ACLFRU013
Understand some first elements of French grammar, such as simple verb and gender forms, definite articles, pronouns and prepositions[Key concepts: words, sentences, grammar, patterns, rules; Key processes: recognising, naming, selecting]
Elaborations ScOT Terms
ACLFRU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRU014
Understand that language is organised as ‘texts’, which take different forms and use different structures and features to achieve their purposes[Key concepts: genre, text, meaning; Key processes: noticing, applying]
Elaborations ScOT Terms
ACLFRU014 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRU015
Understand that French speakers use language differently in different situations, such as in playground games, at home with the family or in the classroom[Key concepts: language as social practice, language conventions; Key processes: noticing, compa …
Elaborations ScOT Terms
ACLFRU015 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRU016
Understand that all languages continuously change through contact with each other and through changes in society[Key concepts: language, change, word borrowing; Key processes: noticing, comparing, listing]
Elaborations ScOT Terms
ACLFRU016 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRU017
Recognise that Australia is a multilingual society with speakers of many different languages, including French[Key concepts: multilingualism, culture, community; Key processes: discussing, observing, mapping]
Elaborations ScOT Terms
ACLFRU017 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRU018
Understand that people use language in ways that reflect their culture, such as where and how they live and what is important to them[Key concepts: language, culture, meaning; Key processes: noticing, asking questions, reflecting, explaining]
Elaborations ScOT Terms
ACLFRU018 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRC019
Participate in routine exchanges such as asking each other how they are, offering wishes and sharing information about aspects of their personal worlds[Key concepts: communication, politeness, friendship; Key processes: interacting, listening, questioning, …
Elaborations ScOT Terms
ACLFRC019 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRC020
Make statements, ask questions and collaborate in shared tasks such as science experiments, cooking or craft activities, building collections or swapping items[Key concepts: collaboration, creativity, discovery; Key processes: contributing, collecting, …
Elaborations ScOT Terms
ACLFRC020 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRC021
Follow the teacher’s instructions and use simple questions, statements and gestures to support own learning, such as asking for help or permission or attracting attention[Key concepts: learning strategies, support; Key processes: requesting, clarifying, …
Elaborations ScOT Terms
ACLFRC021 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRC022
Locate specific points of information in different types of texts relating to social and natural worlds[Key concepts: community, family, friends, environment; Key processes: focused reading, information selection and organisation]
Elaborations ScOT Terms
ACLFRC022 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRC023
Present factual information about self, others, and home and school life, using graphic support such as photos, maps or charts[Key concepts: home, school, information; Key processes: selecting, presenting, comparing]
Elaborations ScOT Terms
ACLFRC023 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRC024
Participate in interactive stories and performances, acting out responses, identifying favourite elements, and making simple statements about characters or themes[Key concepts: response, action, expression; Key processes: participating, imagining, in …
Elaborations ScOT Terms
ACLFRC024 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRC025
Create short imaginative texts that allow for exploration and enjoyment of language[Key concepts: fantasy, imagination; Key processes: experimenting, playing, creating, performing]
Elaborations ScOT Terms
ACLFRC025 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRC026
Translate high-frequency words and expressions in simple texts such as captions, story titles or recurring lines in a story, noticing which ones are difficult to interpret[Key concepts: translation, meaning, culture; Key processes: noticing, explaining, …
Elaborations ScOT Terms
ACLFRC026 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRC027
Create bilingual versions of texts such as picture dictionaries, action games or captions for images[Key concepts: translation, meaning; Key processes: selecting, code-mixing, explaining]
Elaborations ScOT Terms
ACLFRC027 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRC028
Notice what looks or feels similar or different to own language and culture when interacting in French[Key concepts: communication, difference, respect; Key processes: noticing, comparing, reflecting]
Elaborations ScOT Terms
ACLFRC028 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRC029
Explore their own sense of identity, including elements such as family, friends and interests, and ways of using language with different people[Key concepts: identity, friends, groups; Key processes: noticing, describing, identifying]
Elaborations ScOT Terms
ACLFRC029 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRU030
Experiment with the pronunciation of vowel sounds, letter combinations and intonation patterns, and recognise and write high-frequency words and expressions in familiar contexts[Key concepts: pronunciation, accent, spelling, writing; Key processes: alphabetic …
Elaborations ScOT Terms
ACLFRU030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRU031
Notice and apply elements of French grammar such as word order, gender and singular/plural forms, adverbs, pronouns and prepositions in simple spoken and written texts[Key concepts: sentence, gender, number; Key processes: recognising, applying, nami …
Elaborations ScOT Terms
ACLFRU031 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRU032
Notice differences between simple spoken, written and multimodal French texts used in familiar contexts, and compare with similar texts in English.[Key concepts: mode, medium, language features; Key processes: noticing, comparing, describing, explain …
Elaborations ScOT Terms
ACLFRU032 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum