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• Vietnamese - 7–10 Sequence: Levels 7 and 8 description

  Students recognise and use features of the Vietnamese sound and writing systems, including tones and tone markers, and apply appropriate pronunciation and spelling rules in spoken and written texts. They apply elements of Vietnamese grammar to the production of texts, such as appropriate word...

  Level description | Languages | Vietnamese | 7–10 Sequence

• VCITC096

  Socialise with peers and adults to exchange greetings, good wishes, factual information and opinions about self, family and friends, routines, shared events, leisure activities, interests, likes and dislikes

  Elaborations

  • greeting others, introducing themselves, expressing state of health and wellbeing, appreciation and good wishes, and leave-taking, using appropriate familiar or formal language, for example, Mi chiamo … e tu? Come ti chiami? Ho 12 anni. Sono Carla. Ciao Giorgio, come stai? (Sto) bene/male, e tu? Mi dispiace. Ci vediamo domani. A domani. Buongiorno, ArrivederLa. Come si chiama? Buongiorno professoressa, come sta?
  • describing and comparing friends and family, for example, using [subject + verb + adjective]: Il mio amico è simpatico
  • describing routines, events and leisure activities (for example, Ogni weekend vado al cinema … Mi piace/non mi piace + [infinitive verb]. Gioco a/pratico il), and comparing these to similar events for Italian peers

  VCITC096 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCITC058

  Initiate and maintain social interaction with peers and known adults by seeking and offering ideas, thoughts and feelings about people, events and experiences

  Elaborations

  • using appropriate forms of address to express and receive thanks and good wishes, and to apologise, for example, Tantissimi auguri. Cento di questi giorni. Grazie infinite. Mi dispiace, non posso/sono impegnato. Scusa se non vengo …
  • exchanging personal information such as routines and experiences, using essere, avere and other common verbs, including reflexive verbs (for example, Vengo da Sydney. Questo è mio fratello. Vesto leggero); and comparing their own experiences with those of others in different cultural contexts, for example, È più grande di me e studia economia
  • sharing views and creating spoken and written texts about favourite forms of entertainment, celebrities and significant figures, and expressing preferences, feelings and opinions, for example, Ogni weekend vado al cinema/al mare. Gioco a … Sono andato/ a … ho visto.. ho comprato … ho mangiato
  • recounting events, describing activities and personal experiences, for example, Dove sei andato/a? Con chi? Cosa hai fatto?; Mi sono divertito/a. Il cinema/teatro era interessante

  VCITC058 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCASFU069

  Explain the structure and organisation of particular types of texts, such as conversations or information reports, and identify language features used by signers to meet specific purposes and to create cohesion

  Elaborations

  • analysing linguistic structures and features associated with more dynamic texts, such as back-channels and hesitations used in casual conversations
  • applying knowledge of choices a signer can make in texts, for example by comparing two signers’ texts about the same topic and evaluating different language choices each made, such as when to tell and when to enact, or when to use DSs
  • analysing signers’ use of pausing in a description or information report
  • identifying all the ways a signer refers to the same referent throughout a text
  • identifying examples of ellipsis, such as dropping the participants in verbs
  • recognising that nouns that are being introduced are more frequently overt than when they are given already in a text
  • recognising signs that function as interjections or discourse markers

  VCASFU069 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCASFU192

  Identify different types of non-manual features and characteristics of signs, including iconicity, and explore the use of software to transcribe and annotate signed texts

  Elaborations

  • identifying, demonstrating and describing the various types of NMFs: movements of the eyebrows, eyes, nose, mouth, cheeks, shoulders and body, and describing their function
  • understanding that signs can be iconic in a number of ways, such as representing a whole object or part of an object
  • identifying signs with different levels of iconicity, for example, those that are fully transparent, translucent or arbitrary
  • recognising that signed languages involve more iconicity because they are visual not auditory, with most referents having visual features
  • identify and classify examples of spatial modifications of nouns and verbs in a video text using video annotation software, for example, ELAN
  • ‘reading’ and transcribing glossed texts, including interpreting the markings that show how a sign is modified in space, NMFs, DSs and examples of CA

  VCASFU192 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCESU015

  Understand that Spanish, like all languages, is used in different ways according to roles, relationships and social and cultural contexts

  Elaborations

  • noticing variations in language use based on the age, gender and social relationships of speakers and the context and purpose of interactions, for example, by selecting appropriate greetings and terms of address for people of different ages or status (Hola, ¿qué tal Diana? Buenas tardes, Señor Méndez, Diga, ¿quién llama?)
  • recognising that register shifts according to familiarity and social position, for example, using different pronouns and the corresponding verb endings in formal or informal interactions (¿Cómo se llama usted? ¿Cómo te llamas?)
  • observing that many Spanish speakers are multilingual and regularly shift between languages to achieve different purposes and to draw on additional communicative resources

  VCESU015 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCITC097

  Participate in individual or collective action, both orally and in writing, by making arrangements, inviting, planning, deciding and responding

  Elaborations

  • exchanging details about events, such as time, day, place, activity and participants, for example, Vieni a … con me? Sì/no. D’accordo. A che ora? Quando? Dove? Con chi? Che tempo fa?
  • negotiating and making arrangements for social or sporting events by using texts such as messages, emails, invitations and text messages, and using expressions of possibility, need and obligation [modal verb + infinitive] in set phrases, for example, Vuoi venire a … Non voglio venire …, Voglio/non voglio … Posso/non posso venire …, Forse sì/forse no

  VCITC097 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCJAU174

  Understand that katakana is used for loan words, and that these words must be pronounced within the combinations of available Japanese sounds

  Elaborations

  • accurately pronouncing all combinations of kana, including voiced and unvoiced elements, and all combined sounds (contractions and blends)
  • recognising that in the copula desu and the verb suffix masu, the ‘u’ is devoiced in normal speech
  • using available combinations of katakana to experiment with Japanese pronunciation of unfamiliar loan words, for example, ホワイトボード
  • understanding that some new combinations of sounds have been devised to allow for pronunciation of loan words, for example, ティ

  VCJAU174 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCLAE005

  Translate Latin texts into Standard English, by applying knowledge of vocabulary, accidence and syntax, and linguistic and cultural cues

  Elaborations

  • reading texts to gain a sense of holistic meaning, and identifying cues, such as text type, familiar vocabulary, grammar and cultural references
  • considering multiple meanings of vocabulary, for example, by using dictionaries and electronic translation tools, and making appropriate selections according to context, for example, petit; ago; de
  • using known vocabulary, in Latin or English, and context to deduce the meaning of unknown words, for example, clamor, exclamare; puer in cubiculo dormit (dormitory)
  • identifying meanings of words by recognising change of form, such as third declension nouns and irregular verbs, for example, nomen, nominis; est, sunt
  • identifying parts of speech and their function in context to determine meaning, for example, identifying which noun is the subject of the verb
  • identifying the specific function of inflected forms to determine meaning, for example, puella canem videt (subject + object + verb) or puella est laeta (subject + verb + complement)
  • applying knowledge of grammar to recognise in context the specific function of words which may have multiple applications, such as whether nomen or cives is subject or object
  • developing problem-solving skills to resolve perceived issues and anomalies encountered in the translation process, for example, confusion of genitive and nominative forms such as domini
  • exploring the effect of using the variety of English translations for tenses and making selections according to context, for example, clamat – ‘she is shouting’, ‘she shouts’, ‘she does shout’
  • selecting appropriate English meanings, identifying words and expressions that do not translate easily, for example, res; virgo; vir; consul spectaculum dat
  • discussing how words that refer to aspects of Roman culture should be translated, for example, servus (‘slave’ rather than ‘servant’)
  • determining appropriate word order in English to retain meaning and emphasis, for example, agricolam in agro taurus petit
  • translating Latin into idiomatic English, for example, by translating ego et tu as ‘you and I’
  • discussing and correcting or improving own translations to increase accuracy and reflect register, tone and relationships between characters
  • collaborating with peers to interpret meaning in texts and develop and edit joint translations, using a range of ICT
  • applying appropriate strategies to translate, independently, unseen Latin texts

  VCLAE005 | Languages | Latin | Levels 7 and 8 | Engaging with texts | Translating

• VCRAU099

  Recognise grammatical structures and features in a range of personal, informative and imaginative texts, and notice how these contribute to meaning

  Elaborations

  • analysing the key features of texts such as advertisements, stories, songs and conversations, and comparing these with texts in own language and culture
  • identifying how texts are constructed, such as textual features (for example, salutations in correspondence), grammatical structures (for example, time markers in narratives) and visual cues (for example, images in brochures)
  • comparing the grammar of the language and English, identifying similarities (for example, some sentence constructions) and differences (for example, word order and use of adjectives and verbs)
  • applying knowledge of grammatical rules and context when using dictionaries to support comprehension and creation of texts

  VCRAU099 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCASFU068

  Understand that utterances in Auslan can consist of a mix of gestural and signed components, and that non-manual features are often used to link clauses into equal or unequal relationships

  Elaborations

  • recognising the nature and function of word classes and understanding that the context of the sign is important and Auslan signs will not always have the same word class as an English word, for example, adjectives can act like verbs in Auslan, for example, PRO3 BIG
  • recognising that some verbs and nouns use the same sign but change the movement in a regular way making noun-verb pairs, such as SCISSORS versus CUT-WITH-SCISSORS
  • being able to describe various types of clauses and recognising that these often co-occur with particular NMFs, such as questions, topicalised sentences, negation or conditionals
  • analysing yes/no questions and wh- questions to identify how NMFs and particular lexical signs are used to make each type of question
  • recognising how NMFs can create emphasis or stress
  • recognising that clauses can be joined by conjunctions to make longer sentences and these conjunctions can be shown with separate signs, such as PLUS or THEN, or NMFs, for example by pausing between clauses
  • noticing with support, when signers are using composite utterances, that is, those that have elements of CA, DSs, points and DSs, and fully-lexical signs in the same utterance
  • identifying clauses that are linked equally and unequally, where one clause depends on another

  VCASFU068 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCLAE001

  Read, comprehend and discuss Latin texts, using vocabulary, grammar and textual cues, to explore the Roman world

  Elaborations

  • developing an initial sense of the structure and content of texts by inferring meaning from textual cues, for example, titles, headings, images or captions to images, maps
  • listening to simple sentences in Latin to infer meaning, using aural cues such as ecce; olim; cur; ubi; euge; eheu
  • determining the general sense of texts through initial holistic reading, by identifying familiar people, vocabulary, places or topics, and recognising modern editors’ use of punctuation to guide readers
  • analysing sentences, identifying and explaining the function of inflected forms, for example, puella canem vocat (subject + object + verb) or Aemilia est soror mea (subject + verb + complement)
  • identifying and discussing linguistic features in narratives, such as word order, use of the interrogative particle, striking word choice, for example, media in via; venitne; ululavit; iratissimus
  • interpreting and commenting on language choices, such as patterns and length of simple and compound sentences, use of direct speech or imagery, for example, the writer’s choice of a dramatic verb to make an action more vivid, as in in atrium volat rather than in atrium intrat
  • exploring social, contextual and cultural references embedded in texts, for example, patronus, cliens; civis; patria potestas; bulla; toga praetexta; mehercle!
  • interpreting stated and implied meanings in texts and supporting an opinion with evidence from the Latin, such as relationships between characters, for example, servi dominum timent; ancilla servum delectat

  VCLAE001 | Languages | Latin | Levels 7 and 8 | Engaging with texts | Accessing the Roman world through Latin texts

• VCGRCE005

  Translate Classical Greek texts into Standard English, by applying knowledge of vocabulary, accidence and syntax, and linguistic and cultural cues

  Elaborations

  • reading texts to gain a sense of holistic meaning, and identifying cues, such as text type, familiar vocabulary, grammar, and cultural references
  • considering multiple meanings of vocabulary, for example, by using dictionaries and electronic translation tools, and making appropriate selections according to context, for example, ἄριστος
  • using known vocabulary, in Classical Greek or English, and context to deduce the meaning of unknown words
  • identifying meanings of words by recognising change of form, such as irregular verb forms and third declension nouns, for example, φέρω/οἴσω, παῖς/παιδός
  • identifying parts of speech and their function in context to determine meaning, for example, identifying the verb in a sentence
  • identifying the specific function of inflected forms to determine meaning, for example, ὁ ναύκληρος καλεῖ τὸν ναύτην (subject + verb + direct object) or ὁ ἀνήρ ἐστι ποιητής (subject + verb + complement)
  • applying knowledge of grammar to recognise in context the specific function of words which may have multiple applications, such as subject or object, for example, τὸ δένδρον θάλλει. ὁ γεωργὸς κόπτει τὸ δένδρον
  • exploring the effect of using the variety of English translations for verb tenses, for example, ἰδών (‘having seen’, ‘after seeing’, ‘on seeing’, ‘seeing’)
  • selecting appropriate English meanings, identifying words and expressions that do not translate easily, for example, ἀγαθός, ἄριστος, καλός, ξένος, δεινός, πρὸς τῶν θεῶν
  • determining appropriate word order in English to retain meaning and emphasis, for example, κελεύει σε ὁ Ζεύς
  • translating Classical Greek into idiomatic English, for example, by translating ἔστι μοι δοῦλος, as ‘I have a slave’
  • discussing how words that refer to aspects of ancient Greek culture should be translated, for example, ὁ δῆμος (deme, people, citizen body), ὁ ἀνήρ (man, husband, hero), ξένος (stranger, guest, foreigner)
  • developing problem-solving skills to resolve perceived issues and anomalies encountered in the translation process, for example, confusion of second declension masculine nominative and third declension feminine genitive
  • discussing and correcting own translations to increase accuracy and better reflect register, tone and relationships between characters
  • collaborating with peers to interpret meaning in texts and develop and edit joint translations, using a range of ICT
  • translating, independently, unseen texts in Classical Greek into appropriate English

  VCGRCE005 | Languages | Classical Greek | Levels 7 and 8 | Engaging with texts | Translating

• VCLAU008

  Understand concepts of accidence and syntax used in simple and compound Latin sentences, including parts of speech, case, gender, number, person, declension and conjugation, agreement and tense, and conventions of sentence structure

  Elaborations

  • identifying parts of speech and their functions in texts, such as in statements, direct speech, commands and questions
  • exploring the concepts of number, gender, case and the metalanguage used to describe nouns
  • understanding noun inflections and their usage in first, second and third declensions:
    • case: nominative, vocative, accusative, genitive, dative, ablative, for example, amicus, amice, amicum, amici, amico, amico
    • number: villa, villae
    • gender: masculine dominus, feminine domina, neuter atrium, common canis, parens
  • recognising personal pronouns and pronominal adjectives, and identifying number, gender and case, for example, ego, tu, nos, vos; meus, tuus
  • recognising interrogative pronouns, for example, quis, quis, quid
  • recognising demonstrative pronouns, for example, hic, haec, hoc; ille, iste
  • identifying cardinal numbers unus to viginti and ordinal numbers primus to decimus
  • recognising prepositional phrases and the different forms of prepositions, for example, e villa, ex urbe
  • distinguishing between the meanings of prepositions when governing different cases, for example, in villam, in villa
  • exploring the concepts of verb number, person and tense, the metalanguage used to describe verbs
  • identifying endings of verbs in the four conjugations, and regular and irregular verbs in the present tense, active voice
  • identifying the use of the imperative, for example, tacete vos omnes
  • identifying first/second and third declension adjectives, for example, laeta/laetus; tristis
  • recognising agreement of adjectives and nouns in number, gender and case, for example, puella tristis, frater magnus, and how word order may differ from English
  • interpreting compound sentences using conjunctions, for example, canis intrat sed non latrat
  • recognising adverbs, for example, servus diligenter laborat
  • understanding conventions of word order in Latin sentences, such as subject + direct object + indirect object + verb, for example, puella librum fratri legit, and how those conventions can be used to anticipate the development of a sentence
  • developing strategies for building on prior knowledge and learning new grammar, for example, mnemonic devices, paradigms, drill exercises, online learning tools

  VCLAU008 | Languages | Latin | Levels 7 and 8 | Understanding | Systems of language

• VCGRCU008

  Understand concepts of accidence and syntax used in simple and compound sentences in Classical Greek, including parts of speech, case, gender, number, person, declension and conjugation, agreement and tense, mood, voice, participles and infinitives

  Elaborations

  • recognising that Greek verbs have variable endings that indicate person and number, for example, φέρω, φέρουσιν
  • conjugating -ω verbs in the present, future, imperfect and aorist tenses, active and middle, for example, λύω/λύομαι
  • conjugating contract verbs –εω, –αω in the present, future imperfect and aorist tenses, active and middle, for example, φιλῶ/φιλοῦμαι, τιμῶ/τιμῶμαι
  • using the imperative in the present and aorist tenses, active and middle, for example, σπεῦδε/σπεῦσον
  • using the infinitive and participles, active and middle, in the present, future and aorist tenses, for example, παύειν/παύων, παύσειν/παύσων, παῦσαι/παύσας
  • using the irregular verb ‘to be’ in the present, future and imperfect tenses, for example, εἰμἰ/ἔσομαι/ἦν
  • using the definite article to identify the number, gender and case of nouns, for example, αἱ ὁδοί, τούς δικαστάς
  • recognising that the definite article, nouns, pronouns and adjectives inflect to show number and case, for example, ὁ ἡμέτερος πατήρ, τὰ μικρὰ ἄροτρα
  • identifying the forms and functions of the nominative, vocative, accusative, genitive and dative cases of the definite article, nouns and pronouns, for example, τῶν πολιτῶν πολλοί (partitive genitive), τῇ ὑστεραίᾳ (dative of time when)
  • identifying the three declensions of nouns and adjectives, including variants:
    • first declension: ἡ κρήνη, ἡ οἰκία, ἡ θάλαττα, ὁ δεσπότης, ὁ νεανίας
    • second declension: ὁ ἀγρός, ἡ νῆσος, τὸ δένδρον
    • third declension: ὁ φύλαξ, τὸ ὂνομα, ὁ ἀνήρ, ἡ τριήρης, ἡ πόλις, ὁ βασιλεύς, τὸ τεῖχος
  • identifying forms of common irregular nouns, for example, ἠ ναῦς, ὀ βοῦς
  • identifying forms of common irregular adjectives, for example, μέγας/μεγάλη/μέγα, πολύς/πολλή/πολύ, πᾶς/πᾶσα/πᾶν
  • recognising agreement between adjectives and nouns in number, gender and case, for example, ἠ μακρὰ ὁδός, τοῦ ἀληθοῦς λόγου
  • recognising the comparative and superlative degrees of regular adjectives, for example, ἀνδρεῖος, ἀνδρειότερος, ἀνδρειότατος
  • identifying cardinal numbers εἷς/μία/ἕν to χίλοι/αι/α and μὐριοι/αι/α and ordinal numbers πρῶτος/η/ον to χιλιοστός, μυριοστός
  • identifying the forms and application of personal, interrogative, indefinite, demonstrative and relative pronouns, for example, ἐγώ/σύ, ἡμεῖς/ὑμεῖς, τίς/τί, τις/τι, οὗτος/αὕτη/τοῦτο, ὅς/ἥ/ὅ
  • distinguishing between prepositional phrases using the accusative, genitive and dative cases, for example, πρὸς τὴν πόλιν, πρὸς τῶν θεῶν, πρὸς τῇ νηί
  • forming positive, comparative and superlative adverbs from adjectives, for example, ἀληθῶς/ἀληθέστερον/ἀληθέστατα
  • analysing the functions of words in sentences from their inflected forms, such as subject + verb + complement, subject + verb + direct object, preposition + noun, for example, τὸ ἄνθος καλὸν ἐστίν. ὁ γεωργὸς τὸν κλῆρον σκάπτει. ὁ στρατὸς πορεύεται πρὸς τὰ τῆς πόλεως τείχη
  • recognising how word order may be different in Classical Greek, such as the use of the attributive and predicative position of the adjective to vary meaning, for example, ἡ καλὴ κόρη and καλὴ ἡ κόρη
  • recognising that adverbs, adverbial phrases and prepositional phrases can give important details about what is happening in a sentence, for example, νῦν, πρὸς τῇ θύρᾳ
  • learning strategies for building on prior knowledge and learning new grammar, for example, mnemonic devices, paradigms, drill exercises, online learning tools

  VCGRCU008 | Languages | Classical Greek | Levels 7 and 8 | Understanding | Systems of language

• VCJAU014

  Develop understanding of the systematic nature of grammatical structures and features of Japanese used to perform particular functions, such as describing people, objects and places, and indicating quantity

  Elaborations

  • developing metalanguage for communicating about language, using terms such as ‘noun’, ‘pronoun’, ‘verb’, ‘adjective’ and ‘conjunction’, and cross-referencing with knowledge of English-language syntax and parts of speech
  • understanding the rule that Japanese sentences end with a predicate and that there are three types of predicates, noun plus copula, adjective plus copula, and verb:
    • subject は noun　です。
    • subjectは adjective　です。
    • subject は　objectを　verb ます。
  • understanding that pronouns are used far less frequently in Japanese than in English
  • understanding and using a range of particles to perform different functions, for example:
    • は (subject, topic marker)
    • が (subject, topic marker: ～が好(す)きです、 ～がいます/あります)
    • を (object)
    • に (time, destination)
    • へ (direction)
    • で (transport)
    • の (possession)
    • と (and, with)
    • も (also)
  • understanding the role of sentence-ending particles such as かand ね
  • understanding that the word order of noun phrases is not important as long as they appear before the verb and are accompanied by correct particles
  • understanding how to use いand な adjectives in the present tense in basic sentences such as たのしい、 たのしくない、 ゆうめいな、 ゆうめいじゃない
  • understanding the rules of verb conjugation, for example, ～ます、 ～ましょう、 ～ました、 ～ません、 ～ませんでした
  • understanding different question words such as 何(なに), どこ、 何(なん)よう日(び)、 どんな、 いつ、 いくら、 だれ
  • describing locations of homes, people and things using basic structures such as noun は　place に　あります。 noun は　place に　います。
  • using a range of verbs related to daily activities, for example, 行(い)きます、 見(み)ます、 たべます、 かきます、 よみます、 ききます、 はなします、 します
  • understanding and responding to formulaic expressions that use て form, such as 見(み)て　ください。 トイレに　行(い)っても　いい　ですか 。
  • creating cohesion and flow using conjunctions, for example, そして、 それから、 でも
  • knowing how to count 一(いち)～千(せん)
  • using common counters and classifiers such as ～人、 ～さい、 ～がつ、 ～時(じ)
  • understanding the use of こそあどseries in concrete contexts, for example, これ、 それ、 あれ、 どれ
  • using basic time expressions such as days of the week and months, for example, まい日(にち)、 ときどき
  • building vocabulary that relates to familiar environments such as the classroom, family and personal world and that can be used for cross-curricular content learning
  • understanding the use of the prefixes お and ご before some words to indicate respect, for example,
    おなまえは？、ごかぞく　
  • understanding that the words for family members are different for one’s own family and for other people’s families, for example, お母(かあ)さん、母(はは)
  • identifying similarities and differences in Japanese and English grammatical rules relating to word order or the use of elements such as pronouns

  VCJAU014 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• Classical Greek: Levels 7 and 8 achievement standards

  By the end of Level 8, students use their knowledge of vocabulary, grammar and textual cues to identify and interpret information in Classical Greek texts, such as narratives, about the daily life and attitudes of the ancient Greeks. They interpret grammatical structures such as inflected forms...

  Level description | Languages | Classical Greek | Levels 7 and 8

• German - 7–10 Sequence: Levels 7 and 8 achievement standards

  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

• Spanish - F–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use written and spoken Spanish for classroom interactions, to carry out transactions and to exchange views and experiences with peers and others in a range of contexts. They use rehearsed and spontaneous language to give and follow instructions and engage in discussions...

  Level description | Languages | Spanish | F–10 Sequence | Levels 7 and 8

• Vietnamese - F–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use spoken and written Vietnamese to initiate and sustain interactions with peers, teachers, family members and other known adults, and to engage in transactions and exchange ideas and experiences. They ask and respond to open-ended questions such as Bạn nghĩ...

  Level description | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8