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Elaboration (3) ACLFRC005

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

listening to or viewing French versions of familiar stories such as Le Navet Géant or Boucle d’Or et les Trois Ours, comparing French expressions at key points in the story with English language versions, and re-enacting with puppets, props and actio …

Elaboration (1) ACLFRC006

performing poems, rhymes or simple stories that include repeated phrases and rhythms to emphasise key points, for example, chanting ‘Au Loup!’ in Au Loup, or ‘Ça va pas, non!’ in Je veux pas aller à l’école

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 (3) ACLFRC006

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

Elaboration ACLFRC007

performing songs, rhymes and action stories using non-verbal forms of expression such as clapping, gestures and facial expressions to support the making of meaning

Elaboration (1) ACLFRC007

creating and presenting own Big Books, storyboards or digital texts based on imaginary scenarios in familiar contexts (for example, Petit Ours Brun fait un tour à notre classe), building on key words and phrases, and using punctuation to guide intonation …

Elaboration (2) ACLFRC007

creating rhythms for difficult or complicated phrases or intonation patterns, such as Comment t’appelles-tu? Qu’est-ce que tu manges pour le petit déjeuner? Le chocolat chaud

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 (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 (2) ACLFRC008

demonstrating and explaining hand gestures, intonation patterns or facial expressions that accompany language or stand alone, for example, shrugs or exclamations such as Bof! Mais non! Ouf! Oh là là!

Elaboration ACLFRC009

collecting French and English words that are similar or identical and have the same meaning but are pronounced differently, for example, la police, la table, la routine, six

Elaboration (1) ACLFRC009

designing and using bilingual fiches personnelles with identifying details supplied in both languages, for example, nom, prénom(s), ȃge, mes amis sont…, j’habite…, j’aime…

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 (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 ACLFRC010

noticing French ways of talking and behaving that appear different to own ways, finding examples in children’s stories such as Marie de Paris or Je veux pas aller à l’école or in recordings of French-speaking children in different contexts

Elaboration (1) ACLFRC010

comparing aspects of Australian and French children’s lifestyles, such as ways of playing games, buying and eating food or interacting with family members, for example, school cantine meals, daily greetings in the family

Elaboration (2) ACLFRC010

using French versions of spontaneous exclamations or interactions, for example, Aïe! instead of ouch!, or ça va! plus hand gestures or facial expressions when responding to a greeting

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 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

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Curriculum Elements Types

Cross Curriculum Priorities