Elaboration (3) ACLFRC100
observing interactions between French speakers in different contexts, noticing and recording elements that reflect cultural attitudes or behaviours, for example, language associated with politeness or emotion (je vous en prie, je suis désolé)
Elaboration (3) | ACLFRC100 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC101
sharing personal reactions and feelings when using French, using prompts such as: Am I the same ‘me’ when speaking French? Does my identity change? How do I feel when…?
Elaboration (3) | ACLFRC101 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRU102
using the French alphabet for spelling out names or expressions, noticing similarities and differences to English and using correct terminology for accents (accent aigu, accent cédille, accent circonflexe)
Elaboration (3) | ACLFRU102 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRU103
understanding and using the three main conjugations for present tense regular verbs -er, -ir and -re, and the irregular present tense conjugations of the verbs être, avoir, aller and faire
Elaboration (3) | ACLFRU103 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRU104
building understanding of text features through activities such as ‘genre substitution’; that is, transferring typical features from one genre to a different one, for example, a greeting that sounds like an announcement (Attention, Madame, comment-allez …
Elaboration (3) | ACLFRU104 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRU106
collecting French words used in English (for example, le restaurant, le menu, le chauffeur, le ballet, la pirouette), and comparing how they are pronounced by French or English speakers
Elaboration (3) | ACLFRU106 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRU107
comparing diversity in accents, dialects and vocabulary in French-speaking communities with similar diversity in the use of English within and beyond Australia
Elaboration (3) | ACLFRU107 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRU108
creating a gift pack of symbols and expressions to introduce French students to Australian languages and cultures, and explaining the reasons for particular choices
Elaboration (3) | ACLFRU108 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC110
designing action-oriented projects such as websites, posters or presentations which include images and expressions that invite concern or support for social or environmental issues, for example, les SDF, le commerce équitable, le développement durabl …
Elaboration (3) | ACLFRC110 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC111
surveying or interviewing peers to report on shared progress, challenges and achievements, for example, je sais compter/écrire/communiquer en français; j’ai un bon accent; je parle assez couramment; j’aime bien les gestes ; je trouve meilleur...
Elaboration (3) | ACLFRC111 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC112
listening to, reading or viewing excerpts from interviews with public figures such as politicians, sports stars, musicians or actors, noting how vocabulary, phrases or gestures are used to emphasise or clarify key points of information
Elaboration (3) | ACLFRC112 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC114
reviewing examples of French humour across different times and contexts (for example, le mime, les blagues, les comiques, les dessins animés), and considering similar changes in Australian expressions of humour according to era and context
Elaboration (3) | ACLFRC114 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC115
creating characters and contexts for simple unscripted interactions, such as explorers on an expedition or participants in a television reality show, providing sample descriptors and language, for example, courageux, dynamique, plein d’initative: du courage! …
Elaboration (3) | ACLFRC115 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC116
finding examples of expressions in Australian English that do not translate easily into French (for example, ‘mad as a cut snake’, ‘the bush’, ‘a formal’, ‘schoolies’), explaining reasons for the lack of equivalence, why this may be the case and referencing …
Elaboration (3) | ACLFRC116 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC117
creating a shared website with a group of French-speaking students, and posting news items, comments and questions in both French and English
Elaboration (3) | ACLFRC117 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC118
exploring the process of ‘decentring’ from own linguistic and cultural standpoint and considering how ways of behaving and communicating might be perceived by people from different backgrounds
Elaboration (3) | ACLFRC118 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC119
reflecting on the experience of learning and using French, considering how it might add a further dimension to own sense of identity
Elaboration (3) | ACLFRC119 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRU121
understanding the function and use of relative pronouns (qui, que), emphatic pronouns (eux, elle), and direct and indirect object pronouns (la, lui, nous, leur)
Elaboration (3) | ACLFRU121 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRU123
recognising how diversity of expression and language forms reflects the diversity of individual and community perspectives and experiences
Elaboration (3) | ACLFRU123 | 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