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Elaboration (1) ACLFRC004

listening for key words in stories, rhymes or songs, using intonation and visual cues such as gestures and facial expressions to assist understanding

Elaboration ACLFRU016

understanding that languages and cultures change in response to new ideas and social and cultural developments (globalisation)

Elaboration (2) ACLFRU016

understanding that some languages are continuously growing while others, such as many Indigenous languages throughout the world, are endangered or being revived

Elaboration (9) ACLFRU085

understanding the function and use of relative pronouns such as qui, que, dont

Elaboration ACLFRU017

understanding that the world contains many different languages spoken by many different communities of speakers and that most people in the world speak more than one language

Elaboration (9) ACLFRF049

using exclamations to indicate agreement, disagreement, intention or understanding, for example, D’accord! Mais non! bien sûr; voilà!

Elaboration (11) ACLFRU085

understanding and using infinitive verb forms and phrasal verbs, such as avoir besoin de faire quelque chose, commencer à faire…

Elaboration (2) ACLFRU087

understanding the power of language to influence people’s actions and beliefs, for example by analysing language used in community appeals in response to natural disasters

Use questions, statements and responses to participate in learning activities, to indicate understanding and to monitor learning[Key concepts: mindful learning, process, outcome; Key processes: discussing, planning, monitoring, reflecting]

Elaborations ScOT Terms

Elaboration (2) ACLFRU012

understanding that intonation patterns create different meanings, as in the distinction between statements, questions and exclamations (Tu as six ans. Tu as six ans? Tu as six ans!)

Elaboration (2) ACLFRU015

understanding that language forms such as greetings vary according to the time of day or the occasion, for example, bonjour, bonsoir, bonne nuit, bonne année, bon anniversaire

Elaboration (3) ACLFRU015

understanding that language associated with particular interactions can vary in different cultural contexts, for example, the use of first names in Australian or American English compared to the use of titles and family names in French or Japanese

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 ACLFRC039

indicating understanding or asking for help, using comments such as Oui, je comprends; non, je ne comprends pas; c’est trop compliqué! c’est quoi ça?

Elaboration (1) ACLFRF048

understanding that the letter h is never pronounced and is referred to as a silent letter, for example, l’hôtel, l’herbe, heureux, habiter, le héros, la hache

Elaboration (2) ACLFRU067

understanding the form and function of reflexive verbs, for example, il se lève très tard, nous nous promenons chaque soir, je veux m’asseoir à côté de toi

Elaboration (4) ACLFRU085

using l’imparfait, understanding how to distinguish between a completed and a continuing action in the past, (for example, nous étions déjà au lit quand Papa a téléphoné)

Elaboration (6) ACLFRU085

understanding and using in simple constructions le futur, le conditionnel and le plus-que- parfait tenses

Elaboration (8) ACLFRU085

understanding the function of the reflexive pronoun and practising using the reflexive verb structure, (for example, je me suis levée à sept heures, je me suis entraȋnée…)

Achievement Standard French Years 7 and 8

By the end of Year 8, students use written and spoken French to interact with teachers, peers and others and to exchange experiences, opinions and views. They use descriptive and expressive language to talk and write about immediate environments, personal …

Curriculum Types

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General Capabilities

Cross Curriculum Priorities