VCRAC010 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting
Students become familiar with the sound systems of the Japanese language, including pronunciation and rhythm. They learn to pronounce individual sounds and sound combinations. They understand basic word order in simple sentences, indicate affirmative or negative responses, respond to requests,...
Level description | Languages | Japanese | F–10 Sequence
VCTRU015 | Languages | Turkish | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change
مرحبا ؛ صباح الخير/ مساء الخير؛ سلام ونعمة؛ السلام عليكم ورحمة الله وبركاته؛ سلام الرب معك
ماما؛ بابا؛ عم أمين؛ خالتي سعاد
عمو عادل؛ عمة هناء؛ خالة عبير؛ ست أمل؛ تيتا وداد؛ جدو
VCARU117 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change
VCDEC106 | Languages | German | F–10 Sequence | Foundation to Level 2 | Communicating | Informing
VCDEU119 | Languages | German | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture
VCELU119 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture
VCHIU015 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change
VCKOU127 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language
ص؛ ض؛ ط؛ ظ؛ ح؛ خ
طار؛ طير؛ ذهب؛ أكل؛ شرب؛ ولد؛ أب؛ ام
أكلت الطعام كله؟
VCARU114 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language
VCHIC010 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting
VCLVC134 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Informing
By the end of Level 2, students interact with the teaching team, class visitors and each other to share information about themselves, their families, friends, routines, pastimes and experiences. They use fingerspelling or sign names as appropriate and lexical adjectives or size and shape specifiers...
Level description | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2
By the end of Level 2, students interact with teachers and each other to talk about themselves, their families, friends and immediate environment. They follow instructions to complete action-based activities such as signing games or transactional activities, using repeated constructions, gestures...
Level description | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2
VCARC110 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Communicating | Translating
VCARU118 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change
VCELU116 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language
VCFRU017 | Languages | French | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change
VCHIU017 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change
VCITU016 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change