Introduction
Rationale
This curriculum is designed for candidates who wish to learn Vietnamese as an additional language and have studied the Australian Curriculum P–10: Vietnamese or similar. Vietnamese is a general external subject suitable for candidates interested in pathways leading to tertiary study, vocational training or work. For example, those who value knowledge of an additional language and the cross-cultural understanding it encompasses, such as business, hospitality, law, science, technology, sociology and education.
Learning area structure
Course structure
It is expected that candidates will have opportunities in Units 1 and 2 to experience and respond to the types of assessment they will encounter in Units 3 and 4.
Teaching and learning
- Syllabus objectives
- Underpinning factors
- Aboriginal perspectives and Torres Strait Islander perspectives
- Pedagogical and conceptual frameworks
- Subject matter
21st century skills: the traits and skills candidates need to prepare them for higher education, work and engagement in a complex and rapidly changing world. They include the knowledge, skills, abilities, behaviors and dispositions that will help candidates live and work successfully in the 21st century. These aspects of literacy knowledge and skills are embedded in the syllabus objectives, unit objectives and the Vietnamese curriculum.
These aspects of mathematics knowledge and skills are embedded in the syllabus objectives, unit objectives and subject matter. The 21st century skills identified in the following table reflect a common agreement, both in Australia and internationally, on the skills and attributes candidates need to prepare them for higher education, employment and engagement in a complex and rapidly changing world. Where appropriate, Aboriginal and Torres Strait Islander perspectives are embedded in the subject matter.
It is specific to each unit in the study and forms the basis for Therefore, resources and stimulus texts should be authentic; however, texts can be adapted for use in the educational environment to give the candidate access to ideas and information where. While training providers may use formative assessment in class that addresses specific topics, it is expected that candidates will demonstrate their knowledge and skills externally.
There should be a range and balance in the texts that candidates read, listen to and watch that embody the interculturality of the language.
Assessment — general information
Formative assessments — Units 1 and 2
Summative assessments — Units 3 and 4
Reporting standards
Knowledge of the elements, structures and textual conventions of the Vietnamese language is applied to create texts that convey fragmented meaning. The candidate, by responding to and creating texts in a variety of contexts, demonstrates fragmented understanding of information in Vietnamese and fragmented application of knowledge of elements, structures and textual conventions of the Vietnamese language. They communicate their understanding and experiences of relationships through the use of information and ideas in texts and language, such as formal and informal spoken language, and develop a range of strategies to maintain communication.
Candidates generate and compare information about their own and others' identities, as well as cultural values related to personal and wider community lifestyles, leisure and education. The topic engages candidates with aspects of language and textual conventions - to communicate similarities and differences and to develop opinions about young people's lives and interests - in familiar and unfamiliar educational and home settings.
Unit objectives
Topic 1: Family/carers and friends
Topic 2: Lifestyle and leisure
Topic 3: Education
Assessment guidance
In Unit 2, candidates move beyond their personal world to how they interact with the world. They do this by exploring options for personal travel and tourism in Vietnamese-speaking communities and Australia, and by considering the associated cultural conventions. Their study focuses on the increasingly central role and impact of technology and media in their own lives and the lives of Vietnamese-speaking peers.
Candidates reflect on how Vietnamese culture has contributed to the world and reflect on their experiences, compare options and express preferences while appreciating different cultural values. This provides an opportunity to develop knowledge and understanding of a range of language elements and text structures; communicate similarities and differences; and develop opinions about travel, technology and media, and the contribution of Vietnamese culture to the wider world.
Unit objectives
Topic 1: Travel
Topic 2: Technology and media
Topic 3: The contribution of Vietnamese culture to the world
Assessment guidance
Unit description
Unit objectives
Topic 1: Roles and relationships
Topic 2: Socialising and connecting with my peers
Topic 3: Groups in society
Assessment
Senior external examination 1 (SEE 1): Examination (25%)
Senior external examination 2 (SEE 2): Examination (75%)
This includes graduation celebrations, candidates' plans for their immediate future, and comparing these plans, responsibilities and aspirations with those of young Vietnamese speakers. As candidates research and discuss and then produce texts relevant to graduates, they consolidate their knowledge and understanding of a range of language elements, structures and text types. Candidates are offered opportunities to use Vietnamese, to explore their views on issues important to their future and the future of their peers, and to reflect on the next phase of their lives.
Unit objectives
Topic 1: Future pathways, plans and reflections
Topic 2: Responsibilities and moving on
Assessment
Senior external examination 1 (SEE 1): Examination (25%)
This assessment is used to determine the candidate's achievements in the following criteria and related objectives. This section requires candidates to spontaneously respond to unseen open-ended questions in Vietnamese in relation to their response to the unseen text/stimulus text provided by QCAA and the Unit 3 and Unit 4 subject matter.
Senior external examination 2 (SEE 2): Examination (75%)
This criterion requires that candidates:. respond to three to six Vietnamese stimulus texts such as:. relates to subject 3 and 4 subjects. include at least one written text and one audio or audiovisual text. are 500–800 words long when combined as written text(s) and transcript(s). respond in English and Vietnamese to unseen questions, scenarios and/or problems, e.g. interpretation of graphs, tables or diagrams. completion of items requiring short and/or extended responses - responding to unseen stimulus texts. interpreting ideas and information in Vietnamese texts. analyze, synthesize and evaluate questions, scenarios and/or problems in response to Vietnamese texts. write in complete sentences where appropriate, construct an answer so that ideas are retained, developed and justified. This criterion requires candidates to respond to unseen stimuli, questions, scenarios and/or problems in Vietnamese. Other: no support materials allowed. trained or skilled in a particular activity; perfected in knowledge or training; expert. the condition or quality of being true, correct, or accurate; freedom from error or omission; precision or accuracy; correctness;. in science, the extent to which a measurement result represents the quantity it purports to measure; an accurate measurement result includes an estimate of the true value and an estimate of the uncertainty. exact precise and accurate; to the point; agree with or exactly. in accordance with a truth, standard, rule, model, convention or known fact; free from errors or defects; careful; correct in every detail additional language acquisition process whereby a language other than a person's mother tongue. language is learned, including culturally appropriate communicative habits; also referred to as 'second language acquisition'. skilled very/highly skilled or skilled at something; expert sufficient satisfactory or acceptable in quality or quantity equal to. dissect to determine and examine constituents and/or their relationships; break down or examine to identify the essential elements, functions, components or structure; determine the logic and reasonableness of information. examine or consider something in order to explain and interpret it, with the aim of finding meaning or connections and identifying patterns, similarities and differences. acquisition and application of knowledge, understanding and skills in real-world or life-like contexts that may include workplace, industry and community situations; it emphasizes learning by doing and includes both theory and the application of theory, linking subject knowledge and understanding with the development of practical skills. a subject whose primary pathway is work and vocational training; it emphasizes applied learning and community connections. a subject for which a syllabus has been developed by QCAA with the following characteristics: outcomes from courses developed from applied syllabuses contribute to QCE; results can contribute to ATAR calculations. apply use of knowledge and understanding in response to a given situation or circumstance; perform or apply a procedure in a given or specific situation. assess assess the value, importance, or status of something; rate or consider a text or piece of work. value recognize or judge the worth or value of something; fully understand; understand the full implications of. suitable acceptable; fit or proper for a particular purpose, circumstance, context, etc., appropriate to the purpose or occasion; appropriate appropriate field of study a department of or a section within a unit. argue give reasons for or against something; challenge or debate a question or idea; persuade, prove, or attempt to prove by giving reasons aspect a certain part of a feature of something; a facet, phase or part of. assess measure, determine, assess, estimate or make a judgment of something's value, quality, results, results, size, importance, nature or scope. targeted assessment and systematic collection of information about candidates' performance. assessment instrument a tool or device used to gather information about candidate performance. assessment objectives taken from the unit objectives and contextualised to the assessment instrument's requirements. see also 'curriculum objectives', 'unit objectives') assessment technique the method used to gather evidence about candidate.
