VCZHC118 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Creating
VCASFU013 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language
كان يا ما كان؛ في يوم من الأيام؛ كان في مرة
كان دب كبير إسمه راين؛ عاش راين في جبل ضخم؛ أكل راين؛ شاهد راين ثعلباً صغيراً
VCARC109 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Communicating | Creating
VCLVC136 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Creating
VCITC001 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising
VCASFC127 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising
VCRAC001 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising
VCESC115 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Communicating | Creating
VCIDC007 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Communicating | Creating
VCJAC115 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Communicating | Creating
VCKOC121 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Communicating | Creating
VCASFC003 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising
By the end of Level 2, students interact with peers and teachers through play- and action-related talk, exchanging greetings and introducing themselves (for example, 안녕하세요?; 안녕?; 저는 ...이에요/예요 used as a set phrase) with gestures. They respond to question cues (such as 뭐예요?) by naming objects with...
Level description | Languages | Korean | F–10 Sequence | Foundation to Level 2
VCASFU140 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language
Students become familiar with how the sounds of the Arabic language are represented in letters and words. They practise pronunciation and intonation through activities such as reciting rhymes and singing songs, and experiment with sounds, short and long vowels, phonemes, words, simple phrases...
Level description | Languages | Arabic | F–10 Sequence
By the end of Level 2, students use spoken and written Chinese to communicate with teachers and peers. They participate in structured and routine interactions, such as using 谢谢, 再见, 请, using learnt sounds, formulaic phrases, and verbal and non-verbal responses. They respond to and receive information...
Level description | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2
Students become familiar with the sound systems of the French language, including pronunciation, rhythm, pitch and stress. They learn to pronounce individual letters and letter combinations, including unfamiliar sounds such as -eau, -u, è, é, ou, r and g. They recognise and use the...
Level description | Languages | French | F–10 Sequence
The language is learnt in parallel with English language and literacy. While the learning of the language differs from the learning of English, each supports and enriches the other. The language is used in classroom interactions, routines and activities, supported by the use of materials and resources...
Level description | Languages | Non-Roman Alphabet Languages | F–10 Sequence
VCELC104 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising
VCTRC007 | Languages | Turkish | F–10 Sequence | Foundation to Level 2 | Communicating | Creating