Elaboration ACLFRC114
comparing treatment of particular themes, such as romance, adventure or family, in a range of texts created at different times, identifying changes in values and perspectives over time (for example, les fables, les contes, les dessins animés, la science …
Elaboration | ACLFRC114 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC114
reviewing examples of French humour across different times and contexts (for example, le mime, les blagues, les comiques, les dessins animés), and considering similar changes in Australian expressions of humour according to era and context
Elaboration (3) | ACLFRC114 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRC116
experimenting with the translation of popular French expressions or idioms (for example, être bien dans sa peau; ne pas être dans son assiette; revenons à nos moutons), and explaining the potential for misunderstanding
Elaboration | ACLFRC116 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRU120
using words and expressions with more complex syllable combinations (la magnitude, les augmentations, qu’est-ce que c’est que ça?), building fluency and accuracy in relation to pitch, stress and rhythm
Elaboration (2) | ACLFRU120 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (8) ACLFRU121
developing metalanguage to talk in French and English about word order, verb moods, tenses or agreements, for example, le passé composé, le verbe auxiliaire, les adjéctifs possessifs, l’accord du participe passé
Elaboration (8) | ACLFRU121 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRU122
interpreting, explaining and using textual conventions popular with young French speakers, for example, the use of contractions, abbreviations and acronyms in text messaging (bjr = bonjour; A+ = à plus; biz = bisous; 12C4 = un de ces quatre)
Elaboration (2) | ACLFRU122 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRU123
comparing spoken and written texts such as apologies or invitations to identify how differences in grammar and text features determine the nature of interactions, for example, formal or informal (je t’invite! Nous serions très heureux de vous accueillir …
Elaboration | ACLFRU123 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRU125
considering how language marks respect, values and attitudes, and includes and excludes, for example, the language of law and medicine, the (changing) gendered nature of some professional titles in French (un médecin, un chef, une professeure), and access …
Elaboration (1) | ACLFRU125 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC001
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) | ACLFRC001 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
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) | ACLFRC005 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (4) ACLFRC019
asking and answering questions relating to concepts such as time, place or number, including days of the week, months and seasons, for example, Ça fait combien? Ça fait cinq; Quelle heure est-il? Il est dix heures; Aujourd’hui c’est vendredi? Non, c’est …
Elaboration (4) | ACLFRC019 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRC029
using simple words and expressions selected from word banks and modelled statements to create personal profiles, highlighting key characteristics and features, for example, je suis australien et grec, je suis sportif, je suis courageuse, je parle anglais …
Elaboration | ACLFRC029 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRU036
exploring how and why some languages have more words related to particular things than other languages do, for example, Australian-English words associated with surfing (‘bomb’, ‘barrel’, ‘tube’, ‘snaking’), or French words for different kinds of breads …
Elaboration (2) | ACLFRU036 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC037
comparing routines, interests and favourite activities, using language associated with time, sequence and location, for example, J’arrive à l’école à 8h 30; le samedi je fais du cheval; le soir, je fais les devoirs et je joue aux jeux vidéos
Elaboration (2) | ACLFRC037 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (4) ACLFRC039
sharing ideas about the experience of learning and using French, comparing what they can and cannot do, for example, Je sais compter jusqu’à cent; je sais chanter 5 chansons; Tu aimes parler en français? c’est difficile! Je n’aime pas parler au téléphone. …
Elaboration (4) | ACLFRC039 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRC055
using the appropriate register when exchanging greetings, introductions, apologies or health enquiries, for example, Salut mon pote! Ça roule? Bonjour, Mademoiselle Charpent, comment allez-vous? Enchanté! Je m’excuse, Monsieur, vous vous appellez comment? …
Elaboration | ACLFRC055 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRC055
using descriptive and expressive language to talk about aspects of school, home and social life, for example, Ma sœur m’ennuie parce que…; c’est bien/dûr d’être ado car…; ce que je déteste/j’adore, c’est la musique/l’informatique /les maths; s’il faut …
Elaboration (1) | ACLFRC055 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRC056
planning and participating in learning experiences that combine linguistic and cultural elements (for example, an excursion to a French restaurant, exhibition, festival or performance), rehearsing language forms, structures, vocabulary and behaviours …
Elaboration | ACLFRC056 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC058
researching young people’s lifestyles across French-speaking cultures and contexts, comparing information from different cultural contexts to identify the influence of factors such as geography, climate, and social and community environment, for example, …
Elaboration (3) | ACLFRC058 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC063
creating tourist brochures or itineraries for young Australian travellers to French- speaking regions or countries, supplying key words, phrases and cultural protocols, for example, Encore une fois, s’il vous plaȋt; je vais prendre ceci, ça coûte combien? …
Elaboration (2) | ACLFRC063 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum