Students are increasingly aware of differences between Auslan and English. They are developing a wide range of vocabulary and can use simple clause structures to generate their own ideas in structured tasks. They use depicting signs to talk about simple movements and shapes, and with support can...
Level description | Languages | Auslan | Second Language Learner | F–10 Sequence
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
VCZHU140 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language
VCKOC142 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Communicating | Translating
VCELU134 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change
VCJAU138 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language
By the end of Level 6, students use familiar language and modelled sentence patterns to share information about aspects of their personal worlds, such as their family and friends, interests, everyday routines and activities. They interact appropriately with respected community members and community...
Level description | Languages | Victorian Aboriginal Languages | Levels 3 to 6
Students recognise and apply elements of Auslan grammar, such as marking manner or aspect on verbs. They use increasingly sophisticated means of showing constructed action, and of using space to track a character or location through a text for purposes of cohesion. They develop metalanguage for...
Level description | Languages | Auslan | First Language Learner | F–10 Sequence
VCFRU036 | Languages | French | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture
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
VCITC031 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting
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
VCESU141 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change
VCHIU034 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change
VCIDU032 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change
VCITU037 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change
VCLVU170 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Language awareness
VCLVU167 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Language variation and change
VCLVU163 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Systems of language
VCASFU030 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language