By the end of Level 8, students interact with the teaching team, class visitors and each other to share information about themselves, their families, friends, routines, pastimes and experiences. They refer to family members and classmates using fingerspelling or sign names as appropriate, and...
Level description | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8
باب؛خال ؛ حال ؛ هذا؛ هي؛
ح: حصان؛ محب؛ سامح؛ ي: يد؛ لين؛ سامي
VCARU012 | Languages | Arabic | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language
VCFRU103 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language
VCGRCU023 | Languages | Classical Greek | Levels 9 and 10 | Understanding | Systems of language
VCITU018 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change
VCTRU114 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language
VCVIC023 | Languages | Vietnamese | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating
By the end of Level 6, students use spoken and written Vietnamese for classroom interactions and to share ideas and opinions and express feelings. They exchange information about aspects of their daily life, school, friends and leisure activities. They make shared decisions and arrangements, organise...
Level description | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6
By the end of Year 8, students use spoken and written Chinese to sustain interactions in their personal and social worlds (for example, 你叫什么名字?你多大了?你住在哪个城市?,不对,我是说… and 老师,我可以用电脑吗?), making appropriate language choices for different roles, relationships and situations, for example, 你的那个,那个 as...
Level description | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8
VCASFU176 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language
Students become familiar with the sounds of French, including pronunciation, rhythm, pitch and stress. They recognise similarities with many English words, noting differences in pronunciation (attention, menu). They approximate the pronunciation and phrasing of single words and short phrases,...
Level description | Languages | French | 7–10 Sequence
By the end of Level 2, students interact with the teaching team and respected community members to talk about themselves and family, using familiar modelled language and gestures. They use appropriate protocols when interacting with respected community members and community speakers, such as appropriate...
Level description | Languages | Victorian Aboriginal Languages | Foundation to Level 2
Students expand their range of vocabulary to subjects beyond their immediate world and familiar experiences. They develop broader grammatical knowledge, using verbs and い/な adjectives, negative conjugations, various particles, counters, superlatives and conjunctions, to describe and sequence events...
Level description | Languages | Japanese | F–10 Sequence
VCZHC085 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating
VCITU033 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language
VCASFC209 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting
VCELU134 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change
VCFRU125 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change
VCKOU033 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language
VCFRU106 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change