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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[.]
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 and Stage 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 to Stage • Life Skills outcomes and content • glossary Years 7–10 guide to the NSW Vietnamese K–10 Syllabus 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 and Stage 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 Years 7–10 guide to the NSW Vietnamese K–10 Syllabus What is the plan for implementation? Year Implementation 2019 Familiarisation and planning 2020 Implementation in Year and Year elective course 2021 Implementation In Year and Year 10 elective course 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 Years 7–10 guide to the NSW Vietnamese K–10 Syllabus Features of the Vietnamese K–10 content pages Content is organised through strands, objectives and related outcomes Communicating Stage Stage Communicating Composing Composing Outcome Content is organised in Stages A student: Outcome › applies a range of linguistic structures to compose texts in Vietnamese, using a range of formats Life Skills outcomes related to Stage and Stage outcomes are included A student: for different audiences LVI4-4C › applies a range of linguistic structures to compose texts in Vietnamese, using a range of formats Related Life Skills outcome: LVILS-4C for different audiences LVI4-4C Outcomes are coded and linked to content Related Life Skills outcome: LVILS-4C Content Students: Content • compose informative and imaginative texts in spoken, written and multimodal forms for a variety Students: of purposes and audiences, using stimulus materials and modelled language, for example: Stage • compose informative and imaginative texts in spoken, written and multimodal forms for a variety – purposes creating and a greeting card using to a friend to say ‘hello’, or wish them ‘Happy Birthday’, eg Bạn of audiences, stimulus materials and modelled language, for example: – creating bilingual suchvui as vẻ! the school canteen menu, signs for school buildings, a thân mến, Chúc resources bạn sinh nhật brochure about schoolemail subjects,a ahost timeline of in school events composing a simple Vietnam, providing personal information, –– creating a greeting card to to a friend tofamily say ‘hello’, or wish them ‘Happy Birthday’, eg Bạnlikes – translating public signs from Vietnamese to English and recognising and interests, egbạn Tênsinh tơi là… tuổi Tơi thích ăn vice vàversa, uống… Sở thích similarities tơi là… thân mến, Chúc nhậtTôi vui vẻ! – – and differences, and explaining how the translation does not necessarily capture differences composing a simple email to a host family in Vietnam, providing personal information, likes in worldviews creating a digital to younger audiences, an alphabet or number book, and interests, eg text Tên tơientertain là… tuổi thích ăn egvà Sởcommunity thích là…a preparing bilingual captions for Tôi a text, eg a Tôi newsletter item for uống… the school vocabulary list on a studied topic, including relevant images, pronunciation track or providing a commentary in English to a performance of a familiar Vietnamese folktale – vocabulary list ondigital a studied topic,storybook includinginrelevant images, with pronunciation creating a simple children’s both languages, illustrationstrack or – – Content is provided for three broad student groups background music to to enrich the visual andaudiences, aural experience creating a digital text entertain younger eg an alphabet or number book, a creating a multimedia text, such as a video or webpage, to share with a Vietnamese peer, capturing aspects personal andand social worlds like a typical weekday or weekends, eg background music of to their enrich the visual aural experience ngày thường, học, trường, lớp,as thầy cơ, hàng xóm, cuối họcathêm, chơi, peer, ăn, Content for students with prior learning and/or experience – creating a multimedia text, such a video or webpage, totuần, shaređiwith Vietnamese chơi thể thao với bạn bè capturing aspects of their personal and social worlds like a typical weekday or weekends, eg Students: – ngày creating a profile of atrường, known or famous person on photographs, eg tên, thường, học, lớp, thầy cơ, hàng based xóm, cuối tuần, học thêm, tuổi, chơi,nghề ăn, Stage • compose informative and texts in a variety of formats for different purposes and nghiệp, thích, giaimaginative đình, chơi thể sở thao với bạn bè nơi audiences, forspoken, example: (ACLVIC005, ACLVIC007,to ACLVIC161, ACLVIC163) creating written or multimodal about localeg places, events, –– creating a profile of a known or famoustexts person inform based others on photographs, tên, tuổi, nghề – creating a virtual introduction to present information abouttothe school and neighbourhood to activities, recommending places to visit and activities with family and friends, using – creating vocabulary lists and annotated cultural explanations for Vietnamese visitors to nghiệp, sở thích, gia đình, nơi Vietnamese-speaking visitors, including annotated map, soundtrack and subtitles, eg Trường modelledspoken, language, eg Các bạn nên đitexts thămDay, /ăn thử explaining /tham dự lễ hội events, Bạn events, eg Australia Day, Harmony Anzac Day, culture-specific – Australian creating written or multimodal to inform others about local places, lớn đẹp Sân trường có nhiều xanh Trong trường có thư viện, phịng thí nghiệm, quanh thành phố Sydney bằngtoxe lửa/xe buýt considerations activities, recommending places visit and activities to with family and friends, phòng tập thể dục sân chơi bóng rổ Trường gần trạm xe lửa thư viện Eastfield using creating resources such as posters, or websites to topics –– producing a collection of Các common in English and dự Vietnamese withtocó thể modelled language, eg bạn idioms nên pamphlets and thămexpressions /ăn thử present /tham lễ hộirelated Bạn lifestyles, social or cultural orlửa/xe environmental causes, eg hoạt động giải trí, Giờ Trái of their meaning quanhathành phố Sydneyevents, xe buýt – explanations creating slideshow describing favourite places in Vietnam or aspects of Vietnamese culture Đất, Ngày Làm Sạch Nước Úcor school – composing a for aasVietnamese cultural or performance, including – creating resources posters, pamphlets or websites to present topicsfootnotes related toin for display, egprogram in the such classroom library event to terms events, orto items, mở đầu, nghỉcountries, giải lao, tiết mục/màn trình diễn đặc – English presenting statistics related Australia and other including Vietnam, such lifestyles, social orkey cultural oregenvironmental causes, eg hoạt động giải trí, Giờ Trái – creating a explain website comparing their city/town and neighbourhood with a town in Vietnam, egas biệt, kết thúc, trang trí sân khấu, ánh sáng, đạo diễn, người dẫn chương trình, ca sĩ, vũ cơng, population and physical size, daily temperatures, types of dwellings, using modelled Thành phố Làm Sydney lớnNước Đất, Ngày Sạch Úchơn Sài Gòn Thành phố Sài Gòn nhỏ đông dân nhạc công phố structures and terminology, egAustralia Nước nằm phía đơng/tây/nam/bắc châu such as thành Sydney – presenting statistics related to and other countries, including Vietnam, – creating a brochure oradân itinerary forposter young travellers supplying Á/Âu/Mỹ/Phi/Úc, diện tích, số, temperatures, khí hậu, nhiệt độ – creating antourist announcement, brochure, orAustralian website about to anVietnam, upcoming event such population and physical size, daily typespost of dwellings, using modelled – – key phrases and culturalaprotocols, eg Cảm visit ơn Xin Nhà vệ sinh đâu? Tôi muốn as awords, Vietnamese performance, school exchange or alỗi local cultural event structures and terminology, eg Nước nằm phía đơng/tây/nam/bắc châu mua áo Giá bao nhiêu? Mắc q! Có bớt khơng? Làm ơn characters chở đếnornhà create bilingual texts and resources for the classroom, for example: – using different modes of presentation to profile significant events, places related Á/Âu/Mỹ/Phi/Úc, diện tích, dân số, khí hậu, nhiệt độ hàng/khách sạn/phi trường Vietnamese and/or Australian or environments, – to creating bilingual flashcards forcultures, peers tohistories learn new vocabulary including those of – creating captions and commentaries for short video clips or slideshow presentations of and Torres Straitbilingual Islander resources Peoples – Aboriginal creating written digital to support their language learning, eg captions • create bilingual textsorand resources for theonclassroom, for example: intercultural experiences such as going a holiday, a wedding or – creating a blog to describe healthy foods and healthy attending eating habits, eg Sữaceremony, tốt chogiving trẻ em for a photo story or display, glossary or a personal Vietnamese–English dictionary – accepting creating bilingual flashcards for peers to learn new vocabulary a giftăn nhiều Chúng ta online nên raueg cảicrosswords, trái matching Vietnamese and English equivalents, or – creating quizzes, – creating written or digital bilingual resources to support their language learning, eg captions – producing a persuasive textanswers such as in a poster or brochure advocate for sustainable selecting Vietnamese a to question in English to revise for photomultiple-choice story oradisplay, glossary or a personalfor Vietnamese–English dictionary Contentelectricity forastudents with background in Vietnamese or water use, eg Hãy tắt đèn sau dùng! Đừng để máy lạnh suốt đêm! Đừng tắm vocabulary andquizzes, sentenceegstructures at the end of aVietnamese unit – creating online crosswords, matching and English equivalents, or Students: lâu năm phút! Hãy rửa xe bãi cỏ! selecting multiple-choice answers in Vietnamese for a question in English to – combining modesand of presentation such in asadisplays, or for music to compare arevise social • compose informative imaginative texts variety ofvideos formats different purposes and and vocabulary and sentence structures at the end of a unit cultural theme such as how people celebrate New Year across the world, eg Chiều cuối năm Vietnamese K–10 Syllabus 83 audiences, for example: Người Việt information cúng ông bàabout sum gia đình NgườiinÚc places ăn uống gia đình the – presenting thehọp lifestyle of people various in với Vietnam, showing không cúng Nước đốt pháo đêm cuối năm impact of historical or geographical through multiple text types Vietnamese factors, K–10 Syllabus 83 and modes of – presentation creating the next scene, a new character or an alternative ending for a Vietnamese folktale, story, play or film script – composing a report on the findings and recommendations from investigating the range of food • Content describes the intended learning Content examples clarify the intended learning • categories available from the school’s canteen create bilingual texts advertisement and resources to forpromote the school and wider community, for among example: – creating a digital a product or an app popular teenagers (ACLVIC009, ACLVIC165) – composing creating a video demonstrating process of making something, eg a simplebetween Vietnamese – an email to an onlinethe friend in Vietnam explaining the differences dish such or as teenagers' xơi vị, bánh xèo or an easy origami or animal such as tàu or schooling pastimes in Australia and object in Vietnam cò, with subtitles in English idioms or proverbs, eg Ở hiền gặp lành Gieo gió gặt bão Có chí – using common Vietnamese – creating a bilingual compare aspects of school life in Vietnam and in Australia, eg nên Ăn nhớbrochure kẻ trồng to cây, or popular sayings from modern media resources to school subjects, timetables, sports, weekend support their opinions – composing creating Vietnamese glossaries forexperimenting school report with comments to facilitate – a variety of text types, language devices parents' to achieve a understanding, particular effect,working such ascollaboratively emotive language and exclamations in a diary entry, eg Tuyệt vời! Hạnh phúc! Thương/tiếc đứt ruột! Tôi chưa hạnh phúc hôm nay! rhetorical Years 7–10 guide questions to the NSW Vietnamese K–10 Syllabus không? persuasive language in an in a speech, eg Các bạn có muốn khoẻ đẹp – 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 Vietnamese K–10 Syllabus 84 Australian Curriculum content is identified by codes Languagespecific examples clarify the expected level of language required, where appropriate Learning across the curriculum content is incorporated and identified by icons 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 Life Skills Communicating Content is organised through strands, objectives and related outcomes Accessing and responding Outcomes A student: Stage and Stage outcomes related to Life Skills outcomes are included › › 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: Life Skills – recognising information in Vietnamese signs and symbols – identifying known words and phrases in simple texts, eg colours or numbers in a song, days the week to in ideas a rhyme poem, time or anames a conversation – of responding andoropinions about youth in issue in a group forum such as a blog, class – recognising everyday objectseg in Môn Vietnamese, eg nhà, lớpnhất/ (places), bàn, ghế,nhất tủ, discussion, game or activity, học vui nhất/ Bộ trường, phim hay Món ăn ngon giường (furniture), sách, tập, viết (stationery), xe, tàu, máy bay (means of transport) – recognising the days of the week months of the year on a calendar or timetable gathering information about whereortheir friends went or what they did on the weekend and – locating information inaVietnamese on a print or online map, eg locating Vietnam on a world presenting findings in table or graph locating popular sites such as Chợ Bến Thành on a using map of Saigon – map, collating and presenting information about familiar topics simple statements, images – identifying words of Vietnamese eg cơm,egphở, bánh xèo, canh chua, gỏi cuốn, nước and presentation software whereicons, appropriate, a presentation on their family, weekend mắm, áo dài, nón activities – identifying informationpresentation in Vietnamese, eg numbers, names, dates, times, measurements, composingkey a multimedia to compare the cultural practices of Vietnamese with animals, and drinks, hobbies, cities Aboriginalfoods Peoples – locating and identifying key information in Vietnamese print, digital, audio or visual texts, eg recipes, menus, invitations, posters, identity cards, emails Contenttimetables, for students with prior learning, experience and/or background – identifying features of objects and/or people in Vietnamese texts, eg tóc dài/ngắn, mắt Students: đen/nâu, nhà lớn/nhỏ • – access and select andingredients ideas from cá, a range for example: engaging with relevant a recipe,information eg naming the tôm, of thịttexts, gà, nấm in a video – demonstrating identifying mainhow points and specific details in a range to make a simple Vietnamese dishof Vietnamese texts – organising locating and identifyingcollected relevant information in Vietnamese texts, eg focusing familiar – information verbally, in writing or online, eg tabulating theon results of aand predictable situations and activities answering questions in English or Vietnamese survey of peers’ weekend – obtaining exploring specific information from a range of print Vietnamese and online sources Vietnamese, eg eg about – information from written texts in in a variety of ways, labelling, schools, foods and drinks, animals, pop music, leisure activities and popular tourist matching words with pictures, filling the gaps with given words, sequencing words and destinations in Vietnam and Australia or youth issues sentences – organising and interpreting information in Vietnamese, eg recording information in a timeline or profile about a famous person or cultural event • respond to information in a variety of formats using modelled language, for example: – using describing information ideas language gathered to from Vietnamese texts, eg describing a character – pictures, gesturesand or body respond to known words and phrases in from a Vietnamese folktale, short story or short film conversations and texts – responding gathering opinions and points ofon view in a range of Vietnamese textseg onanimals, topics offamily, interest, eg – to simple questions information about familiar topics, tutoring, computer games, media, Vietnamese foods, pop music or fashion styles schools, hobbies, foods andsocial drinks, well-known folktales • Content is suggested Content examples clarify the intended learning Outcomes are coded and linked to content • – responding to a folktale by creating a scrapbook with images and captions, eg to introduce respond to information a range of topics, or experiences in a variety of formats, for the main charactersonĐây Bạch Tuyết events Đây bảy lùn example: – responding to a simple email in Vietnamese from a real or imaginary friend – responding responding to to information a story or folktale by summarising it formats, eg a picture, a graph, a table, a – presented in a variety of – poster, responding to more complex questions or ideas about texts, eg a well-known children’s story a notice, a report, a digital presentation – 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 Vietnamese Syllabus 126 Đừng mở tin nhắn Ở Úc có hội chợ Lễ Phục sinh ĂnK–10 rau trái tốt cho sức khoẻ người lạ.) – to gathering information about aK–10 special event in Vietnam, eg a cultural festival, and presenting a Years 7–10 guide the NSW Vietnamese Syllabus short report, using photographs, illustrations, captions or diagrams – representing gathered information by restating key phrases, and supporting presentations Languagespecific examples clarify the expected level of language required, where appropriate Learning across the curriculum content is incorporated and identified by icons