Years 7–10 Guide to Vietnamese Years K–10 Syllabus 2019 Years 7–10 guide to the NSW Vietnamese K–10 Syllabus 1 GUIDE Years 7–10 Syllabus VIETNAMESE Years 7–10 The Vietnamese K–10 Syllabus has been dev[.]
Trang 1Years 7–10 guide to the NSW Vietnamese K–10 Syllabus 1
GUIDE
Years 7–10 Syllabus
VIETNAMESE
Years 7–10
The Vietnamese K–10 Syllabus has been developed using the established NSW Education Standards Authority (NESA) syllabus development process The syllabus includes Australian Curriculum content and content that clarifies learning for Vietnamese from Kindergarten
to Year 10 The Stage statements for Early Stage 1 and Stage 5 reflect the intent of the Australian Curriculum achievement standards.
The syllabus identifies the knowledge, understanding, skills, values and attitudes students are expected to develop at each Stage, from Kindergarten to Year 10 Teachers will continue
to have the flexibility to make decisions about the sequence of learning, the emphasis to
be given to particular areas of content, and any adjustments required based on the needs, strengths, goals, interests and prior learning of their students.
The Years 7–10 section of the Vietnamese syllabus has been designed to be taught within the mandatory 100-hour Language requirement for the Record of School Achievement (RoSA) and supports any additional elective study of Vietnamese.
NESA continues to promote a standards-referenced approach to assessing and reporting student achievement The approaches of assessment for, assessment as and assessment
of learning are important to guide future teaching and learning opportunities and to provide students with ongoing feedback.
What is similar?
The structure and many of the features of the current syllabus have been retained, including:
• rationale
• aim
• objectives and outcomes
• Stage statements
• content organised in Stages from Early Stage 1 to Stage 5
• Life Skills outcomes and content
• glossary.
Trang 2Years 7–10 guide to the NSW Vietnamese K–10 Syllabus 2
Students will continue to be provided with opportunities to:
• use language in a range of authentic contexts
• experience Vietnamese through the integration of listening, speaking, reading and writing skills
• build grammar and vocabulary knowledge, social competence and intercultural
understanding in an integrated way.
What is different?
• Content is organised through two strands, and related objectives and outcomes.
• The coding of Australian Curriculum content is included.
• Learning across the curriculum areas include cross-curriculum priorities, general
capabilities and other important learning for all students These 13 areas are incorporated
in the content of each syllabus and identified by icons Teachers may identify additional opportunities for students to learn about these areas.
• Content is provided for three broad learner groups:
- Students who are studying the language as a second or additional language learner
- Students who have prior learning and/or experience
- Students who have experienced some or all of their formal school education in a Vietnamese-speaking environment.
• Greater opportunities are provided for the use of ICT for communicative purposes
• Related Life Skills outcomes are included with Stage 4 and Stage 5 content.
• The subject-specific glossary in each syllabus has been expanded.
How does the syllabus cater for all students?
The Vietnamese K–10 Syllabus is inclusive of the learning needs of all students Particular advice about supporting students with special education needs, gifted and talented students, and students learning English as an additional language or dialect is included in the syllabus.
Students with special education needs can access the syllabus outcomes and content in a range of ways, including:
• with adjustments to teaching learning and/or assessment activities; or
• selected syllabus outcomes and content from their current age-appropriate Stage,
relevant to their learning needs; or
• syllabus outcomes from an earlier Stage, using age-appropriate content; or
• selected Years 7–10 Life Skills outcomes and content appropriate to their learning needs.
For some students with special education needs, particularly those with an intellectual
disability, Life Skills outcomes and content can provide a relevant and meaningful program to learn about Vietnamese.
Trang 3Years 7–10 guide to the NSW Vietnamese K–10 Syllabus 3
What is the plan for implementation?
What support is NESA providing?
Many existing resources will continue to be useful and relevant Current teaching units will need to be modified to meet the requirements of the new syllabus, for example to
accommodate new outcomes and content.
For the first time the syllabus will be available in an online interactive format The online format will be able to be viewed by outcomes or content and will include links to glossary terms.
Support materials will assist teachers in familiarisation and planning of the syllabus and assessment requirements.
Support materials
Initial materials released with the syllabus include:
• this guide
• Parent guide.
Additional materials to be released throughout 2019 include:
• sample scope and sequences
• sample assessment activities
• Program Builder (online programming tool).
The NSW Department of Education, Catholic Schools NSW, the Association of Independent Schools of NSW, and other school systems and professional associations will continue to assist and support the ongoing implementation of the syllabus.
Trang 4Years 7–10 guide to the NSW Vietnamese K–10 Syllabus 4
Stage 4
Vietnamese K–10 Syllabus 83
Communicating
Composing Outcome
A student:
› applies a range of linguistic structures to compose texts in Vietnamese, using a range of formats for different audiences LVI4-4C
Related Life Skills outcome: LVILS-4C
Content Students:
• compose informative and imaginative texts in spoken, written and multimodal forms for a variety
of purposes and audiences, using stimulus materials and modelled language, for example:
– creating a greeting card to a friend to say ‘hello’, or wish them ‘Happy Birthday’, eg Bạn
thân mến, Chúc bạn sinh nhật vui vẻ!
– composing a simple email to a host family in Vietnam, providing personal information, likes
and interests, eg Tên tôi là… Tôi tuổi Tôi thích ăn và uống… Sở thích của tôi là…
– creating a digital text to entertain younger audiences, eg an alphabet or number book, a vocabulary list on a studied topic, including relevant images, pronunciation track or background music to enrich the visual and aural experience
– creating a multimedia text, such as a video or webpage, to share with a Vietnamese peer, capturing aspects of their personal and social worlds like a typical weekday or weekends, eg
ngày thường, đi học, trường, lớp, thầy cô, hàng xóm, cuối tuần, đi học thêm, đi chơi, đi ăn, chơi thể thao với bạn bè
– creating a profile of a known or famous person based on photographs, eg tên, tuổi, nghề
nghiệp, sở thích, gia đình, nơi ở
– creating spoken, written or multimodal texts to inform others about local places, events, activities, recommending places to visit and activities to do with family and friends, using
modelled language, eg Các bạn nên đi thăm /ăn thử món /tham dự lễ hội Bạn có thể
đi quanh thành phố Sydney bằng xe lửa/xe buýt
– creating resources such as posters, pamphlets or websites to present topics related to
lifestyles, social or cultural events, or environmental causes, eg hoạt động giải trí, Giờ Trái
Đất, Ngày Làm Sạch Nước Úc
– presenting statistics related to Australia and other countries, including Vietnam, such as population and physical size, daily temperatures, types of dwellings, using modelled
structures and terminology, eg Nước nằm ở phía đông/tây/nam/bắc châu
Á/Âu/Mỹ/Phi/Úc, diện tích, dân số, khí hậu, nhiệt độ
• create bilingual texts and resources for the classroom, for example:
– creating bilingual flashcards for peers to learn new vocabulary
– creating written or digital bilingual resources to support their language learning, eg captions for a photo story or display, glossary or a personal Vietnamese–English dictionary – creating online quizzes, eg crosswords, matching Vietnamese and English equivalents, or selecting multiple-choice answers in Vietnamese for a question in English to revise vocabulary and sentence structures at the end of a unit
Stage 4
Vietnamese K–10 Syllabus 83
Communicating
Composing Outcome
A student:
› applies a range of linguistic structures to compose texts in Vietnamese, using a range of formats for different audiences LVI4-4C
Related Life Skills outcome: LVILS-4C
Content Students:
• compose informative and imaginative texts in spoken, written and multimodal forms for a variety
of purposes and audiences, using stimulus materials and modelled language, for example:
– creating a greeting card to a friend to say ‘hello’, or wish them ‘Happy Birthday’, eg Bạn
thân mến, Chúc bạn sinh nhật vui vẻ!
– composing a simple email to a host family in Vietnam, providing personal information, likes
and interests, eg Tên tôi là… Tôi tuổi Tôi thích ăn và uống… Sở thích của tôi là…
– creating a digital text to entertain younger audiences, eg an alphabet or number book, a vocabulary list on a studied topic, including relevant images, pronunciation track or background music to enrich the visual and aural experience
– creating a multimedia text, such as a video or webpage, to share with a Vietnamese peer, capturing aspects of their personal and social worlds like a typical weekday or weekends, eg
ngày thường, đi học, trường, lớp, thầy cô, hàng xóm, cuối tuần, đi học thêm, đi chơi, đi ăn, chơi thể thao với bạn bè
– creating a profile of a known or famous person based on photographs, eg tên, tuổi, nghề
nghiệp, sở thích, gia đình, nơi ở
– creating spoken, written or multimodal texts to inform others about local places, events, activities, recommending places to visit and activities to do with family and friends, using
modelled language, eg Các bạn nên đi thăm /ăn thử món /tham dự lễ hội Bạn có thể
đi quanh thành phố Sydney bằng xe lửa/xe buýt
– creating resources such as posters, pamphlets or websites to present topics related to
lifestyles, social or cultural events, or environmental causes, eg hoạt động giải trí, Giờ Trái
Đất, Ngày Làm Sạch Nước Úc
– presenting statistics related to Australia and other countries, including Vietnam, such as population and physical size, daily temperatures, types of dwellings, using modelled
structures and terminology, eg Nước nằm ở phía đông/tây/nam/bắc châu
Á/Âu/Mỹ/Phi/Úc, diện tích, dân số, khí hậu, nhiệt độ
• create bilingual texts and resources for the classroom, for example:
– creating bilingual flashcards for peers to learn new vocabulary
– creating written or digital bilingual resources to support their language learning, eg captions for a photo story or display, glossary or a personal Vietnamese–English dictionary – creating online quizzes, eg crosswords, matching Vietnamese and English equivalents, or selecting multiple-choice answers in Vietnamese for a question in English to revise vocabulary and sentence structures at the end of a unit
Stage 4
Vietnamese K–10 Syllabus 84
– creating bilingual resources such as the school canteen menu, signs for school buildings, a
brochure about school subjects, a timeline of school events
– translating public signs from Vietnamese to English and vice versa, recognising similarities and differences, and explaining how the translation does not necessarily capture differences
in worldviews – preparing bilingual captions for a text, eg a newsletter item for the school community – providing a commentary in English to a performance of a familiar Vietnamese folktale – creating a simple digital children’s storybook in both languages, with illustrations
Content for students with prior learning and/or experience
Students:
• compose informative and imaginative texts in a variety of formats for different purposes and audiences, for example: (ACLVIC005, ACLVIC007, ACLVIC161, ACLVIC163) – creating a virtual introduction to present information about the school and neighbourhood to
Vietnamese-speaking visitors, including annotated map, soundtrack and subtitles, eg Trường
tôi rất lớn và đẹp Sân trường có nhiều cây xanh Trong trường có thư viện, phòng thí nghiệm, phòng tập thể dục và sân chơi bóng rổ Trường ở gần trạm xe lửa và thư viện Eastfield
– creating a slideshow describing favourite places in Vietnam or aspects of Vietnamese culture for display, eg in the classroom or school library
– creating a website comparing their city/town and neighbourhood with a town in Vietnam, eg
Thành phố Sydney lớn và sạch hơn Sài Gòn Thành phố Sài Gòn nhỏ hơn nhưng đông dân hơn thành phố Sydney
– creating an announcement, a brochure, poster or website post about an upcoming event such
as a Vietnamese performance, a school exchange visit or a local cultural event – using different modes of presentation to profile significant events, characters or places related
to Vietnamese and/or Australian cultures, histories or environments, including those of Aboriginal and Torres Strait Islander Peoples
– creating a blog to describe healthy foods and healthy eating habits, eg Sữa rất tốt cho trẻ em
Chúng ta nên ăn nhiều rau cải và trái cây
– producing a persuasive text such as a poster or brochure to advocate for sustainable
electricity or water use, eg Hãy tắt đèn sau khi dùng! Đừng để máy lạnh suốt đêm! Đừng tắm
lâu hơn năm phút! Hãy rửa xe trên bãi cỏ!
– combining modes of presentation such as displays, videos or music to compare a social and
cultural theme such as how people celebrate New Year across the world, eg Chiều cuối năm
Người Việt cúng ông bà và sum họp gia đình Người Úc cũng ăn uống với gia đình nhưng không cúng Nước nào cũng đốt pháo bông đêm cuối năm
– creating the next scene, a new character or an alternative ending for a Vietnamese folktale, story, play or film script
• create bilingual texts and resources for the school and wider community, for example:
(ACLVIC009, ACLVIC165) – creating a video demonstrating the process of making something, eg a simple Vietnamese
dish such as xôi vò, bánh xèo or an easy origami object or animal such as chiếc tàu or con
cò, with subtitles in English
– creating a bilingual brochure to compare aspects of school life in Vietnam and in Australia, eg school subjects, timetables, sports, weekend
– creating Vietnamese glossaries for school report comments to facilitate parents' understanding, working collaboratively
Stage 4
Vietnamese K–10 Syllabus 85
– creating vocabulary lists and annotated cultural explanations for Vietnamese visitors to Australian events, eg Australia Day, Harmony Day, Anzac Day, explaining culture-specific considerations
– producing a collection of common idioms and expressions in English and Vietnamese with explanations of their meaning
– composing a program for a Vietnamese cultural event or performance, including footnotes in
English to explain key terms or items, eg mở đầu, nghỉ giải lao, tiết mục/màn trình diễn đặc
biệt, kết thúc, trang trí sân khấu, ánh sáng, đạo diễn, người dẫn chương trình, ca sĩ, vũ công, nhạc công
– creating a tourist brochure or itinerary for young Australian travellers to Vietnam, supplying
key words, phrases and cultural protocols, eg Cảm ơn Xin lỗi Nhà vệ sinh ở đâu? Tôi muốn
mua cái áo này Giá bao nhiêu? Mắc quá! Có bớt không? Làm ơn chở tôi đến nhà hàng/khách sạn/phi trường
– creating captions and commentaries for short video clips or slideshow presentations of intercultural experiences such as going on a holiday, attending a wedding ceremony, giving or accepting a gift
Content for students with a background in Vietnamese
Students:
• compose informative and imaginative texts in a variety of formats for different purposes and audiences, for example:
– presenting information about the lifestyle of people in various places in Vietnam, showing the impact of historical or geographical factors, through multiple text types and modes of
presentation
– composing a report on the findings and recommendations from investigating the range of food categories available from the school’s canteen
– creating a digital advertisement to promote a product or an app popular among teenagers
– composing an email to an online friend in Vietnam explaining the differences between schooling or teenagers' pastimes in Australia and in Vietnam
– using common Vietnamese idioms or proverbs, eg Ở hiền gặp lành Gieo gió gặt bão Có chí
thì nên Ăn quả nhớ kẻ trồng cây, or popular sayings from modern media resources to
support their opinions – composing a variety of text types, experimenting with language devices to achieve a
particular effect, such as emotive language and exclamations in a diary entry, eg Tuyệt vời!
Hạnh phúc! Thương/tiếc đứt ruột! Tôi chưa bao giờ hạnh phúc như hôm nay! rhetorical
questions in a speech, eg Các bạn có muốn khoẻ và đẹp không? persuasive language in an advertisement, eg Tiện lợi, thoải mái, giá rẻ không ngờ! Hãy nhanh chân lên!
– rewriting a familiar story from a different viewpoint for young children, eg a modern version of
Cô Bé Quàng Khăn Đỏ, Trí Khôn Của Ta Đây, imagining how characters might behave and
react differently in different contexts and times – creating a cartoon, short play or story to present to the class, or to share with a wider virtual audience, about personal past or future imagined experiences, or aspects of contemporary teenage life, selecting appropriate language
– creating performances or multimodal texts that reflect on significant Vietnamese or Australian
events or histories, eg Thánh Gióng, Hưng Đạo Vương, Bánh Dày Bánh Chưng, Tết Nguyên
Đán, Tết Trung Thu, Australia Day, Anzac Day, Harmony Day, considering different cultural
perspectives and practices
Features of the Vietnamese K–10 content pages
Content is
organised
through
strands,
objectives
and related
outcomes.
Content
describes
the intended
learning.
Content
examples
clarify the
intended
learning.
Content is organised in Stages.
Language-specific examples clarify the expected level of language required, where appropriate
Australian Curriculum content is identified by codes.
Outcomes are coded and linked
to content.
Learning across the curriculum content is incorporated and identified
by icons.
Life Skills
outcomes
related to Stage
4 and Stage 5
outcomes are
included.
Content is
provided for
three broad
student groups.
Trang 5Years 7–10 guide to the NSW Vietnamese K–10 Syllabus 5
Life Skills
Vietnamese K–10 Syllabus 126
Communicating
Accessing and responding Outcomes
A student:
› accesses and obtains information from a range of texts LVILS-2C
› responds to information and ideas for a range of purposes and/or audiences LVILS-3C
Related Stage 4/5 outcomes: LVI4-2C, LVI4-3C, LVI5-2C, LVI5-3C
Content Students:
• access texts and locate information, for example:
– recognising information in Vietnamese signs and symbols – identifying known words and phrases in simple texts, eg colours or numbers in a song, days
of the week in a rhyme or poem, time or names in a conversation – recognising everyday objects in Vietnamese, eg nhà, trường, lớp (places), bàn, ghế, tủ,
giường (furniture), sách, tập, viết (stationery), xe, tàu, máy bay (means of transport)
– recognising the days of the week or months of the year on a calendar or timetable
– locating information in Vietnamese on a print or online map, eg locating Vietnam on a world
map, locating popular sites such as Chợ Bến Thành on a map of Saigon – identifying words of Vietnamese icons, eg cơm, phở, bánh xèo, canh chua, gỏi cuốn, nước
mắm, áo dài, nón lá
– identifying key information in Vietnamese, eg numbers, names, dates, times, measurements,
animals, foods and drinks, hobbies, cities
– locating and identifying key information in Vietnamese print, digital, audio or visual texts, eg
timetables, recipes, menus, invitations, posters, identity cards, emails – identifying features of objects and/or people in Vietnamese texts, eg tóc dài/ngắn, mắt
đen/nâu, nhà lớn/nhỏ
– engaging with a recipe, eg naming the ingredients cá, tôm, thịt gà, nấm in a video demonstrating how to make a simple Vietnamese dish
– organising information collected verbally, in writing or online, eg tabulating the results of a survey of peers’ weekend activities
– obtaining specific information from written Vietnamese texts in a variety of ways, eg labelling, matching words with pictures, filling the gaps with given words, sequencing words and sentences
• respond to information in a variety of formats using modelled language, for example:
– using pictures, gestures or body language to respond to known words and phrases in conversations and texts
– responding to simple questions on information about familiar topics, eg animals, family, schools, hobbies, foods and drinks, well-known folktales
– responding to a folktale by creating a scrapbook with images and captions, eg to introduce
the main characters Đây là Bạch Tuyết Đây là bảy chú lùn
– responding to a simple email in Vietnamese from a real or imaginary friend – responding to information presented in a variety of formats, eg a picture, a graph, a table, a poster, a notice, a report, a digital presentation
Life Skills
Vietnamese K–10 Syllabus 127
– responding to ideas and opinions about a youth issue in a group forum such as a blog, class
discussion, game or activity, eg Môn học vui nhất/ Bộ phim hay nhất/ Món ăn ngon nhất là
– gathering information about where their friends went or what they did on the weekend and presenting findings in a table or graph
– collating and presenting information about familiar topics using simple statements, images and presentation software where appropriate, eg a presentation on their family, weekend activities
– composing a multimedia presentation to compare the cultural practices of Vietnamese with Aboriginal Peoples
Content for students with prior learning, experience and/or background
Students:
• access and select relevant information and ideas from a range of texts, for example:
– identifying main points and specific details in a range of Vietnamese texts – locating and identifying relevant information in Vietnamese texts, eg focusing on familiar and predictable situations and answering questions in English or Vietnamese
– exploring information from a range of print and online sources in Vietnamese, eg about schools, foods and drinks, animals, pop music, leisure activities and popular tourist destinations in Vietnam and Australia or youth issues
– organising and interpreting information in Vietnamese, eg recording information in a timeline
or profile about a famous person or cultural event – describing information and ideas gathered from Vietnamese texts, eg describing a character from a Vietnamese folktale, short story or short film
– gathering opinions and points of view in a range of Vietnamese texts on topics of interest, eg tutoring, computer games, social media, Vietnamese foods, pop music or fashion styles
• respond to information on a range of topics, events or experiences in a variety of formats, for example:
– responding to a story or folktale by summarising it – responding to more complex questions or ideas about texts, eg a well-known children’s story
– sharing ideas and opinions gathered from different sources, eg about a celebration in
Vietnam/Australia or a social issue, eg healthy eating, cyber safety (Ở Việt Nam có chợ Tết
Ở Úc có hội chợ Lễ Phục sinh Ăn rau và trái cây tốt cho sức khoẻ Đừng mở tin nhắn của người lạ.)
– gathering information about a special event in Vietnam, eg a cultural festival, and presenting a short report, using photographs, illustrations, captions or diagrams
– representing gathered information by restating key phrases, and supporting presentations with pictures, charts or graphs
– collating information about a traditional or popular Vietnamese dish and creating a digital or printed recipe
– preparing a presentation using information gathered from multiple sources – researching information about a popular restaurant or tourist destination in Vietnam and creating a digital or printed brochure
– collecting (online) products used internationally and comparing and contrasting their packaging between English and Vietnamese
Features of the Vietnamese K–10 Life Skills content pages
Vietnamese Life Skills outcomes and content are:
• developed from the Vietnamese K–10 objectives
• selected based on the needs, strengths, goals, interests and prior learning of students.
Students are not required to complete all content to demonstrate achievement of an outcome.
Content
examples
clarify the
intended
learning.
Learning across the curriculum content is incorporated and identified
by icons.
Outcomes are coded and linked
to content.
Language-specific examples clarify the expected level of language required, where appropriate.
Stage 4
and Stage
5 outcomes
related to Life
Skills outcomes
are included.
Content is
organised
through
strands,
objectives
and related
outcomes.
Content is
suggested.