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) | ACLFRC037 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC038
creating displays, presentations or performances for family, friends or school community to showcase their progress in learning and using French
Elaboration (3) | ACLFRC038 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC039
checking on progress during learning tasks or activities, using comments and questions such as C’est fini? Pas encore, bientôt..; tu comprends, toi?
Elaboration (3) | ACLFRC039 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC040
viewing subtitled video clips on different francophone communities, commenting on key facts and features, and recording new vocabulary and expressions for use in shared texts
Elaboration (3) | ACLFRC040 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC041
creating an interactive display or performance to inform younger children of the benefits of learning French
Elaboration (3) | ACLFRC041 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC042
responding to questions about characters, events or effects in different types of imaginative texts such as puppet shows, stories and films, using modelled language to express reactions, for example, c’est triste, j’ai peur, elle est folle!
Elaboration (3) | ACLFRC042 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC043
adapting French children’s stories, songs or cartoons to suit particular audiences, for example, scripting, rehearsing and performing a puppet show version of Pirouette Cacahuète or children’s songs such as Ah les crocrocro…, Coucou, Petit Loulou
Elaboration (3) | ACLFRC043 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC044
translating and explaining the meaning of words or expressions associated with celebrations in French-speaking regions of the world, for example, le poisson d’avril, la bûche de Noël, le Ramadan, Aïd el-Fitre, la Toussaint, la Fête de la Musique
Elaboration (3) | ACLFRC044 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC045
constructing and co-maintaining a bilingual website with a sister-school or contact group of young English learners in a French-speaking community
Elaboration (3) | ACLFRC045 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC046
planning a virtual or actual visit to a French school, and deciding on strategies for effective communication, for example, planning how to ‘read’ cultural information and to adjust own behaviour if required
Elaboration (3) | ACLFRC046 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC047
comparing own ways of using language with those of peers, considering how family and community shape identity and communication, for example, using more than one language, celebrating or expressing feelings in various ways
Elaboration (3) | ACLFRC047 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRF048
recognising how pitch, stress and rhythm help to convey meaning even if individual words are unfamiliar, for example, J’ai eu très, très peur! D-o-u-c-e-m-e-n-t…
Elaboration (3) | ACLFRF048 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRF049
using the indicative plus the infinitive (for example, J’aime jouer au tennis, il sait conduire) and le futur proche, for example, je vais partir
Elaboration (3) | ACLFRF049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRF050
recognising differences between spoken and written texts, noting that some types of text such as emails or text messages combine elements of each
Elaboration (3) | ACLFRF050 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRF051
considering own and others’ ways of communicating with different people in different contexts
Elaboration (3) | ACLFRF051 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC037
comparing routines, interests and favourite activities, using language associated with time, sequence and location, for example, J’arrive à l’école à 8h 30; le samedi je fais du cheval; le soir, je fais les devoirs et je joue aux jeux vidéos
Elaboration (2) | ACLFRC037 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC038
budgeting for virtual shopping expeditions, consulting online catalogues and websites, comparing prices and values, and discussing intended purchases, for example, je vais acheter…, j’espère trouver…qu’est-ce que tu cherches?
Elaboration (2) | ACLFRC038 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC039
negotiating tasks and shared activities, for example, Tu préfères lire ou écrire? moi, je préfère travailler sur l’ordinateur
Elaboration (2) | ACLFRC039 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC040
drawing from a range of informative texts such as videos, books and websites to collect and compare information on topics such as family life, housing or schooling in different cultural contexts, for example, la campagne, les villes, les appartements
Elaboration (2) | ACLFRC040 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC041
creating a video to present information or ideas to a particular audience, such as a virtual tour of the school or classroom for exchange student groups
Elaboration (2) | ACLFRC041 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum