By the end of Level 2, students use Italian to communicate with their teacher and peers through action-related talk and play. They demonstrate comprehension by responding both verbally and non-verbally. They imitate without always comprehending. They respond to familiar games and routines such...
Level description | Languages | Italian | F–10 Sequence | Foundation to Level 2
VCELU115 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language
VCRAU013 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language
VCELU118 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change
VCIDU013 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language
VCFRU016 | Languages | French | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change
Students recognise tones as an important element of Chinese speech and learn how the sounds of Chinese can be encoded in Pinyin, using Roman letters that often convey different sounds than those which students are accustomed to in English. They learn to recognise basic character forms that represent...
Level description | Languages | Chinese | Background Language Learner | F–10 Sequence
VCITU018 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change
By the end of Level 2, students interact with the teacher and peers through play- and action-related language. They use formulaic expressions and appropriate gestures in everyday interactions such as exchanging greetings and farewells, for example, おはようございます、おはよう、こんにちは、さようなら、また、あした, thanking and...
Level description | Languages | Japanese | F–10 Sequence | Foundation to Level 2
VCFRU014 | Languages | French | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language
VCFRU013 | Languages | French | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language
VCKOC123 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Communicating | Translating
VCLVU143 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Systems of language
VCVIU118 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language
VCRAU016 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change
VCITU015 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language
Students learn about Country/Place and community by interacting with respected community members, by exploring Country/Place, and by engaging with stories, songs and other texts such as videos, maps, and pictures. They learn about the concepts of kin and social groupings.
Students use the language...
Level description | Languages | Victorian Aboriginal Languages
VCELC107 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Communicating | Informing
VCDEC109 | Languages | German | F–10 Sequence | Foundation to Level 2 | Communicating | Creating
بيت؛ عائلة؛ أب؛ إخوة؛ معلمة؛ مدرسة؛ حصة؛ صف؛ كتاب؛ دراسة؛ فرصة؛ وقت فراغ؛ أيام الأسبوع
الجملة الفعلية: نام سليم؛ قام الولد؛ أكل سامي التفاحة؛ شربت سحر الحليب
الاسم؛ الفعل؛ الصفة؛ الحرف
تلميذ/التلميذ؛ معملة العلوم؛ المعلمة
الأب الحنون؛ الأم الجميلة ؛ كرسي كبير؛ الطاولة الصغيرة؛ أسد شرس؛ قطة أليفة
إستيقظ في الصباح؛ أتناول الفطور؛ أركب الباص؛ أدخل الصف؛ أكمل الواجب؛ ألبس ثيابي
أحب طعام أمي؛ لا أحب الأكل السريع؛ أحب الرياضة ولا أحب الرسم
إفتح الباب؛ إجلس في مكانك؛ لا تتكلم دون إذن؛ نظّف غرفتك؛ اكمل طعامك
بيتي؛ سريري؛ معلمتي؛ غرفتكَ؛ كتابكِ؛ حقيبتها؛ دفتره
أمي تحب العمل؛ هي نشيطة؛ أبي يحب الطبخ؛ هو ماهر؛ صديقي سليم شاطر؛ هو ذكي؛ هي تكتب القصص
VCARU115 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language