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
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 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 Students have prior experience of learning French and bring a range of capabilities, strategies and knowledge that can be applied to new learning. They are expanding the range and nature of their learning experiences and of …
Years 9 and 10 | Years 7–10 (Year 7 Entry) 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
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
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 Years 7 and 8
By the end of Year 8, students use French to interact with each other, teachers and online French-speaking contacts, to exchange information, opinions, experiences, thoughts and feelings about themselves, their families and friends. They initiate and …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
ACLFRC010
Notice how using French feels and sounds different to using own language(s) and involves behaviours as well as words[Key concepts: language, culture, difference; Key processes: noticing, considering, comparing]
Elaborations ScOT Terms
ACLFRC010 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRC021
Follow the teacher’s instructions and use simple questions, statements and gestures to support own learning, such as asking for help or permission or attracting attention[Key concepts: learning strategies, support; Key processes: requesting, clarifying, …
Elaborations ScOT Terms
ACLFRC021 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRU070
Reflect on changes in their own use of language(s) over time, noticing how and when new ways are adopted or existing ways adapted[Key concepts: change, influence, communication, identity; Key processes: observing, reflecting, explaining]
Elaborations ScOT Terms
ACLFRU070 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRC073
Discuss and compare young people’s interests, behaviours and values across cultural contexts, using formal and informal registers[Key concepts: perspectives, generation, change, cultural diversity; Key processes: exchanging, responding, discussing]
Elaborations ScOT Terms
ACLFRC073 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC043
adapting French children’s stories, songs or cartoons to suit particular audiences, for example, scripting, rehearsing and performing a puppet show version of Pirouette Cacahuète or children’s songs such as Ah les crocrocro…, Coucou, Petit Loulou
Elaboration (3) | ACLFRC043 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRU087
understanding the power of language to influence people’s actions and beliefs, for example by analysing language used in community appeals in response to natural disasters
Elaboration (2) | ACLFRU087 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC116
analysing translations of familiar texts such as children’s stories or advertisements, considering the context in which they are produced and whether meaning is sometimes changed or lost in the process
Elaboration (2) | ACLFRC116 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRC010
comparing aspects of Australian and French children’s lifestyles, such as ways of playing games, buying and eating food or interacting with family members, for example, school cantine meals, daily greetings in the family
Elaboration (1) | ACLFRC010 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRC021
requesting help or clarification, for example, Je ne comprends pas; répétez s’il vous plaȋt; j’ai une question…
Elaboration (1) | ACLFRC021 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (4) ACLFRC021
using appropriate language to ask for help or to attract attention, for example, Monsieur, s’il vous plaȋt! Je ne comprends pas
Elaboration (4) | ACLFRC021 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRC039
consulting each other when completing individual or group activities, for example, c’est juste? montre-moi; comme ça? comment ça s’écrit?
Elaboration (1) | ACLFRC039 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRU090
exploring the reciprocal element of intercultural communication, considering how own cultural ways of thinking and behaving affect attitudes and interactions and influence other people’s responses or interpretations
Elaboration (3) | ACLFRU090 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum