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Years 3 and 4 French

The nature of the learners At this level, children are developing awareness of their social worlds and of their memberships of various groups including of the French class. They are developing literacy capabilities in English, such as writing in the …

Years 3 and 4 | 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) ACLFRU087

comparing language and textual features used in texts to entertain different age groups, (for example, amusing rhymes for les tout petits, dessins d’humour for older children, and les blagues, l’humour noir and l’humour adolescent for older students)

Elaboration (3) ACLFRC037

identifying and describing key friends or family members, using simple descriptive and expressive language, for example, C’est mon frère — il est sympa! C’est ma tante Lilianne — je l’adore! C’est mon grand-père — il est très vieux

Elaboration (3) ACLFRC059

conveying information and ideas by matching language features and text types to topics and themes, for example, using emotive images and captions to highlight issues such as la faim or l’égalité des sexes, or rap rhythms and punchlines to engage with …

Elaboration (3) ACLFRC074

creating a collaborative communications project such as a daily news segment for a community television or radio station, building informations discourse and using appropriate terms to introduce, identify and summarise, for example, en directe de… notre …

Years 9 and 10 French

The nature of the learners At this level, students bring existing knowledge of French language and culture and a range of learning strategies to their learning. They are increasingly aware of the world beyond their own and are engaging with youth-related …

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

Elaboration ACLFRU084

recognising ways in which written language is different to spoken language, such as being more crafted, precise, elaborated and complex, (for example, the use of interrelated clauses and support detail (Le Pays de Galles a remporté, samedi, le Tournoi …

Elaboration (3) ACLFRC001

using formulaic French phrases for everyday interactions such as thanking, apologising, and offering wishes or congratulations, for example, Merci!…oh, pardon; bon appétit; bonne fête! bravo!

Elaboration (3) ACLFRC002

taking turns in games and action songs that involve choice and negotiation, for example, choosing or exchanging matching cards or playing memory games such as Au marché (donne-moi deux pommes, s’il te plaȋt; donne-moi deux pommes et trois carottes…)

Elaboration (3) ACLFRC003

interacting with each other during learning activities, for example, Donne-moi le crayon. Voilà/voici…merci

Elaboration (3) ACLFRC004

making connections between information in written texts and images, for example, naming toys and games in toy catalogues such as Jouets pour les tout petits, selecting and listing items and prices

Elaboration (3) ACLFRC005

drawing aspects of daily routines (for example, le petit déjeuner, la récréation, le sport), and writing captions or attaching word bubbles

Elaboration (3) ACLFRC006

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

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) ACLFRC010

including some French words and expressions in English conversation when it feels appropriate (for example, bon…voilà, pardon, merci, attention!), noticing changes in behaviour, voice or body language when speaking French

Elaboration (3) ACLFRU012

developing pronunciation, phrasing and intonation skills by singing, reciting and repeating words and phrases in context

Elaboration (3) ACLFRU013

using appropriate pronouns to identify people, for example, Je m’appelle Adam, et toi, tu t’appelles comment? C’est lui?

Elaboration (3) ACLFRU014

developing a language to talk about language and texts (metalanguage), and naming familiar types of text (story, poem, recipe, list) and talking about how they work, for example, using the story-starter Il était une fois…; rhyming and repeating words …

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

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