Foundation to Year 2 French
The nature of the learners Children enter the early years of schooling with established communication skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate …
Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
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 | ACLFRC008 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
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 (3) | ACLFRU015 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRC008
Translate simple French words, phrases and gestures for family and friends, noticing how they may have similar or different meanings in English or other known languages[Key concepts: language, vocabulary, meaning; Key processes: demonstrating, explaining, …
Elaborations ScOT Terms
ACLFRC008 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
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) | ACLFRC010 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRC006
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 | ACLFRC006 | Content Descriptions | Foundation to Year 2 | 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
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 (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
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
Elaboration (2) ACLFRU014
comparing similar texts in French and English such as counting games or street signs, identifying elements in the French texts which look or sound different
Elaboration (2) | ACLFRU014 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRC010
Notice how using French feels and sounds different to using own language(s) and involves behaviours as well as words[Key concepts: language, culture, difference; Key processes: noticing, considering, comparing]
Elaborations ScOT Terms
ACLFRC010 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRU018
Understand that people use language in ways that reflect their culture, such as where and how they live and what is important to them[Key concepts: language, culture, meaning; Key processes: noticing, asking questions, reflecting, explaining]
Elaborations ScOT Terms
ACLFRU018 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
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 | ACLFRC009 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRU015
understanding that language varies according to context and situation, for example, language used for play with friends (vas-y! bravo! cours! à moi!) is less formal than language used with teachers (Pardon, Monsieur Falcon; je suis désolé; je m’excus …
Elaboration (1) | ACLFRU015 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRU017
recognising that French is an important world language, spoken in many countries in the world apart from France, including Australia
Elaboration (3) | ACLFRU017 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRC002
Participate in guided group activities using simple repetitive language in songs, rhymes, games and transactions[Key concepts: play, performance, action learning, exchange; Key processes: participating, performing, taking turns, requesting]
Elaborations ScOT Terms
ACLFRC002 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRU014
Understand that language is organised as ‘texts’, which take different forms and use different structures and features to achieve their purposes[Key concepts: genre, text, meaning; Key processes: noticing, applying]
Elaborations ScOT Terms
ACLFRU014 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum