ACLFRC026

Translate high-frequency words and expressions in simple texts such as captions, story titles or recurring lines in a story, noticing which ones are difficult to interpret[Key concepts: translation, meaning, culture; Key processes: noticing, explaining, …

Elaborations ScOT Terms

ACLFRC026 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRU031

Notice and apply elements of French grammar such as word order, gender and singular/plural forms, adverbs, pronouns and prepositions in simple spoken and written texts[Key concepts: sentence, gender, number; Key processes: recognising, applying, nami …

Elaborations ScOT Terms

ACLFRU031 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRU032

Notice differences between simple spoken, written and multimodal French texts used in familiar contexts, and compare with similar texts in English.[Key concepts: mode, medium, language features; Key processes: noticing, comparing, describing, explain …

Elaborations ScOT Terms

ACLFRU032 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRF049

Develop knowledge of grammatical elements such as tenses, and combine them with an increasing range of nouns, adjectives and adverbs to construct simple statements, questions and exclamations[Key concepts: grammatical rules, patterns, exceptions; Key …

Elaborations ScOT Terms

ACLFRF049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (3) ACLFRC006

re-creating stories, rhymes and songs through mime, dance, or drawings with simple written captions

Elaboration (3) | ACLFRC006 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (6) ACLFRU013

responding to and using simple imperative verb forms, for example, viens ici! écoutez bien!

Elaboration (6) | ACLFRU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (4) ACLFRC040

working with simple informative texts such as advertisements, video clips or features in teen magazines to share impressions of the lifestyles of young French speakers in different contexts

Elaboration (4) | ACLFRC040 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLFRC061

creating simple texts such as picture books, bedtime stories or cartoons for younger children, selecting appropriate language, rhythms and images to enrich the visual or listening experience

Elaboration (2) | ACLFRC061 | Content Descriptions | Years 7 and 8 | 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 ACLFRC008

recognising that every language has its own words, sounds and gestures to make meaning, and using French and/or English to name familiar objects and conduct simple conversations, translating when necessary to help others understand

Elaboration | ACLFRC008 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (3) ACLFRC009

making own bilingual picture dictionaries with captions, stickers and simple descriptions to explain culture-specific terms such as la bise, le goûter or la rentrée

Elaboration (3) | ACLFRC009 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (4) ACLFRU013

recognising and using some prepositions in simple sentence structures, for example, elle est devant la maison, je suis sous la chaise

Elaboration (4) | ACLFRU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLFRC027

creating captions for images in simple bilingual storybooks modelled on texts such as Oops and Ohlala (A la plage, Vive l’école!)

Elaboration (2) | ACLFRC027 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLFRU031

expressing negation in simple sentence structures and colloquial expressions, for example, je ne sais pas; elle ne mange pas; tu ne viens pas? Pas du tout!

Elaboration (2) | ACLFRU031 | Content Descriptions | Years 3 and 4 | 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 (6) ACLFRU031

using some adverbs to elaborate on simple verb statements, for example, elle mange lentement, je chante doucement, il parle très vite

Elaboration (6) | ACLFRU031 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLFRU032

analysing features of simple spoken and written texts in French, such as a verbal greeting or a written postcard (noting, for example, the sequencing of the message, terms of address and ways of signing off), and comparing with similar texts in Engli …

Elaboration (2) | ACLFRU032 | Content Descriptions | Years 3 and 4 | 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 (1) ACLFRC001

using simple descriptive or expressive statements to describe themselves and to express likes, preferences or feelings, for example, moi, j’ai cinq ans; je suis australien; j’aime le sport; moi, je préfère la danse; je suis très content

Elaboration (1) | 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