Years 9 and 10 French

The nature of the learners Students have prior experience of learning French and bring a range of capabilities, strategies and knowledge that can be applied to new learning. They are expanding the range and nature of their learning experiences and of …

Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration (4) ACLFRC119

developing a language for reflecting on language learning and intercultural experience, examining aspects that are unexpected, difficult or enjoyable

Elaboration (4) | ACLFRC119 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLFRC119

mapping their own linguistic and cultural profile, for example by creating a chart, timeline or web profile to highlight formative elements such as family languages, key relationships and intercultural experiences

Elaboration (2) | ACLFRC119 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

ACLFRC118

Interact with French speakers and resources, recognising that intercultural communication involves shared responsibility for meaning making[Key concepts: frames, standpoints, reciprocity, reflection; Key processes: expressing, discussing, noticing, a …

Elaborations ScOT Terms

ACLFRC118 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

ACLFRU124

Examine the nature of language change in response to changing cultural conditions[Key concepts: globalisation, intercultural contact, popular culture; Key processes: reflecting, analysing, comparing, explaining]

Elaborations ScOT Terms

ACLFRU124 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration ACLFRC118

exploring the reciprocal nature of intercultural communication, the two-way process of noticing and responding to differences in perceptions, understandings or behaviours, for example, attitudes to interruptions, personal space and physical contact, and …

Elaboration | ACLFRC118 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration (6) ACLFRU121

understanding the function of impersonal expressions such as il faut, on peut, on doit…

Elaboration (6) | ACLFRU121 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration ACLFRU121

understanding additional negative forms such as ne…plus, ne…rien, ne…jamais, ne…que, ne…personne

Elaboration | ACLFRU121 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration (3) ACLFRU124

understanding that languages increasingly blend to create new forms and functions, for example by comparing traditional creole languages in English-speaking and francophone communities

Elaboration (3) | ACLFRU124 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration (1) ACLFRU121

understanding the function of comparative and superlative forms of adverbs and adjectives, for example, vite, plus vite, le plus vite; moins jolie, la moins jolie

Elaboration (1) | ACLFRU121 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration (3) ACLFRU120

understanding the function and patterns of use of liaisons and silent h forms in maintaining speech flow, for example, L’Hȏtel Splendide est situé au bord du lac; c’est en effet un hȏtel splendide!

Elaboration (3) | ACLFRU120 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration (3) ACLFRU121

understanding the function and use of relative pronouns (qui, que), emphatic pronouns (eux, elle), and direct and indirect object pronouns (la, lui, nous, leur)

Elaboration (3) | ACLFRU121 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration (4) ACLFRU121

using l’imparfait tense, understanding how to distinguish between a completed and a continuing action in the past (nous étions déjà au lit quand il est arrivé)

Elaboration (4) | ACLFRU121 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration (5) ACLFRU121

understanding the form and function of reflexive verbs (for example, se laver, se lever, se presenter), including the use of être and agreements in le passé composé

Elaboration (5) | ACLFRU121 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLFRU121

extending knowledge of le passé composé, understanding that verbs conjugated with être require agreement of the past participle with the subject (elles sont parties hier soir), and that verbs conjugated with avoir require agreement between the past participle …

Elaboration (2) | ACLFRU121 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum