Elaboration (2) ACLFRF051
reflecting on the use of colloquial or abbreviated language by young people in informal, written and technologically mediated contexts (for example, G for j’ai and pa for pas in text messages), as well as the use of borrowed words from other languages …
Elaboration (2) | ACLFRF051 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRF050
recognising differences between spoken and written texts, noting that some types of text such as emails or text messages combine elements of each
Elaboration (3) | ACLFRF050 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Years 5 and 6 French
The nature of the learners At this level, students are widening their social networks, experiences and communication repertoires in both their first language and French. They continue to need guidance and participate in structured, collaborative tasks …
Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Achievement Standard French Years 5 and 6
By the end of Year 6, students use written and spoken French for classroom interactions and transactions, and to exchange personal ideas, experiences and feelings. They ask and answer questions in complete sentences in familiar contexts (For example, …
Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRF050
describing key features of different types of text, for example, a shopping list serves as a reminder to self and consists of items and quantities (6 oranges, 500 g de beurre), whereas a shopping transaction involves interaction and negotiation and more …
Elaboration | ACLFRF050 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum