VCIDC044 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting
VCRAC044 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting
VCZHU160 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture
VCLVU169 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Language awareness
VCLVC157 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Creating
Students expand their knowledge of Korean vocabulary, grammar and honorific elements. They are aware of some patterns of sound changes at syllable boundaries such as 연음법칙, 비음화 and 구개음화 in familiar words and expressions. They express past tense and use some verb phrases in complex structures as...
Level description | Languages | Korean | F–10 Sequence
VCRAU046 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language
VCLVU171 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Role of language and culture
VCZHC040 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Translating
VCZHU043 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language
VCJAU158 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language
By the end of Level 6, students use formulaic and modelled language in classroom interactions to carry out transactions and to share or convey information about daily routines, activities and events, using time expressions such as まい日、ときどき. They ask and respond to questions in familiar contexts...
Level description | Languages | Japanese | F–10 Sequence | Levels 5 and 6
إستمع للمعلمة؛ إحترم الجميع؛ إنتظر دورك؛ لا تأحذ شيئاً ليس لك؛ إذهب إلى الحمام في الفرصة؛ أكمل كل دروسك في الصف؛ لا تصرخ
كن مؤدباً؛ لطيفاً؛ هادئاً؛ عادلاً؛ ودوداً؛ كوني هادئة؛ لطيفة؛ صادقة
هذا الواجب صعب؛ الإمتحان طويل؛ ما عندي وقت؛ المعلمة لم تصحح إمتحان الإملاء بعد
أين أضع الصورة؟ أين أكتب الجملة التالية؟ ماذا تقصد؟ أقصد: ضع الصورة تحت الكتابة؛ أكتب الجملة بجانب الصورة
الأفضل أن نكبّر حجم العنوان؛ هذه الكتابة أفضل من الأخرى؛ أقترح أن نستعمل الألوان في الرسم
VCARC139 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising
VCELC140 | Languages | Modern Greek | F–10 Sequence | Levels 5 and 6 | Communicating | Informing
By the end of Level 6, students engage in classroom interactions to carry out collaborative tasks, to exchange information and to express feelings and ideas related to specific contexts, personal interests and daily routines at home and school. They ask and answer questions with appropriate intonation...
Level description | Languages | Korean | F–10 Sequence | Levels 5 and 6
VCELU153 | Languages | Modern Greek | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture
VCHIU054 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture
VCJAU159 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language
VCHIC043 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Communicating | Creating
VCHIC046 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting