Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "four resources model" returned 23 result(s)
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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 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) ACLFRC020

creating own instructional or procedural tasks such as making a model or designing treasure hunts, for example, Où se cache le trésor?

Elaboration (1) | ACLFRC020 | Content Descriptions | Years 3 and 4 | 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 3 and 4 French

The nature of the learners At this level, children are developing awareness of their social worlds and of their memberships of various groups including of the French class. They are developing literacy capabilities in English, such as writing in the …

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

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

Elaboration ACLFRC038

designing and completing collaborative projects such as building a model of the place du marché in a French village or designing an environmentally friendly cour de récréation, and composing spoken, written or digital instructions and specifications, …

sustainability

Elaboration | ACLFRC038 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration ACLFRC005

labelling or naming classroom items and resources or personal possessions, for example, la table, la chaise, l’ordinateur, la carte

Elaboration | ACLFRC005 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (1) ACLFRC059

classifying information obtained from different print and electronic resources in a shared database of categories, themes and genres, showing relationships between ideas, topics and key language

Elaboration (1) | ACLFRC059 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (7) ACLFRU067

continuing to build a metalanguage to describe grammatical concepts and to organise learning resources, for example, verb charts, vocabulary lists and groups of pronouns, adverbs and adjectives

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

ACLFRC045

Create own bilingual texts and learning resources such as displays, websites, newsletters or word banks[Key concepts: bilingualism, word borrowing, meaning; Key processes: identifying, classifying, selecting, explaining]

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLFRC045 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRU068

Analyse the structure and organisation of a range of texts created for purposes such as information exchange or social interaction[Key concepts: tenor, lexical and rhetorical resources; Key processes: experimenting, reflecting, comparing]

literacy information-communication critical-creative personal-social Elaborations ScOT Terms

ACLFRU068 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRC074

Engage in shared activities such as planning and managing events, exchanging resources and information[Key concepts: communication, collaboration, information exchange; Key processes: calculating, predicting, planning]

literacy information-communication critical-creative personal-social ethical-understanding intercultural-understanding sustainability Elaborations ScOT Terms

ACLFRC074 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLFRC062

using and evaluating translation resources such as electronic translators and print and digital dictionaries, including monolingual French dictionaries, using prompt questions such as: Does this represent the exact meaning? What other ways could this …

Elaboration (2) | ACLFRC062 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration ACLFRC064

noticing cultural cues that suggest differences in traditions, ideas or values when interacting with French speakers or resources, for example, ways of expressing feelings, or politeness protocols associated with social events

Elaboration | ACLFRC064 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLFRC080

experimenting with different resources to assist in translation, including monolingual and bilingual dictionaries, encyclopaedias, electronic dictionaries and translators, for example by comparing individual translations, back-translating, swapping useful …

Elaboration (2) | ACLFRC080 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (4) ACLFRC020

swapping or borrowing from each other’s language resources such as word lists to complete shared learning tasks, for example, building an action wall or making adjective-snake-sentences (le chien est: petit, noir, fatigué, triste; Maman est: grande, mince, …

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

Elaboration ACLFRC023

using simple descriptive language and supporting resources to introduce family members and friends, identifying relationships (c’est mon cousin/ma sœur/ma grand-mère/mon copain) and cultural backgrounds (il est chinois/espagnol/australien)

Elaboration | ACLFRC023 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLFRC023

presenting information on events or topics of possible interest to French children of their own age (for example, les fêtes d’anniversaire, les vacances or les copains), using multimodal resources and realia support and building vocabulary to describe …

Elaboration (2) | ACLFRC023 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (1) ACLFRU032

recognising how different textual elements combine to make meaning (for example, the images, font and script of a web page; the layout, title and illustrations in a picture book; the highlighting of names, dates and times on an invitation), and copying …

Elaboration (1) | ACLFRU032 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

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