Elaboration (3) ACLFRC113

conveying information and ideas by aligning choice of language and text structure to topics and themes, for example, using emotive images and captions to highlight issues such as la faim or l’anti-discrimination, or rap rhythms and slogans to provoke …

Elaboration (3) | ACLFRC113 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration (3) ACLFRU120

understanding the function and patterns of use of liaisons and silent h forms in maintaining speech flow, for example, L’Hȏtel Splendide est situé au bord du lac; c’est en effet un hȏtel splendide!

Elaboration (3) | ACLFRU120 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration (4) ACLFRU121

using l’imparfait tense, understanding how to distinguish between a completed and a continuing action in the past (nous étions déjà au lit quand il est arrivé)

Elaboration (4) | ACLFRU121 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration (8) ACLFRU121

developing metalanguage to talk in French and English about word order, verb moods, tenses or agreements, for example, le passé composé, le verbe auxiliaire, les adjéctifs possessifs, l’accord du participe passé

Elaboration (8) | ACLFRU121 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLFRC005

using simple sentence structures, familiar vocabulary, concrete materials and supporting gestures to talk about self and the immediate environment, for example, Je suis à l’école; j’ai les yeux verts; voici ma chaise et voilà mon sac; j’ai un tracteur …

Elaboration (2) | ACLFRC005 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (1) ACLFRC006

performing poems, rhymes or simple stories that include repeated phrases and rhythms to emphasise key points, for example, chanting ‘Au Loup!’ in Au Loup, or ‘Ça va pas, non!’ in Je veux pas aller à l’école

Elaboration (1) | ACLFRC006 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLFRC037

comparing routines, interests and favourite activities, using language associated with time, sequence and location, for example, J’arrive à l’école à 8h 30; le samedi je fais du cheval; le soir, je fais les devoirs et je joue aux jeux vidéos

Elaboration (2) | ACLFRC037 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration ACLFRC045

creating parallel lists of informal French and English expressions for everyday interactions with friends and family, for example, à tout à l’heure! /‘ See you later’; génial/ ‘cool’; salut, ça va!/ ‘Good day!’; Amuse-toi bien/ ‘have fun’; bisous/ ‘l …

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

Elaboration (4) ACLFRF048

applying phonic and grammatical knowledge to spelling and writing unfamiliar words, for example, letter combinations such as -eau, -eur or -ette, and words involving two or more distinct vowel sounds, such as la voiture, important, le pompier, l’aspirateur, …

Elaboration (4) | ACLFRF048 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (1) ACLFRC055

using descriptive and expressive language to talk about aspects of school, home and social life, for example, Ma sœur m’ennuie parce que…; c’est bien/dûr d’être ado car…; ce que je déteste/j’adore, c’est la musique/l’informatique /les maths; s’il faut …

Elaboration (1) | ACLFRC055 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (1) ACLFRC056

organising action-oriented projects with a school or community focus, using print, visual and digital resources to raise awareness, communicate concern or present a position, for example, une campagne d’information et de sensibilisation around issues …

Elaboration (1) | ACLFRC056 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (1) ACLFRC060

transcribing short samples of action-related dialogue from texts designed to create suspense or excitement (for example, Tintin et l’étoile mysterieuse: allons-y! Ah non, c’est impossible! Personne? Ah magnifique!), and building them into their own performance …

Elaboration (1) | ACLFRC060 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (3) ACLFRC074

creating a collaborative communications project such as a daily news segment for a community television or radio station, building informations discourse and using appropriate terms to introduce, identify and summarise, for example, en directe de… notre …

Elaboration (3) | ACLFRC074 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration ACLFRU084

recognising ways in which written language is different to spoken language, such as being more crafted, precise, elaborated and complex, (for example, the use of interrelated clauses and support detail (Le Pays de Galles a remporté, samedi, le Tournoi …

Elaboration | ACLFRU084 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration ACLFRU086

analysing how writers of community texts such as advertisements, radio requests or online trading posts make decisions in relation to language, style and register in order to achieve their purpose and suit the context, (for example by using personal pronouns, …

Elaboration | ACLFRU086 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration ACLFRC098

translating short personal texts such as letters, emails or conversations, identifying words and phrases that can be translated literally (for example, la maison, le ciel, les enfants, Bonjour, mon ami) and those that need to be translated for meaning, …

Elaboration | ACLFRC098 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration (8) ACLFRU103

using the negative ne…pas in simple statements, questions and commands (je n’aime pas l’histoire, tu n’aimes pas le bifteck? ne recommence pas!), recognising substitution of the indefinite article with de in negative sentences (Non, je n’ai pas de frère. …

Elaboration (8) | ACLFRU103 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLFRC109

using descriptive and expressive language to exchange views on global issues such as les médias sociaux, l’avenir des jeunes and la pollution, building topic-specific vocabulary and rhetorical strategies such as emphasis and repetition, for example, Au …

Elaboration (2) | ACLFRC109 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLFRC019

exchanging information about self, family, friends or interests, building vocabulary, using simple statements and cohesive devices such as the conjunctions et, mais and ou, and experimenting with gestures (for example, shrugging, thumb/fingers gesture …

Elaboration (2) | ACLFRC019 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (1) ACLFRC046

exploring how children from French-speaking communities around the world use different words and expressions (for example, tchop for manger, chamboul for la chambre, n’damba for le football in Cameroun; le chum (tchomme) for le copain, and l’avant-midi …

Elaboration (1) | ACLFRC046 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum