VCLVU191 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Language awareness
VCHHK107 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Aboriginal and Torres Strait Islander peoples and cultures
By the end of Level 8, students use spoken and written Italian to interact in a range of personal and social contexts. They describe or present people, places, events or conditions; discuss likes, dislikes and preferences; present information; recount and narrate events; and talk about personal...
Level description | Languages | Italian | F–10 Sequence | Levels 7 and 8
VCASFU198 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture
VCELA416 | Curriculum content | English | Level 8 | Writing | Language
VCITU072 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language
VCITU110 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language
VCITU070 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language
VCKOU017 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change
بيت؛ عائلة؛ أب؛ أم؛ إخوة؛ معلمة؛ مدرسة؛ حصّة؛ صف؛ كتاب؛ دراسة؛ فرصة؛ وقت فراغ؛ ايام الأسبوع
الجملة الفعلية: كتب الولد القصة؛ جاءت البنت إلى المدرسة؛ يعمل أبي في المطار
باكراً؛ صباحاً؛ بعيداً ؛ قريباً؛ شرقاً؛ غرباً
أمي طويلة وأبي وسيم؛ صديقي سعيد ومعلمتي حزينة؛ أخي ظريف وأختي مزعجة
قدمت فرضي للمعلمة؛ تأخرت عن الدرس؛ نمت متأخرا؛ نسيت كتبي في البيت
متى أتيت إلى البيت؟ من أعدّ لك الفطور؟ ماذا احضرتِ للغداء؟ كيف أتيت إلى المدرسة؟
أنتَ تدرس كثيرا؛ أنتِ تلعبين مع غيري؛ أنتم تلاميذ مجتهدون
VCARU013 | Languages | Arabic | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language
VCNRU067 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Understanding | Language variation and change
By the end of Level 8, students share information about their personal worlds, including personal details, family, friends, leisure activities, likes and dislikes, for example, Hola amigo, ¿Cómo estás? Me gusta tocar la guitarra, No me gusta comer carne. They interact with...
Level description | Languages | Spanish | 7–10 Sequence | Levels 7 and 8
VCTRU065 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language
VCDTCD043 | Technologies | Digital Technologies | Levels 7 and 8 | Creating Digital Solutions
VCASFC221 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing
VCCCTR035 | Capabilities | Critical and Creative Thinking | Levels 7 and 8 | Reasoning
VCGGK117 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Landforms and landscapes
VCMSP300 | Mathematics | Level 8 | Statistics and Probability | Data representation and interpretation
VCAVAE034 | The Arts | Visual Arts | Levels 7 and 8 | Explore and Express Ideas
Students become familiar with the restored pronunciation of Latin. They use appropriate phrasing and voice inflection when reading aloud, reciting or performing Latin texts such as stories, dialogues, songs or plays, and develop their understanding of the sounds of the Latin alphabet. When translating...
Level description | Languages | Latin