VCDEC106 | Languages | German | F–10 Sequence | Foundation to Level 2 | Communicating | Informing
VCDEU119 | Languages | German | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture
VCELC028 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting
VCELU153 | Languages | Modern Greek | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture
VCELU119 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture
VCFRU085 | Languages | French | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language
VCGRCU028 | Languages | Classical Greek | Levels 9 and 10 | Understanding | Role of language and culture
VCHIU015 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change
VCHIU054 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture
VCJAU159 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language
VCKOU127 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language
VC2M9SP01 | Mathematics | Mathematics Version 2.0 | Level 9 | Space
VC2M5SP03 | Mathematics | Mathematics Version 2.0 | Level 5 | Space
VCZHC233 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating
Languages can be identified differently, depending on if one is taking a community or linguistic perspective. The two views are complementary, allowing understanding of different aspects of language.
From a community perspective, a language is identified with a...
Overview material | Victorian Aboriginal Languages
By the end of Level 2, students interact with the teaching team, class visitors and each other to share information about themselves, their families, friends, routines, pastimes and experiences. They use fingerspelling or sign names as appropriate and lexical adjectives or size and shape specifiers...
Level description | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2
By the end of Level 8, students interact with the teaching team, class visitors and each other to share information about themselves, their families, friends, routines, pastimes and experiences. They refer to family members and classmates using fingerspelling or sign names as appropriate, and...
Level description | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8
By the end of Level 8, students use French to interact with each other, teachers and online French-speaking contacts, to exchange information, opinions, experiences, thoughts and feelings about themselves, their families and friends. They initiate and sustain conversation by using active-listening...
Level description | Languages | French | 7–10 Sequence | Levels 7 and 8
By the end of Level 8, students share information about their personal worlds, including personal details, family, friends, interests, likes, dislikes and preferences. They interact with others to carry out transactions, participate in class routines and socialise. They use modelled language and...
Level description | Languages | German | 7–10 Sequence | Levels 7 and 8
By the end of Level 8, students use Indonesian to interact and exchange ideas, experiences and interests with teachers, peers and others. They pronounce polysyllabic words such as mendengarkan, pekerjaan and menyiapkan, stressing the penultimate syllable with some accuracy. When interacting, they...
Level description | Languages | Indonesian | F–10 Sequence | Levels 7 and 8