Students participate orally in classroom routines and tasks. They respond to teacher-generated questions about texts. Students undertake word building and language exercises. They participate in shared reading and create texts using modelled language.
Students become increasingly aware that Indonesian...
Level description | Languages | Indonesian | F–10 Sequence
Students notice features of German communication such as the use of gestures, facial expressions and intonation patterns. They become familiar with the idea of grammatical gender and become familiar with how to use singular and plural forms. As they encounter German language and culture they make...
Level description | Languages | German | F–10 Sequence
VCASFU158 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language
VCTRU031 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language
VCASFU033 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language
VCELC122 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising
VCHIC021 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising
VCLVC154 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Socialising
VCLVU173 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Role of language building
Students participate orally in classroom routines and tasks, and share ideas about how the language works. They respond to teacher-generated questions about texts, participate in games and give brief presentations about topics such as family, pets, or a favourite game or object. Students follow...
Level description | Languages | Roman Alphabet Languages | F–10 Sequence
By the end of Level 4, students interact with the teacher and peers to exchange information about themselves and others, everyday routines and events at school and in their local Turkish and multilingual communities. They ask and respond to questions to elicit information about each other, for example,
Level description | Languages | Turkish | F–10 Sequence | Levels 3 and 4
VCESC129 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising
VCFRC021 | Languages | French | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising
VCITC023 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising
VCTRC020 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising
By the end of Level 4, students engage in classroom routines and structured interactions with teachers and peers. They reproduce a range of the sounds of the language. Students follow instructions, make requests and respond with actions. They respond to questions, often by using a simple phrase...
Level description | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4
Students recognise the predictable nature of pronunciation in Japanese and apply their knowledge of sound–letter associations to spell new words. They recognise and use elements of grammar including simple verb forms, adjectives, interrogatives and some particles to understand and create...
Level description | Languages | Japanese | F–10 Sequence
Students recognise and use intonation patterns to express different meanings. They apply their knowledge of sound–letter associations to spell new words. They recognise and use elements of grammar such as gender and singular/plural forms, simple verb forms, adjectives, adverbs, pronouns...
Level description | Languages | Spanish | F–10 Sequence
VCLVU170 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Language awareness
ك: كتب؛ يكتب؛ كتابك؛ ع: عين؛ معلم؛ م
VCARU131 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language