Elaboration ACLFRC063
creating glossaries for French-speaking friends to accompany Australian images or texts, explaining, for example, outback lifestyle, inner-city markets, abbreviations such as ‘barbie’ and ‘brekkie’
Elaboration | ACLFRC063 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (4) ACLFRC076
engaging in critical reading of texts such as product advice, news reports or travel brochures, considering questions such as intention and perspective, and rewriting key elements from a different perspective
Elaboration (4) | ACLFRC076 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRC094
listening for key points of information in short, spoken/recorded texts such as phone messages or announcements, and representing the information in note form to communicate to others
Elaboration (1) | ACLFRC094 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC096
listening to or viewing texts such as songs, raps or film and video clips, and noticing ideas and comparing aspects that may be similar or different across cultures
Elaboration (3) | ACLFRC096 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC097
composing and performing modified or simplified versions of familiar texts that feature repetitive and evocative language, for example, Page d’écriture, Prévert
Elaboration (3) | ACLFRC097 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRC099
creating bilingual texts for the school or local community (for example, posters, library displays or contributions to online forums), considering how to represent meaning for different audiences
Elaboration (1) | ACLFRC099 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC099
creating bilingual texts for specific audiences, for example, rhymes, stories or songs for younger learners of French, invitations to a class event, or posters for a performance
Elaboration (2) | ACLFRC099 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC099
using dictionaries and electronic translation tools to create bilingual texts such as menus, schedules or captions for photo montages, and making decisions in relation to language, audience and cultural perspectives
Elaboration (3) | ACLFRC099 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC116
analysing translations of familiar texts such as children’s stories or advertisements, considering the context in which they are produced and whether meaning is sometimes changed or lost in the process
Elaboration (2) | ACLFRC116 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) 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
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
ACLFRC062
Translate and interpret texts, compare own translation to classmates’, and consider why there might be differences in interpretation and how language reflects elements of culture[Key concepts: culture, equivalence, idiom; Key processes: translating, interpreting, …
Elaborations ScOT Terms
ACLFRC062 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRC063
Create bilingual texts such as glossaries, menus, captions or brochures, identifying words or expressions that carry specific cultural meaning in either language[Key concepts: language, culture, meaning; Key processes: selecting, identifying, explaining, …
Elaborations ScOT Terms
ACLFRC063 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRC094
Locate factual information from a range of texts and resources and use the information in new ways[Key concepts: concepts from learning areas such as health or environmental studies; Key processes: researching, reading/listening, ordering, classifyin …
Elaborations ScOT Terms
ACLFRC094 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
ACLFRC096
Engage with imaginative and creative texts such as stories, poems, songs or cartoons, comparing favourite elements, and discussing characters, events, themes and effects[Key concepts: imagination, creativity, character, expression; Key processes: participating, …
Elaborations ScOT Terms
ACLFRC096 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
ACLFRC097
Reinterpret or create own shared texts, experimenting with expressive and performance genres, and creating moods and effects suitable for different audiences[Key concepts: adaptation, mode, genre, performance; Key processes: interpreting, creating, experimenting, …
Elaborations ScOT Terms
ACLFRC097 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC004
making connections between information in written texts and images, for example, naming toys and games in toy catalogues such as Jouets pour les tout petits, selecting and listing items and prices
Elaboration (3) | ACLFRC004 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (4) ACLFRC004
identifying key points in a range of spoken, written or digital texts by actions such as miming and drawing, or onscreen pointing, clicking or dragging (for interactive programs such as Petit Pont)
Elaboration (4) | ACLFRC004 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRC022
listening to short spoken texts with some unfamiliar language, identifying points of information, for example, the name and number on a recorded phone message, the age of a child interviewed, some items on a recorded shopping list
Elaboration (1) | ACLFRC022 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC024
collecting and using favourite exclamations, words or expressions from different imaginative and expressive texts, for example, Terrrrible! Ça y est! Pas vrai!
Elaboration (2) | ACLFRC024 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum