Elaboration (1) ACLFRC006

performing poems, rhymes or simple stories that include repeated phrases and rhythms to emphasise key points, for example, chanting ‘Au Loup!’ in Au Loup, or ‘Ça va pas, non!’ in Je veux pas aller à l’école

Elaboration (1) | ACLFRC006 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (1) ACLFRU013

noticing and using definite and indefinite articles in singular or plural forms (for example, la fille, le concert, les croissants; un chapeau, une chaise, des amis), including the l’ form for nouns beginning with a vowel or letter h, for example, l’hiver, …

Elaboration (1) | ACLFRU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (5) ACLFRU013

developing number knowledge for numbers 0–20 and ordinals (premier, deuxième)

Elaboration (5) | ACLFRU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (6) ACLFRU013

responding to and using simple imperative verb forms, for example, viens ici! écoutez bien!

Elaboration (6) | ACLFRU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration ACLFRC020

making simple recipes such as crêpes or croques monsieur, using imperative verb forms (ajoutez, mélangez, versez, servez) and vocabulary for ingredients and quantities (la farine, le beurre, le lait, 100 grammes, un verre de...)

Elaboration | ACLFRC020 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration ACLFRC024

interacting with characters in stories, songs or cartoons such as Samsam or Titou, for example, by writing invitations, paying simple compliments (Viens chez moi! J’adore ton chapeau!) or preparing questions for an interview (Tu as quel ȃge? Est-ce que …

Elaboration | ACLFRC024 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (3) ACLFRU030

understanding that some letters blend to make single sounds (such as -ille, -eau or qu-), that some final consonants in French words are usually silent (for example, le rat, le tapis, vert, chez) and some are usually pronounced (for example, chic, ac …

Elaboration (3) | ACLFRU030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLFRU033

understanding how changes in voice and body language can change the meaning of words, for example, Tu aimes les devoirs? (simple question) versus Tu aimes les devoirs? (expressing surprise, disbelief); C’est mon petit frère (statement) versus C’est mon …

Elaboration (2) | ACLFRU033 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration ACLFRU036

identifying cultural symbols such as art forms, flags, national dishes or sporting emblems associated with different francophone countries and regions (for example, le tricolore in France, le Fleurdelisé in Québec, le Kanak in la Nouvelle Calédonie), …

Elaboration | ACLFRU036 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (3) ACLFRU067

extending knowledge of negative constructions such as ne…plus, ne…rien, ne…jamais, ne…que..

Elaboration (3) | ACLFRU067 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (4) ACLFRU067

using le passé composé and le futur proche

Elaboration (4) | ACLFRU067 | Content Descriptions | Years 7 and 8 | 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 ACLFRU087

recognising the diversity of spoken forms of French from region to region (for example, les accents du Midi, l’accent parisien, toulousain, picard) and from country to country (le Québecois, La Réunion), considering concepts such as la norme, la diversité, …

Elaboration | ACLFRU087 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (1) ACLFRU103

using definite and indefinite articles (le, la, l’, les; un, une, des)

Elaboration (1) | ACLFRU103 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration (8) ACLFRU103

using the negative ne…pas in simple statements, questions and commands (je n’aime pas l’histoire, tu n’aimes pas le bifteck? ne recommence pas!), recognising substitution of the indefinite article with de in negative sentences (Non, je n’ai pas de frère. …

Elaboration (8) | ACLFRU103 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration (9) ACLFRU103

understanding three ways of forming a question: a simple declarative sentence with rising intonation (tu as un animal chez toi?), inverting the verb form (as-tu un animal chez toi?), and using est-ce que before a declarative sentence (est-ce que tu as …

Elaboration (9) | ACLFRU103 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration (6) ACLFRU121

understanding the function of impersonal expressions such as il faut, on peut, on doit…

Elaboration (6) | ACLFRU121 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

ACLFRU035

Know that French is an important global language used by communities in many countries around the world and that it has connections with several other languages[Key concepts: global language, culture, identity, communication; Key processes: collecting …

Elaborations ScOT Terms

ACLFRU035 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

Achievement Standard French Years 7 and 8

By the end of Year 8, students use French to interact with each other, teachers and online French-speaking contacts, to exchange information, opinions, experiences, thoughts and feelings about themselves, their families and friends. They initiate and …

Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Achievement Standard French Foundation to Year 2

By the end of Year 2, students interact with teachers and each other through action-related talk and play. They exchange greetings such as Bonjour! Comment ça va? Très bien, merci and respond to question cues with single words or set phrases …

Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum