Search

Elaboration (7) ACLARU029

noticing how tone can convey emotions and shade meaning, such as distinguishing between colloquial or formal language, for example, حقًا؟ يا إلهي! تعال إلى هنا حالاً!

Elaboration (2) ACLFRC008

demonstrating and explaining hand gestures, intonation patterns or facial expressions that accompany language or stand alone, for example, shrugs or exclamations such as Bof! Mais non! Ouf! Oh là là!

Elaboration (2) ACLFRU015

understanding that language forms such as greetings vary according to the time of day or the occasion, for example, bonjour, bonsoir, bonne nuit, bonne année, bon anniversaire

Elaboration (4) ACLFRC021

using appropriate language to ask for help or to attract attention, for example, Monsieur, s’il vous plaȋt! Je ne comprends pas

listening to short spoken texts with some unfamiliar language, identifying points of information, for example, the name and number on a recorded phone message, the age of a child interviewed, some items on a recorded shopping list

Elaboration (2) ACLFRC029

talking about identity and language use, and creating visual representations of their own memberships of families, friendship groups and communities, for example, ma famille, mon équipe, ma classe

Elaboration (1) ACLFRC047

preparing a class profile to exchange with French-speaking students, showing language backgrounds, interests and personalities represented in the class, and using captions and symbols such as flags, emoticons, and words from different languages

Elaboration (2) ACLFRF049

becoming familiar with l’imparfait when encountered in familiar expressions and scaffolded language contexts, for example, Il était une fois…C’était…

Elaboration ACLFRF054

reflecting on how different languages and cultures represented in the classroom influence ways of talking about and relating to social and physical environments, for example, Aboriginal and Torres Strait Islander traditions in relation to place, language …

Elaboration ACLFRU068

identifying elements of different types of text (for example, le courriel, la météo, les slogans), and explaining the relationship between the language and structure used and the purpose of the text

Elaboration (2) ACLFRU068

analysing and using informal styles of communication associated with social media texts and texting, such as emoticons and abbreviated language, for example, le sigle MDR (mort de rire)

Elaboration ACLFRU071

analysing the influence of French language and culture in international contexts and activities (for example, the Olympic Committee, the International Court of Justice) and in the Australian community, (for example, sporting events, food, fashion, film …

Elaboration (2) ACLFRU071

researching the extent and impact of French language networks, associations and activities in different Australian communities, (for example by creating a database or information wall, listing activities, events, exchanges and media organisations)

Elaboration (1) ACLFRU072

comparing challenges and achievements associated with learning French that can be thought of as cultural or intercultural, for example, learning to ‘read between the lines’ to identify cultural information in language; developing the capacity to look …

Elaboration (1) ACLFRC074

planning a demonstration or performance for family and friends to showcase what they know and can do in French, incorporating factual, fictional and expressive elements and some interpretation and explanation of linguistic and cultural features of French …

Elaboration (2) ACLFRC075

using constructions such as il faut…, on doit…, on peut…, c’est impossible de… to generalise and summarise key aspects of learning to communicate in a new language and cultural context

Elaboration (1) ACLFRC082

keeping a record (for example, journal, log, posting on forum) of critical incidents in the course of intercultural language learning across different levels, (for example, breakdowns or breakthroughs in communication, repair and recovery strategies, …

Elaboration (1) ACLFRU088

identifying elements of language use in the Australian community that reflect the linguistic and cultural diversity of the population, (for example, intercultural exchange and experience), and words and expressions borrowed/used across contexts and activities …

Elaboration (2) ACLFRC096

noticing and engaging with rhythm, intonation and imagery used to build mood and meaning in poems, songs and performances, and experimenting with language, voice and actions to create similar effects in own re-enactments

Elaboration ACLFRU104

identifying the purpose, intended audience and key language features of familiar texts such as road signs, instructions or postcards, for example, Grosses bises! Défense de fumer; stationnement interdit

Curriculum Types

Resource Subjects

Resource Year Levels

Level of Achievements

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities

Progression Elements