VCDEC025 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating
VCASFU121 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language
VCESU034 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change
VCFRC046 | Languages | French | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting
VCITC046 | Languages | Italian | F–10 Sequence | Levels 5 and 6 | Communicating | Creating
Students become familiar with how the sounds and tones of the Vietnamese language are represented in words and symbols. They practise pronunciation through activities such as singing Vietnamese folk songs (đồng dao, ca dao), and experiment with sounds, single vowels, consonants, syllables, simple...
Level description | Languages | Vietnamese | F–10 Sequence
VCDEU132 | Languages | German | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language
VCGRCE003 | Languages | Classical Greek | Levels 7 and 8 | Engaging with texts | Responding to texts
VCLAE001 | Languages | Latin | Levels 7 and 8 | Engaging with texts | Accessing the Roman world through Latin texts
VCVIU171 | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change
VCASFU052 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change
VCASFU178 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change
The Auslan curriculum takes account of different entry points into language learning across F–10, which reflects current practice in language teaching.
There are two possible learning sequences:
Overview material | Auslan
Students use appropriate pronunciation, intonation, rhythm patterns and writing conventions to convey specific meaning in a range of texts. By building their vocabulary knowledge, students are able to develop and express more complex concepts in Arabic. They use a range of grammatical forms and...
Level description | Languages | Arabic | F–10 Sequence
Students observe the relationship between stress, pacing and meaning, and use appropriate intonation patterns to exclaim, make a statement or ask a question. They continue to acquire a wider range of vocabulary and to build grammatical and textual knowledge. They use verbs, nouns and adjectives...
Level description | Languages | Japanese | F–10 Sequence
VCELU151 | Languages | Modern Greek | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change
By the end of Level 6, students use spoken and written Chinese to initiate and maintain interactions. They describe and give information about themselves and their preferences, their environment, experiences and interests, for example, 我很喜欢唱歌。我的学校很漂亮。我觉得澳大利亚是很好的国家. They use simple questions (for example,
Level description | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6
Students engage with a range of Indonesian texts. They participate in tasks and experiences. Students acquire skills in analysing and translating increasingly complex texts. They use modelled language to write for personal and public purposes.
Students extend their grammatical knowledge and metalanguage...
Level description | Languages | Indonesian | F–10 Sequence
VCIDC112 | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting
VCKOU203 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language