Search

Elaboration (2) ACLFRU067

understanding the form and function of reflexive verbs, for example, il se lève très tard, nous nous promenons chaque soir, je veux m’asseoir à côté de toi

Elaboration (2) ACLFRU068

analysing and using informal styles of communication associated with social media texts and texting, such as emoticons and abbreviated language, for example, le sigle MDR (mort de rire)

Elaboration (2) ACLFRU069

comparing elements of communication such as body language, use of personal space and silence in different cultural contexts and exchanges

comparing the experience of learning French and other languages, either in school or in community contexts, and considering how languages intersect or are used for different social functions within families and friendship groups

Elaboration (2) ACLFRU071

researching the extent and impact of French language networks, associations and activities in different Australian communities, (for example by creating a database or information wall, listing activities, events, exchanges and media organisations)

Elaboration (2) ACLFRU072

discussing how own cultural identities are reflected in home, school and social lives, including attitudes and behaviours, and considering how these might be interpreted and responded to by members of different communities

Elaboration (2) ACLFRC073

focusing on oral fluency and accuracy, exploring how rhythm, pitch and the use of connectives (for example, normalement…à vrai dire…) and gestures contribute to maintaining momentum and increasing confidence and engagement

Elaboration (2) ACLFRC074

organising real or simulated forums, protests or rallies to raise awareness of environmental, social or ethical issues, for example, les droits des animaux, le développement durable, les préjugés

Elaboration (2) ACLFRC075

using constructions such as il faut…, on doit…, on peut…, c’est impossible de… to generalise and summarise key aspects of learning to communicate in a new language and cultural context

Elaboration (2) ACLFRC076

analysing and summarising interviews with high-profile speakers, such as political leaders or sports personalities, and listing words or expressions that provide cultural or contextual information

Elaboration (2) ACLFRC077

designing texts pitched to specific age or interest groups, making and explaining choices in relation to vocabulary, structure, and visual and cultural elements, (for example, fashion advice for teens, tips for healthier living, local information for …

Elaboration (2) ACLFRC078

comparing lyrics, themes and styles of popular French- and English-language songs, and tracking similarities and differences in genres and modes of expression, for example by comparing winners of Australian Idol and Francouvertes or La Voix

Elaboration (2) ACLFRC079

creating performances or poems that reflect on significant French or Australian celebrations or historical events (for example, le 1er mai, National Sorry Day, le 11 novembre, Anzac Day)

Elaboration (2) ACLFRC080

experimenting with different resources to assist in translation, including monolingual and bilingual dictionaries, encyclopaedias, electronic dictionaries and translators, for example by comparing individual translations, back-translating, swapping useful …

Elaboration (2) ACLFRC081

exploring texts for terms associated with particular elements of French lifestyles (for example, la cuisine, la mode, les loisirs, la famille), noting differences between traditional and more contemporary texts and explaining these differences in relation …

Elaboration (2) ACLFRC082

comparing understandings of the relationship between language, culture and identity, using symbols, graphic representations, images and metaphors to represent how the relationship works

Elaboration (2) ACLFRC083

reflecting on own cultural identity in terms of family background, community relationships and contact with languages, (including contact with French and other languages and cultures), tracking changes over time or context

Elaboration (2) ACLFRU084

recognising and responding to challenges associated with clarity and pace in audio texts, (for example, station or airport announcements or recorded phone messages)

Elaboration (2) ACLFRU085

understanding the function of verb tenses to situate events in time (for example, ils vont partir demain matin, je suis allée au ciné hier soir) and to express intention or desire, (for example, je voudrais bien aller à Tunis avec toi!)

Elaboration (2) ACLFRU086

analysing cultural differences in genres such as cover letters for job applications or letters of complaint, noting protocols and conventions (for example, stating the purpose of a formal letter at the beginning: le recyclage proposé dans notre ville …

Curriculum Types

Curriculum Elements Types

Cross Curriculum Priorities