أفضل من...؛ الأفضل...؛ الأحسن...
أفضل ان نشتري هذه اللعبة لأنها حديثة؛ لا أتفق معكم على الذهاب إلى السينما في المساء؛ ماذا لو نذهب في عطلة نهاية الأسبوع؟ في المساء تكون السينما مزدحمة أما أثناء النهار فتكون هادئة. سأتصل بك في عطلة نهاية الأسبوع؛ هذا أفضل من أيام الأسبوع.
هل تحب أن نذهب إلى البولينغ يوم السبت؟ أبي سوف يوصلني إلى هناك الساعة العاشرة صباحا؛ هناك نلتقي؛ نلتقي بعد المدرسة؛ حفل عيد ميلاد قيس يوم الأحد. سآتي لآخذك معي إلى بيته. الحفلة ستبدأ الساعة السادسة
شكراً جزيلاً على الدعوة؛ سأحضر الحفلة. آسف لا أقدر أن آتي إلى السينما لأن أمي لا تسمح. أنا مدعوة لحفل زواج ابن عمتي ولا أقدر أن أتي معكم إلى البولينغ
كيف أذهب إلى محطة القطار؟ أين البنك؟ أرجوك أرشدني إلى المكتبة
VCARC019 | Languages | Arabic | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising
VCHHK159 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The modern world and Australia | The globalising world
VCKOC181 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting
VC2M10AA10 | Mathematics | Mathematics Version 2.0 | Level 10A | Algebra
By the end of Level 10, students use Auslan to build relationships and to initiate, sustain and extend interactions with teachers, peers and contacts in the wider community. They engage in debate and discuss aspirations and social issues, explaining and justifying positions and elaborating opinions...
Level description | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10
History is organised by two strands: Historical Concepts and Skills and Historical Knowledge.
Historical Concepts and Skills are fundamental to the discipline of history and provide a structure for the development of historical understanding.
Sub-strands |
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Chronology |
Historical... |
Overview material | History
By the end of Level 10, students sustain extended exchanges with others (for example, 那个,你知道的,就是,还有) and use Chinese to participate in shared activities, for example, 我为什么学汉语,澳大利亚的多元文化,年轻人的兴趣,网络的好与坏, 你难道不觉得…如果…就…吗?你的意思是说…,如果是这样的话… They apply knowledge of rhythm...
Level description | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10
In Levels 9 and 10, students consider how the Australian economy is performing and the importance of its interactions and relationships with the Asia region and the global economy in achieving growth and prosperity. This includes the significance of trading relationships in supporting prosperous...
Level description | The Humanities | Economics and Business
By the end of Level 6, students use the spoken and written language being studied to exchange personal information, describe feelings and express preferences. When participating in collaborative activities, transactions and classroom routines, they ask and respond to questions, plan collaboratively...
Level description | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6
VCASFC041 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Informing
VCASFC061 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Creating
VCDEC175 | Languages | German | F–10 Sequence | Levels 9 and 10 | Communicating | Informing
VCDEC104 | Languages | German | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising
VCDEC002 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising
VCDTDS013 | Technologies | Digital Technologies | Foundation to Level 2 | Digital Systems
VCELC018 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising
VCESC137 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting
VCFRC045 | Languages | French | F–10 Sequence | Levels 5 and 6 | Communicating | Translating
VCFRC078 | Languages | French | F–10 Sequence | Levels 9 and 10 | Communicating | Creating
VCIDC019 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising