Elaboration (11) ACLFRU085
understanding and using infinitive verb forms and phrasal verbs, such as avoir besoin de faire quelque chose, commencer à faire…
Elaboration (11) | ACLFRU085 | Content Descriptions | Years 9 and 10 | 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 (4) ACLFRU106
understanding that some languages are growing and adapting, while others (such as indigenous languages across the world) are endangered, disappearing or reviving, or blending with stronger languages
Elaboration (4) | ACLFRU106 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRU121
understanding additional negative forms such as ne…plus, ne…rien, ne…jamais, ne…que, ne…personne
Elaboration | ACLFRU121 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRU124
understanding that languages increasingly blend to create new forms and functions, for example by comparing traditional creole languages in English-speaking and francophone communities
Elaboration (3) | ACLFRU124 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
ACLFRC039
Use questions, statements and responses to participate in learning activities, to indicate understanding and to monitor learning[Key concepts: mindful learning, process, outcome; Key processes: discussing, planning, monitoring, reflecting]
Elaborations ScOT Terms
ACLFRC039 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRU012
understanding that intonation patterns create different meanings, as in the distinction between statements, questions and exclamations (Tu as six ans. Tu as six ans? Tu as six ans!)
Elaboration (2) | ACLFRU012 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRU015
understanding that language forms such as greetings vary according to the time of day or the occasion, for example, bonjour, bonsoir, bonne nuit, bonne année, bon anniversaire
Elaboration (2) | ACLFRU015 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRU015
understanding that language associated with particular interactions can vary in different cultural contexts, for example, the use of first names in Australian or American English compared to the use of titles and family names in French or Japanese
Elaboration (3) | ACLFRU015 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (4) ACLFRU031
understanding the function of verb moods, recognising and knowing how to use statements, simple questions and imperatives, for example, Tu peux commencer; je peux commencer? Commence!
Elaboration (4) | ACLFRU031 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRC039
indicating understanding or asking for help, using comments such as Oui, je comprends; non, je ne comprends pas; c’est trop compliqué! c’est quoi ça?
Elaboration | ACLFRC039 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRF048
understanding that the letter h is never pronounced and is referred to as a silent letter, for example, l’hôtel, l’herbe, heureux, habiter, le héros, la hache
Elaboration (1) | ACLFRF048 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
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) | ACLFRU067 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (4) ACLFRU085
using l’imparfait, understanding how to distinguish between a completed and a continuing action in the past, (for example, nous étions déjà au lit quand Papa a téléphoné)
Elaboration (4) | ACLFRU085 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (6) ACLFRU085
understanding and using in simple constructions le futur, le conditionnel and le plus-que- parfait tenses
Elaboration (6) | ACLFRU085 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (8) ACLFRU085
understanding the function of the reflexive pronoun and practising using the reflexive verb structure, (for example, je me suis levée à sept heures, je me suis entraȋnée…)
Elaboration (8) | ACLFRU085 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRU106
understanding that languages and cultures change continuously due to contact with each other and in response to new ideas and developments in communications and technology (la mondialisation)
Elaboration | ACLFRU106 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRU107
understanding that French serves different functions within France and in other regions of the world, including Australia, for example, as a langue nationale, officielle, de communauté, diplomatique and culturelle
Elaboration (1) | ACLFRU107 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRU121
understanding the function of comparative and superlative forms of adverbs and adjectives, for example, vite, plus vite, le plus vite; moins jolie, la moins jolie
Elaboration (1) | ACLFRU121 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) 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