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• VCGRCU012

  Examine the enduring influence of ancient Greek culture on the modern world, by discussing the ancient origins of modern values, pursuits, citizenship, literature, the arts and architecture

  Elaborations

  • recognising the ancient origins of national values such as democracy, equity and justice, freedom of speech and independent thought
  • comparing the concept of citizenship, rights and responsibilities in ancient Greece and the modern world
  • identifying references to ancient Greek mythology and literature in visual and performing arts and literature from antiquity to the present
  • exploring ancient connections with daily routines in modern society, such as sport, theatre and schooling
  • identifying literary influences from the Classical Greek period on popular culture, such as brand names, cartoons, adventure films, for example, Clash of the Titans, Troy, Hercules
  • exploring connections between ancient and modern music, for example, musical instruments such as the guitar, which is descended from the cithara or lyre
  • recognising the use of Greek as the language of the New Testament and as the original language of well-known texts such as the Lord’s Prayer
  • researching elements of Greek engineering and architecture seen in public buildings in Australia and across the world, for example, the use of Doric, Ionic and Corinthian columns
  • observing and discussing ancient Greek architectural structures and influences in Roman, Renaissance, Neoclassical and New Classical architecture

  VCGRCU012 | Languages | Classical Greek | Levels 7 and 8 | Understanding | The powerful influence of language and culture

• VCHIC062

  Translate a range of short texts used in different contexts from Hindi into English and vice versa, comparing each other’s versions and how they translated elements that involve cultural knowledge and understanding

  Elaborations

  • translating popular Hindi proverbs or lines of poems into English, considering how to adapt or adjust them to convey equivalent meanings in English, for example, गंगा गए तो गंगादास जमना गए तो जमनादास; चोर की दाढ़ी में तिनका
  • translating school or community texts such as directions, rules or notices in Hindi and English, considering how each language reflects cultural styles, for example, the use of words like निवेदन in a formal request and कृपया गंदगी न फैलाएँ in public notices
  • translating media texts such as appeals, slogans or advertisements from Hindi to English or vice versa, noticing how each language uses elements such as verb moods or emotive language for particular effect: सारी धरती की यह पुकार, पर्यावरण का करो सुधार; जागो ग्राहक जागो
  • translating short excerpts from traditional fables and legends, identifying words and expressions that reflect cultural values or history and are difficult to express in English, for example, गृहप्रवेश, सात्विक, भक्ति
  • critically evaluating the effectiveness of resources such as print and digital dictionaries and electronic translators, for example, by comparing individual translations, back-translating or swapping references

  VCHIC062 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCHIC094

  Access and identify specific points of information such as details about people, places or events from a range of spoken, written and digital texts and use the information in new ways

  Elaborations

  • collecting information from print and digital sources on social or environmentally related events, recording key facts and associated vocabulary for use in their own projects, for example, प्रदूषण एवं पर्यावरण; स्वच्छ भारत; गंगा नदी की सफ़ाई; स्वच्छ ऑस्ट्रेलिया दिवस
  • collecting information via surveys or face-to-face conversations with friends and family members on questions related to social behaviours or trends, such as preferred modes of communication, for example, फ़ोन; ईमेल; आमने सामने बातचीत; टेक्स्टिंग, compiling a summary of findings in table or graph form
  • listening to recordings of phone conversations, announcements or radio interviews, transcribing key facts or details such as dates, times, events or locations in note form or through checklists or timelines
  • accessing information from videos, books and websites produced in different cultural contexts on topics such as family life, community living, housing or schooling, summarising and reporting back on key trends and cultural factors
  • collecting facts, figures and vocabulary from resources such as posters, websites and brochures, and using them to draft a position for an in-class discussion of a topic such as healthy lifestyles, benefits of travel or animal protection
  • presenting an oral summary of an action or event reported in the media, using appropriate register, language features and non-verbal language to capture key elements and engage audience interest

  VCHIC094 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCHIC064

  Consider differences and similarities in style and use of language when interacting in Hindi and in English, noticing when the choice is made to use either or both languages

  Elaborations

  • identifying ways in which they change their ways of communicating when switching from Hindi to English
  • providing examples of interactions which feel more natural in Hindi than they do in English or vice versa, for example, using Hindi to talk about family experiences, rituals or relationships, using English to talk about school work, music or films
  • using a reflective journal to record and compare when and why they consciously choose to use one language rather than the other, considering whether their ways of thinking and communicating change between languages
  • identifying instances when using both Hindi and English in the same interaction makes for easier communication
  • discussing what they need to consider when interacting with speakers of different language and cultural backgrounds, such as being flexible, noticing people’s reactions to what they say, watching for signals of misunderstanding, being mindful of different perspectives and traditions
  • reflecting on choices they make when interacting with friends who also speak both Hindi and English, identifying instances when they move between languages for either practical or cultural reasons

  VCHIC064 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCHIU105

  Understand that both spoken and written Hindi vary in form and function when used by different people in different contexts and situations

  Elaborations

  • understanding that there is a standard form of Hindi, मानक हिंदी used in writing and spoken by many people, and also a range of spoken dialects that differ from region to region, for example, ब्रज भाषा, अवधी
  • creating a map that identifies regions of India, Fiji, Mauritius and other parts of the world which have communities of Hindi-speakers and of related languages/dialects represented in the classroom, such as तमिल, गुजराती, पंजाबी, मराठी
  • examining how language users vary modes of expression to reflect different feelings, relationships, intentions or attitudes, for example, by comparing the respectful tone of devotional texts such as भजन, दोहे, the exuberance, humour and colour of Bollywood scripts and the directive tone of rules and regulations in school rules or official documents
  • comparing the style, structure and register of informal and formal texts such as invitations or the expression of wishes, noticing elements such as vocabulary used, economy/elaboration of expression, and grammatical style (मोहन और गीता की सगाई के शुभ अवसर पर आपकी परिवार सहित उपस्थिति प्रार्थनीय है। क्या तुम... के दिन.. समय मुझे मिल सकते हो?
  • comparing the informal use of greetings and wishes between friends and family members with those used in more formal situations, for example, अरे राहुल! प्यारे माता पिता,, ढेर सारा प्यार

  VCHIU105 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCHIU107

  Recognise that Australia is a multicultural society with communities of speakers of many different languages including Hindi, and reflect on the diversity of language practices that characterise members of this multicultural community

  Elaborations

  • recognising the linguistic diversity of the global community, understanding that many people around the world speak more than one language, comparing with the multilingual character of Australian society, for example, by talking about the different languages represented in the classroom and local community
  • exploring the range of languages spoken in Australia, including Aboriginal and Torres Strait Islander languages, for example, by constructing a linguistic profile of their own class or school community
  • recognising that there are many different Indian languages and dialects spoken in India and other regions of the world, such as Hindi, Tamil, Gujarati, Panjabi, Marathi, involving variations in accents, vocabulary and syntax, and that most Hindi speakers also speak other languages
  • comparing their individual language profiles, explaining which languages or dialects they use in their family, social and community lives
  • reflecting on the impact on their personal lives and sense of identity of being bilingual or multilingual
  • explaining the influence of Indian language and culture on their ways of communicating in different situations, for example, by creating a glossary of Hindi words and expressions that they use when communicating in English

  VCHIU107 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCITC101

  Convey factual information and ideas through a range of spoken, written and multimodal texts, using information from a range of sources

  Elaborations

  • describing a person, place, object or event in their local environment using [article + subject + verb + adjective], including negative expressions, for example, è/non è simpatico/cattivo; di legno/di ceramica; è interessante/difficile
  • comparing aspects of daily life across cultures, for example, fare la passeggiata, eating habits, school life and routines and presenting results in class in oral presentations or written descriptive texts
  • surveying classmates on their daily routines, such as mobile phone/internet use, text messaging habits, television viewing or hours of sport played and presenting the data in various forms, for example, (cinque persone non hanno un cellulare; tanti/pochi … la maggior parte …; il 15 per cento; due su venti…)
  • collecting, collating and presenting data in Italian using online survey software

  VCITC101 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCJAC164

  Engage in activities that involve collaboration, planning, organising, negotiating and transacting

  Elaborations

  • participating in scenarios related to accepting and declining invitations, planning, making arrangements and negotiating details, using language related to place, time and activity, for example, 月よう日に　日本のレストランに行きましょうか。月よう日は、ちょっと…。火よう日は　どうですか。
  • budgeting for virtual shopping expeditions, consulting online catalogues and websites, comparing prices and value, and discussing intended purchases, for example, ゲームが/を　 かいたいです。二千円(にせんえん)　あります。どれが一ばんやすいですか。
  • participating in authentic or simulated transactions that involve making requests, considering options, buying, selling or ordering, for example, この　T シャツは　L サイズですね。ちょっと　大きいです。M サイズを　ください。
  • creating displays, presentations or performances for family, friends or the school community to showcase their progress in learning and using Japanese
  • giving and following instructions to play games, follow recipes, or carry out traditional Japanese activities such as calligraphy, origami or martial arts, using language forms and vocabulary associated with sequencing, such as さいしょに、つぎに、それから、そして

  VCJAC164 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCJAC002

  Engage in transactions and collaborative activities that involve planning and making arrangements, such as obtaining goods and organising performances

  Elaborations

  • working together to create displays, presentations or performances to showcase their Japanese learning for family, friends or school community
  • following instructions, for example, following a recipe to make やきそば, おこのみやき、まきずし or making origami
  • making arrangements using language related to place, time and activity, for example,　火(か)よう日(び)に　テニスを　しますか。火(か)よう日(び)は　ちょっと…。
  • participating in scenarios that involve ordering and purchasing goods such as food and drink, for example, すしを　ください。おちゃ、おねがいします。いくらですか。
  • participating in class activities such as word, board or electronic games, using set phrases in Japanese such as わたしの　ばん、みぎ、ひだ、かった！、まけた、ざんねん、だめだった、だいじょうぶ？、がんばって！、 つぎは　だれ？、いち、に、さん！

  VCJAC002 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCJAC172

  Participate in intercultural interactions, identifying and comparing aspects of culture that affect communication and noticing how own culture impacts on language use

  Elaborations

  • recognising the link between language and culture by reflecting on frequently used expressions such as しつれいします、おくれてすみません, and ways in which values and culture are embedded in the language
  • making a list of perceived benefits of learning Japanese and developing an intercultural capacity, for example, access to different perspectives and experiences, and insights into their own language and cultural experience
  • experiencing authentic or virtual interaction with Japanese language and culture, for example, through face-to-face or online interactions with other Japanese speakers through exchanges, excursions, school visits or web-chatting
  • making appropriate language choices for particular social situations in different cultural contexts, for example, using appropriate familial terms to refer to their own or to others’ family members
  • reflecting on how their own cultural etiquette and behaviour may be interpreted when interacting with Japanese people, noticing their own body language and modifying gestures, such as beckoning with the palm facing upwards or downwards, or avoiding eye contact when talking to older people

  VCJAC172 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCLVU191

  Investigate and compare the ecology of Aboriginal and Torres Strait Islander languages to Indigenous languages in other countries, and consider issues such as language policy, language rights, language loss, advocacy, reform and multilingualism

  Elaborations

  • investigating the social, cultural and linguistic effects of language change and/or language loss in the region
  • understanding terms used in the discussion of language revival, for example, revitalisation, reclamation, renewal
  • investigating the geographical extent of use of the language in earlier times
  • considering the future prospects of the language in the context of its current linguistic ecology
  • exploring Indigenous multilingualism in various communities, including regional varieties, Aboriginal Englishes and creoles
  • researching the impact on Aboriginal and Torres Strait Islander languages in general, and on the target language in particular, of historical events, government policies, legislation and judicial processes, such as stolen generations, mission schools and advocacy
  • identifying social and government policies and practices that have impacted positively on language acquisition, for example, the performing of Welcome to Country and the Acknowledgement of Country at events, on television programs, in films, and efforts to raise the profile of Aboriginal and Torres Strait Islander languages in the wider Australian community and in particular geographical regions
  • investigating the situation of indigenous languages in other countries, for example, New Zealand, Hawaii, North America, Japan, Latin America, considering issues such as language rights, language endangerment, revival and reclamation, drawing comparisons with the situation of Aboriginal languages and Torres Strait Islander languages in Australia
  • researching current media debates in relation to Aboriginal languages
  • comparing word lists of languages and dialects of the region, to understand similarities and differences and identify potential opportunities for reconstruction

  VCLVU191 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Language awareness

• VCTRC088

  Interact in classroom routines and exchanges, such as asking and responding to questions, requesting help, repetition or permission, giving praise or encouragement

  Elaborations

  • interacting during group activities by asking each other questions, making suggestions or checking on progress, for example, Ben ne yapabilirim? Sen not alır mısın? Bu sayfayı mı okuyacaktık? Cevapları maddeler halinde yazsak daha iyi olur. Ne dersiniz?
  • praising or encouraging each other, for example, çok güzel, aferin, harika, tebrikler, başarılarının devamını dilerim, seninle gurur duyuyorum
  • using appropriate language to seek clarification, to attract attention or to ask for something to be repeated, for example, Sence bu doğru mu? Tekrar eder misiniz? Arkadaşlar bakar mısınız? Bunu nasıl yapacağız?
  • using evaluative language to reflect on learning activities, for example, … başardık, … konularda zorlandık, … bu çalışmada … öğrendik
  • identifying and discussing Turkish idioms or proverbs that could be applied to their experience of learning languages in school, for example, Bir lisan, bir insan, Bir elin nesi var, iki elin sesi var

  VCTRC088 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCTRC060

  Produce short bilingual texts such as digital stories, comics, blogs and contributions to newsletters or websites which capture the experience of ‘living between languages’

  Elaborations

  • contributing posts to websites or online forums which provide examples of challenges involved in bilingual communication, for example, by glossing Australian expressions, such as ‘to cost an arm and a leg’, ‘to barrack for’, ‘bush tucker’, ‘snags’ and ‘good on you!’
  • creating menus or programs for Turkish-themed events, with key items/information in Turkish and explanatory footnotes/glossaries in English
  • creating subtitles, captions or commentaries for texts such as video clips, displays or slide shows which introduce the school community to significant aspects of Turkish culture, such as Ramazan/Kurban Bayramı, 19 Mayıs Gençlik ve Spor Bayramı, Cumhuriyet Bayramı, yayla festivalleri
  • creating glossaries for friends and relatives in other Turkish-speaking countries to explain aspects of Australian lifestyles and terminology, for example, the use of abbreviations and colloquialisms such as ‘barbie’, ‘arvo’, ‘brekkie’, ‘g’day’, ‘fair dinkum’ or ‘No worries!’
  • creating humorous bilingual texts, such as comics, stories or dialogues between Turkish-speaking characters in Australia, highlighting challenges associated with the experience of ‘living between languages’

  VCTRC060 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCTRC052

  Initiate and sustain a range of spoken and written social interactions and personal reflections, including discussion of their experiences as members of different friendship groups or language communities

  Elaborations

  • engaging in face-to-face or online discussions of experiences such as travel, using social media, being part of different friendship or interest groups, or using Turkish and English in different contexts
  • recounting significant events or milestones in their lives as members of a multicultural society, for example, Türkiye’ye ilk ziyaret, Avustralya’ya ilk geliş, sünnet düğünü, comparing with those of their peers and identifying commonalities or differences
  • comparing aspects of their personal worlds, such as home, school and social lives, including their use of different languages and involvement in different cultural practices, for example, aile yaşamı, düğünler, batıl inançlar, misafirperverlik (konukseverlik)
  • sharing opinions about issues of shared interest, such as parental expectations or peer pressure, identifying points of consensus or disagreement
  • acknowledging others’ ideas and opinions and indicating agreement or disagreement in non-judgemental ways, for example, Sana katılıyorum ama… Seninle tamamen aynı fikirdeyim.Sana katılmıyorum çünkü… Ben aynı fikirde değilim
  • contributing to online forums that invite discussion of shared interests from different contexts and perspectives, for example, moda, diyet, müzik, dans, spor

  VCTRC052 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCTRC095

  Consider similarities and differences in ways of communicating in Turkish and English, noticing how/when they choose to use either language or both languages

  Elaborations

  • identifying instances when they switch between or mix Turkish and English, considering why they do this in particular situations or interactions, comparing their observations with those of their peers
  • reflecting on the experience of using Turkish and English with a particular person, such as a parent or older relative, noticing which topics or interactions fit more easily into one language than the other and considering reasons for this
  • reflecting on experiences of feeling either comfortable or uncomfortable when switching between languages, explaining why this might have been the case, for example, when translating for parents or other family members or interpreting for visitors
  • considering how and why they adjust their ways of using Turkish or English when interacting with older people, friends of the same or different gender, people in authority, small children or close friends, for example, using different forms of address or ways of showing respect or affection
  • discussing whether they feel different when using Turkish in the classroom to how they feel when using it at home, for example, using standardised forms of Turkish in school
  • reflecting on ways in which different languages provide alternative ways of thinking or speaking about ideas or experiences

  VCTRC095 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCTRC056

  Present information and personal perspectives on issues of local or global interest, using a range of spoken, written and multimodal forms

  Elaborations

  • presenting information gathered from different media sources to raise awareness or invite action on social or community issues, such as Avustralya’da Türkçenin önemini vurgulayan çalışmalar, sağlıklı yaşam, çevre kirliliği, combining elements such as print, sound, visual images and hyperlinks
  • reporting on good news items, such as successful fundraising activities, academic or sporting achievments, for example, via posts on the school website or segments on local radio
  • creating a shared database of information produced in different media which reflects Turkish lifestyles over different times and contexts, classifying material in terms of domains such as fashion, family, leisure, sport, work
  • creating shared reference resources to support class projects on different topics, classifying information according to concepts, such as sağlık, çevre, fen, coğrafya, turizm
  • combining modes of presentation such as displays, videos or music to present an overview of cultural themes such as aile yaşamı, misafirperverlik, evlilik
  • creating an interactive multimodal text that presents elements of a significant cultural experience or event to share with other learners of Turkish, for example, köy düğünü, misafirperverlik

  VCTRC056 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCZHC228

  Use and analyse a range of sources written in simplified and traditional script to identify relevant information, and use this information to create purposeful public information texts

  Elaborations

  • accessing diverse sources such as blogs and social media, newspaper articles and educational texts, and discussing the relevance and credibility of information conveyed, for example, comparing information presented in blogs with newspaper articles
  • recognising multiple perspectives on an issue and identifying the factors that may influence a particular perspective (for example, nationality, religion, gender, ethnicity) to determine the perspective or credibility of sources
  • evaluating how different authors use language to achieve a particular effect, considering how values and personal views are implied in word choices, for example, 屡败屡战 (emphasis on the determination to overcome a failure) versus 屡战屡败 (emphasis on the fact of many instances of failure)
  • accessing information related to understanding their own experiences as Chinese students in Australia by searching both Australian and overseas digital media, such as 百度百科，雅虎等网站 to develop advice and supports for new students arriving at their school
  • accessing and organising information on educational and social topics, using techniques such as paraphrasing, summarising and quoting, and expressing own perspective on the information obtained, for example, 有些人认为…， 另一些人则认为…， 综上所述…

  VCZHC228 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCZHC088

  Interpret common colloquial phrases and culturally specific practices from Chinese contexts into Australian contexts and vice versa, identifying contextual restraints and considering alternatives

  Elaborations

  • watching interactions in Chinese between peers or in texts (for example, viewing a segment of a movie), and interpreting the meaning of the dialogue as well as comparing culturally determined manners or behaviour
  • interpreting key ideas from Chinese to English with explanation of the context and the use of fixed phrases, for example, discussing what Chinese parents would say to their child when dropping them off at school as the Chinese version of ‘Have a good day’ (听老师的话，不要调皮); what is the English version of 加油; and why people say 加油 at a Chinese sports event
  • explaining key cultural concepts and practices to English speakers through translation, for example: Do we translate 春节 as ‘Spring Festival’ or ‘Chinese New Year’? Why is 端午节 called ‘dragon boat festival’ in English? Does this translation capture the essence of this celebration? What is lost in translation? What are similar examples in English?
  • considering how aspects of life in Australia that are culturally determined or reflect culture-specific behaviours may be rendered in Chinese, such as Anzac Day, Australia Day, the Ashes cricket

  VCZHC088 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCZHC057

  Reflect on the cultural significance of how different groups and members of groups name themselves and are represented by others

  Elaborations

  • comparing Chinese and western cultural symbols, for example, the symbol of the dragon, 龙 across western and Chinese cultures
  • sharing information about their own membership of diverse groups and exploring how this is expressed in Chinese, for example, 每年春节小明的妈妈都会包饺子。安娜的妈妈每年圣诞节都烤火鸡
  • exploring the role of language in the formation and expression of identity, for example: Why does my classmate go to Chinese school on Saturday? Why do I speak Chinese to my teacher but feel strange speaking it to my classmates?
  • analysing expressions of identity encountered in Chinese texts and interactions, and comparing these with their own assumptions about Chinese people and with their own expressions of identity, for example, 龙的传人 (descendant of dragon)
  • identifying the differences of meaning of multiple terms use to convey a similar concept, for example, comparing representations of foreigners in 外国人有一些不同的习俗 to 老外都很奇怪
  • reflecting on their own cultural values and norms, comparing them to those of Chinese speakers, and asking, for example: Which of my own values are non-negotiable, and which Chinese values do I feel I should validate and support?

  VCZHC057 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCARC154

  Initiate and sustain interactions with others by expressing and exchanging opinions on topics of interest, and maintain relationships through apologising, inviting or praising

  Elaborations

  • initiating conversations, including face-to-face and virtual conversations, by asking peers about personal interests, for example,

    هل تحب المأكولات العربية؟ ما هو طعامك المفضّل؟ أنا أيضاً أحب الوجبات السّريعة ؛ هل تريد أن تأتي معي إلى مطعم الوجبات السّريعة بعد المدرسة؟

    أمي طبّاخة ماهرة؛ تعال إلى بيتنا يوم السبت؛ هل تحب الذّهاب معنا إلى المنتزه/الحديقة؟

    أنا آسف؛ أمي لا تسمح لي. أعتذر ليس عندي وقت؛ سوف أسأل أبي. نعم؛ طبعاً؛ سوف أتّصل بأمّي أولاً.

    ممتاز!؛ هذا رائع!

  • developing and sustaining conversations with peers, including online or virtual conversations, on topics of interest, such as sport, games and music, for example,

    هل شاهدت أمس مباراة كرة القدم؟ برأيك من سيفوز بالكأس؟ من هو لاعبك المفضل؟ هل نزلت الّلعبة الالكترونية الجديدة إلى الأسواق ؟ إنها لعبة مسلّية. هل تُحبين الأغنية الجديدة ؟

  • exchanging information and opinions on a range of topics such as home, school, leisure and travelling, for example,

    هل تحب المنطقة التي تسكن فيها؟ لماذا؟ منطقتي جميلة وشارع بيتي هادىء؛ أبي يريد أن يشتري بيتاً جديداً وأنا لا أريد أن أترك بيتنا؛ أنا أحب بيتنا كثيراً؛ أريد ركوب الدّراجة ولكن ليس عندي خوذة. ما رأيك بلعبة كرة القدم؟ أنا أحب القراءة كثيراً؛ وأنت؟

  • expressing hopes and feelings, and describing personal plans for school holidays and the weekend, for example,

    في عطلة نهاية الأسبوع أحب أن أذهب إلى البحر لأن الطّقس سيكون حاراً؛ أتمنّى أن نسافر إلى كوينزلاند في العطلة المدرسية. أنا سعيد لأننا سوف نسافر في العطلة؛ في العطلة المدرسية سوف ألعب التنس كل يوم؛ يوم السبت القادم سأذهب إلى السينما مع إخوتي؛ يوم الأحد القادم سأذهب إلى السّوق مع أمي لأشتري حذاءً جديداً للرّياضة

  • using communication strategies such as apologising, inviting and praising when interacting in social situations, for example,

    عفواً؛ تفضل؛ أنت بنت ذّكية

  VCARC154 | Languages | Arabic | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising