Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "compare data with predictions and use as evidence in developing explanations" returned 77 result(s)
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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

Years 7 and 8 French

The nature of the learners These years represent a transition to secondary school. Students in this pathway are continuing to study French, bringing with them an established capability to interact in different situations, …

Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

Years 5 and 6 French

The nature of the learners At this level, students are widening their social networks, experiences and communication repertoires in both their first language and French. They continue to need guidance and participate in structured, collaborative tasks …

Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

Years 9 and 10 French

The nature of the learners At this level, students bring existing knowledge of French language and culture and a range of learning strategies to their learning. They are increasingly aware of the world beyond their own and are engaging with youth-related …

Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum

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

ACLFRC046

Compare ways of communicating in Australian and French-speaking contexts, and identify ways that culture influences language use[Key concepts: difference, language, culture; Key processes: noticing, reflecting, describing]

literacy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLFRC046 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

Achievement Standard French Years 5 and 6

By the end of Year 6, students use written and spoken French for classroom interactions and transactions, and to exchange personal ideas, experiences and feelings. They ask and answer questions in complete sentences in familiar contexts (For example, …

Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLFRU088

considering the development of le franglais in communities of French speakers (for example, la pharmacie du corner, faire du shopping), and developing awareness of some aspects of current debates and discussions around its use

Elaboration (2) | ACLFRU088 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum

Achievement Standard French Years 7 and 8

By the end of Year 8, students use written and spoken French to interact with teachers, peers and others and to exchange experiences, opinions and views. They use descriptive and expressive language to talk and write about immediate environments, personal …

Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

Achievement Standard French Years 9 and 10

By the end of Year 10, students use written and spoken French to communicate with teachers, peers and others in a range of settings and for a range of purposes They use language to access and exchange information on a broad range of social, cultural and …

Achievement Standard | Achievement Standards | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum

Achievement Standard French Years 3 and 4

By the end of Year 4, students interact with teachers and each other through classroom routines, action-related talk and play. They exchange greetings and wishes, respond to familiar instructions and to questions such as Qu’est-ce que c’est? …

Achievement Standard | Achievement Standards | Years 3 and 4 | 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

ACLFRC075

Compare and reflect on the experience of learning and using French[Key concepts: metalanguage, reflection, awareness; Key processes: expressing, reflecting, analysing]

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLFRC075 | Content Descriptions | Years 9 and 10 | 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

Elaboration (5) ACLFRU013

developing number knowledge for numbers 0–20 and ordinals (premier, deuxième)

Elaboration (5) | ACLFRU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (14) ACLFRU085

further developing a metalanguage to discuss and explain grammatical forms and functions, for example, ‘conditional tense’, ‘relative and emphatic pronouns’, ‘impersonal expressions’

Elaboration (14) | ACLFRU085 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRC038

Participate in guided tasks such as organising displays, developing projects or budgeting for events[Key concepts: task, collaboration, budget; Key processes: planning, organising, budgeting]

literacy numeracy information-communication critical-creative personal-social intercultural-understanding sustainability Elaborations ScOT Terms

ACLFRC038 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration ACLFRC076

selecting samples of spoken, written and digital texts that convey cultural as well as factual information (for example, regional news headlines, local community announcements, advertisements, notices in public spaces), and providing explanations and …

Elaboration | ACLFRC076 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRC040

Gather and compare information from a range of sources relating to social and cultural worlds[Key concepts; environment, communication, social behaviours; Key processes: researching, reading, listening, collating, evaluating]

literacy information-communication critical-creative personal-social intercultural-understanding sustainability Elaborations ScOT Terms

ACLFRC040 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRU032

Notice differences between simple spoken, written and multimodal French texts used in familiar contexts, and compare with similar texts in English.[Key concepts: mode, medium, language features; Key processes: noticing, comparing, describing, explain …

literacy critical-creative Elaborations ScOT Terms

ACLFRU032 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

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