh?
- Elaboration using evaluative language to acknowledge strengths in others’ arguments or provide evidence to justify, contradict, challenge or rebut alternative views in a courteous manner, for example, hay/đúng/thú vị/hợp lý/công bằng lắm or Tôi rất thích cách giải thích của bạn, rõ ràng và hợp lý lắm. Bạn nói có lý nhưng tôi nghĩ rằng … Lý thuyết thì như vậy, nhưng trên thực tế thì… Hay là mình thử làm thế này/cách khác xem sao?
- Elaboration using Vietnamese idioms and proverbs to illustrate ideas and opinions about learning, for example, Học thầy không tầy học bạn. Cần cù bù thông minh.
- Elaboration using sympathetic language to signal empathy, restraint or indirect disagreement, for example, Tôi hiểu/rất thông cảm với bạn …, Thôi bạn đừng buồn nữa …, Thôi được rồi, khoan đã
- Elaboration adapting own language use for different audiences or degrees of formality such as moving from informal to formal language, for example, mẹ ơi/ông ơi/bà ơi to thưa mẹ/kính thưa ông bà or lòng thương người to lòng nhân ái
Content descriptorAC9LV10C02 Communicating meaning in Vietnamese
contribute to discussions that involve diverse views to negotiate outcomes, address issues and compare experiences
Elaborations (8)
- Elaboration organising and participating in real or simulated shopping experiences such as a class shopping trip to a market, using language for negotiating, bargaining, exchanging or returning goods, for example, Có thể giảm giá cho học sinh được không? Tôi có thể trả lại đồ được không nếu lỡ/đã làm mất hóa đơn mua hàng? Cái điện thoại này bị nứt màn hình, cô có thể đổi cái mới cho tôi được không?
- Elaboration role-playing formal or informal negotiations, such as resolving a disagreement between parents and children or teacher and students, for example, Ba mẹ ơi, con muốn đi làm thêm cuối tuần. Không cần thiết đâu, con nên tập trung lo học đi., or Thưa cô, vì máy vi tính bị hư nên em chưa làm bài xong, cô có thể cho em nộp bài ngày mai được không?
- Elaboration negotiating a particular course of action such as planning a day out with a guest, for example, Cuối tuần này có nhiều phim hay lắm, thời tiết cũng thích hợp để đi bơi nữa, các tiệm quần áo cũng đang giảm giá, nhóm mình muốn làm gì? Thôi mình lo đi mua đồ trước đi vì các tiệm chỉ giảm giá có ba ngày thôi, coi phim và đi bơi để tuần sau cũng được mà. Các bạn có đồng ý không?
- Elaboration participating in simulated interviews and alternatively taking the role of prospective employer and job applicant, for example, Kinh nghiệm của em ở công việc này? Em có kinh nghiệm làm việc ở nhà hàng được hai năm rồi.
- Elaboration devising a plan and solution for common problems or issues that young people may face such as a pros and cons list, for example, lợi ích và tác hại của việc vừa đi học vừa làm
- Elaboration making individual purchasing decisions by comparing items from a range of suppliers for features such as price, country of origin, quality, capacity for recycling, reliability, warranty and safety, for example, Tôi hay mua đồ điện tử ở tiệm đó vì chất lượng cao mà giá cả lúc nào cũng rẻ hơn các tiệm khác. Những vật liệu này có thể tái chế được không?
- Elaboration debating with peers on social, cultural, environmental or educational issues with reference to their own views and values, for example, Có nên bắt buộc học sinh học ngoại ngữ không? Có phải vào đại học là con đuờng duy nhất dẫn đến thành công?
- Elaboration being the teacher or buddy and annotating peers’ draft work, offering suggestions about the sequence of ideas, grammatical structures, paragraphs and layout
They interpret texts by evaluating and synthesising information, ideas and perspectives.
Content descriptorAC9LV10C02 Communicating meaning in Vietnamese
contribute to discussions that involve diverse views to negotiate outcomes, address issues and compare experiences
Elaborations (8)
- Elaboration organising and participating in real or simulated shopping experiences such as a class shopping trip to a market, using language for negotiating, bargaining, exchanging or returning goods, for example, Có thể giảm giá cho học sinh được không? Tôi có thể trả lại đồ được không nếu lỡ/đã làm mất hóa đơn mua hàng? Cái điện thoại này bị nứt màn hình, cô có thể đổi cái mới cho tôi được không?
- Elaboration role-playing formal or informal negotiations, such as resolving a disagreement between parents and children or teacher and students, for example, Ba mẹ ơi, con muốn đi làm thêm cuối tuần. Không cần thiết đâu, con nên tập trung lo học đi., or Thưa cô, vì máy vi tính bị hư nên em chưa làm bài xong, cô có thể cho em nộp bài ngày mai được không?
- Elaboration negotiating a particular course of action such as planning a day out with a guest, for example, Cuối tuần này có nhiều phim hay lắm, thời tiết cũng thích hợp để đi bơi nữa, các tiệm quần áo cũng đang giảm giá, nhóm mình muốn làm gì? Thôi mình lo đi mua đồ trước đi vì các tiệm chỉ giảm giá có ba ngày thôi, coi phim và đi bơi để tuần sau cũng được mà. Các bạn có đồng ý không?
- Elaboration participating in simulated interviews and alternatively taking the role of prospective employer and job applicant, for example, Kinh nghiệm của em ở công việc này? Em có kinh nghiệm làm việc ở nhà hàng được hai năm rồi.
- Elaboration devising a plan and solution for common problems or issues that young people may face such as a pros and cons list, for example, lợi ích và tác hại của việc vừa đi học vừa làm
- Elaboration making individual purchasing decisions by comparing items from a range of suppliers for features such as price, country of origin, quality, capacity for recycling, reliability, warranty and safety, for example, Tôi hay mua đồ điện tử ở tiệm đó vì chất lượng cao mà giá cả lúc nào cũng rẻ hơn các tiệm khác. Những vật liệu này có thể tái chế được không?
- Elaboration debating with peers on social, cultural, environmental or educational issues with reference to their own views and values, for example, Có nên bắt buộc học sinh học ngoại ngữ không? Có phải vào đại học là con đuờng duy nhất dẫn đến thành công?
- Elaboration being the teacher or buddy and annotating peers’ draft work, offering suggestions about the sequence of ideas, grammatical structures, paragraphs and layout
Content descriptorAC9LV10C03 Communicating meaning in Vietnamese
evaluate and synthesise information, ideas and perspectives in a broad range of spoken, written and multimodal texts and respond appropriately to cultural context, purpose and audience
Elaborations (9)
- Elaboration researching different perspectives on the same issue presented in a range of media sources, such as songs, performances, films or documentaries, to discuss a subject such as deforestation, sustainable development or overpopulation, for example, Làm thế nào giảm phá rừng ở Việt Nam? Làm thế nào giảm bớt nạn cháy rừng ở Úc? Làm thế nào phân loại các rác thải một cách hiệu quả nhất?
- Elaboration critically analysing texts to prepare a debate on a topic related to social or environmental issues, for example, Điện thoại di động nên bị cấm ở trường
- Elaboration identifying how feelings and attitudes are expressed through language, such as the use of emotive language in speeches, essays or stories, and then using this language in their own texts, for example, Tôi thật hạnh phúc khi có mặt ở đây!
- Elaboration listening to or reading First Nations Australian authors’ stories in English, and creating an author profile in Vietnamese
- Elaboration comparing the attitudes, beliefs, values and language of characters in traditional and contemporary Vietnamese arts and entertainment, for example, contrasting the original story Sự Tích Ông Táo with its modern comic version or comparing the way the same story is expressed in the film Ăn Khế Trả Vàng and in the folk tale Ăn Khế Trả Vàng
- Elaboration conducting surveys and interviews with peers and organising information using graphic organisers, presenting perspectives on topics related to daily life in a pie chart based on the answers to questions, for example, Mỗi ngày bạn mất bao nhiêu thời gian lên mạng? Bạn sử dụng máy vi tính để làm gì? Theo bạn, làm thế nào duy trì lối sống lành mạnh?
- Elaboration analysing the use of images, sounds, gestures and language in Vietnamese songs, films and performances, and incorporating some of these elements in a short video or presentation
- Elaboration investigating information about a significant Vietnamese person or character to create a text about them, for example, writing a script for an imagined interview with a person or character
- Elaboration presenting information in a multimodal format about their family’s heritage by researching their own biographies, for example, by talking with relatives in Australia and elsewhere to know more about their history or circumstances
They show understanding of how features of language can be used to influence audience response.
Content descriptorAC9LV10C03 Communicating meaning in Vietnamese
evaluate and synthesise information, ideas and perspectives in a broad range of spoken, written and multimodal texts and respond appropriately to cultural context, purpose and audience
Elaborations (9)
- Elaboration researching different perspectives on the same issue presented in a range of media sources, such as songs, performances, films or documentaries, to discuss a subject such as deforestation, sustainable development or overpopulation, for example, Làm thế nào giảm phá rừng ở Việt Nam? Làm thế nào giảm bớt nạn cháy rừng ở Úc? Làm thế nào phân loại các rác thải một cách hiệu quả nhất?
- Elaboration critically analysing texts to prepare a debate on a topic related to social or environmental issues, for example, Điện thoại di động nên bị cấm ở trường
- Elaboration identifying how feelings and attitudes are expressed through language, such as the use of emotive language in speeches, essays or stories, and then using this language in their own texts, for example, Tôi thật hạnh phúc khi có mặt ở đây!
- Elaboration listening to or reading First Nations Australian authors’ stories in English, and creating an author profile in Vietnamese
- Elaboration comparing the attitudes, beliefs, values and language of characters in traditional and contemporary Vietnamese arts and entertainment, for example, contrasting the original story Sự Tích Ông Táo with its modern comic version or comparing the way the same story is expressed in the film Ăn Khế Trả Vàng and in the folk tale Ăn Khế Trả Vàng
- Elaboration conducting surveys and interviews with peers and organising information using graphic organisers, presenting perspectives on topics related to daily life in a pie chart based on the answers to questions, for example, Mỗi ngày bạn mất bao nhiêu thời gian lên mạng? Bạn sử dụng máy vi tính để làm gì? Theo bạn, làm thế nào duy trì lối sống lành mạnh?
- Elaboration analysing the use of images, sounds, gestures and language in Vietnamese songs, films and performances, and incorporating some of these elements in a short video or presentation
- Elaboration investigating information about a significant Vietnamese person or character to create a text about them, for example, writing a script for an imagined interview with a person or character
- Elaboration presenting information in a multimodal format about their family’s heritage by researching their own biographies, for example, by talking with relatives in Australia and elsewhere to know more about their history or circumstances
Content descriptorAC9LV10C04 Communicating meaning in Vietnamese
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 reading short texts and excerpts from a range of informative, personal and literary texts, identifying cultural elements and reflecting on how they are encoded differently in Vietnamese and English, for example, the use of family terms, titles and terms of address, cô, chú, anh, chị, em
- Elaboration translating written expressions associated with politeness and social behaviours in Vietnamese, for example, opening and closing of formal/informal letters with phrases such as Kính thưa giám đốc, Ba mẹ kính yêu/Bạn thân mến, Thân/Thân mến/Thương mến/Thân chào/Trân trọng kính chào, and comparing them with standard expressions in English, such as ‘Dear …’, ‘Yours sincerely/faithfully’, ‘Kind regards/Regards’
- Elaboration viewing English-language films or documentaries with Vietnamese subtitles and vice versa, evaluating the effectiveness of the translations and explaining associated cultural aspects, for example, a documentary about street food
- Elaboration understanding and using common Sino-Vietnamese words appropriate to context such as for formal occasions, for example, hội phụ nữ, not hội đàn bà; viện dưỡng lão, not nhà người già
- Elaboration translating a range of texts, such as advertisements, speeches, songs, and story or film extracts, and examining the appropriateness of translation for specific audiences and contexts
- Elaboration analysing and discussing similarities, differences and cultural influences in common Vietnamese and English idiomatic expressions, for example, Có chí thì nên = Where there’s a will there’s a way, Đừng trông mặt mà bắt hình dong = Don’t judge a book by its cover, đẻ bọc điều = To be born with a silver spoon in one’s mouth and Dạy con từ thuở còn thơ = Strike while the iron is hot
- Elaboration exploring diverse ways in which meaning is conveyed in Vietnamese and English, such as multiple meanings of words, for example, ‘old’ may be translated as già or cũ, ngon as ‘tasty’, ‘delicious’, ‘mouth-watering’, ‘scrumptious’ or ‘rich’, and comparing synonyms for verbs, for example, ‘running’, ‘sprinting’, ‘dashing’, ‘jogging’ and chạy nhanh, chạy vụt, chạy bộ
- Elaboration translating children’s stories from English into Vietnamese and vice versa, and discussing how to maintain original meaning when tailoring texts for different audiences and cultural backgrounds
They create texts, selecting and manipulating language for a range of contexts, purposes and audiences.
Content descriptorAC9LV10C05 Communicating meaning in Vietnamese
create and present informative and imaginative texts for diverse contexts and purposes, selecting vocabulary, expressions, grammatical structures and a range of features and conventions to engage different audiences
Elaborations (11)
- Elaboration producing a range of texts for diverse audiences and purposes to convey own ideas on topics, for example, a multimedia presentation about the benefits of recycling or a speech about why they should be chosen to go on an exchange trip to Vietnam
- Elaboration creating print, digital stories, songs, skits or comics, considering main characters, themes, settings and plots, for diverse audiences that reflect Vietnamese attitudes, beliefs and values, such as Vietnamese New Year celebrations
- Elaboration presenting about a social, environmental or cultural issue such as cyberbullying, using graphic organisers to display information and using appropriate referencing conventions
- 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 creating own imaginative texts such as dialogues, poems, songs or short stories, using an array of cues, for example, pictures, gestures, music and language, to convey different emotions such as love, happiness, excitement, frustration and sadness
- Elaboration composing own imaginative texts such as animated stories, games or short films, with different settings, characters and events, using a range of appropriate vocabulary and expressions, and audiovisual aids for effect
- Elaboration creating performances that reflect on significant Vietnamese or Australian events or histories, for example, Thánh Gióng, Bánh Chưng Bánh Dày, Tết Nguyên Đán, Tết Trung Thu, Anzac Day or Harmony Day
- Elaboration composing spoken or written texts that reflect own perspectives on Vietnamese attitudes, beliefs and values, such as own view of traditional filial piety and value of education in the modern context
- Elaboration creating a multimedia self-profile that captures elements of the experience of learning a second language or living across languages, communities and cultural traditions
- Elaboration collaborating with peers to create their own dramatic or humorous representations of people, situations or events encountered in their own lives that reflect their experiences of living in a multicultural and multilingual society
- Elaboration writing an autobiographical account to share with others, describing key milestones in own life such as a visit to family in Vietnam, a sporting event, music concert, getting a learner’s permit or a cultural celebration, for example, the personal experience of attending the Moon festival/Multicultural Day/ Tet Festival
They apply and use complex sentences and structures to create and respond to spoken and written texts.
Content descriptorAC9LV10C05 Communicating meaning in Vietnamese
create and present informative and imaginative texts for diverse contexts and purposes, selecting vocabulary, expressions, grammatical structures and a range of features and conventions to engage different audiences
Elaborations (11)
- Elaboration producing a range of texts for diverse audiences and purposes to convey own ideas on topics, for example, a multimedia presentation about the benefits of recycling or a speech about why they should be chosen to go on an exchange trip to Vietnam
- Elaboration creating print, digital stories, songs, skits or comics, considering main characters, themes, settings and plots, for diverse audiences that reflect Vietnamese attitudes, beliefs and values, such as Vietnamese New Year celebrations
- Elaboration presenting about a social, environmental or cultural issue such as cyberbullying, using graphic organisers to display information and using appropriate referencing conventions
- 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 creating own imaginative texts such as dialogues, poems, songs or short stories, using an array of cues, for example, pictures, gestures, music and language, to convey different emotions such as love, happiness, excitement, frustration and sadness
- Elaboration composing own imaginative texts such as animated stories, games or short films, with different settings, characters and events, using a range of appropriate vocabulary and expressions, and audiovisual aids for effect
- Elaboration creating performances that reflect on significant Vietnamese or Australian events or histories, for example, Thánh Gióng, Bánh Chưng Bánh Dày, Tết Nguyên Đán, Tết Trung Thu, Anzac Day or Harmony Day
- Elaboration composing spoken or written texts that reflect own perspectives on Vietnamese attitudes, beliefs and values, such as own view of traditional filial piety and value of education in the modern context
- Elaboration creating a multimedia self-profile that captures elements of the experience of learning a second language or living across languages, communities and cultural traditions
- Elaboration collaborating with peers to create their own dramatic or humorous representations of people, situations or events encountered in their own lives that reflect their experiences of living in a multicultural and multilingual society
- Elaboration writing an autobiographical account to share with others, describing key milestones in own life such as a visit to family in Vietnam, a sporting event, music concert, getting a learner’s permit or a cultural celebration, for example, the personal experience of attending the Moon festival/Multicultural Day/ Tet Festival
They use a variety of tenses to sequence events and use language features to enhance meaning and cohesion.
Content descriptorAC9LV10C05 Communicating meaning in Vietnamese
create and present informative and imaginative texts for diverse contexts and purposes, selecting vocabulary, expressions, grammatical structures and a range of features and conventions to engage different audiences
Elaborations (11)
- Elaboration producing a range of texts for diverse audiences and purposes to convey own ideas on topics, for example, a multimedia presentation about the benefits of recycling or a speech about why they should be chosen to go on an exchange trip to Vietnam
- Elaboration creating print, digital stories, songs, skits or comics, considering main characters, themes, settings and plots, for diverse audiences that reflect Vietnamese attitudes, beliefs and values, such as Vietnamese New Year celebrations
- Elaboration presenting about a social, environmental or cultural issue such as cyberbullying, using graphic organisers to display information and using appropriate referencing conventions
- 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 creating own imaginative texts such as dialogues, poems, songs or short stories, using an array of cues, for example, pictures, gestures, music and language, to convey different emotions such as love, happiness, excitement, frustration and sadness
- Elaboration composing own imaginative texts such as animated stories, games or short films, with different settings, characters and events, using a range of appropriate vocabulary and expressions, and audiovisual aids for effect
- Elaboration creating performances that reflect on significant Vietnamese or Australian events or histories, for example, Thánh Gióng, Bánh Chưng Bánh Dày, Tết Nguyên Đán, Tết Trung Thu, Anzac Day or Harmony Day
- Elaboration composing spoken or written texts that reflect own perspectives on Vietnamese attitudes, beliefs and values, such as own view of traditional filial piety and value of education in the modern context
- Elaboration creating a multimedia self-profile that captures elements of the experience of learning a second language or living across languages, communities and cultural traditions
- Elaboration collaborating with peers to create their own dramatic or humorous representations of people, situations or events encountered in their own lives that reflect their experiences of living in a multicultural and multilingual society
- Elaboration writing an autobiographical account to share with others, describing key milestones in own life such as a visit to family in Vietnam, a sporting event, music concert, getting a learner’s permit or a cultural celebration, for example, the personal experience of attending the Moon festival/Multicultural Day/ Tet Festival
Students incorporate the features and conventions of spoken Vietnamese to extend fluency.
Content descriptorAC9LV10U01 Understanding language and culture
apply features and conventions of spoken Vietnamese to extend fluency in responding to and creating texts in familiar and unfamiliar contexts
Elaborations (6)
- Elaboration recognising and using rhythm in complex sentences, using pauses and intonation to signal clause boundaries and emphasis, for example, Con thích cái áo mà mẹ tặng cho con hôm sinh nhật vừa rồi.
- Elaboration applying knowledge of pronunciation, intonation, tone and pace to own use of spoken Vietnamese for a range of social interactions, such as asking questions or expressing emotions, for example, expressing happiness, sadness, surprise or excitement in Bạn đi Việt Nam một mình hả? Thiệt không? Thật là tuyệt vời! Thiệt là bất ngờ!
- Elaboration understanding 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 recognising that tone of voice can indicate the relationship between speakers, convey emotion and shape meaning, for example, distinguishing between a compliment and irony in the exclamatory sentence Hôm nay em đến sớm thế!
- Elaboration experimenting with intonation and stress, improving coherence and increasing expressive range by singing popular Vietnamese songs or by reading out loud from unfamiliar texts such as newspapers, novels, reports
- Elaboration identifying the people and factors that influence their own Vietnamese language use and speech patterns, such as parents, teachers, peers and films
They demonstrate understanding of the conventions of spoken and written texts and the connections between them.
Content descriptorAC9LV10U01 Understanding language and culture
apply features and conventions of spoken Vietnamese to extend fluency in responding to and creating texts in familiar and unfamiliar contexts
Elaborations (6)
- Elaboration recognising and using rhythm in complex sentences, using pauses and intonation to signal clause boundaries and emphasis, for example, Con thích cái áo mà mẹ tặng cho con hôm sinh nhật vừa rồi.
- Elaboration applying knowledge of pronunciation, intonation, tone and pace to own use of spoken Vietnamese for a range of social interactions, such as asking questions or expressing emotions, for example, expressing happiness, sadness, surprise or excitement in Bạn đi Việt Nam một mình hả? Thiệt không? Thật là tuyệt vời! Thiệt là bất ngờ!
- Elaboration understanding 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 recognising that tone of voice can indicate the relationship between speakers, convey emotion and shape meaning, for example, distinguishing between a compliment and irony in the exclamatory sentence Hôm nay em đến sớm thế!
- Elaboration experimenting with intonation and stress, improving coherence and increasing expressive range by singing popular Vietnamese songs or by reading out loud from unfamiliar texts such as newspapers, novels, reports
- Elaboration identifying the people and factors that influence their own Vietnamese language use and speech patterns, such as parents, teachers, peers and films
Content descriptorAC9LV10U02 Understanding language and culture
apply knowledge of grammatical structures to predict meaning and compose texts that contain some complex structures and ideas
Elaborations (7)
- Elaboration understanding and using onomatopoeic words such as ầm ầm, ào ào, rào rào, rì rào, róc rách, tí tách, đì đùng in own spoken and written texts, for example, sấm chớp ầm ầm, mưa rơi tí tách, gió thổi rì rào, suối chảy róc rách, pháo nổ đì đùng
- Elaboration exploring the meaning of Sino-Vietnamese words and providing their equivalents in modern Vietnamese, for example, tổ quốc = đất nước, phụ mẫu = cha mẹ, phụ nữ = đàn bà, huynh đệ = anh em, phi trường= sân bay, lương thực = đồ ăn
- Elaboration understanding and using abstract nouns, adjectives and verbs to express sophisticated concepts and attitudes, for example, Không gì có thể sánh bằng công ơn và tình thương của cha mẹ đối với con cái.
- Elaboration using compound sentence structures to elaborate on ideas and clarify or justify opinions, for example, Con thích đi ăn ở nhà hàng mà mẹ tổ chức sinh nhật cho bà nội lúc bà qua Úc năm rồi vì chỗ đó thức ăn ngon mà lại rẻ nữa
- Elaboration using a range of sentence endings to soften commands, for example, Học bài đi chứ! Học bài đi nha!
- Elaboration sequencing and adding ideas, events and actions using a variety of cohesive devices such as ngoài ra, hơn nữa, tuy nhiên and bên cạnh đó
- Elaboration using a range of words and expressions to express different levels of certainty in opinions, for example, Tôi đoán/nghĩ/tin/chắc chắn rằng …
They apply knowledge of language structures and features to make and predict meaning.
Content descriptorAC9LV10U02 Understanding language and culture
apply knowledge of grammatical structures to predict meaning and compose texts that contain some complex structures and ideas
Elaborations (7)
- Elaboration understanding and using onomatopoeic words such as ầm ầm, ào ào, rào rào, rì rào, róc rách, tí tách, đì đùng in own spoken and written texts, for example, sấm chớp ầm ầm, mưa rơi tí tách, gió thổi rì rào, suối chảy róc rách, pháo nổ đì đùng
- Elaboration exploring the meaning of Sino-Vietnamese words and providing their equivalents in modern Vietnamese, for example, tổ quốc = đất nước, phụ mẫu = cha mẹ, phụ nữ = đàn bà, huynh đệ = anh em, phi trường= sân bay, lương thực = đồ ăn
- Elaboration understanding and using abstract nouns, adjectives and verbs to express sophisticated concepts and attitudes, for example, Không gì có thể sánh bằng công ơn và tình thương của cha mẹ đối với con cái.
- Elaboration using compound sentence structures to elaborate on ideas and clarify or justify opinions, for example, Con thích đi ăn ở nhà hàng mà mẹ tổ chức sinh nhật cho bà nội lúc bà qua Úc năm rồi vì chỗ đó thức ăn ngon mà lại rẻ nữa
- Elaboration using a range of sentence endings to soften commands, for example, Học bài đi chứ! Học bài đi nha!
- Elaboration sequencing and adding ideas, events and actions using a variety of cohesive devices such as ngoài ra, hơn nữa, tuy nhiên and bên cạnh đó
- Elaboration using a range of words and expressions to express different levels of certainty in opinions, for example, Tôi đoán/nghĩ/tin/chắc chắn rằng …
They support analysis of Vietnamese texts, using metalanguage.
Content descriptorAC9LV10U03 Understanding language and culture
reflect on and evaluate Vietnamese texts, using metalanguage to analyse language structures and features
Elaborations (6)
- Elaboration analysing how language choices help achieve particular purposes and effects, for example, descriptive language to promote a product, evaluative language to reflect on an experience or to review a literary work, persuasive language to influence audience, or humorous techniques to entertain
- Elaboration identifying appropriate salutations, depending on their personal relationship or social ranking, in specific text types such as emails, speeches or interviews, for example, Kính thưa … /Thưa …, …thân mến/thương mến, kính chào/chào …
- Elaboration explaining their selection of vocabulary and grammatical and textual features in terms of their intended purpose and audience when composing texts such as emails, songs, slogans or public signs
- Elaboration understanding and transforming texts to suit different purposes (to persuade, entertain, etc.), different audiences (children, adolescents, Vietnamese people, Australians, etc.), and different types of texts (articles, reports, speeches, etc.)
- Elaboration comparing the meaning and use of Vietnamese and English conjunctions, such as càng … càng = ‘the more … the more …’ or ‘more and more’, vừa … vừa … = ‘both … and’, chẳng những … mà còn = ‘not only … but also’, không … mà cũng không = ‘neither … nor’, and using them in own speech and writing
- Elaboration identifying language features and cultural references that contribute to the overall meaning or purpose of texts, for example, a rhetorical question such as Chẳng lẽ chúng ta chịu bó tay sao? to call for action, or truyền thống tôn sư trọng đạo to promote the value of education
They reflect on their own cultural perspectives and identity, and draw on their experience of learning Vietnamese, to evaluate how this learning influences their ideas and ways of communicating.
Content descriptorAC9LV10U04 Understanding language and culture
reflect on and evaluate how identity is shaped by language(s), culture(s), attitudes, beliefs and values and how these affect ways of communicating
Elaborations (9)
- Elaboration explaining how cultural assumptions influence meaning, for example, the action of hugging as an indication of friendliness in English-speaking contexts versus gender intimacy in Vietnamese-speaking contexts
- Elaboration discussing elements of successful intercultural communication, for example, flexibility, awareness of differences in cultural and religious practices such as thờ cúng tổ tiên
- Elaboration considering own and others’ responses and reactions in Vietnamese-English intercultural exchanges and discussing reasons for different interpretations of meaning, for example, knowing that Vietnamese-speaking people generally like to avoid conflict and use expressions such as Tôi e rằng… Bạn nói cũng có lý nhưng mà … whereas English speakers may prefer to be more direct
- 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 exploring how cultural concepts such as respect for authority influence Vietnamese communicative practices, for example, not making eye contact or not expressing strongly opposing personal views when interacting with someone more senior to themselves
- Elaboration exploring the influence of popular culture on Vietnamese language spoken in Vietnam and overseas through the development of new vocabulary such as phong cách/thời trang Hàn quốc, truyện tranh Nhật Bản, nhạc RIB/hiphop
- Elaboration investigating significant attitudes, beliefs and values that are reflected in different forms of media such as the internet, arts and entertainment, and stories such as Sự tích bánh chưng bánh dày
- Elaboration recognising and analysing similarities or differences that might be culturally significant across cultures, for example, similarities such as the use of the heart as a symbol of love or doves as a symbol of peace, and differences such as the use of the colour white to signify purity in Western cultures but bad luck in Eastern cultures
- Elaboration discussing whether being bilingual or multilingual allows for a more flexible sense of identity in ways that involve culture as well as language
This achievement standard describes the expected learning for Years 9 to 10 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 | 19 |
| Understanding language and culture | Understanding the interrelationship of language and culture | 1 | 9 |
| Total | 9 | 70 | |
Frequently Asked Questions
What should students know by the end of Years 9 to 10 Vietnamese?
By the end of Year 10, students contribute to and extend interactions in Vietnamese language in increasingly unfamiliar contexts related to a wide range of interests and issues. They interpret texts by evaluating and synthesising information, ideas and perspectives. 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 7 to 8?
The Years 7 to 8 Vietnamese standard (ASLANVIEF10Y78) 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.