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
VCHPEM122 | Health and Physical Education | Levels 5 and 6 | Movement and Physical Activity | Learning through movement
By the end of Level 6, students use familiar language and modelled sentence patterns to share information about aspects of their personal worlds, such as their family and friends, interests, everyday routines and activities. They interact appropriately with respected community members and community...
Level description | Languages | Victorian Aboriginal Languages | Levels 3 to 6
VCARC145 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Communicating | Translating
VCCCTQ023 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Questions and Possibilities
VCAVAP031 | The Arts | Visual Arts | Levels 5 and 6 | Present and Perform
VCELT327 | Curriculum content | English | Level 5 | Writing | Literature
VCITC048 | Languages | Italian | F–10 Sequence | Levels 5 and 6 | Communicating | Translating
VCJAC151 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Communicating | Creating
VCZHC150 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Creating
VCLVC156 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Informing
VCDTCD030 | Technologies | Digital Technologies | Levels 5 and 6 | Creating Digital Solutions
VCADAD030 | The Arts | Dance | Levels 5 and 6 | Dance Practices
VCADAE029 | The Arts | Dance | Levels 5 and 6 | Explore and Express Ideas
VCADRD030 | The Arts | Drama | Levels 5 and 6 | Drama Practices
إستمع للمعلمة؛ إحترم الجميع؛ إنتظر دورك؛ لا تأحذ شيئاً ليس لك؛ إذهب إلى الحمام في الفرصة؛ أكمل كل دروسك في الصف؛ لا تصرخ
كن مؤدباً؛ لطيفاً؛ هادئاً؛ عادلاً؛ ودوداً؛ كوني هادئة؛ لطيفة؛ صادقة
هذا الواجب صعب؛ الإمتحان طويل؛ ما عندي وقت؛ المعلمة لم تصحح إمتحان الإملاء بعد
أين أضع الصورة؟ أين أكتب الجملة التالية؟ ماذا تقصد؟ أقصد: ضع الصورة تحت الكتابة؛ أكتب الجملة بجانب الصورة
الأفضل أن نكبّر حجم العنوان؛ هذه الكتابة أفضل من الأخرى؛ أقترح أن نستعمل الألوان في الرسم
VCARC139 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising
VCASFC171 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Translating
VCASFC043 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Creating
VCAVAE029 | The Arts | Visual Arts | Levels 5 and 6 | Explore and Express Ideas
VCDEC143 | Languages | German | F–10 Sequence | Levels 5 and 6 | Communicating | Creating