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Elaboration (2) ACSIS200

identifying where human error can influence the reliability of data

Elaboration (2) ACSIS203

exploring relationships between variables using spreadsheets, databases, tables, charts, graphs and statistics

Elaboration (2) ACSIS205

identifying alternative explanations that are also consistent with the evidence

Elaboration (2) ACSIS206

describing how scientific arguments, as well as ethical, economic and social arguments, are used to make decisions regarding personal and community issues

Elaboration (2) ACSIS208

presenting results and ideas using formal experimental reports, oral presentations, slide shows, poster presentations and contributing to group discussions

recognising and responding to simple questions on topics such as home, school or pets, using supporting intonation and gestures, for example, Qui est-ce? C’est Maman. Qu’est-ce que c’est? C’est la chaise. Où est…? Il est…C’est un chien? Mais non…C’est …

Elaboration (2) ACLFRC002

participating in tasks involving exchanging, sorting and classifying objects and attributes such as shapes, colours and numbers, using simple question forms and affirmative/negative responses, for example, Tu as un 7? Oui, voilà. Et toi, tu as un 10? …

Elaboration (2) ACLFRC003

asking for information or for a turn, for example, Madame … Qu’est-ce que c’est? Et moi?

Elaboration (2) ACLFRC004

shared reading of texts such as Big Book stories about familiar events or contexts (for example, Les amis de la ferme or Raconte et Chante), using pictures, intonation and contextual clues to predict meaning and identify key characters and events

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 (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 (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 (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) ACLFRC009

writing captions in French and in English for a photographic display to record a class event or experience such as sports day, school camp or pets day

Elaboration (2) ACLFRC010

using French versions of spontaneous exclamations or interactions, for example, Aïe! instead of ouch!, or ça va! plus hand gestures or facial expressions when responding to a greeting

Elaboration (2) ACLFRC011

noticing their own use of words, expressions or behaviours that make them who they are, such as using words from different languages, ways of celebrating or talking that may not be familiar to other people

Elaboration (2) ACLFRU012

understanding that intonation patterns create different meanings, as in the distinction between statements, questions and exclamations (Tu as six ans. Tu as six ans? Tu as six ans!)

Elaboration (2) ACLFRU013

becoming aware of grammatical gender, noticing and using masculine or feminine forms of nouns and adjectives, for example, le chien, la maison, le petit garçon, la petite fille, le copain, la copine

Elaboration (2) ACLFRU014

comparing similar texts in French and English such as counting games or street signs, identifying elements in the French texts which look or sound different

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

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