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 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
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 (4) ACLFRU012
becoming familiar with the French alphabet, noticing similarities and differences to English, for example, double-v, i-grec, and the possible confusion between g and j
Elaboration (4) | ACLFRU012 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (4) ACLFRU013
recognising and using some prepositions in simple sentence structures, for example, elle est devant la maison, je suis sous la chaise
Elaboration (4) | ACLFRU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (4) ACLFRC019
asking and answering questions relating to concepts such as time, place or number, including days of the week, months and seasons, for example, Ça fait combien? Ça fait cinq; Quelle heure est-il? Il est dix heures; Aujourd’hui c’est vendredi? Non, c’est …
Elaboration (4) | ACLFRC019 | Content Descriptions | Years 3 and 4 | 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 (4) ACLFRC021
using appropriate language to ask for help or to attract attention, for example, Monsieur, s’il vous plaȋt! Je ne comprends pas
Elaboration (4) | ACLFRC021 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (4) ACLFRC027
creating bilingual texts for the classroom or school community (for example, posters, library displays or online newsletter items), and discussing how to represent meaning in different languages for different audiences
Elaboration (4) | ACLFRC027 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (4) ACLFRU031
understanding the function of verb moods, recognising and knowing how to use statements, simple questions and imperatives, for example, Tu peux commencer; je peux commencer? Commence!
Elaboration (4) | ACLFRU031 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (4) ACLFRU034
‘finding French’ at home or in the community to create a class collection or display, for example, French products, labels or words used in English language advertisements, shop signs, recipe books or menus
Elaboration (4) | ACLFRU034 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (4) ACLFRC037
apologising and expressing concern or sympathy to friends and family members, for example, Pardon, excuse-moi; je suis désolé; fais bien attention! mon pauvre ami…
Elaboration (4) | ACLFRC037 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (4) ACLFRC038
allocating roles and organising class or school activities such as an appeal or fundraiser, creating timelines, schedules or programs
Elaboration (4) | ACLFRC038 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (4) ACLFRC039
sharing ideas about the experience of learning and using French, comparing what they can and cannot do, for example, Je sais compter jusqu’à cent; je sais chanter 5 chansons; Tu aimes parler en français? c’est difficile! Je n’aime pas parler au téléphone. …
Elaboration (4) | ACLFRC039 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (4) ACLFRC040
working with simple informative texts such as advertisements, video clips or features in teen magazines to share impressions of the lifestyles of young French speakers in different contexts
Elaboration (4) | ACLFRC040 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (4) ACLFRC045
creating bilingual texts for younger readers based on models such as Oops et Ohlala, involving one English-speaking and one French-speaking character and incorporating instances of possible intercultural miscommunication
Elaboration (4) | ACLFRC045 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (4) ACLFRC047
considering whether learning and using French impacts on identity either in or out of the classroom
Elaboration (4) | ACLFRC047 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (4) ACLFRF048
applying phonic and grammatical knowledge to spelling and writing unfamiliar words, for example, letter combinations such as -eau, -eur or -ette, and words involving two or more distinct vowel sounds, such as la voiture, important, le pompier, l’aspirateur, …
Elaboration (4) | ACLFRF048 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (4) ACLFRF049
becoming familiar with and using with support le passé composé, for example, j’ai mangé trois biscuits, elle a dormi sous les étoiles
Elaboration (4) | ACLFRF049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (4) ACLFRC056
planning and running a class vide-grenier or marché aux puces, preparing labels and fliers, rehearsing language for negotiating, buying, swapping and bargaining (for example, Vente flash! un très bon prix, un prix cassé, bon marché, cher)
Elaboration (4) | ACLFRC056 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum