Students apply appropriate pronunciation of sounds and tones, as well as rhythm and intonation, to a range of spoken texts. They use vocabulary with more complex syllable combinations and become more fluent and accurate in both spoken and written language production. They gain greater control...
Level description | Languages | Vietnamese | 7–10 Sequence
VCAMUR004 | The Arts | Music | Level A | Respond and Interpret
VCASFU177 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language
VCAVAP003 | The Arts | Visual Arts | Level A | Present and Perform
VCAVAP015 | The Arts | Visual Arts | Level D | Present and Perform
VCCCTR026 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Reasoning
VCCCTR028 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Reasoning
VCGRCE006 | Languages | Classical Greek | Levels 7 and 8 | Engaging with texts | Translating
VCHPEP146 | Health and Physical Education | Levels 9 and 10 | Personal, Social and Community Health | Communicating and interacting for health and wellbeing
VCLAE006 | Languages | Latin | Levels 7 and 8 | Engaging with texts | Translating
VCMMG012 | Mathematics | Level A | Measurement and Geometry | Using units of measurement
VCSSU120 | Science | Levels 9 and 10 | Science Understanding | Biological sciences
By the end of Level 10, students exchange information, ideas and opinions on a broad range of social, environmental, educational and community issues. They summarise and justify points of view and use reflective language to respond to others’ opinions and perspectives, for example, RIGHT-YEAH,...
Level description | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10
Students extend and consolidate grammatical knowledge, including the use of compound sentences by using postpositions मैं पहले दिल्ली जाऊँगा और अपना काम पूरा करने के बाद कोलकता पहुँचूँगा। and a range of tenses to describe events and personal experiences, पिछले वर्ष जैसे हमने होली का त्योहार मन...
Level description | Languages | Hindi | F–10 Sequence
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 10, students use Japanese to share information, experiences and views related to their social worlds using rehearsed and spontaneous language. They use correct pronunciation, including that of borrowed words, and adopt appropriate rhythm and phrasing to allow for others’ use of
Level description | Languages | Japanese | F–10 Sequence | Levels 9 and 10
By the end of Level 4, students interact with teachers and peers in classroom routines, action-related talk and play. They use formulaic expressions when participating in classroom routines and collaborative activities, such as complimenting others (for example, El bolso de Susana es hermoso), reque...
Level description | Languages | Spanish | F–10 Sequence | Levels 3 and 4
Students extend their grammatical knowledge to a range of forms and functions that give them control of more complex elements of text construction and word formation. They analyse functions of affixation through the identification of adverbial, adjectival and noun phrases, for example, by recognising...
Level description | Languages | Turkish | F–10 Sequence
Students understand and use more elaborated grammatical structures, such as verb moods, auxiliary verbs and particles. They recognise and use different types of formal and informal honorific forms, such as Bey/Hanım, Amca/Teyze, Efendi, Ağa/Hanımağa, Sayın, Ağabey (Abi)/Abla, Hoca/Öğretmen...
Level description | Languages | Turkish | 7–10 Sequence
VCESC137 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting