VCHIC117 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating
VCTRC103 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising
VCTRC111 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating
VCESU031 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language
VCASFC115 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating
VCNRC103 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising
VCTRC075 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Communicating | Creating
VCASFU212 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language
VCELC018 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising
VCASFU086 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language
VCDEC179 | Languages | German | F–10 Sequence | Levels 9 and 10 | Communicating | Translating
VCLVC177 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Informing
Students are increasingly aware of differences between Auslan and English. They are expanding their knowledge of vocabulary and sentence construction. With support, they use constructed action to show participants in a text, modify indicating verbs for non-present referents with increasing accuracy...
Level description | Languages | Auslan | Second Language Learner | 7–10 Sequence
The focus of learning Italian shifts to expanding students range and control of the linguistic systems to develop the sophistication of language use. They learn to choose appropriate tenses, to identify and create mood, and to use cohesive devices to create extended texts. They continue to build...
Level description | Languages | Italian | F–10 Sequence
Students use appropriate pronunciation, rhythm and intonation in communication and interaction, and apply accurate spelling and punctuation in a range of written texts. They gain greater control of grammatical elements, such as word order, a range of tenses, conditional and subjunctive moods,...
Level description | Languages | Arabic | 7–10 Sequence
VCASFC204 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Creating
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
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
By the end of Year 10, students use spoken and written Chinese to initiate and sustain extended interactions with others in their social world and in the Chinese-speaking community, for example, 我的学校生活,澳大利亚的运动,我最喜欢的春节活动. They ask questions (for example, 你真的认为…吗?请想一想…) and adapt language...
Level description | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10
Students expand their knowledge and control of grammatical elements such as verb tenses (l’imparfait, le futur simple, le conditionnel) and emphatic, direct and indirect object pronouns. They extend their knowledge of text types and language functions. Task characteristics and conditions...
Level description | Languages | French | F–10 Sequence