Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "classification of environmental resources and the forms that water takes as a resource" returned 12 result(s)
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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

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

ACLFRC045

Create own bilingual texts and learning resources such as displays, websites, newsletters or word banks[Key concepts: bilingualism, word borrowing, meaning; Key processes: identifying, classifying, selecting, explaining]

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

ACLFRC045 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRF053

Understand that there are different forms of spoken and written French used in different contexts within France and in other regions of the world[Key concepts: diversity, creoles, dialects, accents; Key processes: mapping, comparing, distinguishing]

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLFRF053 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (1) ACLFRF053

comparing forms of cultural expression in different French-speaking communities, such as forms of celebration, systems of schooling and concerns associated with young people in society, and comparing these with similar diversity in multicultural Aust …

Elaboration (1) | ACLFRF053 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration ACLFRC040

extracting points of information from sources such as websites, books and magazines on social and environmental issues such as le recyclage or la conservation de l’eau, and recording key phrases and vocabulary for use in group projects

sustainability

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

Elaboration ACLFRC041

creating a website for a contact group of French students, posting information on own interests and experiences (for example, les vacances, les amis, les sports, les médias), and using resources such as sound, visuals or graphics to highlight elements …

Elaboration | ACLFRC041 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLFRC046

reflecting on instances when interactions in French have felt awkward or difficult (for example, using polite or gendered forms of language), and explaining why this might be the case for speakers of Australian English

Elaboration (2) | ACLFRC046 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (6) ACLFRF049

using a range of nouns, including more unusual plural forms (for example, les bureaux, les choux-fleurs, mes grands-parents), more complex adjectives (for example, beau, belle, beaux, belles) and possessive forms (mon, ma, mes, ton, ta, tes…)

Elaboration (6) | ACLFRF049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (1) ACLFRF049

using all forms of the present tense of regular -er, -ir and -re verbs and of high-frequency irregular verbs such as avoir, être, aller and faire

Elaboration (1) | ACLFRF049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (1) ACLFRF051

understanding the importance of using appropriate forms of address when interacting with different people, for example, using tu when speaking with close friends, family members or other young people, and using vous for other adults

Elaboration (1) | ACLFRF051 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration ACLFRC046

observing interactions between French speakers and comparing them with interactions in similar Australian contexts, for example, students in a school cantine selecting une entrée, un plat principal et un dessert; and people interacting in the street, …

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

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