VCESC131 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Communicating | Informing
VCESC029 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting
VCFRC114 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating
VCFRC009 | Languages | French | F–10 Sequence | Foundation to Level 2 | Communicating | Translating
VCHIC046 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting
VCIDC062 | Languages | Indonesian | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting
VCIDU051 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture
VCITU075 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change
VCJAC154 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting
VCJAU031 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language
VCLAU015 | Languages | Latin | Levels 7 and 8 | Understanding | Reflecting
VCLVC162 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Reflecting
VCLVC140 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Reflecting
VCRAC079 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting
VCTRC044 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting
VCVIC011 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting
VCZHC251 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating
VCZHU110 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change
VCZHU240 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change
By the end of Level 6, students use Auslan to interact with people for a range of different purposes. They use descriptive and expressive language to share and compare experiences, ideas and opinions, such as THEATRE GOOD, LONG -really, LONG-really. They participate in class discussions and show...
Level description | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6