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Elaboration (3) ACHASSI034

posing questions using the stems, ‘How do I feel about …’, ’What would it be like to …’ and ‘What effect …’

Elaboration ACDSEH055

investigating the achievements of individuals (for example, Selim I in establishing the empire and capturing Jerusalem; or Suleiman the Magnificent in expanding the empire to Belgrade in Europe)

Elaboration (2) ACAMAM055

Considering viewpoints – elements, content: For example – What images will I keep or delete? Which image interests me and why?

Elaboration (1) ACAMAM056

Considering viewpoints – societies and cultures: For example – What images will I use to tell my traditional story?

Elaboration (4) ACAMAM058

Considering viewpoints – forms and elements: For example – What images will I use and in what order?

Elaboration (2) ACAMAM060

Considering viewpoints – societies and cultures: For example – What school event could I make an advertisement for?

Elaboration (2) ACAMAM073

Considering viewpoints – forms and elements: For example – What genres and styles can I edit together to create a new genre or style?

Elaboration (3) ACAMAM075

Considering viewpoints – forms and elements: For example – What genres and styles can I edit together to create a new genre or style?

Elaboration (4) ACAMAM076

Considering viewpoints – societies and cultures: For example – What social or cultural issue can I represent in my computer game?

understanding the French subject-verb-object structure (je mange la pomme; tu as le cahier) and the different patterns of adjective-noun order, with some adjectives coming before and some coming after the noun (le beau manteau, la grande école, le papillon …

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 (1) ACLFRC024

viewing excerpts from imaginative texts such as Ratatouille, listening for key words and phrases, picking up cultural cues, and choosing vocabulary to describe key characters, for example, Rémi: un rat, gastronome, chef, intélligent; Emil: un rat, le …

Elaboration ACLFRC026

identifying and comparing key words in French and English versions of favourite stories (for example, La chenille qui fait des trous and The Very Hungry Caterpillar; La vieille dame qui avala une mouche and The Old Woman Who Swallowed a Fly), and comparing …

Elaboration (1) ACLFRU031

observing the relationship between subject pronouns and verb endings, using je/tu/il/elle + present tense of verbs associated with familiar actions and environments, for example, il chante bien, je suis fatigué, tu aimes le yaourt, elle est en classe

Elaboration ACLFRU032

noticing and applying features of familiar types of texts such as greetings, requests, weather reports or recipes through activities such as ‘genre-swapping’; that is, transferring features associated with one genre to a different one, for example, greetings …

Elaboration (1) ACLFRU035

understanding that French has close connections to other languages which have shared histories and many similar words, for example, English, French, Italian and Spanish (‘the bank’, la banque, la banca, el banco; ‘art’, l’art, l’arte, el arte)

Elaboration ACLFRF050

describing key features of different types of text, for example, a shopping list serves as a reminder to self and consists of items and quantities (6 oranges, 500 g de beurre), whereas a shopping transaction involves interaction and negotiation and more …

Elaboration (1) ACLFRC060

transcribing short samples of action-related dialogue from texts designed to create suspense or excitement (for example, Tintin et l’étoile mysterieuse: allons-y! Ah non, c’est impossible! Personne? Ah magnifique!), and building them into their own performance …

Elaboration ACLFRU066

recognising the function and form of commonly used morphemes, suffixes and prefixes (for example, la camionette, désordre, désagréable, irrégulier, inacceptable, la danseuse), and collecting groups of words that share a common stem (for example, la bouche, …

Elaboration (1) ACLFRU066

recognising the impact of non-verbal elements of French expression such as hand gestures to replace words (for example, c’est nul, ça suffit!, quoi encore?), or sounds and facial expressions to reinforce spoken language (for example, oh là là! Aïe! T’as …

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