Years 5 and 6 French
The nature of the learners At this level, students are widening their social networks, experiences and communication repertoires in both their first language and French. They continue to need guidance and participate in structured, collaborative tasks …
Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC046
reflecting on instances when interactions in French have felt awkward or difficult (for example, using polite or gendered forms of language), and explaining why this might be the case for speakers of Australian English
Elaboration (2) | ACLFRC046 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRF054
identifying elements of Australian-English vocabulary, expressions and behaviours, discussing how they might be explained to people from different language backgrounds, for example, ‘the bush’, ‘fair go’, ‘she’ll be right’
Elaboration (1) | ACLFRF054 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC044
interpreting expressions in familiar texts such as greeting cards or story titles that do not translate easily into English (for example, bonne fête! Quelle porcherie!), and considering how these expressions reflect aspects of French language or cult …
Elaboration (2) | ACLFRC044 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Achievement Standard French Years 5 and 6
By the end of Year 6, students use written and spoken French for classroom interactions and transactions, and to exchange personal ideas, experiences and feelings. They ask and answer questions in complete sentences in familiar contexts (For example, …
Achievement Standard | Achievement Standards | 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
ACLFRC044
Translate simple texts from French to English and vice versa, noticing which words or phrases require interpretation or explanation[Key concepts: meaning, translation, word borrowing; Key processes: comparing, interpreting, translating]
Elaborations ScOT Terms
ACLFRC044 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRC046
Compare ways of communicating in Australian and French-speaking contexts, and identify ways that culture influences language use[Key concepts: difference, language, culture; Key processes: noticing, reflecting, describing]
Elaborations ScOT Terms
ACLFRC046 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRF051
Understand that language is used differently in different contexts and situations[Key concepts: language, identity, culture, context; Key processes: observing, comparing, analysing, explaining]
Elaborations ScOT Terms
ACLFRF051 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRF052
Understand that the French language is constantly changing due to contact with other languages and to the impact of new technologies and knowledge[Key concepts: language contact, word borrowing, digital media; Key processes: observing, identifying, c …
Elaborations ScOT Terms
ACLFRF052 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (4) ACLFRC045
creating bilingual texts for younger readers based on models such as Oops et Ohlala, involving one English-speaking and one French-speaking character and incorporating instances of possible intercultural miscommunication
Elaboration (4) | ACLFRC045 | 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 (2) ACLFRF054
comparing responses and reactions to the experience of learning the French language and culture, examining whether initial attitudes or understandings have changed
Elaboration (2) | ACLFRF054 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRC037
Interact using descriptive and expressive language to share ideas, relate experiences and express feelings such as concern or sympathy[Key concepts: communication, exchange, interests; Key processes: expressing, comparing, socialising]
Elaborations ScOT Terms
ACLFRC037 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRC047
Reflect on aspects of own identity and language use, for example, by creating personal or group profiles or portfolios[Key concepts: identity, community, bilingualism; Key processes: identifying, presenting, explaining]
Elaborations ScOT Terms
ACLFRC047 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRF050
Understand how different French texts use language in ways that create different effects and suit different audiences[Key concepts: genre, structure, audience, sequencing; Key processes: comparing, noticing, explaining]
Elaborations ScOT Terms
ACLFRF050 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRF054
Reflect on how ways of using language are shaped by communities’ ways of thinking and behaving and may be differently interpreted by others[Key concepts: cultures, norms, perspectives; Key processes: reflecting, observing, comparing]
Elaborations ScOT Terms
ACLFRF054 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRC044
finding and using phrases that have direct translations between French and English, for example, Bonsoir/ ‘good evening’, un beau jour/ ‘one fine day’, Messieurs-Dames/ ‘Ladies and Gentlemen’
Elaboration | ACLFRC044 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRC047
creating a self-profile, using captioned photos, slide presentations, posters or concept maps to highlight key characteristics, relationships and ways of using language
Elaboration | ACLFRC047 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRF049
building a metalanguage to talk about grammar, using terms such as ‘tenses’ and ‘personal pronouns’, and identifying language elements and talking about how they are used
Elaboration | ACLFRF049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum