VCZHU126 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change
VCHIU121 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language
VCJAU121 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language
VCLAU028 | Languages | Latin | Levels 9 and 10 | Understanding | Role of language and culture
VCZHC195 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing
VCZHU059 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language
By the end of Level 10, students use written and spoken Arabic to initiate and sustain interactions with peers and adults. They use language spontaneously to exchange ideas, opinions and feelings, compare experiences and discuss future plans. They sustain interactions by asking and responding...
Level description | Languages | Arabic | 7–10 Sequence | Levels 9 and 10
By the end of Level 4, students communicate with each other, the teaching team and others about aspects of their personal worlds, daily routines, preferences and pastimes at school and in the Deaf community. They show aspectual marking on verbs to indicate frequency when communicating about daily...
Level description | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4
Students' familiarity with the spoken form of Turkish supports their introduction to the written form of the language. They become familiar with the Turkish alphabet and writing conventions, and are introduced to the sound–letter correspondence of the 21 consonants and eight vowels that...
Level description | Languages | Turkish | F–10 Sequence
Students' development of literacy skills progresses from supported comprehension and use of high-frequency and personally significant sight words to understanding and applying basic grammatical features of the language, such as simple verb tenses and verb moods, for example, recognising question...
Level description | Languages | Turkish | F–10 Sequence
نعم؛ أنا هنا؛ حاضر؛ ممكن أن أتكلم؟
إفتح الدفتر؛ ضع الحقيبة على الأرض؛ إجلس في مكانك؛ إرفع يدك؛ إنتظر دورك
متى يدق الجرس؟ كيف أكتب ...؟ ما معنى...؟
لماذا تأخرت عن المدرسة؟ نمت كثيراً؛ توقفت سيارة أبي في الطريق؛ أخّرَنا أخي؛ بسبب أختي
VCARC105 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising
VCASFC094 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing
VCASFC220 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing
VCASFC025 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Creating
VCASFC202 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Informing
VCASFU049 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language
VCASFU085 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language
VCDEC112 | Languages | German | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting
VCDEC129 | Languages | German | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting
VCELC137 | Languages | Modern Greek | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising