VCKOC022 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising
VCHIU066 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language
VCITC069 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting
VCRAU015 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change
VCRAU046 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language
By the end of Level 4, students interact with the teacher and peers in regular classroom routines and structured interactions. They understand and respond to instructions related to classroom organisation and activities, for example, ペア に なって ください。大きい こえ で いって ください。. They use formulaic and rehearsed...
Level description | Languages | Japanese | F–10 Sequence | Levels 3 and 4
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
VCASFC020 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising
VCDEC176 | Languages | German | F–10 Sequence | Levels 9 and 10 | Communicating | Creating
VCESU197 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change
VCZHC179 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Informing
By the end of Level 2, students use spoken Chinese to initiate interactions in a range of familiar contexts. They participate in simple exchanges to obtain and convey information and experiences relating to their personal world. They use learnt vocabulary, sounds, characters and culturally specific...
Level description | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2
By the end of Level 10, students sustain extended interactions with diverse individuals and groups, selecting spoken and written language for precision and for effect on participants. Students collate and evaluate a range of spoken, written and multimodal sources to convey different perspectives...
Level description | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10
By the end of Level 4, students interact with teachers and each other through classroom routines, action-related talk and play. They exchange greetings and wishes, respond to familiar instructions and to questions such as Qu’est-ce que c’est? and Qu’est-ce que tu fais? They share...
Level description | Languages | French | F–10 Sequence | Levels 3 and 4
By the end of Level 10, students use written and spoken French to communicate with teachers, peers and others in a range of settings and for a range of purposes They use language to access and exchange information on a broad range of social, cultural and youth-related issues (for example, student...
Level description | Languages | French | F–10 Sequence | Levels 9 and 10
VCARU187 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture
VCESU125 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change
VCJAU143 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change
VCLVU188 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Systems of language
VCLVU187 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Systems of language