VCJAC006 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating
Students extend their grammatical knowledge and metalanguage while beginning to explore more nuanced features of Auslan. They use strategies to initiate and sustain conversations, using more elaborate sentence structures such as embedding clauses. They can identify and describe some metaphorical...
Level description | Languages | Auslan | Second Language Learner | F–10 Sequence
Students elaborate messages, nominalise, and add complexity to the expression of their ideas. They apply their understanding of appropriate register in a widening range of interactions, and experiment with increasing sophistication in writing, through the use of idiom and references to classical...
Level description | Languages | Chinese | Background Language Learner | F–10 Sequence
By the end of Level 8, students use spoken and written Chinese to sustain interactions in a range of social and personal contexts. They exchange ideas and opinions, for example, 你要去看电影吗?;我们可以六月份一起去. They summarise the main points of information about known content from a range of spoken and print...
Level description | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8
Students learn the sounds and written form of Indonesian. They notice similarities and differences between Indonesian and English, such as similar vocabulary and word order and differences in the position of adjectives and possessive pronouns. Students ask questions in English about Indonesia...
Level description | Languages | Indonesian | F–10 Sequence
In these levels there is an emphasis on developing students’ oral language to enable them to participate in class activities. They repeat sounds, particularly of vowels, as modelled by the teacher and aural texts. Students use formulaic language and single-idea phrases. They recognise the...
Level description | Languages | Roman Alphabet Languages | F–10 Sequence
VCZHU218 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language
By the end of Level 10, students use spoken and written Chinese to sustain extended interactions with familiar and unfamiliar participants in a range of contexts (for example, interacting with Chinese-speaking students online; using Chinese to ask about items in a local Chinese grocery). Students...
Level description | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10
VCASFC100 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Identity
Victorian Curriculum Classical Greek has one learning sequence:
The content of Classical Greek is organised through two interrelated strands. The two strands are Engaging...
Overview material | Classical Greek
Victorian Curriculum Latin has one learning sequence:
The content of Latin is organised through two interrelated strands. The two strands are Engaging with texts and Understanding...
Overview material | Latin
VCITU089 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language
VCZHU061 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language
Students understand and use features of the Arabic sound and writing systems, and make connections between spoken and written texts. They use appropriate pronunciation and intonation when communicating and interacting in a range of contexts, and apply spelling rules when writing in Arabic script...
Level description | Languages | Arabic | 7–10 Sequence
Students become familiar with the sounds of German, including pronunciation, rhythm, intonation and stress. They recognise similarities with many English words, noting differences in pronunciation (Computer, Buch, Auto). They approximate the pronunciation and phrasing of single words and short...
Level description | Languages | German | 7–10 Sequence
By the end of Level 10 students initiate and sustain interactions with peers by sharing opinions and experiences and comparing aspects of teenage life. They interact with others to make decisions and plan events. They ask and respond to questions, clarify understanding and express agreement or...
Level description | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10
Students become familiar with how the sounds of the Arabic language are represented in letters and words. They practise pronunciation and intonation through activities such as reciting rhymes and singing songs, and experiment with sounds, short and long vowels, phonemes, words, simple phrases...
Level description | Languages | Arabic | F–10 Sequence
By the end of Level 10, students use a range of everyday language both orally and in writing to exchange information about their personal, social, local and about broader issues of personal significance. They communicate thoughts and opinions; make comparisons and contrasts (for example, a differenz...
Level description | Languages | Italian | 7–10 Sequence | Levels 9 and 10
The language is learnt in parallel with English language and literacy. While the learning of the language differs from the learning of English, each supports and enriches the other. The language is used in classroom interactions, routines and activities, supported by the use of materials and resources...
Level description | Languages | Non-Roman Alphabet Languages | F–10 Sequence
Students continue to engage with Country/Place to explore the environment and learn about Country/Place with respected community members.
Students bring to their learning a range of language learning strategies. They are increasingly aware of the world beyond their own, and are engaging with the...
Level description | Languages | Victorian Aboriginal Languages