VCASFU158 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language
VCASFU032 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language
VCHIU035 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change
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
VCASFU035 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Language awareness
VCASFU161 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Language awareness
VCITU036 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change
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 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
Students recognise and use intonation patterns to express different meanings. They apply their knowledge of sound–letter associations to spell new words. They recognise and use elements of grammar such as gender and singular/plural forms, simple verb forms, adjectives, adverbs, pronouns...
Level description | Languages | Spanish | F–10 Sequence
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
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
VCIDU030 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language
VCRAU030 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language
Students notice features of German communication such as the use of gestures, facial expressions and intonation patterns. They become familiar with the idea of grammatical gender and become familiar with how to use singular and plural forms. As they encounter German language and culture they make...
Level description | Languages | German | F–10 Sequence
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
VCLVU168 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Language variation and change
By the end of Level 4, students participate in classroom routines and structured interactions with teachers and peers. They communicate about daily routines, interests and pastimes; recount personal experiences and classroom events; and describe people, experiences or activities using simple depicting...
Level description | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4
VCJAU142 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change
VCJAU144 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture