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Foundation to Year 2

Foundation to Year 2 Band Description

The nature of the learners

Children enter the early years of schooling with established communication skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate world of family, home, school, friends and neighbourhood. They are learning how to socialise with new people, share with others, and participate in structured routines and activities at school. Typically they have little to no experience of French language and culture.

French language learning and use

French is learnt in parallel with English language and literacy. Learning in the two areas progresses at very different levels but each supports and enriches the other. French is used in classroom interactions, routines and activities, supported by the use of visual and concrete materials, gestures and body language. At this stage, there is a focus on play and imaginative activities, games, music, movement and familiar routines, which provide scaffolding and context for language development. Oral language is developed through listening to the sounds, shapes and patterns of French through activities such as rhymes, songs, clapping and action games, and through imitating and repeating sounds modelled by the teacher and aural texts. Learners experiment with simple formulaic expressions and one- or two-word responses to prompts and cues. As they progress to using French for interactions such as greetings or asking and answering questions, they notice that language behaves differently in different situations and that French speakers communicate in some ways that are different to their own. Creative play provides opportunities for exploring these differences and for using French for purposeful interaction, for example, asking for help, sharing ideas, challenging each other or expressing surprise.

Contexts of interaction

Learners interact with each other and the teacher, with some access to wider school and community members. Information and communications technologies (ICT) resources provide additional access to French language and culture experience, connecting learners' social worlds with those of French-speaking children in different contexts. Students may also encounter ideas about France and the French language outside the classroom, through travel, the media or popular culture.

Texts and resources

Learners engage with a variety of spoken, visual and written texts. They listen and respond to teacher talk, share ideas and join in stories, songs, play and simple conversations. Written and digital texts include stories, wall charts and Big Books, and teacher-generated materials such as games, labels, captions and flashcards. Writing skills progress from tracing and copying high-frequency words to writing modelled words and sentences independently (for example, greeting cards, captions or labels) and co-creating shared resources such as word walls or storybooks.

Features of French language use

Students become familiar with the sound systems of the French language, including pronunciation, rhythm, pitch and stress. They learn to pronounce individual letters and letter combinations, including unfamiliar sounds such as -eau, -u, è, é, ou, r and g. They recognise and use the intonation patterns that distinguish between statements, questions and exclamations. They use simple basic sentence structure and learn to write single words and simple phrases, noticing the use of accents and how these change the sound of letters. They become familiar with the idea of grammatical gender and know how to use singular and plural forms. They notice similarities and differences between French and English and begin to develop curiosity around the idea of difference and culture.

Level of support

Rich language input characterises the first stages of learning. Learners are supported via the provision of experiences that are challenging but achievable, with high levels of scaffolding and support. This includes modelling, monitoring and moderating by the teacher, providing multiple and varied sources of input and stimulus, regular opportunities for revisiting, recycling and reviewing, and continuous cueing, feedback, response and encouragement.

The role of English

Learners are encouraged to use French whenever possible, with the teacher providing rich and supported language input. English is used as a medium of instruction and for explanation and discussion. This allows learners to talk about differences and similarities they notice between French and their first language(s) and culture(s), to ask questions about language and culture, and to consider how they feel when they hear or use French and about how they view different languages and the people who speak them. This introduction to the 'meta' dimension of intercultural learning develops the ability to consider different perspectives and ways of being.

Foundation to Year 2 Content Descriptions

Socialising

Interact with each other and the teacher using simple language and gestures for exchanges such as greetings and farewells, thanks and introductions, and for talking about self and family

[Key concepts: self, family, home, friendship; Key processes: interacting, greeting, thanking, describing] (ACLFRC001 - Scootle )

  • introducing themselves and responding to greetings, for example, Comment t'appelles-tu? Je m'appelle…; Ça va, Emilie? Ça va bien, merci
  • using simple descriptive or expressive statements to describe themselves and to express likes, preferences or feelings, for example, moi, j'ai cinq ans; je suis australien; j'aime le sport; moi, je préfère la danse; je suis très content
  • 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 un chat!
  • using formulaic French phrases for everyday interactions such as thanking, apologising, and offering wishes or congratulations, for example, Merci!…oh, pardon; bon appétit; bonne fête! bravo!
Participate in guided group activities using simple repetitive language in songs, rhymes, games and transactions

[Key concepts: play, performance, action learning, exchange; Key processes: participating, performing, taking turns, requesting] (ACLFRC002 - Scootle )

  • singing and adapting rhymes, action songs and raps (Tourne, tourne petit moulin), lullabies (Fais do-do) and counting songs (Un éléphant se balançait)
  • creating class activities or projects that involve naming, labelling and illustrating, such as a garden, a pet rock collection or favourite-photos wall
  • 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? Non, j'ai un 6
  • taking turns in games and action songs that involve choice and negotiation, for example, choosing or exchanging matching cards or playing memory games such as Au marché (donne-moi deux pommes, s'il te plaȋt; donne-moi deux pommes et trois carottes…)
Recognise and respond to classroom interactions such as opening and closing of lessons, transition activities, and giving and following instructions

[Key concepts: roles, routines, rules, interactions; Key processes: listening, observing, cooperating, responding] (ACLFRC003 - Scootle )

  • using French for everyday routines such as roll call or naming the day of the week (for example, aujourd'hui c'est lundi), opening and closing lessons (for example, singing: Bonjour, mes amis/Au revoir, mes amis), or transition activities, for example, on fait un grand cercle…
  • responding to instructions or directions through actions, gestures or verbal responses, for example, Lève-toi, regardez-moi, écoutez, doucement!
  • asking for information or for a turn, for example, Madame … Qu'est-ce que c'est? Et moi?
  • interacting with each other during learning activities, for example, Donne-moi le crayon. Voilà/voici…merci

Informing

Identify key points of information in simple texts

[Key concepts: text, meaning, context; Key processes: decoding, guessing, making meaning] (ACLFRC004 - Scootle )

  • recognising symbols, words and phrases of written French, for example, labels, titles and captions
  • listening for key words in stories, rhymes or songs, using intonation and visual cues such as gestures and facial expressions to assist understanding
  • 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
  • making connections between information in written texts and images, for example, naming toys and games in toy catalogues such as Jouets pour les tout petits, selecting and listing items and prices
  • identifying key points in a range of spoken, written or digital texts by actions such as miming and drawing, or onscreen pointing, clicking or dragging (for interactive programs such as Petit Pont)
Convey factual information about self, family, friends and possessions, using simple statements, gestures and support materials

[Key concepts: self, family, school; Key processes: naming, labelling, showing, describing] (ACLFRC005 - Scootle )

  • labelling or naming classroom items and resources or personal possessions, for example, la table, la chaise, l'ordinateur, la carte
  • contributing to a class photo story, for example, writing and reading aloud captions to own photos (Je suis triste/content/fâché) and points of personal information (J'aime le chocolat; je suis petite; j'ai un chat noir)
  • 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 rouge
  • drawing aspects of daily routines (for example, le petit déjeuner, la récréation, le sport), and writing captions or attaching word bubbles

Creating

Engage with a range of imaginative texts through action, dance, drawing and other forms of expression

[Key concepts: imagination, response, character, expression; Key processes: responding, acting, dancing, expressing] (ACLFRC006 - Scootle )

  • listening to or viewing French versions of familiar stories such as Le Navet Géant or Boucle d'Or et les Trois Ours, comparing French expressions at key points in the story with English language versions, and re-enacting with puppets, props and actions
  • performing poems, rhymes or simple stories that include repeated phrases and rhythms to emphasise key points, for example, chanting 'Au Loup!' in Au Loup, or 'Ça va pas, non!' in Je veux pas aller à l'école
  • making simple evaluative statements about favourite characters in stories, rhymes or songs, for example, Il est magnifique! J'adore Minou! Elle est sympa!
  • re-creating stories, rhymes and songs through mime, dance, or drawings with simple written captions
Participate in shared performance and presentation of stories, songs or nursery rhymes, playing with sound patterns, rhyming words and non-verbal forms of expression

[Key concepts: rhythm, expression, pronunciation; Key processes: chanting, miming, drawing, dancing] (ACLFRC007 - Scootle )

  • performing songs, rhymes and action stories using non-verbal forms of expression such as clapping, gestures and facial expressions to support the making of meaning
  • creating and presenting own Big Books, storyboards or digital texts based on imaginary scenarios in familiar contexts (for example, Petit Ours Brun fait un tour à notre classe), building on key words and phrases, and using punctuation to guide intonation and drawings to support written text
  • 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

Translating

Translate simple French words, phrases and gestures for family and friends, noticing how they may have similar or different meanings in English or other known languages

[Key concepts: language, vocabulary, meaning; Key processes: demonstrating, explaining, comparing] (ACLFRC008 - Scootle )

  • recognising that every language has its own words, sounds and gestures to make meaning, and using French and/or English to name familiar objects and conduct simple conversations, translating when necessary to help others understand
  • sharing and interpreting simple expressions and songs with friends and family, for example, showing them how to sing Joyeux anniversaire or explaining how to use appropriate greetings for different times or occasions, such as Salut, Bonsoir or Bonne fête
  • 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!
Create simple print or digital texts that use both French and English, such as labels, word banks, wall charts or ID cards

[Key concepts: vocabulary, translation, meaning; Key processes: naming, comparing, copying] (ACLFRC009 - Scootle )

  • collecting French and English words that are similar or identical and have the same meaning but are pronounced differently, for example, la police, la table, la routine, six
  • designing and using bilingual fiches personnelles with identifying details supplied in both languages, for example, nom, prénom(s), ȃge, mes amis sont…, j'habite…, j'aime…
  • 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
  • making own bilingual picture dictionaries with captions, stickers and simple descriptions to explain culture-specific terms such as la bise, le goûter or la rentrée

Reflecting

Notice how using French feels and sounds different to using own language(s) and involves behaviours as well as words

[Key concepts: language, culture, difference; Key processes: noticing, considering, comparing] (ACLFRC010 - Scootle )

  • noticing French ways of talking and behaving that appear different to own ways, finding examples in children's stories such as Marie de Paris or Je veux pas aller à l'école or in recordings of French-speaking children in different contexts
  • comparing aspects of Australian and French children's lifestyles, such as ways of playing games, buying and eating food or interacting with family members, for example, school cantine meals, daily greetings in the family
  • 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
  • including some French words and expressions in English conversation when it feels appropriate (for example, bon…voilà, pardon, merci, attention!), noticing changes in behaviour, voice or body language when speaking French
Describe themselves, the people they are close to and the ways they communicate, using simple statements and gestures

[Key concepts: identity, self, communication; Key processes: describing, explaining, presenting] (ACLFRC011 - Scootle )

  • making simple statements about themselves, including where they come from, their age and appearance, for example, je suis australien et italien, j'habite à Darwin, je suis fils unique, je suis petit et mince
  • identifying languages they speak or are familiar with, for example, je parle vietnamien, anglais et français, comparing ways of interacting in familiar situations in different languages
  • 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

Systems of language

Recognise and reproduce the sounds and rhythms of spoken French, noticing how they are produced and how they are represented in words and symbols

[Key concepts: pitch, stress, intonation, letters, pronunciation; Key processes: listening, distinguishing, reading, recognising] (ACLFRU012 - Scootle )

  • building phonic awareness by recognising and experimenting with sounds and rhythms, focusing on those that are novel and initially difficult such as u (tu), r (très rapide) and -ion (attention!)
  • listening closely to distinguish between sounds such as bon, bien and beau or chien, chat and champ
  • 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!)
  • developing pronunciation, phrasing and intonation skills by singing, reciting and repeating words and phrases in context
  • becoming familiar with the French alphabet, noticing similarities and differences to English, for example, double-v, i-grec, and the possible confusion between g and j
Understand some first elements of French grammar, such as simple verb and gender forms, definite articles, pronouns and prepositions

[Key concepts: words, sentences, grammar, patterns, rules; Key processes: recognising, naming, selecting] (ACLFRU013 - Scootle )

  • understanding the French subject-verb-object structure (je mange la pomme; tu as le cahier) and the different patterns of adjective-noun order, with some adjectives coming before and some coming after the noun (le beau manteau, la grande école, le papillon rose)
  • noticing and using definite and indefinite articles in singular or plural forms (for example, la fille, le concert, les croissants; un chapeau, une chaise, des amis), including the l' form for nouns beginning with a vowel or letter h, for example, l'hiver, l'école
  • 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
  • using appropriate pronouns to identify people, for example, Je m'appelle Adam, et toi, tu t'appelles comment? C'est lui?
  • recognising and using some prepositions in simple sentence structures, for example, elle est devant la maison, je suis sous la chaise
  • developing number knowledge for numbers 0–20 and ordinals (premier, deuxième)
  • responding to and using simple imperative verb forms, for example, viens ici! écoutez bien!
  • using singular forms of common verbs in the present tense (for example, je suis chinois, tu as trois frères, il aime le football, Papa est grand) and some forms of irregular verbs such as aller, venir and faire
  • using simple questions and statements, for example, Qu'est-ce que c'est? Qui est-ce? Tu t'appelles comment? C'est un poisson. Je préfère les fraises
Understand that language is organised as 'texts', which take different forms and use different structures and features to achieve their purposes

[Key concepts: genre, text, meaning; Key processes: noticing, applying] (ACLFRU014 - Scootle )

  • understanding that texts can be spoken, written, digital, visual or multimodal and that they can be very short (Stop! or a hand gesture to signify Arrête!) or much longer (Il était une fois…)
  • recognising that different types of text have different features (for example, rhythm and repetition in action songs and rhymes) and use different language, for example, formal or informal forms of address (Bonjour, Monsieur; Merci beaucoup, Madame; Salut, Annie!)
  • 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
  • developing a language to talk about language and texts (metalanguage), and naming familiar types of text (story, poem, recipe, list) and talking about how they work, for example, using the story-starter Il était une fois…; rhyming and repeating words in songs such as Trois p'tits chats…

Language variation and change

Understand that French speakers use language differently in different situations, such as in playground games, at home with the family or in the classroom

[Key concepts: language as social practice, language conventions; Key processes: noticing, comparing] (ACLFRU015 - Scootle )

  • noticing that different kinds of language are used in different situations and with different people, for example, exchanges between children and parents (Un bisou, Papa! Je t'aime, ma puce!) and exchanges between children and unfamiliar adults (Bonjour, Madame, comment ça va?)
  • understanding that language varies according to context and situation, for example, language used for play with friends (vas-y! bravo! cours! à moi!) is less formal than language used with teachers (Pardon, Monsieur Falcon; je suis désolé; je m'excuse...)
  • 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
  • understanding that language associated with particular interactions can vary in different cultural contexts, for example, the use of first names in Australian or American English compared to the use of titles and family names in French or Japanese
Understand that all languages continuously change through contact with each other and through changes in society

[Key concepts: language, change, word borrowing; Key processes: noticing, comparing, listing] (ACLFRU016 - Scootle )

  • understanding that languages and cultures change in response to new ideas and social and cultural developments (globalisation)
  • recognising that languages borrow from each other, that many French words are used in English (for example, 'croissant', 'menu', 'chauffeur', 'chef', 'ballet') and many English words are used in French, for example, le week-end, le parking, le cowboy
  • understanding that some languages are continuously growing while others, such as many Indigenous languages throughout the world, are endangered or being revived
Recognise that Australia is a multilingual society with speakers of many different languages, including French

[Key concepts: multilingualism, culture, community; Key processes: discussing, observing, mapping] (ACLFRU017 - Scootle )

  • understanding that the world contains many different languages spoken by many different communities of speakers and that most people in the world speak more than one language
  • exploring the range of languages spoken in Australia, including Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages
  • exploring the different languages used by peers in their class, for example, by creating a language map with greetings in each language represented in the class
  • recognising that French is an important world language, spoken in many countries in the world apart from France, including Australia

Role of language and culture

Understand that people use language in ways that reflect their culture, such as where and how they live and what is important to them

[Key concepts: language, culture, meaning; Key processes: noticing, asking questions, reflecting, explaining] (ACLFRU018 - Scootle )

  • exploring the meaning of 'culture', how it involves visible elements (such as ways of eating or symbols such as flags) and invisible elements, such as how people live, what they value, and how they think about themselves and others
  • understanding that learning French involves ways of using language that may be unfamiliar (for example, using merci when refusing an offer), and also some ways of behaving and thinking that may be unfamiliar, for example, the importance of food in some family and regional traditions, or ways of expressing or describing feelings or relationships
  • noticing features of French language interactions in some texts and contexts (for example, photos, storybooks or video clips) that may be similar or different to own ways of communicating
  • identifying ways of communicating and behaving associated with Australian contexts, for example, Nippers, rip spotting, body boarding; multicultural days in primary schools

Foundation to Year 2 Achievement Standards

By the end of Year 2, students interact with teachers and each other through action-related talk and play. They exchange greetings such as Bonjour! Comment ça va? Très bien, merci and respond to question cues with single words or set phrases such as Qu'est-ce que c'est? Un éléphant. Tu veux un croissant? Non, merci. They choose between options when responding to questions such as Tu veux le rouge ou le bleu? They make meaning using visual, non-verbal and contextual cues such as intonation, gestures and facial expressions. They mimic French pronunciation, approximating vowel sounds and consonant combinations with some accuracy. They identify key words in spoken texts, such as names of people, places or objects. They use modelled examples and formulaic language to convey factual information at word and simple sentence level, such as making statements about themselves, their class and home environment, the weather or date. They write simple texts such as lists, labels, captions and descriptions. Students use some pronouns, prepositions and simple present tense forms of regular verbs.

Students identify ways in which spoken French sounds different to English and know that it uses the same alphabet when written. They identify words that are written the same in both languages but pronounced differently. They know that French is the language used in France and also in many other regions of the world. They know that language is used differently in different situations and between different people. They identify differences and similarities between their own and other's languages and cultures.

Foundation to Year 2 Work Sample Portfolios

Years 3 and 4

Years 3 and 4 Band Description

The nature of the learners

At this level, children are developing awareness of their social worlds and of their memberships of various groups including of the French class. They are developing literacy capabilities in English, such as writing in the Roman alphabet, and this assists to some degree in learning French. They benefit from varied, activity-based learning that builds on their interests and capabilities and makes connections with other areas of learning.

French language learning and use

A balance between language knowledge and language use is established. Activities that focus on grammar, vocabulary and pronunciation are integrated with purposeful, varied communicative activities. The development of oral proficiency at this stage continues to rely on rich language input. Learners engage in a lot of listening, developing active-listening and comprehension skills, using contextual, grammatical, phonic and non-verbal cues. The language they hear is authentic with modification, involving familiar vocabulary and simple structures. The balance between listening and speaking gradually shifts as learners are supported to use the language themselves in familiar contexts and situations. They exchange simple ideas and information, negotiate predictable activities and interactions, and participate in shared tasks, performance and play. They continue to build vocabulary that can be adapted for different purposes. They control simple grammatical forms with some accuracy to communicate in familiar contexts.

Contexts of interaction

The context in which students interact is primarily the language classroom and the school environment, with some sharing of their learning at home. They also have some access to wider communities of French speakers and resources through virtual and digital technology. The familiarity and routine dimension of the classroom context provide scaffolding and opportunities for language practice and experimentation.

Texts and resources

Learners develop literacy skills through interacting with a range of spoken, written, visual and multimodal texts. Imaginative and interactive texts such as picture books, stories, puppet play, songs and computer games introduce them to the expressive and cultural dimensions of French. Procedural, informative and descriptive texts, such as timetables, tuckshop orders or class profiles, show how language is used to organise, to describe and to 'get things done'. Learners may have access to resources developed for children in France, such as television programs, advertisements or web pages, as a way of developing cultural knowledge.

Features of French language use

Learning French contributes to the process of making sense of the children's worlds that characterises this stage of development. As they encounter French language and culture they understand that French and English have many similarities and also some interesting differences. They notice features of French communication such as the use of gestures, facial expressions, intonation patterns and polite forms of address. They make comparisons with their own ways of communicating. This leads them to think about identity and difference and about what it means to speak more than one language.

Level of support

This stage of learning involves extensive support. This is primarily provided by the teacher, who provides instruction, explanations, examples, repetition, reinforcement and feedback. Tasks and activities are carefully scaffolded and resourced. Time is allowed for experimentation, drafting and redrafting. Learners are supported to self-monitor and reflect on their learning.

The role of English

Learners are supported to use French as much as possible for classroom routines, social interactions, structured learning tasks, and language experimentation and practice. English is used for discussion, explanation and reflection, enabling learners to develop a language for sharing ideas about language and culture systems. It enables them to ask questions to support their learning and to reflect on the experience of moving between languages and cultures. Using both French and English in the classroom develops a sense of what it means to be bilingual.

Years 3 and 4 Content Descriptions

Socialising

Participate in routine exchanges such as asking each other how they are, offering wishes and sharing information about aspects of their personal worlds

[Key concepts: communication, politeness, friendship; Key processes: interacting, listening, questioning, responding] (ACLFRC019 - Scootle )

  • exchanging greetings in different contexts, for example, Bonjour, Madame Patou, comment allez-vous? Salut, Nicole, ça va? Pas mal, et toi?
  • offering wishes for particular occasions, situations or times of day, for example, Bonne nuit, Papa! Bonjour, Messieurs; Bonne fête, Hafiz! A demain, Mademoiselle; A bientȏt! Bonne année! Bon courage!
  • exchanging information about self, family, friends or interests, building vocabulary, using simple statements and cohesive devices such as the conjunctions et, mais and ou, and experimenting with gestures (for example, shrugging, thumb/fingers gesture for l'argent), intonation and expression, for example, J'ai deux soeurs et j'ai un frère; j'aime les sports et les voyages — mais j'adore la musique!
  • using common responses to frequently asked questions or comments (for example, très bien, voilà, oui, bien sûr, d'accord), imitating modelled intonation and stress patterns
  • 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 jeudi; En hiver il fait très froid
  • exchanging simple correspondence such as notes, invitations or birthday cards in print or digital form
Make statements, ask questions and collaborate in shared tasks such as science experiments, cooking or craft activities, building collections or swapping items

[Key concepts: collaboration, creativity, discovery; Key processes: contributing, collecting, exchanging] (ACLFRC020 - Scootle )

  • making simple recipes such as crêpes or croques monsieur, using imperative verb forms (ajoutez, mélangez, versez, servez) and vocabulary for ingredients and quantities (la farine, le beurre, le lait, 100 grammes, un verre de...)
  • creating own instructional or procedural tasks such as making a model or designing treasure hunts, for example, Où se cache le trésor?
  • playing games that involve active listening, memory or information exchange, for example, Jacques a dit, Jeu de 7 familles, Loto
  • working together in collaborative tasks such as designing a poster for a specific event, composing a menu or creating a picture book, sharing decisions about content, vocabulary and design, for example, ceci ou cela? qu'est-ce que tu préfères? là ou là? petit ou grand?
  • swapping or borrowing from each other's language resources such as word lists to complete shared learning tasks, for example, building an action wall or making adjective-snake-sentences (le chien est: petit, noir, fatigué, triste; Maman est: grande, mince, belle, gentille)
Follow the teacher's instructions and use simple questions, statements and gestures to support own learning, such as asking for help or permission or attracting attention

[Key concepts: learning strategies, support; Key processes: requesting, clarifying, responding] (ACLFRC021 - Scootle )

  • responding to instructions such as Encore une fois; montre-moi; chantez plus fort; regarde les photos, écoutez, écrivez/tapez la phrase
  • requesting help or clarification, for example, Je ne comprends pas; répétez s'il vous plaȋt; j'ai une question…
  • negotiating turns (for example, C'est à toi? Non, c'est à moi), and praising and evaluating each other, for example, Super! Pas mal. Bon travail! Excellent! Bravo!
  • developing and displaying classroom rules and routines, deciding on priorities such as le respect, la politesse and la co-opération
  • using appropriate language to ask for help or to attract attention, for example, Monsieur, s'il vous plaȋt! Je ne comprends pas
  • rehearsing words, phrases or interjections which can be used as 'hooks' or fillers in conversation, such as ah bon … voilà…eh bien…alors

Informing

Locate specific points of information in different types of texts relating to social and natural worlds

[Key concepts: community, family, friends, environment; Key processes: focused reading, information selection and organisation] (ACLFRC022 - Scootle )

  • collecting information about different animal species (for example, les insectes, les animaux domestiques/sauvages), and creating a display with names and appropriate adjectives, for example, la fourmi — minuscule; le lion — féroce
  • 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
  • locating information relating to school activities in a French context (for example, l'emploi du temps, la lecture, l'orthographe, le vocabulaire, les mathématiques) and comparing with own daily schedule
  • 'finding French' at home or in the community to create collections or displays, for example, French words used in English language advertisements, shop signs, recipe books or menus
Present factual information about self, others, and home and school life, using graphic support such as photos, maps or charts

[Key concepts: home, school, information; Key processes: selecting, presenting, comparing] (ACLFRC023 - Scootle )

  • using simple descriptive language and supporting resources to introduce family members and friends, identifying relationships (c'est mon cousin/ma sœur/ma grand-mère/mon copain) and cultural backgrounds (il est chinois/espagnol/australien)
  • collecting information about each other's likes, dislikes or interests, using checklists, surveys or question cues such as combien de…? à quelle heure…? to create a class profile, chart or database, for example, les sports préférés, les plats de choix
  • presenting information on events or topics of possible interest to French children of their own age (for example, les fêtes d'anniversaire, les vacances or les copains), using multimodal resources and realia support and building vocabulary to describe actions and feelings
  • creating a class book or digital display about topics they have been studying in French and/or other curriculum areas, for example, les animaux sauvages au zoo/dans la nature

Creating

Participate in interactive stories and performances, acting out responses, identifying favourite elements, and making simple statements about characters or themes

[Key concepts: response, action, expression; Key processes: participating, imagining, interpreting] (ACLFRC024 - Scootle )

  • interacting with characters in stories, songs or cartoons such as Samsam or Titou, for example, by writing invitations, paying simple compliments (Viens chez moi! J'adore ton chapeau!) or preparing questions for an interview (Tu as quel ȃge? Est-ce que tu aimes le fromage?)
  • viewing excerpts from imaginative texts such as Ratatouille, listening for key words and phrases, picking up cultural cues, and choosing vocabulary to describe key characters, for example, Rémi: un rat, gastronome, chef, intélligent; Emil: un rat, le frère, gros, gourmand; Linguini: jeune home, timide, maladroit, bête
  • collecting and using favourite exclamations, words or expressions from different imaginative and expressive texts, for example, Terrrrible! Ça y est! Pas vrai!
  • reading simple narratives and responding to images that evoke positive or negative emotions such as affection, sadness or anger, and making connections with their own experiences by using stem statements such as Je suis folle quand…; Je suis contente si…; J'ai peur de…
Create short imaginative texts that allow for exploration and enjoyment of language

[Key concepts: fantasy, imagination; Key processes: experimenting, playing, creating, performing] (ACLFRC025 - Scootle )

  • creating short imaginative texts designed to amuse or entertain, such as fantasy stories featuring imaginary creatures with names created out of two or more real animal names, for example, le chevaloon, le lapinat, les moutaches
  • producing and presenting picture/digital books or short scripted plays or animations that use favourite French words and expressions to build rhythm or rhyme
  • creating and performing alternative versions of stories or action songs, using voice, rhythm and gestures to animate characters, or using support materials such as drawings or story maps to create visual context

Translating

Translate high-frequency words and expressions in simple texts such as captions, story titles or recurring lines in a story, noticing which ones are difficult to interpret

[Key concepts: translation, meaning, culture; Key processes: noticing, explaining, comparing] (ACLFRC026 - Scootle )

  • identifying and comparing key words in French and English versions of favourite stories (for example, La chenille qui fait des trous and The Very Hungry Caterpillar; La vieille dame qui avala une mouche and The Old Woman Who Swallowed a Fly), and comparing rhythms and vocal effects in the two versions
  • playing matching-pair games with French and English word cards, for example, Le Calendrier, matching words in both languages for days of the week, months and seasons
  • collecting and using French words and expressions which do not translate easily into English (for example, bon appétit, bon voyage, voilà!) and French words used by English speakers, for example, 'café', 'éclair', 'mousse', 'chic'
  • finding English words in French texts (for example, l'Internet, le sandwich), and considering how French speakers might pronounce the English words and why they are not translated
Create bilingual versions of texts such as picture dictionaries, action games or captions for images

[Key concepts: translation, meaning; Key processes: selecting, code-mixing, explaining] (ACLFRC027 - Scootle )

  • participating in Circle Time sessions, helping each other to use as many French words and expressions as possible
  • creating bilingual picture dictionaries, using colour-coded captions to identify words that are identical, similar or different
  • creating captions for images in simple bilingual storybooks modelled on texts such as Oops and Ohlala (A la plage, Vive l'école!)
  • alternating between French and English versions of games such as Un…deux...trois…soleil and What time is it, Mister Wolf? or Caillou, papier, ciseaux and Rock, paper, scissors
  • creating bilingual texts for the classroom or school community (for example, posters, library displays or online newsletter items), and discussing how to represent meaning in different languages for different audiences

Reflecting

Notice what looks or feels similar or different to own language and culture when interacting in French

[Key concepts: communication, difference, respect; Key processes: noticing, comparing, reflecting] (ACLFRC028 - Scootle )

  • identifying elements of French language that feel most different to their own usual ways, including pronunciation of some sounds, gestures such as la bise, or facial expressions, and describing to each other what they are confident in doing in French, what they feel unsure of and what they most enjoy
  • talking about how it feels to use a different language
  • experimenting with respectful gestures and forms of communication, such as shaking hands or using titles such as Madame and Monsieur
Explore their own sense of identity, including elements such as family, friends and interests, and ways of using language with different people

[Key concepts: identity, friends, groups; Key processes: noticing, describing, identifying] (ACLFRC029 - Scootle )

  • 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 et grec, j'ai beaucoup de cousins
  • noticing how they communicate with each other, their families, teachers and other adults, identifying differences in behaviour and language and explaining reasons for these
  • 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
  • reflecting on the experience of becoming bilingual (or in the case of some learners plurilingual), considering what advantages this brings and whether it impacts on identity

Systems of language

Experiment with the pronunciation of vowel sounds, letter combinations and intonation patterns, and recognise and write high-frequency words and expressions in familiar contexts

[Key concepts: pronunciation, accent, spelling, writing; Key processes: alphabetic recognition, discriminating sounds, recognising words] (ACLFRU030 - Scootle )

  • creating an alphabet bank, collecting words that begin with each letter, for example, H: l'hiver, l'homme, l'hôtel; M: mai, mardi, le mouchoir; P: le pain, Papa, le poisson
  • recognising and practising the most common vowel sounds, such as ou (vous, jour), oi (toi, voiture), on (bonbon, mon), ai (aimer, j'ai), ain (train, demain) and eau (chȃteau, beau)
  • observing differences in pronunciation of word endings shared with English such as -tion and -ent, for example, attention, situation, commencement, accident
  • understanding that some letters blend to make single sounds (such as -ille, -eau or qu-), that some final consonants in French words are usually silent (for example, le rat, le tapis, vert, chez) and some are usually pronounced (for example, chic, actif)
Notice and apply elements of French grammar such as word order, gender and singular/plural forms, adverbs, pronouns and prepositions in simple spoken and written texts

[Key concepts: sentence, gender, number; Key processes: recognising, applying, naming] (ACLFRU031 - Scootle )

  • developing a metalanguage in French for talking about language, using terms similar to those used in English, such as le verbe, l'adjectif, l'adverbe, la conjonction and le vocabulaire
  • observing the relationship between subject pronouns and verb endings, using je/tu/il/elle + present tense of verbs associated with familiar actions and environments, for example, il chante bien, je suis fatigué, tu aimes le yaourt, elle est en classe
  • expressing negation in simple sentence structures and colloquial expressions, for example, je ne sais pas; elle ne mange pas; tu ne viens pas? Pas du tout!
  • understanding the difference between definite and indefinite articles, and how to refer to a specific or unspecific person, place or object, for example, tu manges la pomme, j'achète un livre, une vȃche énorme, le climat français
  • understanding the function of verb moods, recognising and knowing how to use statements, simple questions and imperatives, for example, Tu peux commencer; je peux commencer? Commence!
  • using an increasing range of adjectives (for example, bizarre, magnifique, formidable), including additional gender forms, for example, blanc/blanche, gros/grosse
  • using some adverbs to elaborate on simple verb statements, for example, elle mange lentement, je chante doucement, il parle très vite
  • using additional prepositions to indicate direction or location, for example, à gauche, à droite, à côté de
  • strengthening vocabulary knowledge by making connections with known words (for example, triste, la tristesse; le marché, le supermarché, le marchand), recognising word patterns and building word clusters, for example, number knowledge to 60+, words associated with food, family members or sports
Notice differences between simple spoken, written and multimodal French texts used in familiar contexts, and compare with similar texts in English.

[Key concepts: mode, medium, language features; Key processes: noticing, comparing, describing, explaining] (ACLFRU032 - Scootle )

  • noticing and applying features of familiar types of texts such as greetings, requests, weather reports or recipes through activities such as 'genre-swapping'; that is, transferring features associated with one genre to a different one, for example, greetings that sound like announcements (Attention, Madame, comment-allez vous!) or weather reports that read like recipes (Un litre de pluie, six nuages…)
  • recognising how different textual elements combine to make meaning (for example, the images, font and script of a web page; the layout, title and illustrations in a picture book; the highlighting of names, dates and times on an invitation), and copying and creating templates to store as learning resources
  • analysing features of simple spoken and written texts in French, such as a verbal greeting or a written postcard (noting, for example, the sequencing of the message, terms of address and ways of signing off), and comparing with similar texts in English

Language variation and change

Understand that different ways of using French reflect different regions and countries, different relationships and different ways of making meaning

[Key concepts: variation, register, tenor; Key processes: observing, explaining] (ACLFRU033 - Scootle )

  • recognising that there are many different varieties of French spoken in different countries and regions, involving different accents, dialects and vocabulary, for example, un pain au chocolat/une chocolatine in the south of France
  • reflecting on how they communicate with their own family and friends and with people less close to them, noticing differences in language use and communicative behaviour
  • understanding how changes in voice and body language can change the meaning of words, for example, Tu aimes les devoirs? (simple question) versus Tu aimes les devoirs? (expressing surprise, disbelief); C'est mon petit frère (statement) versus C'est mon petit frère! (pride)
  • finding examples of shortened noun forms in colloquial French (such as le resto, le frigo, le foot, le prof), comparing with the use of abbreviations in Australian English (such as 'brekkie', 'ambo' and 'arvo'), and considering when or how they are used
Understand that languages change over time and influence each other, and that French has influenced many languages, including English

[Key concepts: influence, change, exchange; Key processes: identifying, classifying, interpreting] (ACLFRU034 - Scootle )

  • considering differences in how groups of people communicate, such as younger or older people, girls and boys, and how new words and expressions are constantly being invented or borrowed from other languages
  • collecting French words used in English (for example, le restaurant, le café, le chauffeur, le ballet, le croissant), and comparing how they are pronounced by French and English speakers
  • discovering some of the English words used by French speakers (for example, le coach, le blog, l'Internet, le football, le corner, le burger, le denim), and considering if they are the same kinds of words as those borrowed from French into English
  • exploring how languages mix with each other to invent new words or expressions, for example, le franglais, le texto
  • 'finding French' at home or in the community to create a class collection or display, for example, French products, labels or words used in English language advertisements, shop signs, recipe books or menus
Know that French is an important global language used by communities in many countries around the world and that it has connections with several other languages

[Key concepts: global language, culture, identity, communication; Key processes: collecting data, mapping, grouping] (ACLFRU035 - Scootle )

  • knowing that French is spoken in many regions of the world (for example, le Québec, le Sénégal, le Maroc, la Suisse, le Monaco, la Nouvelle Calédonie), with different accents and dialects
  • understanding that French has close connections to other languages which have shared histories and many similar words, for example, English, French, Italian and Spanish ('the bank', la banque, la banca, el banco; 'art', l'art, l'arte, el arte)
  • identifying ways in which French language and culture influence the lives of Australians

Role of language and culture

Notice differences between French, Australian and other cultures' practices and how these are reflected in language

[Key concepts: culture as process and practice, beliefs, values; Key processes: identifying, describing, discussing] (ACLFRU036 - Scootle )

  • identifying cultural symbols such as art forms, flags, national dishes or sporting emblems associated with different francophone countries and regions (for example, le tricolore in France, le Fleurdelisé in Québec, le Kanak in la Nouvelle Calédonie), and comparing with different Australian cultural expressions and symbols, for example, flags, sporting logos, national celebrations, and Aboriginal and Torres Strait Islander arts
  • understanding that language carries information about the people who use it and that common expressions often reflect cultural values, for example, French terms of affection used with children often relate to either food or animals (mon petit chou, mon lapin)
  • 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 and cakes (une baguette, une ficelle, une religieuse, un mille-feuille)
  • learning how to talk about culture and language, using terms such as 'meaning', 'difference' and 'behaviour', and thinking about values, ideas and traditions which sit inside language, for example, responding to prompts such as: What does it mean when…? What is the difference between…? Why do you think that people…?

Years 3 and 4 Achievement Standards

By the end of Year 4, students interact with teachers and each other through classroom routines, action-related talk and play. They exchange greetings and wishes, respond to familiar instructions and to questions such as Qu'est-ce que c'est? and Qu'est-ce que tu fais? They share simple ideas and information, express positive and negative feelings (for example, Je suis très contente; Je n'aime pas la pluie) and ask for help, clarification and permission. They interpret visual, non-verbal and contextual cues such as intonation, gestures and facial expressions to help make meaning. They make statements using the present tense and present + infinitive form about self, family and interests (for example, Je suis australien et italien; J'habite à Brisbane; Je vais partir demain). They approximate the sounds, rhythms and pitch of spoken French. They comprehend simple, spoken, written, visual and multimodal texts, using cues such as context, graphics, familiar vocabulary and language features. They use modelled sentence structures to compose short original texts such as descriptions, captions or simple narratives, using conjunctions such as et and mais, and prepositions such as sous, sur and devant. They use vocabulary related to familiar contexts and their personal worlds, and apply gender and number agreements in simple constructions (for example, une petite maison, les grands chiens).

Students know that French is a significant language spoken in many parts of the world, including Australia; that it is similar to English in some ways (for example, it has the same alphabet and basic sentence structure and many shared words) and different in other ways (such as in the use of titles, gestures, some new sounds such as r and u and gender forms). They know that languages change over time and influence each other. They identify French words used in English (such as menu, mousse) and English words used in French (such as le weekend, stop!). They demonstrate understanding of the fact that language may need to be adjusted to suit different situations and relationships (for example, formal and informal language, different text types). They explain how French has its own rules for pronunciation, non-verbal communication and grammar. They use terms such as verb, adjective and gender for talking about language and learning. Students identify ways in which languages are connected with cultures, and how the French language, like their own, reflects ways of behaving and thinking as well as ways of using language.

Years 3 and 4 Work Sample Portfolios

Years 5 and 6

Years 5 and 6 Band Description

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 that both recycle and extend language. Students are gaining greater independence and becoming more conscious of their peers and social context. They are gaining greater awareness of the world around them. Learners are noticing additional similarities and differences between French language and culture and their own.

French language learning and use

Learners' communicative capabilities are stronger, and their pronunciation, intonation and phrasing are more confident and accurate. They control and access wider vocabulary resources and use a range of non-verbal strategies to support communication. Shared tasks develop social, cognitive and language skills and provide a context for purposeful language use. Focused attention to grammar, literacy skills development and exploration of cultural elements of communication are conducted at least in part in French. Learners use ICT to support their learning in increasingly independent and intentional ways, exchanging resources and information with each other and with young people in French-speaking communities, accessing music and media resources, and maintaining blogs and web pages. Oracy development at this level includes active listening to a range of input from different sources. Learners develop conversational and interactional skills such as initiating and sustaining conversation, using turn-taking protocols, and 'reading' language for cultural and contextual meaning. Individual and group oral presentation and performance skills are developed through researching and organising information, rehearsing and resourcing presentations, and selecting language appropriate for particular audiences. French is used increasingly for classroom interactions, routines and exchanges, for demonstrating understanding and for communicating simple information.

Contexts of interaction

Learners use French with each other and the teacher for an increasing range of purposes. They have some access to French speakers and cultural resources in wider contexts and communities through the use of ICT. Language development and use are typically incorporated into collaborative and interactive tasks, games and activities, and learners are supported to use French spontaneously when interacting with each other.

Texts and resources

Learners engage with a growing range of oral and written texts. They use cues and decoding strategies to assist comprehension and to make connections between contexts, ideas and language within and between texts. They create their own texts for a range of purposes and audiences, such as emails, dialogues, notes and letters, presentations and performances. With support they build cohesion into their spoken and written texts in terms of both content and expression. They write more accurately and fluently, extending their writing from simple phrases to more elaborated sentences and different types of text. They use modelled language and co-produce shared texts such as class stories, journals or captions for storyboards. They have some access to texts created for young French speakers, such as stories, cartoons, magazines, websites, music clips and television programs.

Features of French language use

Learners increase their range of French vocabulary, pronunciation, grammar and textual knowledge. They are aware of the role of liaisons and accents and are familiar with frequent vowel–consonant combinations (-ille, -ette, -tion). They use present tense forms of regular -er, -ir and -re verbs, a small number of irregular verbs (être, avoir, aller, faire), and some reflexive verbs (se lever, s'habiller). They use plural forms of nouns and adjectives and some possessive adjectives. They move between statement and question forms and use simple negative constructions. They develop a metalanguage to describe patterns, rules and variations in language structures. Learners are building awareness of the relationship between language and culture, and exploring ideas relating to identity and communication. They question stereotypes, explore how attitudes are shaped by cultural perspectives, and consider their own cultural and communicative behaviours.

Level of support

While learners work more independently at this level, ongoing support, including modelling and scaffolding, is incorporated into task activity and focused language learning. Support includes provision of models, stimulus materials, and resources such as word charts, vocabulary lists, dictionaries and electronic reference resources.

The role of English

While the use of French in the classroom increases at this level, the use of English for discussion, reflection and explanation ensures the continued development of learners' knowledge base and intercultural capability. The language of response around learning tasks depends on the nature of task demands. French is used for communicating in structured and supported tasks, and English for open-ended tasks that involve discussion and reflection and develop understanding of language and culture.

Years 5 and 6 Content Descriptions

Socialising

Interact using descriptive and expressive language to share ideas, relate experiences and express feelings such as concern or sympathy

[Key concepts: communication, exchange, interests; Key processes: expressing, comparing, socialising] (ACLFRC037 - Scootle )

  • interacting via different modes of communication to exchange personal information and opinions, express views, agree or disagree, for example, Excuse-moi, Sophie, mais…à mon avis, je pense que…bien sûr…, d'accord…, au contraire…
  • using communication strategies such as active listening skills, turn-taking cues, and requests for clarification or more detail to support the exchange of ideas and information, for example, Ah oui? c'est vrai? c'est intéressant…dis-moi…
  • 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
  • identifying and describing key friends or family members, using simple descriptive and expressive language, for example, C'est mon frère — il est sympa! C'est ma tante Lilianne — je l'adore! C'est mon grand-père — il est très vieux
  • apologising and expressing concern or sympathy to friends and family members, for example, Pardon, excuse-moi; je suis désolé; fais bien attention! mon pauvre ami…
Participate in guided tasks such as organising displays, developing projects or budgeting for events

[Key concepts: task, collaboration, budget; Key processes: planning, organising, budgeting] (ACLFRC038 - Scootle )

  • designing and completing collaborative projects such as building a model of the place du marché in a French village or designing an environmentally friendly cour de récréation, and composing spoken, written or digital instructions and specifications, using, for example, devant, à côté de, 500 mètres, trois étages
  • planning and organising activities such as outings or performances, using expressions related to place, time and numbers, for example, quelle date? où? quand? à quelle heure? combien de…?
  • budgeting for virtual shopping expeditions, consulting online catalogues and websites, comparing prices and values, and discussing intended purchases, for example, je vais acheter…, j'espère trouver…qu'est-ce que tu cherches?
  • creating displays, presentations or performances for family, friends or school community to showcase their progress in learning and using French
  • allocating roles and organising class or school activities such as an appeal or fundraiser, creating timelines, schedules or programs
Use questions, statements and responses to participate in learning activities, to indicate understanding and to monitor learning

[Key concepts: mindful learning, process, outcome; Key processes: discussing, planning, monitoring, reflecting] (ACLFRC039 - Scootle )

  • indicating understanding or asking for help, using comments such as Oui, je comprends; non, je ne comprends pas; c'est trop compliqué! c'est quoi ça?
  • consulting each other when completing individual or group activities, for example, c'est juste? montre-moi; comme ça? comment ça s'écrit?
  • negotiating tasks and shared activities, for example, Tu préfères lire ou écrire? moi, je préfère travailler sur l'ordinateur
  • checking on progress during learning tasks or activities, using comments and questions such as C'est fini? Pas encore, bientôt..; tu comprends, toi?
  • 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. J'adore jouer au foot en français!

Informing

Gather and compare information from a range of sources relating to social and cultural worlds

[Key concepts; environment, communication, social behaviours; Key processes: researching, reading, listening, collating, evaluating] (ACLFRC040 - Scootle )

  • extracting points of information from sources such as websites, books and magazines on social and environmental issues such as le recyclage or la conservation de l'eau, and recording key phrases and vocabulary for use in group projects
  • conducting surveys with peers and family members to report on social behaviours such as preferred modes of communication, for example, le téléphone, le courriel, les conversations face à face, les textos
  • drawing from a range of informative texts such as videos, books and websites to collect and compare information on topics such as family life, housing or schooling in different cultural contexts, for example, la campagne, les villes, les appartements
  • viewing subtitled video clips on different francophone communities, commenting on key facts and features, and recording new vocabulary and expressions for use in shared texts
  • working with simple informative texts such as advertisements, video clips or features in teen magazines to share impressions of the lifestyles of young French speakers in different contexts
Convey information and ideas in different formats to suit specific audiences and contexts

[Key concepts: content, audience, purpose; Key processes: organising, comparing, selecting] (ACLFRC041 - Scootle )

  • creating a website for a contact group of French students, posting information on own interests and experiences (for example, les vacances, les amis, les sports, les médias), and using resources such as sound, visuals or graphics to highlight elements which may be unfamiliar to French students
  • constructing a visual, digital or narrative profile of the local community for people arriving from overseas, collecting information from public and community texts such as fliers, newsletters, advertisements and brochures
  • creating a video to present information or ideas to a particular audience, such as a virtual tour of the school or classroom for exchange student groups
  • creating an interactive display or performance to inform younger children of the benefits of learning French

Creating

Share responses to characters, events and ideas in texts such as stories, cartoons or films, making connections with own experience and feelings

[Key concepts: character, plot, imagination, feelings; Key processes: interpreting, expressing, comparing] (ACLFRC042 - Scootle )

  • creating storyboards to represent key events in different types of imaginative texts, including captions or word bubbles to capture moods or feelings, for example, la peur, le bonheur, l'étonnement
  • comparing favourite characters in plays, stories or cartoons, and listing words or expressions associated with their role or personality (for example, timide, gros, géant, minuscule, rigolo, belle) and explaining how they can relate to them
  • introducing a character from a story, cartoon or television series that reminds them of themselves, a close friend or a family member, using performative, narrative or graphic modes of presentation
  • responding to questions about characters, events or effects in different types of imaginative texts such as puppet shows, stories and films, using modelled language to express reactions, for example, c'est triste, j'ai peur, elle est folle!
Present, reinterpret or create alternative versions of songs or stories, adapting events or characters to different modes or contexts

[Key concepts: adaptation, genre, plot, character; Key processes: imagining, creating, interpreting] (ACLFRC043 - Scootle )

  • introducing new elements to a familiar story, for example, a new neighbour in Astérix's village in Gaul, an additional ailment for Nicolas in Le Petit Nicolas: Je suis malade, or an alternative ending to a traditional tale such as Cendrillon
  • teaching younger children French versions of familiar nursery rhymes and songs with repetitive phrases and actions, for example, comptines such as A vous dirais-je Maman, La chanson de l'alphabet
  • illustrating and captioning alternative versions of traditional stories or songs such as La Fée Quenotte or Les Trois Petits Cochons, for example, transposing them to contemporary or Australian contexts
  • adapting French children's stories, songs or cartoons to suit particular audiences, for example, scripting, rehearsing and performing a puppet show version of Pirouette Cacahuète or children's songs such as Ah les crocrocro…, Coucou, Petit Loulou

Translating

Translate simple texts from French to English and vice versa, noticing which words or phrases require interpretation or explanation

[Key concepts: meaning, translation, word borrowing; Key processes: comparing, interpreting, translating] (ACLFRC044 - Scootle )

  • finding and using phrases that have direct translations between French and English, for example, Bonsoir/ 'good evening', un beau jour/ 'one fine day', Messieurs-Dames/ 'Ladies and Gentlemen'
  • creating French versions of Australian school signs and notices, considering why some words or expressions require freer translation than others, for example, the swimming pool, the sports oval, the tuck shop, the library, the office
  • interpreting expressions in familiar texts such as greeting cards or story titles that do not translate easily into English (for example, bonne fête! Quelle porcherie!), and considering how these expressions reflect aspects of French language or culture
  • translating and explaining the meaning of words or expressions associated with celebrations in French-speaking regions of the world, for example, le poisson d'avril, la bûche de Noël, le Ramadan, Aïd el-Fitre, la Toussaint, la Fête de la Musique
Create own bilingual texts and learning resources such as displays, websites, newsletters or word banks

[Key concepts: bilingualism, word borrowing, meaning; Key processes: identifying, classifying, selecting, explaining] (ACLFRC045 - Scootle )

  • creating parallel lists of informal French and English expressions for everyday interactions with friends and family, for example, à tout à l'heure! /' See you later'; génial/ 'cool'; salut, ça va!/ 'Good day!'; Amuse-toi bien/ 'have fun'; bisous/ 'love'
  • composing bilingual texts such as posters for class or school assembly performances, events or displays, for example, Les pays francophones, les fêtes françaises, le 14 juillet
  • using bilingual dictionaries and electronic translation tools to compose bilingual texts such as captions, menus or school timetables, comparing results and noticing problems associated with translation
  • constructing and co-maintaining a bilingual website with a sister-school or contact group of young English learners in a French-speaking community
  • creating bilingual texts for younger readers based on models such as Oops et Ohlala, involving one English-speaking and one French-speaking character and incorporating instances of possible intercultural miscommunication

Reflecting

Compare ways of communicating in Australian and French-speaking contexts, and identify ways that culture influences language use

[Key concepts: difference, language, culture; Key processes: noticing, reflecting, describing] (ACLFRC046 - Scootle )

  • observing interactions between French speakers and comparing them with interactions in similar Australian contexts, for example, students in a school cantine selecting une entrée, un plat principal et un dessert; and people interacting in the street, in shops or at réunions de famille, using either tu or vous forms of address
  • exploring how children from French-speaking communities around the world use different words and expressions (for example, tchop for manger, chamboul for la chambre, n'damba for le football in Cameroun; le chum (tchomme) for le copain, and l'avant-midi for le matin in Québec), and considering why such variations exist
  • reflecting on instances when interactions in French have felt awkward or difficult (for example, using polite or gendered forms of language), and explaining why this might be the case for speakers of Australian English
  • planning a virtual or actual visit to a French school, and deciding on strategies for effective communication, for example, planning how to 'read' cultural information and to adjust own behaviour if required
Reflect on aspects of own identity and language use, for example, by creating personal or group profiles or portfolios

[Key concepts: identity, community, bilingualism; Key processes: identifying, presenting, explaining] (ACLFRC047 - Scootle )

  • creating a self-profile, using captioned photos, slide presentations, posters or concept maps to highlight key characteristics, relationships and ways of using language
  • 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
  • exploring the idea of stereotypes associated with languages and identities, discussing how groups of people tend to think about themselves and others, and how stereotypes affect attitudes and communication and can be inaccurate
  • comparing own ways of using language with those of peers, considering how family and community shape identity and communication, for example, using more than one language, celebrating or expressing feelings in various ways
  • considering whether learning and using French impacts on identity either in or out of the classroom

Systems of language

Recognise and apply features of intonation, pronunciation and writing conventions used in different types of texts and contexts

[Key concepts: listening discrimination, accuracy, fluency; Key processes: listening, reading, recognising] (ACLFRF048 - Scootle )

  • recognising and using liaisons when appropriate, for example, les élèves, les petits enfants, joyeux anniversaire
  • understanding that the letter h is never pronounced and is referred to as a silent letter, for example, l'hôtel, l'herbe, heureux, habiter, le héros, la hache
  • understanding that the aigu -é at the end of a word is pronounced, unlike -e without an accent (for example, le passé, je passe; le soufflé, je souffle), and that other accents also change the sound of a letter, for example, the cédille (ç) softens the c sound (le garçon, la façon, le français)
  • recognising how pitch, stress and rhythm help to convey meaning even if individual words are unfamiliar, for example, J'ai eu très, très peur! D-o-u-c-e-m-e-n-t…
  • applying phonic and grammatical knowledge to spelling and writing unfamiliar words, for example, letter combinations such as -eau, -eur or -ette, and words involving two or more distinct vowel sounds, such as la voiture, important, le pompier, l'aspirateur, la ceinture
Develop knowledge of grammatical elements such as tenses, and combine them with an increasing range of nouns, adjectives and adverbs to construct simple statements, questions and exclamations

[Key concepts: grammatical rules, patterns, exceptions; Key processes: classifying, discriminating, vocabulary building] (ACLFRF049 - Scootle )

  • building a metalanguage to talk about grammar, using terms such as 'tenses' and 'personal pronouns', and identifying language elements and talking about how they are used
  • using all forms of the present tense of regular -er, -ir and -re verbs and of high-frequency irregular verbs such as avoir, être, aller and faire
  • becoming familiar with l'imparfait when encountered in familiar expressions and scaffolded language contexts, for example, Il était une fois…C'était…
  • using the indicative plus the infinitive (for example, J'aime jouer au tennis, il sait conduire) and le futur proche, for example, je vais partir
  • becoming familiar with and using with support le passé composé, for example, j'ai mangé trois biscuits, elle a dormi sous les étoiles
  • playing games such as 'matching pairs' to reinforce grammatical rules, for example, pairing nouns and subject pronouns (Jean travaille: il travaille; Marianne aime le fromage: elle aime le fromage) or a subject with a conjugated verb (nous parlons, tu manges)
  • using a range of nouns, including more unusual plural forms (for example, les bureaux, les choux-fleurs, mes grands-parents), more complex adjectives (for example, beau, belle, beaux, belles) and possessive forms (mon, ma, mes, ton, ta, tes…)
  • formulating questions using est-ce que…, the inverted form of the verb, or changed intonation, for example, est-ce que tu as un chien? as-tu un chien? tu as un chien…?
  • understanding and using negative constructions (for example, tu ne viens pas ce soir?), including the use of de after a negative verb form, for example, je n'ai pas de photos
  • using exclamations to indicate agreement, disagreement, intention or understanding, for example, D'accord! Mais non! bien sûr; voilà!
  • using a range of adverbs to elaborate or accentuate meaning, for example, il parle si doucement; moi j'écoute attentivement
Understand how different French texts use language in ways that create different effects and suit different audiences

[Key concepts: genre, structure, audience, sequencing; Key processes: comparing, noticing, explaining] (ACLFRF050 - Scootle )

  • 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 extended language (une baguette, s'il vous plaît, Madame; et avec ça, jeune homme?)
  • recognising and describing key features of familiar texts such as advertisements, reports or letters from sources such as Astrapi, Le Petit Quotidien and Images Doc, and comparing with similar texts from Australian sources
  • identifying the purpose, context and intended audience of a range of familiar texts, for example, phone messages, sports reports, take-away food orders
  • recognising differences between spoken and written texts, noting that some types of text such as emails or text messages combine elements of each

Language variation and change

Understand that language is used differently in different contexts and situations

[Key concepts: language, identity, culture, context; Key processes: observing, comparing, analysing, explaining] (ACLFRF051 - Scootle )

  • explaining why speakers use French differently in different situations (for example, in the classroom and in the playground), among different groups (for example, girls/boys, young people/older people) and in different relationships, for example, close friends or strangers
  • understanding the importance of using appropriate forms of address when interacting with different people, for example, using tu when speaking with close friends, family members or other young people, and using vous for other adults
  • 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 (for example, ciao, cool, super), hybrid terms (for example, allez-bye!) or verb contractions in informal spoken language, for example, chais pas for je ne sais pas
  • considering own and others' ways of communicating with different people in different contexts
Understand that the French language is constantly changing due to contact with other languages and to the impact of new technologies and knowledge

[Key concepts: language contact, word borrowing, digital media; Key processes: observing, identifying, classifying] (ACLFRF052 - Scootle )

  • investigating influences on the French language of major community languages in France such as Arabic (for example, le toubib, le bled, kif-kif), Italian (for example, le fiasco, bravo, espresso) or Chinese, (for example, le ginseng, le tai-chi, le litchi)
  • understanding that French, like all languages, is constantly expanding to include new words and expressions in response to changing technologies, digital media and intercultural experiences, for example, skyper, googliser, le courriel, photophoner
Understand that there are different forms of spoken and written French used in different contexts within France and in other regions of the world

[Key concepts: diversity, creoles, dialects, accents; Key processes: mapping, comparing, distinguishing] (ACLFRF053 - Scootle )

  • distinguishing differences in accents, dialects and vocabulary in different regions of mainland France and within French-speaking communities around the world (for example, la Bretagne, Le Midi, Le Québec, La Réunion), identifying degrees of variation and ease of comprehension
  • comparing forms of cultural expression in different French-speaking communities, such as forms of celebration, systems of schooling and concerns associated with young people in society, and comparing these with similar diversity in multicultural Australia
  • recognising and considering the effects of language mixing and blending, for example, the usefulness and/or perceived risks associated with le franglais

Role of language and culture

Reflect on how ways of using language are shaped by communities' ways of thinking and behaving and may be differently interpreted by others

[Key concepts: cultures, norms, perspectives; Key processes: reflecting, observing, comparing] (ACLFRF054 - Scootle )

  • 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 and culture
  • identifying elements of Australian-English vocabulary, expressions and behaviours, discussing how they might be explained to people from different language backgrounds, for example, 'the bush', 'fair go', 'she'll be right'
  • comparing responses and reactions to the experience of learning the French language and culture, examining whether initial attitudes or understandings have changed

Years 5 and 6 Achievement Standards

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, Est-ce que je peux … ? Tu peux..… ?), using appropriate pronunciation, intonation and non-verbal communication strategies. They use appropriate forms of address for different audiences, such as tu forms with friends and family members, and vous for teachers and other adults or when more than one person is involved. They gather and compare information from a range of texts. They identify key points and supporting details when reading and listening, and interpret and translate short community texts such as signs or notices. They create connected texts such as descriptions, conversations and picture books, using structured models and processes of drafting and re-drafting. They convey information in different formats to suit specific audiences and contexts. Students use present tense verb forms, conjunctions and connectives (such as et, mais, parce que, plus tard, maintenant), positive and negative statements (such as j'ai trois amis, je n'ai plus d'amis), and adverbs such as très, aussi, beaucoup, un peu and lentement. They recognise and use with support verb forms such as le futur proche (je vais + l'infinitif) and le passé composé (j'ai + regular forms of past participle) as set phrases. They identify l'imparfait when reading (for example, c'était, il était). They use possessive pronouns and adjectives with modelling and support, and prepositions to mark time and place (such as avant, après, devant, derrière).

Students identify differences between spoken and written forms of French, comparing them with English and other known languages. They identify differences in commonly-used text types (for example, greetings, instructions and menus), commenting on differences in language features and text structures. They use metalanguage for language explanation (for example, formal and informal language, body language) and for reflecting on the experience of French language and culture learning. They identify relationships between parts of words (such as suffixes, prefixes) and stems of words (for example, préparer, préparation; le marché, le supermarché, l'hypermarché). Students make comparisons between French and their own language and culture, drawing from texts which relate to familiar routines and daily life (such as la vie scolaire, la famille, les courses, les loisirs, la cuisine). They explain to others French terms and expressions that reflect cultural practices (for example, bon appétit, bonne fête). They reflect on their own cultural identity in light of their experience of learning French, explaining how their ideas and ways of communicating are influenced by their membership of cultural groups.

Years 5 and 6 Work Sample Portfolios

Years 7 and 8

Years 7 and 8 Band Description

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, to engage with a variety of texts and to communicate with some assistance about their immediate world and that of France and other French-speaking communities. They have experience in analysing the major features of the language system and in reflecting on the nature of intercultural exchanges in which they are involved.

French language learning and use

French is used for classroom interactions and transactions, for explaining and practising language forms and for developing cultural understanding. Additional opportunities for interaction in the target language are provided by purposeful and integrated use of ICT. Learners work both collaboratively and independently, exploring different modes and genres of communication, with particular reference to their own current interests. They pool language knowledge and resources to plan, problem-solve, monitor and reflect. They use modelled and rehearsed language in familiar and unfamiliar contexts and increasingly generate original and personal language. They make cross-curricular connections and explore intercultural perspectives and experience.

Contexts of interaction

The primary context for learning remains the French language class; however, there may be increasing opportunities for interaction with peers in France and other French-speaking communities through technology, partner-school arrangements or community connections. Learners have access to additional French resources through websites, social media and radio streaming.

Features of French language use

Learners expand their range of vocabulary beyond their immediate world. They make clearer distinctions between sounds and intonation patterns. They develop more detailed grammatical knowledge, using additional tenses (le passé composé, le futur proche), some reflexive verb forms and additional irregular verbs. They become more familiar with features of different types of text (for example, informative, transactional, expressive), using this understanding to guide their own text production. They create and present more varied texts (such as poems, web pages and brochures), plan events and join in competitions and debates. They use French with increasing accuracy and fluency, drafting and editing texts to improve structure and effect. They make connections more confidently between texts and cultural contexts.

Texts and resources

Learners work with a range of texts specifically designed for learning French in schools, such as textbooks, videos, readers and online resources. They also access materials created for French-speaking communities, such as films (with subtitles), websites, advertisements and magazines. Authentic French-community resources provide access to additional cultural expression and experience.

Level of support

This is a period of review and consolidation and of engaging with new and challenging learning experiences. Continued scaffolding, modelling and material support are required to manage this transitional phase. Learners require modelled language use, particularly at the paragraph and whole text level for written language and for developing fluency and accuracy in spoken French. Focused attention on grammatical and textual features supports learners' development as text producers. Learners are encouraged to become more autonomous, to self-monitor and to reflect on their learning.

The role of English

French is increasingly used at this level for classroom interactions and routines, for task participation and structured discussions. English continues to be used for more complex elements of instruction, and more substantive discussion, analysis and reflection in relation to abstract concepts. Learners continue to develop a metalanguage for thinking and talking about language, culture, identity and the experience of learning and using French.

Years 7 and 8 Content Descriptions

Socialising

Participate in a range of spoken and written interactions, for example, exchanging views or experiences, apologising or excusing, inviting or congratulating

[Key concepts: friendship, respect, communication; Key processes: responding, expressing, connecting] (ACLFRC055 - Scootle )

  • 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? Ciao, Pierre, à tout de suite!
  • 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 redoubler…!
  • communicating in face-to-face or online discussion and debate with peers and French-speaking contacts about social and environmental issues, such as l'influence de la musique, l'environnement digital or le recyclage, referencing community attitudes and changing practices
  • composing formal and informal versions of invitations and/or replies to invitations, taking account of the context and the relationship with the recipient of the text
Engage in tasks and activities that involve negotiation and problem-solving

[Key concepts: value, design, audience, purpose; Key processes: negotiating, considering, reflecting, evaluating] (ACLFRC056 - Scootle )

  • 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 (l'entrée, le plat principal, le fromage, le dessert; comme boisson…l'addition, s'il vous plaȋt)
  • organising action-oriented projects with a school or community focus, using print, visual and digital resources to raise awareness, communicate concern or present a position, for example, une campagne d'information et de sensibilisation around issues such as l'influence des réseaux sociaux or la sécurité des cyclistes
  • making arrangements to cater for an event (for example, des baguettes, des fromages, de l'eau minérale, des saucisses, du pȃté), calculating quantities and prices, for example, trois douzaines de…, 40 litres de…
  • asking, giving and following directions to real or virtual locations (for example, continuez jusqu'à… prenez le métro jusqu'au Musée du Louvre…prenez la troisième rue à gauche… en face de…), using electronic information devices, apps, street maps or directories
  • planning and running a class vide-grenier or marché aux puces, preparing labels and fliers, rehearsing language for negotiating, buying, swapping and bargaining (for example, Vente flash! un très bon prix, un prix cassé, bon marché, cher)
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, explaining] (ACLFRC057 - Scootle )

  • initiating and extending conversations and discussion, for example, by using connectives such as puis, et après, ensuite and alors que…
  • inviting people into conversations (for example, et toi, qu'est-ce que tu dis?), and using expressions such as n'est-ce pas? and non-verbal strategies such as wait time or facial expressions to signify interest or attention
  • 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…

Informing

Access, summarise and analyse information from different sources relating to contemporary community and lifestyle issues

[Key concepts: values, generation, culture; Key processes: researching, comparing, evaluating, reflecting] (ACLFRC058 - Scootle )

  • accessing, collating and analysing information on youth-related issues (for example, la musique, la télévision, les sports) from sources such as the internet, magazines and personal communications, and classifying findings into themes, for example, la jeunesse urbaine, l'environnement, le fast food
  • 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, 2014
  • listening to or viewing informative texts such as television news reports or feature articles, and noting key words, specialised terms or points of information to be reused in own newsflash or roman photo, for example, en direct, les dernières nouvelles, l'information continue, la météo
  • 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, les colonies de vacances, les boulots, les sports aquatiques, les jeux vidéos
Organise and present information and ideas on different topics, issues or events, comparing perspectives and experiences

[Key concepts: perspective, engagement, action, debate; Key processes: managing information, shaping text, engaging] (ACLFRC059 - Scootle )

  • organising and presenting information to raise awareness or invite action in relation to social or community issues, using multimodal forms of presentation such as sound and visual images or websites with hyperlinks
  • classifying information obtained from different print and electronic resources in a shared database of categories, themes and genres, showing relationships between ideas, topics and key language
  • presenting findings related to the investigation of a social or cultural issue (for example, la mode et les codes vestimentaires: l'influence des marques), summarising opinions and attitudes collected from surveys, interviews or media sources
  • conveying information and ideas by matching language features and text types to topics and themes, for example, using emotive images and captions to highlight issues such as la faim or l'égalité des sexes, or rap rhythms and punchlines to engage with controversial ideas or provoke reactions
  • combining modes of presentation such as displays, videos or music to explore social and cultural themes, for example, l'Australie et les régions asiatiques, or le multiculturalisme

Creating

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] (ACLFRC060 - Scootle )

  • comparing cartoons or video clips from different eras, identifying themes and representations, for example, traditional fables and contes with moral messages and contemporary texts such as cartoons that include diverse perspectives on social issues
  • transcribing short samples of action-related dialogue from texts designed to create suspense or excitement (for example, Tintin et l'étoile mysterieuse: allons-y! Ah non, c'est impossible! Personne? Ah magnifique!), and building them into their own performance dialogues or captions for comics or storybooks
  • responding to different expressions of humour in French (for example, le mime, les blagues, les jeux de mots, les devinettes), and comparing these with Australian expressions of humour
Create simple songs, plays or stories to entertain others, involving imagined contexts and characters

[Key concepts: mood, drama, effect, audience; Key processes: character and context building, creating] (ACLFRC061 - Scootle )

  • creating and performing texts such as les raps, les poèmes or les sketchs, experimenting with the musicality, rhythms and non-verbal expressiveness of French
  • performing unscripted explorations of characters, contexts and concepts (for example, l'amitié, la peur, la liberté), using gestures, voice and props to build mood, drama and effect and to explore expression and emotion
  • creating simple texts such as picture books, bedtime stories or cartoons for younger children, selecting appropriate language, rhythms and images to enrich the visual or listening experience

Translating

Translate and interpret texts, compare own translation to classmates', and consider why there might be differences in interpretation and how language reflects elements of culture

[Key concepts: culture, equivalence, idiom; Key processes: translating, interpreting, mediating] (ACLFRC062 - Scootle )

  • interpreting phrases and expressions that do not translate literally (for example, à tout à l'heure, pas de quoi, courage), identifying similar English expressions and considering possible consequences of the lack of equivalence in terms of intercultural communication
  • translating written expressions associated with politeness and social protocols in French (for example, responding to requests or thanks, or signing postcards or birthday cards: je vous en prie, Madame; amitiés; je t'embrasse très fort…) and comparing with typical expressions in similar messages in English
  • using and evaluating translation resources such as electronic translators and print and digital dictionaries, including monolingual French dictionaries, using prompt questions such as: Does this represent the exact meaning? What other ways could this be interpreted?
  • collecting examples of faux amis (for example, assister à, demander, un médecin, extra, sympathique) and of inaccurate translations of public signs or notices
  • becoming increasingly aware of the fact that some words and expressions cannot be translated and are used in their original form in other languages (for example, 'nuance', 'chic', 'silhouette'), and considering the impact of word borrowing on the style and effect of communication
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, comparing] (ACLFRC063 - Scootle )

  • 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'
  • 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
  • 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? où sont les toilettes? Je vous remercie, Madame — Je vous en prie, Madame

Reflecting

Reflect on cultural differences between French and English communicative styles and on how these affect intercultural interactions

[Key concepts: values, perspective, respect; Key processes: reflecting, analysing, comparing] (ACLFRC064 - Scootle )

  • noticing cultural cues that suggest differences in traditions, ideas or values when interacting with French speakers or resources, for example, ways of expressing feelings, or politeness protocols associated with social events
  • discussing elements of successful intercultural communication when using French or other languages, for example, awareness of differences, flexibility, and respect for other perspectives and traditions
  • interacting with young French-speakers who are learning English, comparing views on cultural aspects of communication and discussing individual challenges and gains
  • 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
  • reflecting on own ways of communicating and behaving and how these may be interpreted by French speakers
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] (ACLFRC065 - Scootle )

  • mapping their own linguistic and cultural profiles, for example by creating a chart/timeline/web profile to highlight formative elements such as family languages, key relationships and intercultural experiences
  • sharing and comparing cultural and intercultural experiences and language capabilities, and exchanging views on the benefits of speaking more than one language, such as having a larger vocabulary to draw on, new insights and perspectives, and opportunities for new experiences
  • 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

Systems of language

Recognise individual elements of spoken and written words, phrases and non-verbal forms of expression, and notice how they combine to make or to change meaning

[Key concepts: word parts, idioms, expression; Key processes: listening, reading, identifying, describing] (ACLFRU066 - Scootle )

  • recognising the function and form of commonly used morphemes, suffixes and prefixes (for example, la camionette, désordre, désagréable, irrégulier, inacceptable, la danseuse), and collecting groups of words that share a common stem (for example, la bouche, la bouchée; le jardin, jardiner, le jardinage)
  • recognising the impact of non-verbal elements of French expression such as hand gestures to replace words (for example, c'est nul, ça suffit!, quoi encore?), or sounds and facial expressions to reinforce spoken language (for example, oh là là! Aïe! T'as fait quoi?)
  • revising the pronunciation of the alphabet, practising spelling out words and using the correct terms for letters and symbols, for example, g, h, j, w, accent aigu, accent cédille
  • distinguishing vowel sounds, for example by recognising distinctions between nasal vowel sounds (cinq, sympa/manger, entre/dont, des bonbons)
Understand and control additional elements of French grammar such as compound tenses, irregular and reflexive verb forms, verb moods and modalities

[Key concepts: tenses, parts of speech, moods, modalities, metalanguage; Key processes: analysing, categorising, distinguishing] (ACLFRU067 - Scootle )

  • increasing control of the conjugation of regular verbs in le présent and le passé composé and of high-frequency irregular verbs such as avoir, être, faire, devoir, vouloir, savoir
  • recognising and using idiomatic expressions such as those using avoir, for example, avoir soif, avoir sommeil, avoir peur
  • understanding the form and function of reflexive verbs, for example, il se lève très tard, nous nous promenons chaque soir, je veux m'asseoir à côté de toi
  • extending knowledge of negative constructions such as ne…plus, ne…rien, ne…jamais, ne…que..
  • using le passé composé and le futur proche
  • understanding how to use modal verb forms to express possibility, obligation and ability (for example, je peux m'imaginer…, il doit partir demain), and impersonal expressions such as il faut… and on…
  • learning to use direct object pronouns in conjunction with the present tense, for example, je t'écoute, elle les mange tous les jours!
  • continuing to build a metalanguage to describe grammatical concepts and to organise learning resources, for example, verb charts, vocabulary lists and groups of pronouns, adverbs and adjectives
Analyse the structure and organisation of a range of texts created for purposes such as information exchange or social interaction

[Key concepts: tenor, lexical and rhetorical resources; Key processes: experimenting, reflecting, comparing] (ACLFRU068 - Scootle )

  • 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
  • creating sample texts for a genres resource base, identifying key features and functions, for example, la publicité: les messages directs: n'attendez plus! profitez de…, ou indirects: vous rêvez de… vos enfants méritent…
  • 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)

Language variation and change

Examine how elements of communication such as gestures, facial expressions and choice of language vary according to context and situation

[Key concepts: body language, personal space, expression; Key processes: observing, comparing, analysing] (ACLFRU069 - Scootle )

  • 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 travail)
  • analysing the role of formulaic language and symbolic gestures in different contexts and communities, noticing cultural variations, for example, national mottos such as Liberté, égalité, fraternité (la France); Unité, Travail, Progrès (le Chad); 'Advance Australia' (l'Australie)
  • comparing elements of communication such as body language, use of personal space and silence in different cultural contexts and exchanges
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] (ACLFRU070 - Scootle )

  • reflecting on changes in their own ways of communicating, identifying new terms and behaviours which have become part of everyday language through changes in technology and social media, for example, language associated with l'Internet, le portable, les jeux électroniques, electronic messaging replacing handwritten letters or cards
  • examining own and others' ways of interacting to detect influences from other people, cultures or media products, for example, friends, relatives, teachers, media personalities; travel, education, music and entertainment
  • comparing the experience of learning French and other languages, either in school or in community contexts, and considering how languages intersect or are used for different social functions within families and friendship groups
Investigate the nature and extent of French language use in both Australian and global contexts

[Key concepts: community, arts, fashion, music, cuisine; Key processes: researching, analysing, classifying] (ACLFRU071 - Scootle )

  • 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 industry)
  • tracking the contribution of French migrants and settlers to different phases of Australian history,( for example, as explorers, prisoners, refugees, traders, farmers, post-war migrants)
  • 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)

Role of language and culture

Reflect on different aspects of the cultural dimension of learning and using French

[Key concepts: cultural expression, representation, difference, diversity; Key processes: reflecting, comparing, analysing] (ACLFRU072 - Scootle )

  • sharing understandings of what culture 'is' and how it relates to identity and experience, using statements such as 'Culture is...' and 'Culture can...'
  • 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 objectively at own cultural experience and ways of communicating
  • discussing how own cultural identities are reflected in home, school and social lives, including attitudes and behaviours, and considering how these might be interpreted and responded to by members of different communities
  • identifying changes in own ways of thinking about culture and identity as a result of learning French
  • discussing attitudes towards diversity and difference, including the use of stereotypes and generalisations, and considering how these affect communication

Years 7 and 8 Achievement Standards

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 interests and feelings and technical language to discuss issues of wider interest (for example, les nouvelles téchnologies, les rapports entre les générations, le travail, la musique). They ask, give and follow directions and instructions, using phrases such as prenez la deuxième rue à gauche ..., suivez le boulevard jusqu'à ... and choisissez la photo. They locate and analyse information from different sources presenting it in modes and formats suitable for the intended audience. They use strategies such as emphasis, repetition and summary to support fluency and expression in shared reading, performances, discussions and debate. They plan, draft and present imaginative, informative and persuasive texts, using simple and compound sentences to structure arguments and to explain or justify a position. Students use regular verbs in the passé composé form independently as well as high-frequency irregular verbs such as faire, être and avoir. They use declarative, imperative and interrogative verbs in affirmative and negative forms. They interpret and translate language which has colloquial or cultural associations in either French or Australian English, providing alternative expressions when equivalence is not possible (for example, à tout à l'heure, good on ya!). They make appropriate language choices when communicating in French in different contexts and situations.

Students use metalanguage to explain language features and elements, using appropriate grammatical terms (such as tenses, genres, agreement). They identify how language features such as vocabulary, tenor and register serve different purposes in different modes. They make connections between texts and contexts, comparing expression and representation in similar texts from different cultural contexts (for example, invitations to celebrations or ceremonies, postcards or letters between friends). Students identify the relationship between language and culture, understanding that personal and community identity are expressed through cultural expression and language use. They reflect on their own ways of communicating, discussing how these might be interpreted by others.

Years 9 and 10

Years 9 and 10 Band Description

The nature of the learners

At this level, students bring existing knowledge of French language and culture and a range of learning strategies to their learning. They are increasingly aware of the world beyond their own and are engaging with youth-related and social and environmental issues. They require continued guidance and mentoring, but are increasingly independent in terms of analysis, reflection and monitoring of their language learning and intercultural experiences. They are considering future pathways and options, including the possible role of French in these.

French language learning and use

This is a period of language exploration, vocabulary expansion and experimentation with different modes of communication (for example, digital and hypermedia, collaborative performance and group discussions). Learners become more confident in communicating in a wider range of contexts through greater control of language structures and increased understanding of the variability of language use. They use French to communicate and interact; to access and exchange information; to express feelings and opinions; to participate in imaginative and creative experiences; and to create, interpret and analyse a wider range of texts and experiences. They use French more fluently, with a greater degree of self-correction and repair. They reference the accuracy of their language use against a stronger frame of grammatical knowledge. They demonstrate understanding of language variation and change and of how intercultural experience, technology, media and globalisation influence communication.

Contexts of interaction

Learners interact with peers, teachers and other French speakers in immediate and local contexts, and with wider communities and cultural resources via virtual and online environments. They may access additional French experience through community events such as film festivals, interschool events or cultural performances.

Texts and resources

Learners use texts designed for language learning such as textbooks, teacher-generated materials and online resources. Learning is enriched by exposure to a range of authentic materials designed for or generated by young French speakers in France and other francophone regions, such as video clips, magazine features, television programs or advertisements. Students take some responsibility for sourcing additional materials to support their own learning.

Features of French language use

Learners expand their knowledge and control of grammatical elements such as verb tenses (l'imparfait, le futur simple, le conditionnel) and emphatic, direct and indirect object pronouns. They extend their knowledge of text types and language functions by maintaining a balance between form-focused activities and communicative tasks and performance. Task characteristics and conditions involve collaborative as well as independent language planning and performance, and strategic use of language and cultural resources. Tasks involve interpreting, creating, evaluating and performing. Learners engage in critical analysis of texts such as posters, advertisements or news reports, identifying how language choices reflect perspectives and shape meaning.

Learners examine the processes involved in learning and using a different language, recognising them as cognitive, cultural and personal as well as linguistic. They explore the reciprocal nature of intercultural communication: how moving between different languages and cultural systems impacts on ways of thinking and behaving; and how successful communication requires flexibility, awareness and openness to alternative ways. They develop the capacity to 'decentre' from normative ways of thinking and communicating, to consider themselves through the eyes of others, and to communicate in interculturally appropriate ways.

Level of support

Support at this level of learning includes provision of rich and varied stimulus materials, continued scaffolding and modelling of language functions and communicative tasks, and explicit instruction and explanation of the grammatical system, with opportunities for learners to discuss, clarify, practise and apply their knowledge. Critical and constructive teacher feedback combines with peer support and self-review to monitor and evaluate learning outcomes (for example, portfolios, peer review, e–journalling).

The role of English

English continues to be used for substantive discussion, explanation and analysis. This allows learners to talk in depth and detail about their experience of learning French, and about their thoughts on culture, identity and intercultural experience. English is the language of analysis and critique, supporting discussion of concepts such as 'stereotypes', 'difference', 'diversity' and 'values'. It allows for a degree of expression and debate that is beyond learners' communicative capabilities in French.

Years 9 and 10 Content Descriptions

Socialising

Discuss and compare young people's interests, behaviours and values across cultural contexts, using formal and informal registers

[Key concepts: perspectives, generation, change, cultural diversity; Key processes: exchanging, responding, discussing] (ACLFRC073 - Scootle )

  • using different forms of communication, including formal debates and informal exchanges, to discuss young people's experience in contemporary culture, for example, la santé des jeunes, la vie des banlieues, les rapports avec les parents
  • initiating and sustaining conversation by introducing topics, inviting contributions or asking for clarification, for example, je n'ai pas bien compris … si on parlait de…? qu'est-ce que vous en pensez?
  • focusing on oral fluency and accuracy, exploring how rhythm, pitch and the use of connectives (for example, normalement…à vrai dire…) and gestures contribute to maintaining momentum and increasing confidence and engagement
  • contributing to online discussions with young people in French-speaking contexts, comparing aspects of school and home life, for example, les examens, le stress, les sports, les droits, les responsabilités
Engage in shared activities such as planning and managing events, exchanging resources and information

[Key concepts: communication, collaboration, information exchange; Key processes: calculating, predicting, planning] (ACLFRC074 - Scootle )

  • using online and digital forms of communication such as email, chat forums and community websites to plan shared events or activities, for example, intercultural components of the fête de la musique, or a cahier/guide de recommandations for language learners
  • 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 language use
  • organising real or simulated forums, protests or rallies to raise awareness of environmental, social or ethical issues, for example, les droits des animaux, le développement durable, les préjugés
  • creating a collaborative communications project such as a daily news segment for a community television or radio station, building informations discourse and using appropriate terms to introduce, identify and summarise, for example, en directe de… notre envoyé spécial… l'enquête de… les titres/en tête/à la une de cette édition…
  • transacting for goods and services, considering concepts such as value, availability, competition and ethics
Compare and reflect on the experience of learning and using French

[Key concepts: metalanguage, reflection, awareness; Key processes: expressing, reflecting, analysing] (ACLFRC075 - Scootle )

  • using questionnaires or surveys to collect and compare each other's reflections on learning and using French, identifying challenges and gains and tracking different stages of learning, for example, au début, c'était comment?…petit à petit…; finalement…j'ai trouvé que…
  • communicating with other young learners of languages via email, online forums or video-conferencing, comparing experiences and challenges, for example, C'est comment pour toi? C'est difficile pour vous d'apprendre l'anglais? Moi, je trouve que…
  • 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

Informing

Research and evaluate information from different perspectives on local and global issues, identifying how culture and context affect how information is presented

[Key concepts: standpoint, representation, cultural literacy; Key processes: researching, comparing, analysing] (ACLFRC076 - Scootle )

  • selecting samples of spoken, written and digital texts that convey cultural as well as factual information (for example, regional news headlines, local community announcements, advertisements, notices in public spaces), and providing explanations and commentary on particular cultural aspects
  • researching a topic of global significance (for example, l'immigration, la jeunesse, l'action humanitaire, les langues mondiales), and identifying and explaining how texts reflect different perspectives and priorities
  • analysing and summarising interviews with high-profile speakers, such as political leaders or sports personalities, and listing words or expressions that provide cultural or contextual information
  • presenting commentaries collected from print, digital and personal sources of information on issues of relevance to young people (for example, la publicité, la santé des jeunes, les liens familiaux), and classifying according to viewpoints and perspectives
  • engaging in critical reading of texts such as product advice, news reports or travel brochures, considering questions such as intention and perspective, and rewriting key elements from a different perspective
Convey information on selected topics, using different modes of presentation to suit different audiences or to achieve different purposes

[Key concepts: content, audience, mode; Key processes: selecting, designing, aligning] (ACLFRC077 - Scootle )

  • creating different elements for a general information evening for peers and parents on topics such as les échanges culturelles, le tabagisme or les jeunes et la lecture/les médias sociaux, combining formats such as displays, posters, performances and printed material
  • creating a web page to provide information for young job seekers in different regional and cultural contexts (for example, les stations de ski, au pair à la ferme, le travail saisonnier), using formats such as databases, charts, maps and video clips
  • designing texts pitched to specific age or interest groups, making and explaining choices in relation to vocabulary, structure, and visual and cultural elements, (for example, fashion advice for teens, tips for healthier living, local information for new migrants)
  • summarising and presenting information relating to topics or themes studied in other curriculum areas, using different modes of presentation to cater for different learning styles, for example, charts, diagrams, recorded spoken commentary or demonstration to explain eco-systems or recycling
  • referencing cultural trends in contemporary France and other francophone communities, for example by presenting and commenting on community texts associated with cultural activities related to les fêtes religieuses or les fêtes civiles (Hanoucca, la Messe de Minuit, les Fêtes du Mawlid, le 1er mai)

Creating

Analyse how expressive and imaginative texts create aesthetic, humorous or emotional effects in ways that reflect cultural influence

[Key concepts: culture, humour, expression, tradition; Key processes: interpreting, analysing, evaluating] (ACLFRC078 - Scootle )

  • expressing emotional or aesthetic responses to texts such as short stories, poems, cartoons, films and songs (for example, c'est émouvant, c'est troublant, ils sont mélancoliques, c'est trop beau, c'est amusant, ça fait rire), and identifying how mood is created and narrative is developed through language and expression
  • talking about how imaginative texts use structure, language and mood to build action, develop character and position the reader, using modelled descriptive and analytic language, for example, Les adjectifs et les adverbes sont très évocatifs; il y a un rythme qui crée un atmosphère de tristesse; la voix du narrateur calme le lecteur
  • comparing lyrics, themes and styles of popular French- and English-language songs, and tracking similarities and differences in genres and modes of expression, for example by comparing winners of Australian Idol and Francouvertes or La Voix
  • reading, viewing or listening to extracts from expressive contemporary texts such as poems, songs, dance, street art and performance, identifying elements of expression that reflect French cultural traditions or experience
Create imaginative texts involving moods and effects designed to engage different audiences

[Key concepts: imagination, creativity, stimulus; Key processes: planning, projecting, engaging, entertaining] (ACLFRC079 - Scootle )

  • creating characters to role-play imagined encounters in possible intercultural contexts suggested by resources such as news reports or feature articles, (for example, au métro — jour de grève, à la douane — papiers perdus)
  • composing and performing poems, songs, monologues or dialogues to evoke amusement, sympathy or surprise, (for example, les chants d'amours, les virelangues, les récits de guerre, le rap, le rock)
  • creating performances or poems that reflect on significant French or Australian celebrations or historical events (for example, le 1er mai, National Sorry Day, le 11 novembre, Anzac Day)

Translating

Consider the nature of translating and interpreting and the role of culture when transferring meaning from one language to another

[Key concepts: culture, text, context, perspective; Key processes: comparing, analysing, critical and cultural reading] (ACLFRC080 - Scootle )

  • experimenting with literal translations of popular French expressions or idioms, noticing when this creates confusion (for example, être bien dans sa peau, dans son assiette, avoir le cafard, revenons à nos moutons) and recognising the nature and function of cultural elements of language and communication
  • finding examples of words, expressions and behaviours used in Australian English that do not translate literally into French (for example, 'bush tucker', 'surf's up', 'schoolies'), and providing cultural explanations for French speakers
  • experimenting with different resources to assist in translation, including monolingual and bilingual dictionaries, encyclopaedias, electronic dictionaries and translators, for example by comparing individual translations, back-translating, swapping useful references
  • considering the nature of translation, with reference to different strategies such as decoding literal meaning (word for word), reading for meaning (sense for sense) and cultural reading (between the lines)
  • interpreting gestures used by French speakers to signal meanings such as Parfait! J'ai du nez! c'est fini, comparing with gestures used in Australian English and other known languages, and incorporating some of them into own language production and communicative interactions to appropriate effect
  • recognising the need to sometimes recast language, and considering why one language may use more words than another to communicate a particular meaning, for example, Je vous prie, Monsieur, de croire à l'expression de mes sentiments distingués versus 'Yours sincerely'
Create glossaries to interpret cultural aspects of contemporary and traditional French texts

[Key concepts: representation, critical and cultural literacy; Key processes: referencing, explaining, interpreting] (ACLFRC081 - Scootle )

  • collecting and explaining to non-French speakers expressions and cultural allusions encountered in French texts associated with historical, religious or civic events or traditions, (for example, la Marianne, le tricolore, la Toussaint, le 1er mai)
  • exploring French colloquialisms, argot and idioms (for example, tomber dans les pommes, les doigts dans le nez) that are typically used by different social groups, (for example, les jeunes, les sportifs, les étudiants)
  • exploring texts for terms associated with particular elements of French lifestyles (for example, la cuisine, la mode, les loisirs, la famille), noting differences between traditional and more contemporary texts and explaining these differences in relation to changes in cultural practice
  • mapping France or other francophone countries as represented on internet sites or tourist brochures in terms of regional and cultural diversity, for example, la France gastronomique: la choucroute d'Alsace, la quiche Lorraine, le bœuf bourguignon, la tapenade Provençale; la Polynésie: les cinq archipels, les ȋles et les atolls

Reflecting

Reflect on the experience of learning and using French, considering how intercultural communication involves shared responsibility for meaning making

[Key concepts: reciprocity, understanding, intercultural experience; Key processes: communicating, observing, reflecting, analysing, responding] (ACLFRC082 - Scootle )

  • considering how learning and using French and other languages offers different ways of interpreting the world and representing experience
  • 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, and responses and insights to interactions)
  • comparing understandings of the relationship between language, culture and identity, using symbols, graphic representations, images and metaphors to represent how the relationship works
  • discussing how intercultural communication involves being flexible, responsive and open to alternative ways of communicating, (for example, responding to different levels of emotionality or confrontation in debate, or different levels of respect in casual exchanges or service encounters)
  • reflecting on how their own language use and communicative style might be perceived by French speakers, considering concepts such as 'culture', 'attitudes', 'assumptions' and 'values'
Reflect on own cultural identity and how it shapes personal ways of communicating and thinking

[Key concepts: identity, culture, communication; Key processes: reflecting, explaining] (ACLFRC083 - Scootle )

  • developing an enquiry-oriented stance to own cultural identity and communication style, reflecting on existing assumptions about what makes for effective communication and on any changes in perspective as a result of learning French
  • analysing how cultural norms impact on interpretations of French language texts and experiences, (for example, comparing own with others' reactions to particular cultural texts, events or practices)
  • reflecting on own cultural identity in terms of family background, community relationships and contact with languages, (including contact with French and other languages and cultures), tracking changes over time or context
  • composing a 'cultural ID profile' to exchange with French-speaking friends, making decisions about what points of information will be of most interest

Systems of language

Increase control of regular and irregular elements of spoken and written French, using elements such as liaisons, accents and expression

[Key concepts: liaisons, accents, expression, style; Key processes: recognising, classifying, discriminating] (ACLFRU084 - Scootle )

  • recognising ways in which written language is different to spoken language, such as being more crafted, precise, elaborated and complex, (for example, the use of interrelated clauses and support detail (Le Pays de Galles a remporté, samedi, le Tournoi des VI Nations en corrigeant l'Angleterre, pourtant favourite, sur le score de 30 à 3 au Millennium Stadium de Cardiff)
  • recognising the impermanent and fluid nature of spoken language, identifying features such as interactivity, and the use of repetition, pauses, interruptions and contractions, (for example, the dropping of ne in negative structures (je sais pas trop), incomplete sentences and reliance on non-verbal elements and vocal expression (Dis donc, t'es là? Je suis déjà là — t'es où toi?)
  • recognising and responding to challenges associated with clarity and pace in audio texts, (for example, station or airport announcements or recorded phone messages)
Analyse how grammatical elements such as tenses and verb moods impact on the making of meaning

[Key concepts: grammatical analysis, register, tenor; Key processes: identifying, defining, classifying] (ACLFRU085 - Scootle )

  • noticing how grammatical choices can shade meaning, determine perspective and establish relationship, (for example, an imperative verb mood can indicate authority or enthusiasm (Arrêtez! Allons-y! Donnez-moi votre billet, Mademoiselle); shifting from the use of vous to tu can signal a more informal, friendly relationship)
  • exploring how choices of words such as nouns and adjectives can indicate values and attitudes, (for example, c'est un bon à rien/c'est un brave jeune homme; ce sont des illégaux/ce sont des réfugiés)
  • understanding the function of verb tenses to situate events in time (for example, ils vont partir demain matin, je suis allée au ciné hier soir) and to express intention or desire, (for example, je voudrais bien aller à Tunis avec toi!)
  • recognising variations in conjugation for verbs such as nettoyer, envoyer, essayer, appeler, acheter, manger, (for example, nous mangeons, j'essaie)
  • using l'imparfait, understanding how to distinguish between a completed and a continuing action in the past, (for example, nous étions déjà au lit quand Papa a téléphoné)
  • using le passé composé verb forms, recognising verbs conjugated with être as the auxiliary that involve agreement between subject and past participle, (for example, elles sont parties)
  • understanding and using in simple constructions le futur, le conditionnel and le plus-que- parfait tenses
  • being exposed to le subjonctif verb forms used in set phrases such as il faut que tu partes, il faut que je finisse mes devoirs
  • understanding the function of the reflexive pronoun and practising using the reflexive verb structure, (for example, je me suis levée à sept heures, je me suis entraȋnée…)
  • understanding the function and use of relative pronouns such as qui, que, dont
  • understanding that past participles agree with the preceding direct object when the verb is conjugated with the auxiliary verb avoir, for example, J'ai acheté une tartelette aux fraises — je l'ai mangée trop vite!
  • understanding and using infinitive verb forms and phrasal verbs, such as avoir besoin de faire quelque chose, commencer à faire…
  • using relative, emphatic and direct/indirect object pronouns, for example, qui, que, elle, eux, lui, leur, le, la, les
  • understanding the use of the si clause and how to coordinate meaning through various tenses, for example, si j'avais voulu, je serais partie de bonne heure
  • further developing a metalanguage to discuss and explain grammatical forms and functions, for example, 'conditional tense', 'relative and emphatic pronouns', 'impersonal expressions'
Analyse how different types of text incorporate cultural and contextual elements

[Key concepts: context, culture, perspective; Key processes: comparing, analysing, identifying] (ACLFRU086 - Scootle )

  • analysing how writers of community texts such as advertisements, radio requests or online trading posts make decisions in relation to language, style and register in order to achieve their purpose and suit the context, (for example by using personal pronouns, engaging language and images, or by creating problems/offering solutions (Un…deux, un…deux, on rit, on s'esclaffe, on glousse! Pour être au top lors de l'arrivée des beaux jours!)
  • understanding the dynamic relationship between different modes of communication in different cultural contexts, (for example, hybrid texts such as emails or text messages that combine features of spoken and written texts, or formal lectures or news reports that resemble spoken versions of written texts)
  • analysing cultural differences in genres such as cover letters for job applications or letters of complaint, noting protocols and conventions (for example, stating the purpose of a formal letter at the beginning: le recyclage proposé dans notre ville..)
  • collecting, interpreting and using textual conventions popular with young French speakers, for example, contractions, abbreviations and acronyms used in text messaging (bjr = bonjour; A+ = à plus; biz = bisous; 12C4 = un de ces quatre)

Language variation and change

Analyse and explain how and why language is used differently in different contexts and relationships

[Key concepts: genres, register, variation; Key processes: grammatical and lexical analysis] (ACLFRU087 - Scootle )

  • recognising the diversity of spoken forms of French from region to region (for example, les accents du Midi, l'accent parisien, toulousain, picard) and from country to country (le Québecois, La Réunion), considering concepts such as la norme, la diversité, l'intelligibilité and les élites in terms of how language variation can both reflect and shape social and cultural processes
  • exploring how texts achieve different effects, (for example, moving from generic terms such as les fleurs to specific detail such as les violettes, les jonquilles, les roses mignonnes in advertisements to suggest superior or specialised taste)
  • understanding the power of language to influence people's actions and beliefs, for example by analysing language used in community appeals in response to natural disasters
  • comparing language and textual features used in texts to entertain different age groups, (for example, amusing rhymes for les tout petits, dessins d'humour for older children, and les blagues, l'humour noir and l'humour adolescent for older students)
Explore changes to both French and Australian English, and identify reasons for these changes, such as technology, popular culture and intercultural exchange

[Key concepts: globalisation, exchange, influence; Key processes: mapping, classifying, analysing] (ACLFRU088 - Scootle )

  • exploring the concept of the 'ecology' of French and of other languages, including English; that is, the interaction of language with constantly changing environments, referencing influences on contemporary French language use such as globalisation and technology
  • 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 such as sports, martial arts, dance, cooking, fashion
  • considering the development of le franglais in communities of French speakers (for example, la pharmacie du corner, faire du shopping), and developing awareness of some aspects of current debates and discussions around its use
Identify examples of French language used to influence social and cultural relationships and practices

[Key concepts: authority, language as power, inclusion, exclusion; Key processes: scanning, selecting, analysing] (ACLFRU089 - Scootle )

  • finding examples of language used for social commentary or to influence actions or beliefs, (for example, emotive language and images in reports on cruelty to children or to animals [la violence, la négligence, l'intimidation, l'abus; menacer, blesser, battre])
  • understanding how language variation can reflect cultural and social identity, inclusion or exclusion, (for example, inclusive language of political speeches (Nous les pères et les mères des futurs citoyens de notre belle France…), or inclusion and exclusion through the use of langage codifié (le verlan d'une sous-culture: zyva — vas-y; ouf — fou; zarbi-bizarre)
  • examining how specialised language associated with professional, commercial or cultural ways of speaking or writing can create barriers for some members of a language community, (for example, legal or medical terms, arts-related expressions, or bureaucratic language)

Role of language and culture

Understand that language and culture are interrelated, that they shape and are shaped by each other

[Key concepts: culture, language, meaning; Key processes: discussing, reflecting, comparing] (ACLFRU090 - Scootle )

  • comparing definitions of 'language' and of 'culture', and explaining how they relate to each other
  • considering how language both reflects and shapes cultural distinctions such as community, social class, gender and generation
  • reflecting on the experience of moving between cultures in and out of school, in local and virtual environments, and through the experience of learning and using French
  • exploring the reciprocal element of intercultural communication, considering how own cultural ways of thinking and behaving affect attitudes and interactions and influence other people's responses or interpretations

Years 9 and 10 Achievement Standards

By the end of Year 10, students use written and spoken French to communicate with teachers, peers and others in a range of settings and for a range of purposes They use language to access and exchange information on a broad range of social, cultural and youth-related issues (for example, student politics and priorities, the environment, virtual worlds). They socialise, express feelings and opinions, and use expressive and descriptive language to participate in different modes of imaginative and creative expression. They initiate conversations and discussion (such as Qu'est-ce que vous pensez au sujet de ... ? A mon avis ...), change or elaborate on topics (for example, Oui, mais … d'autre part ...), and provide feedback and encouragement (for example, En effet - c'est intéressant; et toi, qu'est-ce que tu en dis?). They employ self-correction and repair strategies, and use non-verbal elements such as gestures, pacing and pitch to maintain momentum and engage interest. They locate and evaluate information on local and global issues from a range of perspectives and sources. They produce informative, persuasive and imaginative texts, incorporating relative clauses and adverbial phrases, using some specialised vocabulary and cohesive devices. Students use présent, passé composé, imparfait and futur proche tenses in their own texts, and the conditional tense to express intention or preference (for example, Je voudrais aller au cinéma ce soir). They use with support futur and plus-que-parfait tenses. Students translate and interpret a range of French and English texts, comparing versions and analysing processes.

Students explain differences between spoken and written French, and identify the contribution of non-verbal elements of spoken communication and the crafted nature of written text (for example, grammatical elaboration, cohesion). They provide examples of the blurring of these differences in modes of communication such as text messages, emails or conversation transcripts. They describe how languages change, borrow from, build upon and blend with each other (for example, le franglais). They demonstrate understanding of the power of language to shape relationships, to include and exclude. They use appropriate terminology to explain some irregularities of grammatical patterns and rules (such as irregular verb forms, different word order of some adjective-noun combinations), and textual conventions associated with familiar genres such as invitations, apologies or music reviews. They reflect on their own cultural perspectives and discuss how these are impacted by French language and culture learning.

Years 9 and 10 Work Sample Portfolios

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