Elaboration (2) ACLFRC078

comparing lyrics, themes and styles of popular French- and English-language songs, and tracking similarities and differences in genres and modes of expression, for example by comparing winners of Australian Idol and Francouvertes or La Voix

Elaboration (2) | ACLFRC078 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (4) ACLFRC080

interpreting gestures used by French speakers to signal meanings such as Parfait! J’ai du nez! c’est fini, comparing with gestures used in Australian English and other known languages, and incorporating some of them into own language production and communicative …

Elaboration (4) | ACLFRC080 | Content Descriptions | Years 9 and 10 | Years F–10 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

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

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) ACLFRC026

finding English words in French texts (for example, l’Internet, le sandwich), and considering how French speakers might pronounce the English words and why they are not translated

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

Elaboration (1) ACLFRU034

collecting French words used in English (for example, le restaurant, le café, le chauffeur, le ballet, le croissant), and comparing how they are pronounced by French and English speakers

Elaboration (1) | ACLFRU034 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRU015

Understand that French speakers use language differently in different situations, such as in playground games, at home with the family or in the classroom[Key concepts: language as social practice, language conventions; Key processes: noticing, compa …

Elaborations ScOT Terms

ACLFRU015 | 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 (3) ACLFRC045

constructing and co-maintaining a bilingual website with a sister-school or contact group of young English learners in a French-speaking community

Elaboration (3) | ACLFRC045 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLFRC064

interacting with young French-speakers who are learning English, comparing views on cultural aspects of communication and discussing individual challenges and gains

Elaboration (2) | ACLFRC064 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (1) ACLFRC028

talking about how it feels to use a different language

Elaboration (1) | ACLFRC028 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRU090

Understand that language and culture are interrelated, that they shape and are shaped by each other[Key concepts: culture, language, meaning; Key processes: discussing, reflecting, comparing]

Elaborations ScOT Terms

ACLFRU090 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLFRU017

exploring the different languages used by peers in their class, for example, by creating a language map with greetings in each language represented in the class

Elaboration (2) | ACLFRU017 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRC009

Create simple print or digital texts that use both French and English, such as labels, word banks, wall charts or ID cards[Key concepts: vocabulary, translation, meaning; Key processes: naming, comparing, copying]

Elaborations ScOT Terms

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

ACLFRU034

Understand that languages change over time and influence each other, and that French has influenced many languages, including English[Key concepts: influence, change, exchange; Key processes: identifying, classifying, interpreting]

Elaborations ScOT Terms

ACLFRU034 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRC044

Translate simple texts from French to English and vice versa, noticing which words or phrases require interpretation or explanation[Key concepts: meaning, translation, word borrowing; Key processes: comparing, interpreting, translating]

Elaborations ScOT Terms

ACLFRC044 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRC064

Reflect on cultural differences between French and English communicative styles and on how these affect intercultural interactions[Key concepts: values, perspective, respect; Key processes: reflecting, analysing, comparing]

Elaborations ScOT Terms

ACLFRC064 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRU088

Explore changes to both French and Australian English, and identify reasons for these changes, such as technology, popular culture and intercultural exchange[Key concepts: globalisation, exchange, influence; Key processes: mapping, classifying, analy …

Elaborations ScOT Terms

ACLFRU088 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (1) ACLFRU016

recognising that languages borrow from each other, that many French words are used in English (for example, ‘croissant’, ‘menu’, ‘chauffeur’, ‘chef’, ‘ballet’) and many English words are used in French, for example, le week-end, le parking, le cowboy

Elaboration (1) | ACLFRU016 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum