By the end of Level 4, students interact with the teacher and peers in regular classroom routines and structured interactions. They understand and respond to instructions related to classroom organisation and activities, for example, ペア に なって ください。大きい こえ で いって ください。. They use formulaic and rehearsed...
Level description | Languages | Japanese | F–10 Sequence | Levels 3 and 4
VCASFC150 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Creating
VCHIC020 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising
VCTRC019 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising
By the end of Levels 4, students use spoken and written Chinese to initiate interactions. They participate in short exchanges, for example, 你晚饭吃什么?,我学汉语和英语,站起来, 大家听老师说. They organise and convey factual information and share experiences in formal and informal situations, making appropriate choices...
Level description | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4
VCASFU031 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language
By the end of Level 4, students engage in classroom routines and structured interactions with teachers and peers. They reproduce a range of the sounds of the language. Students follow instructions, make requests and respond with actions. They respond to questions, often by using a simple phrase...
Level description | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4
By the end of Level 4, students interact with teachers and peers in classroom routines, action-related talk and play. They use formulaic expressions when participating in classroom routines and collaborative activities, such as complimenting others (for example, El bolso de Susana es hermoso), reque...
Level description | Languages | Spanish | F–10 Sequence | Levels 3 and 4
Students recognise the predictable nature of pronunciation in Japanese and apply their knowledge of sound–letter associations to spell new words. They recognise and use elements of grammar including simple verb forms, adjectives, interrogatives and some particles to understand and create...
Level description | Languages | Japanese | F–10 Sequence
VCITU033 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language
VCELU134 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change
VCJAU140 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language
By the end of Level 4, students interact in classroom routines and structured interactions with teachers and peers. They reproduce the sounds of au (mau) and g (gemuk) and the final sound k (tidak). Students follow instructions, make requests and respond with actions (Duduklah, Bukalah bukumu). They...
Level description | Languages | Indonesian | F–10 Sequence | Levels 3 and 4
VCFRC029 | Languages | French | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting
VCESC133 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Communicating | Creating
VCRAC024 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Creating
Students discover the distinctive features of the spoken language and begin to use Pinyin and tone marks to practise syllables and tones they encounter in new words. They recognise that letters in Pinyin and English produce different sounds using different spelling conventions. Printed texts used...
Level description | Languages | Chinese | Second Language Learner | F–10 Sequence
VCESU138 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language
VCARU133 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language
VCELU136 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture