Foundation to Year 2 French
The nature of the learners Children enter the early years of schooling with established communication skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate …
Foundation to Year 2 | 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
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
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
Elaboration (2) ACLFRC001
recognising and responding to simple questions on topics such as home, school or pets, using supporting intonation and gestures, for example, Qui est-ce? C’est Maman. Qu’est-ce que c’est? C’est la chaise. Où est…? Il est…C’est un chien? Mais non…C’est …
Elaboration (2) | ACLFRC001 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC002
participating in tasks involving exchanging, sorting and classifying objects and attributes such as shapes, colours and numbers, using simple question forms and affirmative/negative responses, for example, Tu as un 7? Oui, voilà. Et toi, tu as un 10? …
Elaboration (2) | ACLFRC002 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC003
asking for information or for a turn, for example, Madame … Qu’est-ce que c’est? Et moi?
Elaboration (2) | ACLFRC003 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC004
shared reading of texts such as Big Book stories about familiar events or contexts (for example, Les amis de la ferme or Raconte et Chante), using pictures, intonation and contextual clues to predict meaning and identify key characters and events
Elaboration (2) | ACLFRC004 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC005
using simple sentence structures, familiar vocabulary, concrete materials and supporting gestures to talk about self and the immediate environment, for example, Je suis à l’école; j’ai les yeux verts; voici ma chaise et voilà mon sac; j’ai un tracteur …
Elaboration (2) | ACLFRC005 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC006
making simple evaluative statements about favourite characters in stories, rhymes or songs, for example, Il est magnifique! J’adore Minou! Elle est sympa!
Elaboration (2) | ACLFRC006 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC007
creating rhythms for difficult or complicated phrases or intonation patterns, such as Comment t’appelles-tu? Qu’est-ce que tu manges pour le petit déjeuner? Le chocolat chaud
Elaboration (2) | ACLFRC007 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC008
demonstrating and explaining hand gestures, intonation patterns or facial expressions that accompany language or stand alone, for example, shrugs or exclamations such as Bof! Mais non! Ouf! Oh là là!
Elaboration (2) | ACLFRC008 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC009
writing captions in French and in English for a photographic display to record a class event or experience such as sports day, school camp or pets day
Elaboration (2) | ACLFRC009 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC010
using French versions of spontaneous exclamations or interactions, for example, Aïe! instead of ouch!, or ça va! plus hand gestures or facial expressions when responding to a greeting
Elaboration (2) | ACLFRC010 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC011
noticing their own use of words, expressions or behaviours that make them who they are, such as using words from different languages, ways of celebrating or talking that may not be familiar to other people
Elaboration (2) | ACLFRC011 | Content Descriptions | Foundation to Year 2 | 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) ACLFRU013
becoming aware of grammatical gender, noticing and using masculine or feminine forms of nouns and adjectives, for example, le chien, la maison, le petit garçon, la petite fille, le copain, la copine
Elaboration (2) | ACLFRU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRU014
comparing similar texts in French and English such as counting games or street signs, identifying elements in the French texts which look or sound different
Elaboration (2) | ACLFRU014 | 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 (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