By the end of Level 6, students use Auslan to interact with people for a range of different purposes. They use descriptive and expressive language to share and compare experiences, ideas and opinions, such as THEATRE GOOD, LONG -really, LONG-really. They participate in class discussions and show...
Level description | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6
By the end of Level 6, students discuss aspects of their daily lives, social activities and school experience and respond to each other’s comments. They describe relationships and characteristics of people and objects and express feelings and preferences, for example, POSS1 FRIEND CHANGE...
Level description | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6
Students are expanding their knowledge of vocabulary and sentence construction. With support, they use constructed action to show participants in a narrative, modify indicating verbs for non-present referents with increasing accuracy across a text, and use more complex entity depicting signs....
Level description | Languages | Auslan | Second Language Learner | F–10 Sequence
By the end of Level 6, students use spoken and written Chinese to initiate and maintain interactions. They describe and give information about themselves and their preferences, their environment, experiences and interests, for example, 我很喜欢唱歌。我的学校很漂亮。我觉得澳大利亚是很好的国家. They use simple questions (for example,
Level description | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6
Students engage with oral language by active listening, observing interactions between speakers in everyday contexts, and using the spoken language in a range of forms. They speak with attention to the sounds and tones of words, using formulaic language and applying their knowledge of familiar...
Level description | Languages | Chinese | Second Language Learner | F–10 Sequence
By the end of Level 6, students use written and spoken German for classroom interactions, to carry out transactions, and to share ideas and opinions, relate experiences and express feelings. They use complete sentences in familiar contexts to ask questions such as, Bist du fertig? Was machst du...
Level description | Languages | German | F–10 Sequence | Levels 5 and 6
Students increase their range of German vocabulary, pronunciation, and grammar and textual knowledge. They use present tense forms of regular and irregular verbs, including some modal verbs and common separable verbs, and use plural forms of nouns and possessive adjectives. They add detail and...
Level description | Languages | German | F–10 Sequence
By the end of Level 6, students use spoken and written Hindi to exchange personal information and experiences, to give opinions and express feelings. When interacting with others, they use expressive and descriptive language, for example, नमस्ते आप कैसे हैं, मैं ठीक हूँ। मेरी माँ मुझे बहुत प्य...
Level description | Languages | Hindi | F–10 Sequence | Levels 5 and 6
By the end of Level 6, students use formulaic and modelled language in classroom interactions to carry out transactions and to share or convey information about daily routines, activities and events, using time expressions such as まい日、ときどき. They ask and respond to questions in familiar contexts...
Level description | Languages | Japanese | F–10 Sequence | Levels 5 and 6
By the end of Level 6, students engage in classroom interactions to carry out collaborative tasks, to exchange information and to express feelings and ideas related to specific contexts, personal interests and daily routines at home and school. They ask and answer questions with appropriate intonation...
Level description | Languages | Korean | F–10 Sequence | Levels 5 and 6
Students expand their knowledge of Korean vocabulary, grammar and honorific elements. They are aware of some patterns of sound changes at syllable boundaries such as 연음법칙, 비음화 and 구개음화 in familiar words and expressions. They express past tense and use some verb phrases in complex structures as...
Level description | Languages | Korean | F–10 Sequence
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
Students use an increasing range of vocabulary, become more confident in terms of pronunciation and continue to build grammatical and textual knowledge. They apply phonic knowledge to unfamiliar language and notice the relationship between accents and stress or intonation. They use present, past...
Level description | Languages | Spanish | F–10 Sequence
By the end of Level 6, students use spoken and written Turkish to interact by sharing ideas and experiences, for example, 23 Nisan Ulusal Egemenlik ve Çocuk Bayramında ben şiir okudum. Ramazan Bayramında dedem bana harçlık verdi. When interacting, they show interest and respect for...
Level description | Languages | Turkish | F–10 Sequence | Levels 5 and 6
مكان الولادة؛ التربية العائلية؛ عدد أفراد العائلة؛ العادات والتقاليد التي تربى عليها؛ خبرات الطفولة في المدرسة والبيت؛ تأثير الأصدقاء؛ المفاهيم الإجتماعية السائدة؛ المفردات التي تستخدم في البيت؛ في الشارع وفي المدرسة
VCARC147 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting
سندباد رجل شجاع؛ علي بابا حرامي ظريف؛ لا أحب قصة علاء الدين والمصباح السحري؛ القصة مملة وغير معقولة؛ القصة فيها خرافات كثيرة؛ قصة المصباح السحري مثيرة لكنها غير واقعية
شخصية الولد في الفيلم مثل شخصيتي؛ هو يحب اللعب وأنا كذلك؛ لقد سافر وهو صغير وأنا أيضاً اتيت إلى أستراليا وأنا صغير؛ البنت في الكارتون تحب الثياب الملونة مثلي ولكنها مشاغبة وأنا هادئة وأسمع كلام أمي
اللّاعب الأول أقوى من اللّاعب الثاني؛ هذه اللعبة أصعب من اللعبة الأخرى؛ أفضل شخصية في القصة هي صديقة عبير لأنها أكثر واحدة تحب سناء وتساعدها؛ أحب شخصية عندي هي سمير لأنّه مضحك
VCARC142 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Communicating | Creating
ولدت في العراق وأتيت إلى أستراليا وعمري خمس سنوات؛ أنا مولود في أستراليا وعيد ميلادي في شهر مارس؛ ولدت في شهر أيلول؛ أحتفل بعيد ميلادي في ديسمبر؛ عيد زواج أبي وأمي في شهر آب
الرياضة ضرورية للصحة؛ المأكولات السريعة وأضرارها؛ الألعاب الإلكترونية وعدم الإختلاط بالعائلة؛ السمنة والكسل
VCARC141 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Communicating | Informing
VCARC146 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting
إنها أمي تتصل على المحمول مرة ثانية! سعاد، ماذا تريدين الآن؟
VCARU151 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change
VCASFC047 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Identity