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Elaboration (2) ACLARC108

responding to imaginative Arabic texts such as stories, rhymes and songs through play-acting, illustrating and movement

Elaboration (3) ACLARC108

making simple statements in response to favourite characters in stories, rhymes, storyboards or songs, for example,أفضل الدب لأنه لطيف؛ أفضل السمكة الذهبية الجميلة

Elaboration (1) ACLARC109

performing songs, raps, rhymes and action stories using simple language and non-verbal forms of expression, such as clapping, gestures and facial expressions, to support meaning

Elaboration (1) ACLARU116

observing typical features of familiar Arabic texts, such as stories, nursery rhymes and signs, for example,ليلى والذئب؛ الارنب والسلحفاة؛ الخنازير الثلاثة؛ كان يا ما كان

Elaboration (1) ACLARC006

responding to imaginative texts such as stories, rhymes and songs through play-acting, or using illustrations, captions and movement, or miming favourite characters

Elaboration ACLFRC002

singing and adapting rhymes, action songs and raps (Tourne, tourne petit moulin), lullabies (Fais do-do) and counting songs (Un éléphant se balançait)

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

performing poems, rhymes or simple stories that include repeated phrases and rhythms to emphasise key points, for example, chanting ‘Au Loup!’ in Au Loup, or ‘Ça va pas, non!’ in Je veux pas aller à l’école

Elaboration (2) ACLFRC006

making simple evaluative statements about favourite characters in stories, rhymes or songs, for example, Il est magnifique! J’adore Minou! Elle est sympa!

Elaboration (3) ACLFRC006

re-creating stories, rhymes and songs through mime, dance, or drawings with simple written captions

Elaboration ACLFRC007

performing songs, rhymes and action stories using non-verbal forms of expression such as clapping, gestures and facial expressions to support the making of meaning

Elaboration (1) ACLFRU014

recognising that different types of text have different features (for example, rhythm and repetition in action songs and rhymes) and use different language, for example, formal or informal forms of address (Bonjour, Monsieur; Merci beaucoup, Madame; Salut, …

Elaboration (1) ACLFRC043

teaching younger children French versions of familiar nursery rhymes and songs with repetitive phrases and actions, for example, comptines such as A vous dirais-je Maman, La chanson de l’alphabet

Elaboration (3) ACLFRU087

comparing language and textual features used in texts to entertain different age groups, (for example, amusing rhymes for les tout petits, dessins d’humour for older children, and les blagues, l’humour noir and l’humour adolescent for older students)

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 ACLGEC104

participating in songs, rhymes and chants by singing and using actions, for example, Kopf, Schulter, Knie und Fuß; 1, 2, Polizei

Elaboration (1) ACLGEC106

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

Elaboration ACLGEC108

responding to imaginative print and digital texts, such as stories, rhymes or cartoons, by performing excerpts of texts or creating their own texts, using repetitive actions, gestures and words/sentences, and sequencing pictures from the text to reflect …

Elaboration (2) ACLGEC108

drawing their favourite character or scene from stories, rhymes, songs or cartoons such as Schnappi and attaching/writing a simple evaluative statement, for example, … ist fantastisch. Ich mag …

Elaboration (1) ACLGEU116

recognising that different types of texts have different features, for example, rhythm and repetition in action songs and rhymes

Curriculum Types

Curriculum Elements Types

General Capabilities