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Elaboration (5) ACLVIC181

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 (1) ACLVIU188

analysing and comparing language use in a range of blogs, interviews or transcripts of speeches to deduce the age, gender, interests or educational level of the audience

The nature of the learners At this level, students bring to their learning existing knowledge of Vietnamese language and culture and a range of strategies. They are increasingly aware of the world beyond their own and …

Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (4) ACLVIU032

comparing and discussing language use in a range of blogs, interviews or transcripts of speeches to determine the target age, gender, social status or educational level of the audience

Elaboration (3) ACLVIC161

delivering speeches or writing emails or letters to friends or relatives describing and analysing differences and similarities between the lives of Vietnamese and Australian teenagers, providing a balanced view of the lives and interests of teenagers …

Elaboration (2) ACLVIU187

identifying appropriate salutations, depending on 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 (5) ACLVIU031

understanding the use of text conventions such as culturally appropriate salutations and forms of address (depending on relationship or social status) in specific text types such as letters, speeches or interviews, for example, kính thưa/thưa/thân mến/thương …

Elaboration (1) ACLVIU153

identifying the context, purpose and audience of a range of imaginative, procedural, persuasive or informative texts, such as stories, recipes, advertisements and news reports

Elaboration (3) ACLVIU153

recognising structural features of familiar personal, informative and imaginative Vietnamese texts, for example, dates on diary entries and letters, greetings in emails or conversations, and titles of stories

Elaboration (1) ACLVIU014

recognising structural features of familiar personal, informative and imaginative Vietnamese texts, for example, the date on diary entries and letters, titles for stories, and greetings for emails or conversations

Elaboration ACLVIC178

producing a range of spoken, written, digital and multimodal texts (posters, emails, formal letters, blog posts, articles, speeches, PowerPoint presentations) for diverse audiences (children, peers, parents, employers), contexts (school, home, community, …

Elaboration (2) ACLVIU171

recognising and analysing differences between language use in formal interviews and speeches and that in everyday conversations, such as Bạn có thể vui lòng cho biết ý kiến của bạn về vấn đề này? versus Bạn nghĩ sao về chuyện này? or Xin chào cô và các …

ACLVIU187

Understand the relationship between purpose, audience, context, linguistic features, and textual and cultural elements associated with different types of personal, reflective, informative and persuasive texts[Key concept: textual conventions; Key processes: …

Elaborations ScOT Terms

ACLVIU014

Examine the structures and language features of a range of short familiar personal texts, including descriptive, informative and imaginative texts, and identify audience and purpose[Key concepts: text structure, audience, purpose; Key processes: recognising, …

Elaborations ScOT Terms

Years 5 and 6 Vietnamese

The nature of the learners At this level, learners have established communication and literacy skills in Vietnamese that enable them to explore aspects of Vietnamese language and culture as well as topical issues or themes drawn from other key learning …

Years 5 and 6 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (1) ACLVIC181

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 …

Years 7 and 8 Vietnamese

The nature of the learners These years represent a transition to secondary school. Students in this sequence are continuing to study Vietnamese, bringing with them an established capability to interact in different situations, …

Years 7 and 8 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (1) ACLVIC178

writing informative and persuasive texts aimed at a particular audience and context, for example, a brochure promoting a holiday destination (for teenagers), a poster for a doctor’s surgery encouraging healthy eating (among children), a speech to promote …

Elaboration (4) ACLVIC022

developing a glossary of key vocabulary and expressions used in informative and persuasive texts, for example, đặc điểm, chất lượng cao, nội dung phong phú, hình thức trình bày, tiện lợi, giá rẻ không ngờ!, Hãy nhanh chân lên!, Bạn có phải là người năng …

Achievement Standard Vietnamese Years 9 and 10

By the end of Year 10, students use spoken and written Vietnamese to initiate, sustain and extend interactions with peers, teachers and others in a range of contexts and for a range of purposes, such as to explore peers’ perspectives on youth …

Curriculum Types

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General Capabilities

Cross Curriculum Priorities