VCKOU133 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture
VCLVC135 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Creating
VCLVC133 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Informing
VCLVU149 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Role of language and culture
VCLVU145 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Language variation and change
VCLVU142 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Systems of language
VCRAU013 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language
VCRAU017 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture
VCTRC008 | Languages | Turkish | F–10 Sequence | Foundation to Level 2 | Communicating | Translating
VCTRU017 | Languages | Turkish | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture
VCTRU016 | Languages | Turkish | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change
VCVIU117 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language
VCVIU122 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture
VCZHC121 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting
Students' familiarity with the spoken form of Turkish supports their introduction to the written form of the language. They become familiar with the Turkish alphabet and writing conventions, and are introduced to the sound–letter correspondence of the 21 consonants and eight vowels that...
Level description | Languages | Turkish | F–10 Sequence
By the end of Level 2, students interact with the teacher and peers to exchange information about themselves, their family and friends, for example, إسمي هاني؛ أنا ليلى؛ عمري ست سنوات؛ أمي سميرة؛ أبي خالد؛ عندي أخ وأخت؛ صديقي رامي؛ صديقتي رنا , and initiate interactions by asking and responding...
Level description | Languages | Arabic | F–10 Sequence | Foundation to Level 2
By the end of Level 2, students interact with teachers and each other to talk about themselves, their families, friends and immediate environment. They follow instructions to complete action-based activities such as signing games or transactional activities, using repeated constructions, gestures...
Level description | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2
By the end of Level 2, students interact with teachers and peers through action-related talk and play. They introduce themselves, exchange greetings and farewells, for example, Ich heiße … Auf Wiedersehen! and express likes and dislikes. When interacting, they use short formulaic...
Level description | Languages | German | F–10 Sequence | Foundation to Level 2
By the end of Level 2, students interact with the teacher and peers to exchange greetings and talk about themselves and their families, for example, नमस्ते, आप कैसे हैं?, मेरा नाम गीता है, आप का क्या नाम है? मेरे घर में चार लोग हैं। मेरा एक भाई है। मेरी एक बहन है। ये मेरे पिताजी हैं। ये बहुत अच्छे...
Level description | Languages | Hindi | F–10 Sequence | Foundation to Level 2
By the end of Level 2, students interact with the teacher and peers through play- and action-related language. They use formulaic expressions and appropriate gestures in everyday interactions such as exchanging greetings and farewells, for example, おはようございます、おはよう、こんにちは、さようなら、また、あした, thanking and...
Level description | Languages | Japanese | F–10 Sequence | Foundation to Level 2