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Elaboration (2) ACLFRU069

comparing elements of communication such as body language, use of personal space and silence in different cultural contexts and exchanges

comparing challenges and achievements associated with learning French that can be thought of as cultural or intercultural, for example, learning to ‘read between the lines’ to identify cultural information in language; developing the capacity to look …

Elaboration (1) ACLFRC083

analysing how cultural norms impact on interpretations of French language texts and experiences, (for example, comparing own with others’ reactions to particular cultural texts, events or practices)

Elaboration ACLFRC005

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

Elaboration ACLFRF049

building a metalanguage to talk about grammar, using terms such as ‘tenses’ and ‘personal pronouns’, and identifying language elements and talking about how they are used

Elaboration ACLFRC076

selecting samples of spoken, written and digital texts that convey cultural as well as factual information (for example, regional news headlines, local community announcements, advertisements, notices in public spaces), and providing explanations and …

Elaboration ACLFRU016

understanding that languages and cultures change in response to new ideas and social and cultural developments (globalisation)

Elaboration (2) ACLFRC064

interacting with young French-speakers who are learning English, comparing views on cultural aspects of communication and discussing individual challenges and gains

Elaboration (3) ACLFRC083

composing a ‘cultural ID profile’ to exchange with French-speaking friends, making decisions about what points of information will be of most interest

Elaboration (1) ACLFRU090

considering how language both reflects and shapes cultural distinctions such as community, social class, gender and generation

Elaboration (3) ACLFRC046

planning a virtual or actual visit to a French school, and deciding on strategies for effective communication, for example, planning how to ‘read’ cultural information and to adjust own behaviour if required

Elaboration ACLFRC065

mapping their own linguistic and cultural profiles, for example by creating a chart/timeline/web profile to highlight formative elements such as family languages, key relationships and intercultural experiences

Elaboration (2) ACLFRC076

analysing and summarising interviews with high-profile speakers, such as political leaders or sports personalities, and listing words or expressions that provide cultural or contextual information

Elaboration (3) ACLFRC080

considering the nature of translation, with reference to different strategies such as decoding literal meaning (word for word), reading for meaning (sense for sense) and cultural reading (between the lines)

Elaboration (1) ACLFRC005

contributing to a class photo story, for example, writing and reading aloud captions to own photos (Je suis triste/content/fâché) and points of personal information (J’aime le chocolat; je suis petite; j’ai un chat noir)

Elaboration ACLFRC037

interacting via different modes of communication to exchange personal information and opinions, express views, agree or disagree, for example, Excuse-moi, Sophie, mais…à mon avis, je pense que…bien sûr…, d’accord…, au contraire…

Elaboration ACLFRC058

accessing, collating and analysing information on youth-related issues (for example, la musique, la télévision, les sports) from sources such as the internet, magazines and personal communications, and classifying findings into themes, for example, la …

Elaboration (2) ACLFRC065

identifying events, relationships and experiences that have contributed to building a personal and/or collective sense of identity, and explaining key influences, for example, le voyage, les concours, les amis, la famille, l’équipe

Elaboration (3) ACLFRC076

presenting commentaries collected from print, digital and personal sources of information on issues of relevance to young people (for example, la publicité, la santé des jeunes, les liens familiaux), and classifying according to viewpoints and perspe …

Elaboration (3) ACLFRU015

understanding that language associated with particular interactions can vary in different cultural contexts, for example, the use of first names in Australian or American English compared to the use of titles and family names in French or Japanese

Curriculum Types

Curriculum Elements Types

Cross Curriculum Priorities