Students recognise and apply elements of Hindi grammar, such as the use of tenses, गया था, जाऊँगा, जा रहा हूँ, खाया था, खा रहा हूँ, खाऊँगा, possessive adjectives, मेरी पुस्तक, तुम्हारा बस्ता, and pronouns for places and objects, यहाँ, वहाँ, यह, वह. They understand the use of constructions related...
Level description | Languages | Hindi | F–10 Sequence
VCJAU138 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language
دردشة على الإنترنت
VCARU135 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change
VCVIU138 | Languages | Vietnamese | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change
Students' development of literacy skills progresses from supported comprehension and use of high-frequency and personally significant sight words to understanding and applying basic grammatical features of the language, such as simple verb tenses and verb moods, for example, recognising question...
Level description | Languages | Turkish | F–10 Sequence
VCLVU166 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Systems of language
By the end of Level 4, students use spoken and written Chinese in simple personal interactions with familiar participants about self, family, people, places, routine, school life, and their own interests and preferences, for example, 你叫什么名字? 你上几年级? 你有狗吗? 你喜欢什么运动? They use appropriate pronunciation...
Level description | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 3 and 4
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
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
VCDEU136 | Languages | German | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture
VCLVU171 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Role of language and culture
By the end of Level 4, students interact with teachers and each other through classroom routines, action-related talk and play. They exchange greetings and wishes, respond to familiar instructions and to questions such as Qu’est-ce que c’est? and Qu’est-ce que tu fais? They share...
Level description | Languages | French | F–10 Sequence | Levels 3 and 4
By the end of Level 4, students understand a range of spoken, written, and multimodal texts on familiar topics, including home life, friends and classroom activities. They use Italian to communicate and to interact, for example, to exchange greetings and to address people, using appropriate language...
Level description | Languages | Italian | F–10 Sequence | Levels 3 and 4
VCITC030 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting
VCKOC143 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting
VCKOU150 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change
VCRAC027 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting
VCELU136 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture
VCTRU034 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture
VCASFU158 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language