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Elaboration (3) ACLFRC004

making connections between information in written texts and images, for example, naming toys and games in toy catalogues such as Jouets pour les tout petits, selecting and listing items and prices

Elaboration (4) ACLFRC004

identifying key points in a range of spoken, written or digital texts by actions such as miming and drawing, or onscreen pointing, clicking or dragging (for interactive programs such as Petit Pont)

Elaboration ACLFRC005

labelling or naming classroom items and resources or personal possessions, for example, la table, la chaise, l’ordinateur, la carte

contributing to a class photo story, for example, writing and reading aloud captions to own photos (Je suis triste/content/fâché) and points of personal information (J’aime le chocolat; je suis petite; j’ai un chat noir)

Elaboration (2) ACLFRC005

using simple sentence structures, familiar vocabulary, concrete materials and supporting gestures to talk about self and the immediate environment, for example, Je suis à l’école; j’ai les yeux verts; voici ma chaise et voilà mon sac; j’ai un tracteur …

Elaboration (3) ACLFRC005

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

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 (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 …

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Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities