Elaboration (2) ACLFRC074
organising real or simulated forums, protests or rallies to raise awareness of environmental, social or ethical issues, for example, les droits des animaux, le développement durable, les préjugés
Elaboration (2) | ACLFRC074 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Years 7 and 8 French
The nature of the learners These years represent a transition to secondary school. Students in this pathway are continuing to study French, bringing with them an established capability to interact in different situations, …
Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum
Years 9 and 10 French
The nature of the learners At this level, students bring existing knowledge of French language and culture and a range of learning strategies to their learning. They are increasingly aware of the world beyond their own and are engaging with youth-related …
Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Years 5 and 6 French
The nature of the learners At this level, students are widening their social networks, experiences and communication repertoires in both their first language and French. They continue to need guidance and participate in structured, collaborative tasks …
Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRC004
listening for key words in stories, rhymes or songs, using intonation and visual cues such as gestures and facial expressions to assist understanding
Elaboration (1) | ACLFRC004 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRU016
understanding that languages and cultures change in response to new ideas and social and cultural developments (globalisation)
Elaboration | ACLFRU016 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRU016
understanding that some languages are continuously growing while others, such as many Indigenous languages throughout the world, are endangered or being revived
Elaboration (2) | ACLFRU016 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (9) ACLFRU085
understanding the function and use of relative pronouns such as qui, que, dont
Elaboration (9) | ACLFRU085 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRU017
understanding that the world contains many different languages spoken by many different communities of speakers and that most people in the world speak more than one language
Elaboration | ACLFRU017 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (9) ACLFRF049
using exclamations to indicate agreement, disagreement, intention or understanding, for example, D’accord! Mais non! bien sûr; voilà!
Elaboration (9) | ACLFRF049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (11) ACLFRU085
understanding and using infinitive verb forms and phrasal verbs, such as avoir besoin de faire quelque chose, commencer à faire…
Elaboration (11) | ACLFRU085 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRU087
understanding the power of language to influence people’s actions and beliefs, for example by analysing language used in community appeals in response to natural disasters
Elaboration (2) | ACLFRU087 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRC039
Use questions, statements and responses to participate in learning activities, to indicate understanding and to monitor learning[Key concepts: mindful learning, process, outcome; Key processes: discussing, planning, monitoring, reflecting]
Elaborations ScOT Terms
ACLFRC039 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRU012
understanding that intonation patterns create different meanings, as in the distinction between statements, questions and exclamations (Tu as six ans. Tu as six ans? Tu as six ans!)
Elaboration (2) | ACLFRU012 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRU015
understanding that language forms such as greetings vary according to the time of day or the occasion, for example, bonjour, bonsoir, bonne nuit, bonne année, bon anniversaire
Elaboration (2) | ACLFRU015 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRU015
understanding that language associated with particular interactions can vary in different cultural contexts, for example, the use of first names in Australian or American English compared to the use of titles and family names in French or Japanese
Elaboration (3) | ACLFRU015 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (4) ACLFRU031
understanding the function of verb moods, recognising and knowing how to use statements, simple questions and imperatives, for example, Tu peux commencer; je peux commencer? Commence!
Elaboration (4) | ACLFRU031 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRC039
indicating understanding or asking for help, using comments such as Oui, je comprends; non, je ne comprends pas; c’est trop compliqué! c’est quoi ça?
Elaboration | ACLFRC039 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRF048
understanding that the letter h is never pronounced and is referred to as a silent letter, for example, l’hôtel, l’herbe, heureux, habiter, le héros, la hache
Elaboration (1) | ACLFRF048 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRF052
understanding that French, like all languages, is constantly expanding to include new words and expressions in response to changing technologies, digital media and intercultural experiences, for example, skyper, googliser, le courriel, photophoner
Elaboration (1) | ACLFRF052 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum