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
Elaboration (2) ACLFRC010
using French versions of spontaneous exclamations or interactions, for example, Aïe! instead of ouch!, or ça va! plus hand gestures or facial expressions when responding to a greeting
Elaboration (2) | ACLFRC010 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC057
using simple and compound sentences to structure arguments and to explain or justify a position, for example, D’abord… et puis… en plus… finalement; ce qui est intéressant c’est que…; ce que je trouve…
Elaboration (2) | ACLFRC057 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRU122
interpreting, explaining and using textual conventions popular with young French speakers, for example, the use of contractions, abbreviations and acronyms in text messaging (bjr = bonjour; A+ = à plus; biz = bisous; 12C4 = un de ces quatre)
Elaboration (2) | ACLFRU122 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) 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
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 9 and 10
By the end of Year 10, students use written and spoken French to communicate with teachers, peers and others in a range of settings and for a range of purposes They use language to access and exchange information on a broad range of social, cultural and …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRU067
extending knowledge of negative constructions such as ne…plus, ne…rien, ne…jamais, ne…que..
Elaboration (3) | ACLFRU067 | Content Descriptions | Years 7 and 8 | Years F–10 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
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 (2) ACLFRC001
recognising and responding to simple questions on topics such as home, school or pets, using supporting intonation and gestures, for example, Qui est-ce? C’est Maman. Qu’est-ce que c’est? C’est la chaise. Où est…? Il est…C’est un chien? Mais non…C’est …
Elaboration (2) | ACLFRC001 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC002
participating in tasks involving exchanging, sorting and classifying objects and attributes such as shapes, colours and numbers, using simple question forms and affirmative/negative responses, for example, Tu as un 7? Oui, voilà. Et toi, tu as un 10? …
Elaboration (2) | ACLFRC002 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC003
asking for information or for a turn, for example, Madame … Qu’est-ce que c’est? Et moi?
Elaboration (2) | ACLFRC003 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC004
shared reading of texts such as Big Book stories about familiar events or contexts (for example, Les amis de la ferme or Raconte et Chante), using pictures, intonation and contextual clues to predict meaning and identify key characters and events
Elaboration (2) | ACLFRC004 | Content Descriptions | Foundation to Year 2 | Years F–10 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 (2) ACLFRC006
making simple evaluative statements about favourite characters in stories, rhymes or songs, for example, Il est magnifique! J’adore Minou! Elle est sympa!
Elaboration (2) | ACLFRC006 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC007
creating rhythms for difficult or complicated phrases or intonation patterns, such as Comment t’appelles-tu? Qu’est-ce que tu manges pour le petit déjeuner? Le chocolat chaud
Elaboration (2) | ACLFRC007 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC008
demonstrating and explaining hand gestures, intonation patterns or facial expressions that accompany language or stand alone, for example, shrugs or exclamations such as Bof! Mais non! Ouf! Oh là là!
Elaboration (2) | ACLFRC008 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC009
writing captions in French and in English for a photographic display to record a class event or experience such as sports day, school camp or pets day
Elaboration (2) | ACLFRC009 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC011
noticing their own use of words, expressions or behaviours that make them who they are, such as using words from different languages, ways of celebrating or talking that may not be familiar to other people
Elaboration (2) | ACLFRC011 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum