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 ACLFRC004

recognising symbols, words and phrases of written French, for example, labels, titles and captions

Elaboration | ACLFRC004 | Content Descriptions | Foundation to Year 2 | 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) 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 (1) ACLFRC004

listening for key words in stories, rhymes or songs, using intonation and visual cues such as gestures and facial expressions to assist understanding

Elaboration (1) | ACLFRC004 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (3) ACLFRU012

developing pronunciation, phrasing and intonation skills by singing, reciting and repeating words and phrases in context

Elaboration (3) | ACLFRU012 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRC010

Notice how using French feels and sounds different to using own language(s) and involves behaviours as well as words[Key concepts: language, culture, difference; Key processes: noticing, considering, comparing]

Elaborations ScOT Terms

ACLFRC010 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRU012

Recognise and reproduce the sounds and rhythms of spoken French, noticing how they are produced and how they are represented in words and symbols [Key concepts: pitch, stress, intonation, letters, pronunciation; Key processes: listening, distinguishing, …

Elaborations ScOT Terms

ACLFRU012 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRU013

Understand some first elements of French grammar, such as simple verb and gender forms, definite articles, pronouns and prepositions[Key concepts: words, sentences, grammar, patterns, rules; Key processes: recognising, naming, selecting]

Elaborations ScOT Terms

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

Elaboration (1) ACLFRU016

recognising that languages borrow from each other, that many French words are used in English (for example, ‘croissant’, ‘menu’, ‘chauffeur’, ‘chef’, ‘ballet’) and many English words are used in French, for example, le week-end, le parking, le cowboy

Elaboration (1) | ACLFRU016 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRC007

Participate in shared performance and presentation of stories, songs or nursery rhymes, playing with sound patterns, rhyming words and non-verbal forms of expression[Key concepts: rhythm, expression, pronunciation; Key processes: chanting, miming, drawing, …

Elaborations ScOT Terms

ACLFRC007 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRC008

Translate simple French words, phrases and gestures for family and friends, noticing how they may have similar or different meanings in English or other known languages[Key concepts: language, vocabulary, meaning; Key processes: demonstrating, explaining, …

Elaborations ScOT Terms

ACLFRC008 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration ACLFRC008

recognising that every language has its own words, sounds and gestures to make meaning, and using French and/or English to name familiar objects and conduct simple conversations, translating when necessary to help others understand

Elaboration | ACLFRC008 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration ACLFRC009

collecting French and English words that are similar or identical and have the same meaning but are pronounced differently, for example, la police, la table, la routine, six

Elaboration | ACLFRC009 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (1) ACLFRC007

creating and presenting own Big Books, storyboards or digital texts based on imaginary scenarios in familiar contexts (for example, Petit Ours Brun fait un tour à notre classe), building on key words and phrases, and using punctuation to guide intonation …

Elaboration (1) | ACLFRC007 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (3) ACLFRC010

including some French words and expressions in English conversation when it feels appropriate (for example, bon…voilà, pardon, merci, attention!), noticing changes in behaviour, voice or body language when speaking French

Elaboration (3) | ACLFRC010 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (3) ACLFRU014

developing a language to talk about language and texts (metalanguage), and naming familiar types of text (story, poem, recipe, list) and talking about how they work, for example, using the story-starter Il était une fois…; rhyming and repeating words …

Elaboration (3) | ACLFRU014 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum