VCDEU150 | Languages | German | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language
VCZHC041 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting
By the end of Level 6, students use written and spoken German for classroom interactions, to carry out transactions, and to share ideas and opinions, relate experiences and express feelings. They use complete sentences in familiar contexts to ask questions such as, Bist du fertig? Was machst du...
Level description | Languages | German | F–10 Sequence | Levels 5 and 6
Students’ pronunciation, intonation and phrasing are more confident. They apply appropriate sentence structures, using nouns, adjectives, verbs, conjunctions and writing conventions to express opinions (for example, Tôi thích học tiếng Việt để nói chuyện với ông bà
Level description | Languages | Vietnamese | F–10 Sequence
VCIDC040 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Communicating | Creating
VCASFU175 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language
VCELC147 | Languages | Modern Greek | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting
VCELU153 | Languages | Modern Greek | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture
VCZHC149 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Creating
VCHIC040 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Communicating | Informing
Students use formulaic phrases in Indonesian with the teacher and peers. They focus on aspects of their personal world and are introduced to content related to Indonesia. Students develop oral language through scaffolded tasks and texts. They extend their oral fluency by focusing on sentence-level...
Level description | Languages | Indonesian | F–10 Sequence
By the end of Level 6, students use Auslan to interact with people for a range of different purposes. They use descriptive and expressive language to share and compare experiences, ideas and opinions, such as THEATRE GOOD, LONG -really, LONG-really. They participate in class discussions and show...
Level description | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6
VCZHU160 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture
VCASFU176 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language
VCTRC038 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Informing
Students focus on aspects of their personal and social worlds, and are introduced to content related to the Country/Place and language community. They develop an awareness of their membership of various groups, and their widening social networks, experiences, and communicative repertoires, and...
Level description | Languages | Victorian Aboriginal Languages
VCESC150 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Communicating | Creating
VCIDC036 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising
Students use formulaic phrases to participate in classroom routines, presentations and structured conversations with the teacher and peers. Students develop oral language through scaffolded tasks and texts such as songs, descriptions and stories. They extend their oral fluency by focusing on sentence...
Level description | Languages | Roman Alphabet Languages | F–10 Sequence
سندباد رجل شجاع؛ علي بابا حرامي ظريف؛ لا أحب قصة علاء الدين والمصباح السحري؛ القصة مملة وغير معقولة؛ القصة فيها خرافات كثيرة؛ قصة المصباح السحري مثيرة لكنها غير واقعية
شخصية الولد في الفيلم مثل شخصيتي؛ هو يحب اللعب وأنا كذلك؛ لقد سافر وهو صغير وأنا أيضاً اتيت إلى أستراليا وأنا صغير؛ البنت في الكارتون تحب الثياب الملونة مثلي ولكنها مشاغبة وأنا هادئة وأسمع كلام أمي
اللّاعب الأول أقوى من اللّاعب الثاني؛ هذه اللعبة أصعب من اللعبة الأخرى؛ أفضل شخصية في القصة هي صديقة عبير لأنها أكثر واحدة تحب سناء وتساعدها؛ أحب شخصية عندي هي سمير لأنّه مضحك
VCARC142 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Communicating | Creating