Years 7 and 8 French

The nature of the learners These years represent a transition to secondary school. Students in this pathway are continuing to study French, bringing with them an established capability to interact in different situations, …

Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

Achievement Standard French Years 7 and 8

By the end of Year 8, students use written and spoken French to interact with teachers, peers and others and to exchange experiences, opinions and views. They use descriptive and expressive language to talk and write about immediate environments, personal …

Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRC057

Interact in classroom activities and discussions through asking and responding to open-ended questions, offering opinions and explaining positions[Key concepts: exploratory talk, discussion, exchange; Key processes: eliciting, prompting, responding, …

Elaborations ScOT Terms

ACLFRC057 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRC060

Respond to a variety of imaginative texts, analysing ideas, themes, values and techniques used to engage and entertain audiences[Key concepts: audience, engagement, themes; Key processes: responding, analysing, contextualising, explaining]

Elaborations ScOT Terms

ACLFRC060 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRC063

Create bilingual texts such as glossaries, menus, captions or brochures, identifying words or expressions that carry specific cultural meaning in either language[Key concepts: language, culture, meaning; Key processes: selecting, identifying, explaining, …

Elaborations ScOT Terms

ACLFRC063 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRC065

Consider how own biography including family origins, traditions, interests and experience, impacts on identity and communication[Key concepts: culture, community, communication, identity; Key processes: reflecting, analysing, explaining]

Elaborations ScOT Terms

ACLFRC065 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRU070

Reflect on changes in their own use of language(s) over time, noticing how and when new ways are adopted or existing ways adapted[Key concepts: change, influence, communication, identity; Key processes: observing, reflecting, explaining]

Elaborations ScOT Terms

ACLFRU070 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLFRC057

using simple and compound sentences to structure arguments and to explain or justify a position, for example, D’abord… et puis… en plus… finalement; ce qui est intéressant c’est que…; ce que je trouve…

Elaboration (2) | ACLFRC057 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (1) ACLFRC058

collecting information on topics related to lifestyle choices, explaining changes in focus and perspective over different periods, for example, Gitane - vous apporte, sans réserves, le plaisir de fumer, 1957: sans tabac, prenons la vie à pleins poumons, …

Elaboration (1) | ACLFRC058 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration ACLFRC063

creating glossaries for French-speaking friends to accompany Australian images or texts, explaining, for example, outback lifestyle, inner-city markets, abbreviations such as ‘barbie’ and ‘brekkie’

Elaboration | ACLFRC063 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (1) ACLFRC063

composing menus or programs for French-themed events, including footnotes in English to explain key terms or items, for example, le plat du jour, service compris, l’entr’acte, la mise en scène

Elaboration (1) | ACLFRC063 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (3) ACLFRC064

identifying gestures, intonation patterns and facial expressions that are different in French, and explaining how some could be adopted in other-language contexts or situations

Elaboration (3) | ACLFRC064 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLFRC065

identifying events, relationships and experiences that have contributed to building a personal and/or collective sense of identity, and explaining key influences, for example, le voyage, les concours, les amis, la famille, l’équipe

Elaboration (2) | ACLFRC065 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

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 | ACLFRU068 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration ACLFRU069

comparing and explaining the use of communicative styles in different contexts, for example, une partie de foot au Stade de France (Allez, allez les Bleus!) compared to a written bulletin scolaire (Mathilde s’exprime avec facilité, persévère au trava …

Elaboration | ACLFRU069 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum