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Elaboration (5) ACLFRC019

exchanging simple correspondence such as notes, invitations or birthday cards in print or digital form

Elaboration (3) ACLFRC006

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

Elaboration (6) ACLFRU013

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

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 (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) ACLFRC006

making simple evaluative statements about favourite characters in stories, rhymes or songs, for example, Il est magnifique! J’adore Minou! Elle est sympa!

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 (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 (4) ACLFRU013

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

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) 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 (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 (6) ACLFRU031

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

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 (6) ACLFRU085

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

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 (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 (1) ACLFRC008

sharing and interpreting simple expressions and songs with friends and family, for example, showing them how to sing Joyeux anniversaire or explaining how to use appropriate greetings for different times or occasions, such as Salut, Bonsoir or Bonne …

Elaboration ACLFRC011

making simple statements about themselves, including where they come from, their age and appearance, for example, je suis australien et italien, j’habite à Darwin, je suis fils unique, je suis petit et mince

Elaboration (8) ACLFRU013

using simple questions and statements, for example, Qu’est-ce que c’est? Qui est-ce? Tu t’appelles comment? C’est un poisson. Je préfère les fraises

Curriculum Types

Curriculum Elements Types