Achievement Standard French Years 9 and 10

By the end of Year 10, students use written and spoken French to socialise with peers, teachers and other French speakers in local contexts and online environments. They communicate about immediate and personal interests and involvements (such as family, …

Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

ACLFRC097

Reinterpret or create own shared texts, experimenting with expressive and performance genres, and creating moods and effects suitable for different audiences[Key concepts: adaptation, mode, genre, performance; Key processes: interpreting, creating, experimenting, …

Elaborations ScOT Terms

ACLFRC097 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

ACLFRU104

Recognise and use features of common spoken, written and multimodal texts, and compare with features of similar texts in English[Key concepts: genre, mode, tenor, audience, language features; Key processes: noticing, analysing, comparing]

Elaborations ScOT Terms

ACLFRU104 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

ACLFRC113

Convey information on selected topics using different modes of presentation to suit different audiences[Key concepts: content, audience, mode; Key processes: selecting, designing, presenting]

Elaborations ScOT Terms

ACLFRC113 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration ACLFRC095

creating texts to share with a French-speaking audience such as a video or web page to capture and interpret aspects of their personal and social worlds, for example, ‘A day in our life in middle school’; les copains; mon quartier; le weekend

Elaboration | ACLFRC095 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration (1) ACLFRC099

creating bilingual texts for the school or local community (for example, posters, library displays or contributions to online forums), considering how to represent meaning for different audiences

Elaboration (1) | ACLFRC099 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLFRC099

creating bilingual texts for specific audiences, for example, rhymes, stories or songs for younger learners of French, invitations to a class event, or posters for a performance

Elaboration (2) | ACLFRC099 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration (3) ACLFRC099

using dictionaries and electronic translation tools to create bilingual texts such as menus, schedules or captions for photo montages, and making decisions in relation to language, audience and cultural perspectives

Elaboration (3) | ACLFRC099 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration ACLFRU104

identifying the purpose, intended audience and key language features of familiar texts such as road signs, instructions or postcards, for example, Grosses bises! Défense de fumer; stationnement interdit

Elaboration | ACLFRU104 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration ACLFRC113

presenting information in different formats for different audiences, such as potential consumers or voters, matching language and structure to context and content, for example, digital images and catchy by-lines in advertisements, persuasive language …

Elaboration | ACLFRC113 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum