Skip to main content Skip to navigation

French

Filter
Filter
  1. F–10 Sequence
  2. F-2
  3. 3-4
  4. 5-6
  5. 7-8
  6. 9-10
  7. 7–10 Sequence
  8. 7-8
  9. 9-10

F–10 Sequence Foundation to Level 2

Foundation to Level 2 Description

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...

Show more

Foundation to Level 2 Content Descriptions

Communicating

Socialising Elaborations
  1. 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 (VCFRC001)
    1. introducing themselves and responding to greetings, for example, Comment t’appelles-tu? Je m’appelle…; Ça va, Emilie? Ça va bien, merci
    2. 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
    3. 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!
    4. 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!
  2. Participate in guided group activities using simple repetitive language in songs, rhymes, games and transactions (VCFRC002)
    1. singing and adapting rhymes, action songs and raps (Tourne, tourne petit moulin), lullabies (Fais do-do) and counting songs (Un éléphant se balançait)
    2. creating class activities or projects that involve naming, labelling and illustrating, such as a garden, a pet rock collection or favourite-photos wall
    3. 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
    4. 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…)
  3. Recognise and respond to classroom interactions such as opening and closing of lessons, transition activities, and giving and following instructions (VCFRC003)
    1. 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…
    2. responding to instructions or directions through actions, gestures or verbal responses, for example, Lève-toi, regardez-moi, écoutez, doucement!
    3. asking for information or for a turn, for example, Madame … Qu’est-ce que c’est? Et moi?
    4. interacting with each other during learning activities, for example, Donne-moi le crayon. Voilà/voici…merci
Informing Elaborations
  1. Identify key points of information in simple texts (VCFRC004)
    1. recognising symbols, words and phrases of written French, for example, labels, titles and captions
    2. listening for key words in stories, rhymes or songs, using intonation and visual cues such as gestures and facial expressions to assist understanding
    3. 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
    4. 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
    5. 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)
  2. Convey factual information about self, family, friends and possessions, using simple statements, gestures and support materials (VCFRC005)
    1. labelling or naming classroom items and resources or personal possessions, for example, la table, la chaise, l’ordinateur, la carte
    2. 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)
    3. 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
    4. drawing aspects of daily routines (for example, le petit déjeuner, la récréation, le sport), and writing captions or attaching word bubbles
Creating Elaborations
  1. Engage with a range of imaginative texts through action, dance, drawing and other forms of expression (VCFRC006)
    1. 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
    2. 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
    3. making simple evaluative statements about favourite characters in stories, rhymes or songs, for example, Il est magnifique! J’adore Minou! Elle est sympa!
    4. re-creating stories, rhymes and songs through mime, dance, or drawings with simple written captions
  2. Participate in shared performance and presentation of stories, songs or nursery rhymes, playing with sound patterns, rhyming words and non-verbal forms of expression (VCFRC007)
    1. 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
    2. 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
    3. 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 Elaborations
  1. 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 (VCFRC008)
    1. 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
    2. 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
    3. 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!
  2. Create simple print or digital texts that use both French and English, such as labels, word banks, wall charts or ID cards (VCFRC009)
    1. 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
    2. 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…
    3. 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
    4. 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 Elaborations
  1. Notice how using French feels and sounds different to using own language(s) and involves behaviours as well as words (VCFRC010)
    1. 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
    2. 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
    3. 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
    4. 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
  2. Describe themselves, the people they are close to and the ways they communicate, using simple statements and gestures (VCFRC011)
    1. 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
    2. 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
    3. 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

Understanding

Systems of language Elaborations
  1. Recognise and reproduce the sounds and rhythms of spoken French, noticing how they are produced and how they are represented in words and symbols (VCFRU012)
    1. 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!)
    2. listening closely to distinguish between sounds such as bon, bien and beau or chien, chat and champ
    3. 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!)
    4. developing pronunciation, phrasing and intonation skills by singing, reciting and repeating words and phrases in context
    5. 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
  2. Understand some first elements of French grammar, such as simple verb and gender forms, definite articles, pronouns and prepositions (VCFRU013)
    1. 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)
    2. 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
    3. 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
    4. using appropriate pronouns to identify people, for example, Je m’appelle Adam, et toi, tu t’appelles comment? C’est lui?
    5. recognising and using some prepositions in simple sentence structures, for example, elle est devant la maison, je suis sous la chaise
    6. developing number knowledge for numbers 0–20 and ordinals (premier, deuxième)
    7. responding to and using simple imperative verb forms, for example, viens ici! écoutez bien!
    8. 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
    9. 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
  3. Understand that language is organised as ‘texts’, which take different forms and use different structures and features to achieve their purposes (VCFRU014)
    1. 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…)
    2. 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!)
    3. 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
    4. 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 Elaborations
  1. Understand that French speakers use language differently in different situations, such as in playground games, at home with the family or in the classroom (VCFRU015)
    1. 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?)
    2. 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...)
    3. 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
    4. 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
  2. Understand that all languages continuously change through contact with each other and through changes in society (VCFRU016)
    1. understanding that languages and cultures change in response to new ideas and social and cultural developments (globalisation)
    2. 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
    3. understanding that some languages are continuously growing while others, such as many Indigenous languages throughout the world, are endangered or being revived
  3. Recognise that Australia is a multilingual society with speakers of many different languages, including French (VCFRU017)
    1. 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
    2. exploring the range of languages spoken in Australia, including Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages
    3. 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
    4. 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 Elaborations
  1. Understand that people use language in ways that reflect their culture, such as where and how they live and what is important to them (VCFRU018)
    1. 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
    2. 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
    3. 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
    4. identifying ways of communicating and behaving associated with Australian contexts, for example, Nippers, rip spotting, body boarding; multicultural days in primary schools

Foundation to Level 2 Achievement Standard

By the end of Level 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: 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 rely heavily on visual, non-verbal and contextual cues such as intonation, gestures and facial expressions to help make meaning. 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 recognise that French sounds different to English but that it uses the same alphabet when written. They recognise that some words 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 recognise 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.

F–10 Sequence Levels 3 and 4

Levels 3 and 4 Description

Students develop 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 students are supported to speak in familiar contexts and situations. They continue to build vocabulary that...

Show more

Levels 3 and 4 Content Descriptions

Communicating

Socialising Elaborations
  1. Participate in routine exchanges such as asking each other how they are, offering wishes and sharing information about aspects of their personal worlds (VCFRC019)
    1. exchanging greetings in different contexts, for example, Bonjour, Madame Patou, comment allez-vous? Salut, Nicole, ça va? Pas mal, et toi?
    2. 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!
    3. 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!
    4. 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
    5. 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
    6. exchanging simple correspondence such as notes, invitations or birthday cards in print or digital form
  2. Make statements, ask questions and collaborate in shared tasks such as science experiments, cooking or craft activities, building collections or swapping items (VCFRC020)
    1. 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...)
    2. creating own instructional or procedural tasks such as making a model or designing treasure hunts, for example, Où se cache le trésor?
    3. playing games that involve active listening, memory or information exchange, for example, Jacques a dit, Jeu de 7 familles, Loto
    4. 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?
    5. 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)
  3. 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 (VCFRC021)
    1. responding to instructions such as Encore une fois; montre-moi; chantez plus fort; regarde les photos, écoutez, écrivez/tapez la phrase
    2. requesting help or clarification, for example, Je ne comprends pas; répétez s’il vous plaȋt; j’ai une question…
    3. 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!
    4. developing and displaying classroom rules and routines, deciding on priorities such as le respect, la politesse and la co-opération
    5. using appropriate language to ask for help or to attract attention, for example, Monsieur, s’il vous plaȋt! Je ne comprends pas
    6. rehearsing words, phrases or interjections which can be used as ‘hooks’ or fillers in conversation, such as ah bon … voilà…eh bien…alors
Informing Elaborations
  1. Locate specific points of information in different types of texts relating to social and natural worlds (VCFRC022)
    1. 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
    2. 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
    3. 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
    4. ‘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
  2. Present factual information about self, others, and home and school life, using graphic support such as photos, maps or charts (VCFRC023)
    1. 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)
    2. 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
    3. 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
    4. 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 Elaborations
  1. Participate in interactive stories and performances, acting out responses, identifying favourite elements, and making simple statements about characters or themes (VCFRC024)
    1. 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?)
    2. 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
    3. collecting and using favourite exclamations, words or expressions from different imaginative and expressive texts, for example, Terrrrible! Ça y est! Pas vrai!
    4. 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…
  2. Create short imaginative texts that allow for exploration and enjoyment of language (VCFRC025)
    1. 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
    2. producing and presenting picture/digital books or short scripted plays or animations that use favourite French words and expressions to build rhythm or rhyme
    3. 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 Elaborations
  1. 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 (VCFRC026)
    1. 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
    2. 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
    3. 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’
    4. 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
  2. Create bilingual versions of texts such as picture dictionaries, action games or captions for images (VCFRC027)
    1. participating in Circle Time sessions, helping each other to use as many French words and expressions as possible
    2. creating bilingual picture dictionaries, using colour-coded captions to identify words that are identical, similar or different
    3. creating captions for images in simple bilingual storybooks modelled on texts such as Oops and Ohlala (A la plage, Vive l’école!)
    4. 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
    5. 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 Elaborations
  1. Notice what looks or feels similar or different to own language and culture when interacting in French (VCFRC028)
    1. 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
    2. talking about how it feels to use a different language
    3. experimenting with respectful gestures and forms of communication, such as shaking hands or using titles such as Madame and Monsieur
  2. Explore their own sense of identity, including elements such as family, friends and interests, and ways of using language with different people (VCFRC029)
    1. 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
    2. noticing how they communicate with each other, their families, teachers and other adults, identifying differences in behaviour and language and explaining reasons for these
    3. 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
    4. 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

Understanding

Systems of language Elaborations
  1. Experiment with the pronunciation of vowel sounds, letter combinations and intonation patterns, and recognise and write high-frequency words and expressions in familiar contexts (VCFRU030)
    1. 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
    2. 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)
    3. observing differences in pronunciation of word endings shared with English such as -tion and -ent, for example, attention, situation, commencement, accident
    4. 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)
  2. 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 (VCFRU031)
    1. 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
    2. 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
    3. 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!
    4. 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
    5. 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!
    6. using an increasing range of adjectives (for example, bizarre, magnifique, formidable), including additional gender forms, for example, blanc/blanche, gros/grosse
    7. using some adverbs to elaborate on simple verb statements, for example, elle mange lentement, je chante doucement, il parle très vite
    8. using additional prepositions to indicate direction or location, for example, à gauche, à droite, à côté de
    9. 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
  3. Notice differences between simple spoken, written and multimodal French texts used in familiar contexts, and compare with similar texts in English. (VCFRU032)
    1. 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…)
    2. 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
    3. 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 Elaborations
  1. Understand that different ways of using French reflect different regions and countries, different relationships and different ways of making meaning (VCFRU033)
    1. 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
    2. 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
    3. 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)
    4. 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
  2. Understand that languages change over time and influence each other, and that French has influenced many languages, including English (VCFRU034)
    1. 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
    2. 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
    3. 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
    4. exploring how languages mix with each other to invent new words or expressions, for example, le franglais, le texto
    5. ‘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
  3. 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 (VCFRU035)
    1. 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
    2. 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)
    3. identifying ways in which French language and culture influence the lives of Australians
Role of language and culture Elaborations
  1. Notice differences between French, Australian and other cultures’ practices and how these are reflected in language (VCFRU036)
    1. 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
    2. 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)
    3. 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)
    4. 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…?

Levels 3 and 4 Achievement Standard

By the end of Level 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 (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 (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...

Show more

F–10 Sequence Levels 5 and 6

Levels 5 and 6 Description

Students 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 ...

Show more

Levels 5 and 6 Content Descriptions

Communicating

Socialising Elaborations
  1. Interact using descriptive and expressive language to share ideas, relate experiences and express feelings such as concern or sympathy (VCFRC037)
    1. 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…
    2. 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…
    3. 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
    4. 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
    5. 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…
  2. Participate in guided tasks such as organising displays, developing projects or budgeting for events (VCFRC038)
    1. 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
    2. 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…?
    3. 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?
    4. creating displays, presentations or performances for family, friends or school community to showcase their progress in learning and using French
    5. allocating roles and organising class or school activities such as an appeal or fundraiser, creating timelines, schedules or programs
  3. Use questions, statements and responses to participate in learning activities, to indicate understanding and to monitor learning (VCFRC039)
    1. 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?
    2. consulting each other when completing individual or group activities, for example, c’est juste? montre-moi; comme ça? comment ça s’écrit?
    3. negotiating tasks and shared activities, for example, Tu préfères lire ou écrire? moi, je préfère travailler sur l’ordinateur
    4. checking on progress during learning tasks or activities, using comments and questions such as C’est fini? Pas encore, bientôt..; tu comprends, toi?
    5. 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 Elaborations
  1. Gather and compare information from a range of sources relating to social and cultural worlds (VCFRC040)
    1. 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
    2. 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
    3. 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
    4. 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
    5. 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
  2. Convey information and ideas in different formats to suit specific audiences and contexts (VCFRC041)
    1. 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
    2. 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
    3. 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
    4. creating an interactive display or performance to inform younger children of the benefits of learning French
Creating Elaborations
  1. Share responses to characters, events and ideas in texts such as stories, cartoons or films, making connections with own experience and feelings (VCFRC042)
    1. 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
    2. 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
    3. 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
    4. 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!
  2. Present, reinterpret or create alternative versions of songs or stories, adapting events or characters to different modes or contexts (VCFRC043)
    1. 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
    2. 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
    3. 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
    4. 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 Elaborations
  1. Translate simple texts from French to English and vice versa, noticing which words or phrases require interpretation or explanation (VCFRC044)
    1. 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’
    2. 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
    3. 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
    4. 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
  2. Create own bilingual texts and learning resources such as displays, websites, newsletters or word banks (VCFRC045)
    1. 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’
    2. 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
    3. 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
    4. constructing and co-maintaining a bilingual website with a sister-school or contact group of young English learners in a French-speaking community
    5. 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 Elaborations
  1. Compare ways of communicating in Australian and French-speaking contexts, and identify ways that culture influences language use (VCFRC046)
    1. 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
    2. 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
    3. 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
    4. 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
  2. Reflect on aspects of own identity and language use, for example, by creating personal or group profiles or portfolios (VCFRC047)
    1. creating a self-profile, using captioned photos, slide presentations, posters or concept maps to highlight key characteristics, relationships and ways of using language
    2. 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
    3. 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
    4. 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
    5. considering whether learning and using French impacts on identity either in or out of the classroom

Understanding

Systems of language Elaborations
  1. Recognise and apply features of intonation, pronunciation and writing conventions used in different types of texts and contexts (VCFRU048)
    1. recognising and using liaisons when appropriate, for example, les élèves, les petits enfants, joyeux anniversaire
    2. 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
    3. 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)
    4. 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…
    5. 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
  2. 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 (VCFRU049)
    1. 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
    2. 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
    3. becoming familiar with l’imparfait when encountered in familiar expressions and scaffolded language contexts, for example, Il était une fois…C’était…
    4. 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
    5. becoming familiar with and using with support le passé composé, for example, j’ai mangé trois biscuits, elle a dormi sous les étoiles
    6. 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)
    7. 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…)
    8. 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…?
    9. 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
    10. using exclamations to indicate agreement, disagreement, intention or understanding, for example, D’accord! Mais non! bien sûr; voilà!
    11. using a range of adverbs to elaborate or accentuate meaning, for example, il parle si doucement; moi j’écoute attentivement
  3. Understand how different French texts use language in ways that create different effects and suit different audiences (VCFRU050)
    1. 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?)
    2. 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
    3. identifying the purpose, context and intended audience of a range of familiar texts, for example, phone messages, sports reports, take-away food orders
    4. 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 Elaborations
  1. Understand that language is used differently in different contexts and situations (VCFRU051)
    1. 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
    2. 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
    3. 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
    4. considering own and others’ ways of communicating with different people in different contexts
  2. Understand that the French language is constantly changing due to contact with other languages and to the impact of new technologies and knowledge (VCFRU052)
    1. 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)
    2. 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
  3. Understand that there are different forms of spoken and written French used in different contexts within France and in other regions of the world (VCFRU053)
    1. 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
    2. 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
    3. 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 Elaborations
  1. Reflect on how ways of using language are shaped by communities’ ways of thinking and behaving and may be differently interpreted by others (VCFRU054)
    1. 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
    2. 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’
    3. comparing responses and reactions to the experience of learning the French language and culture, examining whether initial attitudes or understandings have changed

Levels 5 and 6 Achievement Standard

By the end of Level 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 (Est-ce que je peux … ? Tu peux..… ?), using appropriate pronunciation, intonation and non-verbal communication strategies. They recognise appropriate forms of address for different audiences, using tu forms with friends and family members, and using 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 (et, mais, parce que, plus tard, maintenant), positive and negative statements (j’ai trois amis, je n’ai plus d’amis), ...

Show more

F–10 Sequence Levels 7 and 8

Levels 7 and 8 Description

Students 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 including...

Show more

Levels 7 and 8 Content Descriptions

Communicating

Socialising Elaborations
  1. Participate in a range of spoken and written interactions, for example, exchanging views or experiences, apologising or excusing, inviting or congratulating (VCFRC055)
    1. 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!
    2. 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…!
    3. 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
    4. 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
  2. Engage in tasks and activities that involve negotiation and problem-solving (VCFRC056)
    1. 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)
    2. 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
    3. 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…
    4. 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
    5. 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)
  3. Interact in classroom activities and discussions through asking and responding to open-ended questions, offering opinions and explaining positions (VCFRC057)
    1. initiating and extending conversations and discussion, for example, by using connectives such as puis, et après, ensuite and alors que…
    2. 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
    3. 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 Elaborations
  1. Access, summarise and analyse information from different sources relating to contemporary community and lifestyle issues (VCFRC058)
    1. 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
    2. 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
    3. 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
    4. 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
  2. Organise and present information and ideas on different topics, issues or events, comparing perspectives and experiences (VCFRC059)
    1. 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
    2. 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
    3. 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
    4. 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
    5. 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 Elaborations
  1. Respond to a variety of imaginative texts, analysing ideas, themes, values and techniques used to engage and entertain audiences (VCFRC060)
    1. 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
    2. 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
    3. 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
  2. Create simple songs, plays or stories to entertain others, involving imagined contexts and characters (VCFRC061)
    1. creating and performing texts such as les raps, les poèmes or les sketchs, experimenting with the musicality, rhythms and non-verbal expressiveness of French
    2. 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
    3. 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 Elaborations
  1. 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 (VCFRC062)
    1. 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
    2. 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
    3. 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?
    4. collecting examples of faux amis (for example, assister à, demander, un médecin, extra, sympathique) and of inaccurate translations of public signs or notices
    5. 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
  2. Create bilingual texts such as glossaries, menus, captions or brochures, identifying words or expressions that carry specific cultural meaning in either language (VCFRC063)
    1. 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’
    2. 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
    3. 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 Elaborations
  1. Reflect on cultural differences between French and English communicative styles and on how these affect intercultural interactions (VCFRC064)
    1. 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
    2. 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
    3. interacting with young French-speakers who are learning English, comparing views on cultural aspects of communication and discussing individual challenges and gains
    4. 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
    5. reflecting on own ways of communicating and behaving and how these may be interpreted by French speakers
  2. Consider how own biography including family origins, traditions, interests and experience, impacts on identity and communication (VCFRC065)
    1. 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
    2. 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
    3. 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

Understanding

Systems of language Elaborations
  1. 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 (VCFRU066)
    1. 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)
    2. 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?)
    3. 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
    4. distinguishing vowel sounds, for example by recognising distinctions between nasal vowel sounds (cinq, sympa/manger, entre/dont, des bonbons)
  2. Understand and control additional elements of French grammar such as compound tenses, irregular and reflexive verb forms, verb moods and modalities (VCFRU067)
    1. 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
    2. recognising and using idiomatic expressions such as those using avoir, for example, avoir soif, avoir sommeil, avoir peur
    3. 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
    4. extending knowledge of negative constructions such as ne…plus, ne…rien, ne…jamais, ne…que..
    5. using le passé composé and le futur proche
    6. 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…
    7. learning to use direct object pronouns in conjunction with the present tense, for example, je t’écoute, elle les mange tous les jours!
    8. 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
  3. Analyse the structure and organisation of a range of texts created for purposes such as information exchange or social interaction (VCFRU068)
    1. 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
    2. 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…
    3. 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 Elaborations
  1. Examine how elements of communication such as gestures, facial expressions and choice of language vary according to context and situation (VCFRU069)
    1. 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)
    2. 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)
    3. comparing elements of communication such as body language, use of personal space and silence in different cultural contexts and exchanges
  2. Reflect on changes in their own use of language(s) over time, noticing how and when new ways are adopted or existing ways adapted (VCFRU070)
    1. 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
    2. 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
    3. 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
  3. Investigate the nature and extent of French language use in both Australian and global contexts (VCFRU071)
    1. 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)
    2. 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)
    3. 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 Elaborations
  1. Reflect on different aspects of the cultural dimension of learning and using French (VCFRU072)
    1. sharing understandings of what culture ‘is’ and how it relates to identity and experience, using statements such as ‘Culture is...’ and ‘Culture can...’
    2. 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
    3. 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
    4. identifying changes in own ways of thinking about culture and identity as a result of learning French
    5. discussing attitudes towards diversity and difference, including the use of stereotypes and generalisations, and considering how these affect communication

Levels 7 and 8 Achievement Standard

By the end of Level 8, students use written and spoken French to interact with teachers, peers and others and 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

Show more

F–10 Sequence Levels 9 and 10

Levels 9 and 10 Description

Students 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. Task characteristics and conditions involve collaborative as well as independent language planning and performance, and strategic use of...

Show more

Levels 9 and 10 Content Descriptions

Communicating

Socialising Elaborations
  1. Discuss and compare young people’s interests, behaviours and values across cultural contexts, using formal and informal registers (VCFRC073)
    1. 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
    2. 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?
    3. 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
    4. 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
  2. Engage in shared activities such as planning and managing events, exchanging resources and information (VCFRC074)
    1. 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
    2. 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
    3. 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
    4. 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…
    5. transacting for goods and services, considering concepts such as value, availability, competition and ethics
  3. Compare and reflect on the experience of learning and using French (VCFRC075)
    1. 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…
    2. 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…
    3. 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 Elaborations
  1. Research and evaluate information from different perspectives on local and global issues, identifying how culture and context affect how information is presented (VCFRC076)
    1. 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
    2. 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
    3. 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
    4. 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
    5. 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
  2. Convey information on selected topics, using different modes of presentation to suit different audiences or to achieve different purposes (VCFRC077)
    1. 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
    2. 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
    3. 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)
    4. 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
    5. 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 Elaborations
  1. Analyse how expressive and imaginative texts create aesthetic, humorous or emotional effects in ways that reflect cultural influence (VCFRC078)
    1. 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
    2. 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
    3. 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
    4. 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
  2. Create imaginative texts involving moods and effects designed to engage different audiences (VCFRC079)
    1. 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)
    2. 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)
    3. 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 Elaborations
  1. Consider the nature of translating and interpreting and the role of culture when transferring meaning from one language to another (VCFRC080)
    1. 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
    2. 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
    3. 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
    4. 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)
    5. 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
    6. 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’
  2. Create glossaries to interpret cultural aspects of contemporary and traditional French texts (VCFRC081)
    1. 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)
    2. 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)
    3. 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
    4. 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 Elaborations
  1. Reflect on the experience of learning and using French, considering how intercultural communication involves shared responsibility for meaning making (VCFRC082)
    1. considering how learning and using French and other languages offers different ways of interpreting the world and representing experience
    2. 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)
    3. comparing understandings of the relationship between language, culture and identity, using symbols, graphic representations, images and metaphors to represent how the relationship works
    4. 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)
    5. 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’
  2. Reflect on own cultural identity and how it shapes personal ways of communicating and thinking (VCFRC083)
    1. 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
    2. 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)
    3. 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
    4. composing a ‘cultural ID profile’ to exchange with French-speaking friends, making decisions about what points of information will be of most interest

Understanding

Systems of language Elaborations
  1. Increase control of regular and irregular elements of spoken and written French, using elements such as liaisons, accents and expression (VCFRU084)
    1. 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)
    2. 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?)
    3. recognising and responding to challenges associated with clarity and pace in audio texts, (for example, station or airport announcements or recorded phone messages)
  2. Analyse how grammatical elements such as tenses and verb moods impact on the making of meaning (VCFRU085)
    1. 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)
    2. 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)
    3. 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!)
    4. recognising variations in conjugation for verbs such as nettoyer, envoyer, essayer, appeler, acheter, manger, (for example, nous mangeons, j’essaie)
    5. 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)
    6. 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)
    7. understanding and using in simple constructions le futur, le conditionnel and le plus-que- parfait tenses
    8. 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
    9. 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 entra?née…)
    10. understanding the function and use of relative pronouns such as qui, que, dont
    11. 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!
    12. understanding and using infinitive verb forms and phrasal verbs, such as avoir besoin de faire quelque chose, commencer à faire…
    13. using relative, emphatic and direct/indirect object pronouns, for example, qui, que, elle, eux, lui, leur, le, la, les
    14. 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
    15. further developing a metalanguage to discuss and explain grammatical forms and functions, for example, ‘conditional tense’, ‘relative and emphatic pronouns’, ‘impersonal expressions’
  3. Analyse how different types of text incorporate cultural and contextual elements (VCFRU086)
    1. 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!)
    2. 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)
    3. 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..)
    4. 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 Elaborations
  1. Analyse and explain how and why language is used differently in different contexts and relationships (VCFRU087)
    1. 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
    2. 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)
    3. 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
    4. 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)
  2. Explore changes to both French and Australian English, and identify reasons for these changes, such as technology, popular culture and intercultural exchange (VCFRU088)
    1. 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
    2. 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
    3. 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
  3. Identify examples of French language used to influence social and cultural relationships and practices (VCFRU089)
    1. 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])
    2. 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)
    3. 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 Elaborations
  1. Understand that language and culture are interrelated, that they shape and are shaped by each other (VCFRU090)
    1. comparing definitions of ‘language’ and of ‘culture’, and explaining how they relate to each other
    2. considering how language both reflects and shapes cultural distinctions such as community, social class, gender and generation
    3. 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
    4. 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

Levels 9 and 10 Achievement Standard

By the end of Level 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 participate in different modes of imaginative and creative expression, such as songs, skits, interviews and performances. They initiate conversations and discussion (Qu’est-ce que vous pensez au sujet de ... ? A mon avis ...), change or elaborate on topics (Oui, mais … d’autre part ...), and provide feedback and encouragement (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...

Show more

7–10 Sequence Levels 7 and 8

Levels 7 and 8 Description

Students become familiar with the sounds of French, including pronunciation, rhythm, pitch and stress. They recognise similarities with many English words, noting differences in pronunciation (attention, menu). They approximate the pronunciation and phrasing of single words and short phrases, including vowel sounds such as -eau, -on, -ère and u, and unfamiliar consonants such as r and...

Show more

Levels 7 and 8 Content Descriptions

Communicating

Socialising Elaborations
  1. Interact with peers and teacher to exchange information and opinions, talk about self, family, friends and interests, and express feelings, likes and dislikes (VCFRC091)
    1. exchanging greetings, wishes and thanks, adjusting language to suit the situation, for example, Bonjour, la classe! Salut, Marianne, ça va? Bonsoir, Madame Legrand, comment allez-vous? Bonne fête, Solange! Merci bien, Maman
    2. introducing and describing self and others, for example, je m’appelle Marc; je te présente mon oncle; voici ma petite sœur, Eliane; je m’appelle Sophie, j’ai les yeux bleus, j’aime les sports
    3. using present tense high-frequency verbs such as être, avoir and aimer with adjectives, adverbs and simple formulaic expressions to talk about self and others, for example, je te présente mon copain, Henri, il est drôle! elle est si douée! Nous voici — la famille Mercier!
    4. comparing routines, interests and leisure activities, using language associated with time, frequency and location, for example, lundi après-midi, je fais du foot; le weekend, je joue aux jeux vidéos; l’hiver, je fais du ski; l’été, on va souvent à la plage
    5. stating likes, dislikes and preferences, for example, j’aime bien le fromage mais je n’aime pas le yaourt; je déteste les prunes mais j’adore les pruneaux
  2. Participate in collaborative activities such as performances and presentations that involve planning, making arrangements, transacting and negotiating (VCFRC092)
    1. collaboratively creating computer-generated designs such as a virtual ideal home or leisure centre, negotiating with each other in relation to different elements and priorities, for example, Moi, je voudrais une salle média immense…, ah non, moi je préfère un grand jardin
    2. managing an allocated budget for online shopping, deciding on selected items and explaining choices, for example, le 2ème à moitié prix; 3CD à 15 €
    3. creating displays, presentations or performances for family, friends or school community to showcase French learning
    4. organising class events such as a vide-grenier/marché aux puces, preparing labels and prices, using transactional language (for example, c’est combien? un très bon prix, vente flash! non, c’est trop cher… une échange?...), and using imperative, declarative and interrogative verb forms to buy, sell or swap items
    5. issuing, accepting and declining invitations, adjusting language to suit formal or informal contexts, for example, es-tu libre samedi prochain? je t’invite; je ne suis pas libre - c’est possible dimanche? j’ai le grand plaisir de vous inviter…
    6. organising social or sports events, and planning location, date and time (for example, rendez-vous au Stade Central à midi; 19 h chez ma cousine; n’oublie pas ton sac de couchage), using aller + infinitive forms of verbs such as venir, arriver, partir and commencer, for example, nous allons partir à sept heures
    7. making arrangements to cater for events such as celebrations or outings through spoken and written texts such as lists, phone calls, letters or emails, and estimating quantities, numbers and prices, for example, il me faut…, une trentaine de… ça coûte combien?
  3. Participate in classroom routines and interactions by following instructions, asking and answering questions, and requesting help or permission (VCFRC093)
    1. asking and answering questions (for example, qu’est-ce que c’est? c’est… ce sont…), and requesting clarification or permission, for example, j’ai une question, comment dit-on…? comment ça s’écrit…?
    2. requesting information, explanation or help, for example, pouvez-vous répéter plus lentement s’il vous plaît? qu’est-ce que cela veut dire? je peux recommencer?
    3. responding to directions or requests, for example, cliquez sur l’image du chȃteau, choisissez la forme négative
    4. discussing aspects of school and social life and responding to each other’s contributions, for example, c’est génial! c’est une bonne idée; ah non, je ne suis pas d’accord
    5. using active-listening and turn-taking strategies, for example, et toi, tu es d’accord?… à moi maintenant!
Informing Elaborations
  1. Locate factual information from a range of texts and resources and use the information in new ways (VCFRC094)
    1. collecting vocabulary and expressions from a range of informative texts such as posters, websites, brochures or menus for use in own short reports on topics such as les voyages, manger sain, les médias
    2. listening for key points of information in short, spoken/recorded texts such as phone messages or announcements, and representing the information in note form to communicate to others
    3. gathering information about places, people or events in francophone contexts and cultures, and using it to build timelines, itineraries or profiles
    4. obtaining, classifying and summarising data collected from class surveys or web searches on topics such as favourite books, music, apps, films or social media
    5. explaining and sequencing actions or events from texts such as magazine articles or sports reports, using conjunctions and adverbs related to time, for example, puis, d’abord, ensuite, finalement
  2. Present information and ideas relating to social worlds and natural environments in spoken, written and digital forms (VCFRC095)
    1. creating texts to share with a French-speaking audience such as a video or web page to capture and interpret aspects of their personal and social worlds, for example, ‘A day in our life in middle school’; les copains; mon quartier; le weekend
    2. creating resources such as posters, pamphlets, websites or journals to present topics related to lifestyles, events or causes, for example, Le Jour de la Terre, Le Clean-Up Day
    3. using different modes of presentation to profile significant events, characters or places related to French culture, history or environment
    4. describing aspects of their own lifestyles that may interest young learners of their own age in French-speaking environments, for example, surf lifesaving, school camps or excursions, music events
Creating Elaborations
  1. Engage with imaginative and creative texts such as stories, poems, songs or cartoons, comparing favourite elements, and discussing characters, events, themes and effects (VCFRC096)
    1. responding to questions about characters or events in different types of imaginative texts, and listing and using associated key words or expressions
    2. interacting with texts such as stories, poems, songs or cartoons, using modelled and scaffolded language to express opinions, for example, trop triste, si amusant, affreux; pour moi les images…; personnellement, je préfère…
    3. noticing and engaging with rhythm, intonation and imagery used to build mood and meaning in poems, songs and performances, and experimenting with language, voice and actions to create similar effects in own re-enactments
    4. listening to or viewing texts such as songs, raps or film and video clips, and noticing ideas and comparing aspects that may be similar or different across cultures
  2. Reinterpret or create own shared texts, experimenting with expressive and performance genres, and creating moods and effects suitable for different audiences (VCFRC097)
    1. creating short performances for younger learners, incorporating vocal and expressive elements of language in ways that will engage young children, for example, animal sounds (ouah ouah, cocorico, meuh, cui-cui, coin, coin)
    2. creating and performing interactions between characters in scaffolded scenarios that allow for some unscripted language production and expression of emotion
    3. using digital resources such as Sock Puppets or Cartoon Story Maker to create imaginary characters and situations associated with home or school contexts
    4. composing and performing modified or simplified versions of familiar texts that feature repetitive and evocative language, for example, Page d’écriture, Prévert
    5. inventing a new character, story twist or event in a familiar text such as Astérix or Tintin
Translating Elaborations
  1. Translate short texts from French to English and vice versa, noticing which words or phrases translate easily and which do not (VCFRC098)
    1. translating short personal texts such as letters, emails or conversations, identifying words and phrases that can be translated literally (for example, la maison, le ciel, les enfants, Bonjour, mon ami) and those that need to be translated for meaning, for example, il fait beau! A tout à l’heure! courage!
    2. translating public signs or notices (for example, sens unique, chaussée deformée, défense de fumer), comparing own versions with others’ and considering reasons for any differences
    3. using bilingual dictionaries and electronic translation tools, taking into account issues such as alternative or multiple meanings of words and the importance of context when making meaning, for example, la fille, le bureau, l’histoire, la vue
    4. translating headlines, captions and short reports in texts produced for young readers (for example, Wapiti, Okapi, Julie), identifying and explaining words or expressions that require interpretation rather than translation
    5. 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 Fête de la Musique, la Toussaint), and considering how they reflect significant cultural experience
  2. Create bilingual texts and resources such as learning support materials, games or posters, deciding how to deal with elements that cannot be readily translated (VCFRC099)
    1. creating bilingual resources such as glossaries, word banks or personal French–English dictionaries, including explanations of some idioms and expressions
    2. creating bilingual texts for the school or local community (for example, posters, library displays or contributions to online forums), considering how to represent meaning for different audiences
    3. creating bilingual texts for specific audiences, for example, rhymes, stories or songs for younger learners of French, invitations to a class event, or posters for a performance
    4. using dictionaries and electronic translation tools to create bilingual texts such as menus, schedules or captions for photo montages, and making decisions in relation to language, audience and cultural perspectives
    5. designing and maintaining a bilingual website with a sister-school or contact group of English learners in a French-speaking community, making choices about when to use French or English depending on the context, topic and nature of the interaction
Reflecting Elaborations
  1. Engage with French speakers and resources, noticing how interaction involves culture as well as language (VCFRC100)
    1. reflecting on choices made when using French to interact with others, and considering the relationship between language, culture and behaviour, for example, using names or titles and familiar or formal terms of address (Salut, Leila, ça va? Bonjour, Madame Michou, comment allez-vous?)
    2. interacting with French speakers online, noticing and responding to expressions or behaviours that are unfamiliar, for example, use of gestures, exclamations, or sigles such as MDR (mort de rire)
    3. sharing ideas about the experience of learning and using French, including any perceived changes in levels of confidence, or in attitudes towards and understanding of culture and intercultural communication
    4. observing interactions between French speakers in different contexts, noticing and recording elements that reflect cultural attitudes or behaviours, for example, language associated with politeness or emotion (je vous en prie, je suis désolé)
    5. participating in guided discussion of the nature and role of ‘culture’ and its relationship with language, with reference to French, English and other known languages
  2. Notice own and others’ ways of expressing identity, and consider the relationship between language, culture and identity (VCFRC101)
    1. talking about own identities in terms of cultural background and personal and social experience, using declarative and descriptive statements, for example, je suis australien d’origine italienne; je parle vietnamien et anglais; je suis membre de l’équipe…
    2. preparing a class profile to exchange with French-speaking students, showing cultural backgrounds, languages used in the home, interests and values, and using resources such as photos, captions, quotes and symbols
    3. considering the impact of stereotypes on how texts are understood and intercultural experiences interpreted
    4. sharing personal reactions and feelings when using French, using prompts such as: Am I the same ‘me’ when speaking French? Does my identity change? How do I feel when…?
    5. observing others’ ways of communicating, identifying elements of language or behaviour that might be unfamiliar to people from different cultures or communities, for example, ways of addressing people and expressing wishes, rituals associated with school sports, and the use of body language

Understanding

Systems of language Elaborations
  1. Recognise and use features of the French sound system, including pitch, rhythm, stress and intonation (VCFRU102)
    1. developing awareness of French sounds, rhythms and intonation patterns, including those with no English equivalents, for example, -u (tu), -r (très vite) and -ion (attention)
    2. becoming familiar with the vowel system in French, including nasalised vowels such as plein, bon, and semi-vowels such as famille, oui
    3. distinguishing vowel sounds (for example by recognising distinctions between nasal vowel sounds such as cinq, sympa, manger, entre, dont, des bonbons), and experimenting with pronunciation of consonant–vowel combinations, for example by using virelangues such as un chasseur sachant chasser…, six cent six saucissons suisses…
    4. using the French alphabet for spelling out names or expressions, noticing similarities and differences to English and using correct terminology for accents (accent aigu, accent cédille, accent circonflexe)
    5. recognising differences in intonation and rhythm between statements, questions and commands (Vous écoutez la chanson. Vous écoutez la chanson? Ecoutez la chanson!)
    6. using appropriate intonation for common fillers, interjections and responses such as hein?, bon, beh…, n’est-ce pas? Oh là là!, Aïe!, Youpi! Ça alors…
  2. Understand and use elements of the French grammatical system, including word order, gender and number variation, and present and compound forms of regular and some irregular verbs (VCFRU103)
    1. using and understanding nouns as core elements of sentence structure
    2. using definite and indefinite articles (le, la, l’, les; un, une, des)
    3. marking plural forms (le chien/les chiens, une femme/des femmes), including some irregular plural forms (l’œil/les yeux, le nez/les nez)
    4. understanding and using the three main conjugations for present tense regular verbs -er, -ir and -re, and the irregular present tense conjugations of the verbs être, avoir, aller and faire
    5. understanding that while some adjectives in French follow the noun (un élève intelligent, un match extraordinaire), some precede the noun (une bonne étudiante, une grande maison)
    6. understanding that adjectives agree in number and gender with the noun (des élèves intelligents, de bonnes étudiantes) and that des changes to de if the adjective precedes the noun
    7. understanding the form and function of subject pronouns je, tu, il, elle, nous, vous, ils and elles, how they determine verb conjugations and substitute for noun subjects (voila le frère de Michel; il est beau, n’est-ce pas?)
    8. recognising and using locative prepositions à, en, au, aux and dans when describing where people live (Jean-François habite à Montréal au Canada, ma copine Juliette habite aux Phlippines, la famille Maréchal habite dans une ferme)
    9. using the negative ne…pas in simple statements, questions and commands (je n’aime pas l’histoire, tu n’aimes pas le bifteck? ne recommence pas!), recognising substitution of the indefinite article with de in negative sentences (Non, je n’ai pas de frère. J’ai une sœur)
    10. understanding three ways of forming a question: a simple declarative sentence with rising intonation (tu as un animal chez toi?), inverting the verb form (as-tu un animal chez toi?), and using est-ce que before a declarative sentence (est-ce que tu as un animal chez toi?)
    11. gaining awareness of simple and compound tenses, using le passé composé to recount events that occurred in the past and le futur proche to describe immediate future events (il a regardé la télé, il va regarder la télé)
    12. expressing ownership through the use of singular and plural possessive adjectives (mes yeux, ses cheveux, ta mère, ses copains)
    13. using the imperative verb mood (mes enfants, soyez sages! va demander à ta mère)
    14. recognising the function of irregular verbs such as avoir, être and faire in expressions such as avoir faim, avoir 13 ans and faire beau and as auxiliary verb forms (je suis arrivé, nous avons mangé)
    15. recognising the functions of elements such as prefixes and suffixes (désagréable, la camionette, la réorganization) and how word patterns and clusters connect (triste, la tristesse; le marché, le marchand, la marchandise)
    16. building metalanguage to talk about grammar and vocabulary (for example, les formes négatives, interrogatives, le futur proche, masculin, féminin, singulier, pluriel), and comparing with equivalent English terms
  3. Recognise and use features of common spoken, written and multimodal texts, and compare with features of similar texts in English (VCFRU104)
    1. identifying the purpose, intended audience and key language features of familiar texts such as road signs, instructions or postcards, for example, Grosses bises! Défense de fumer; stationnement interdit
    2. listening, viewing and reading for gist, context and purpose, drawing on knowledge of types of text, context and language features to predict and confirm meaning, for example, the use of imperative verb forms and specialised vocabulary in an in-flight safety demonstration (en préparation pour le décollage, le gilet de sauvetage, respirez normalement, gardez votre ceinture attaché…)
    3. identifying elements of common types of text (le courriel, la météo, les slogans), and explaining relationships between language, structure and textual purpose
    4. building understanding of text features through activities such as ‘genre substitution’; that is, transferring typical features from one genre to a different one, for example, a greeting that sounds like an announcement (Attention, Madame, comment-allez vous!), or a weather report that reads like a recipe (Un litre de pluie, un peu de vent, six nuages…)
    5. understanding how to create textual cohesion, using elements such as conjunctions or causal phrases to sequence and link ideas and maintain the flow of expression, for example, donc, mais, à propos de, pendant, si, grace à, à cause de…
Language variation and change Elaborations
  1. Recognise that French language use varies according to context, situation and relationship (VCFRU105)
    1. noticing that French is used differently in different situations and for different relationships, for example, casual conversation between friends, polite interactions between strangers in shops, and respectful/authoritative exchanges between teachers and students
    2. comparing language use and other aspects of communication in informal exchanges (for example, un match de football — allez, allez!) and in formal communication, for example, Soyez les bienvenus à notre école
    3. collecting and analysing samples of language from texts such as video clips or print/electronic forms of communication to explore differences in communicative style and expression between social groups such as les adolescents, les profs or les tout-petits
  2. Understand the dynamic nature of French and other languages (VCFRU106)
    1. understanding that languages and cultures change continuously due to contact with each other and in response to new ideas and developments in communications and technology (la mondialisation)
    2. recognising that the French language continuously borrows and adapts words and expressions from other languages, including English, for example, stop! le football, le sketch, le clown; le sushi, l’origami
    3. recognising that many French words are used in English and in other languages (for example, croissant, menu, ballet, chef, chauffeur), and noticing the different vocabulary areas that these words tend to belong to (such as terms relating to food and fashion) and considering possible reasons for this
    4. collecting French words used in English (for example, le restaurant, le menu, le chauffeur, le ballet, la pirouette), and comparing how they are pronounced by French or English speakers
    5. understanding that some languages are growing and adapting, while others (such as indigenous languages across the world) are endangered, disappearing or reviving, or blending with stronger languages
  3. Recognise that French is both a local and a global language (VCFRU107)
    1. recognising that French is an important world language spoken with a variety of accents and dialects in many regions of the world as well as in France, for example, le Québec, le Sénégal, le Maroc, La Suisse, La Nouvelle Calédonie
    2. understanding that French serves different functions within France and in other regions of the world, including Australia, for example, as a langue nationale, officielle, de communauté, diplomatique and culturelle
    3. mapping and comparing variations in forms and expressions of French language in different geographical contexts, for example, les langues kanakes de la Nouvelle Calédonie, les langues bretonnes de la Bretagne, la créole de la Guadaloupe
    4. comparing diversity in accents, dialects and vocabulary in French-speaking communities with similar diversity in the use of English within and beyond Australia
Role of language and culture Elaborations
  1. Explore the relationship between language and culture (VCFRU108)
    1. exploring how language and culture influence each other, for example, French terms of address that reflect respect and status such as Madame la Directrice and Monsieur le Président; diverse cuisines and food-related terms and expressions that reflect cultural diversity in contemporary France or Australia
    2. investigating connections between language and significant cultural values or practices in French, English and other languages, for example, la Marianne; la patrie; la laïcité; Reconciliation, Aussie Rules, ‘fair go’
    3. noticing how people think and talk about themselves and others, for example, comparing ways of addressing and thinking about older people or strangers
    4. creating a gift pack of symbols and expressions to introduce French students to Australian languages and cultures, and explaining the reasons for particular choices
    5. developing language to analyse and explain the nature of the language–culture relationship, using terms such as ‘meaning’, ‘perspective’, ‘values’, ‘assumptions’ and ‘difference’
    6. reflecting on own tastes, interests and language use that have been shaped by intercultural influences, for example, Japanese manga or anime, or American fashion, music and dance

Levels 7 and 8 Achievement Standard

By the end of Level 8, students use French to interact with each other, teachers and online French-speaking contacts, to exchange information, opinions, experiences, thoughts and feelings about themselves, their families and friends. They initiate and sustain conversation by using active-listening skills and responding to others’ contributions (c’est vrai ...; ah oui, en effet ...; pas possible!). They respond to familiar questions and directions (Qu’est-ce que c’est? Qui est-ce? Posez la question à ...), and request help or clarification (Pardon? Pourquoi? Peux-tu répéter?). They approximate French sound patterns, intonation and rhythms, including novel elements of pronunciation such as -r, -u and -ille. They use the present tense and present + infinitive form to make statements and ask questions about self, peers, family and interests (je suis italien-australien; j’habite à Cairns; j’ai une sœur et deux frères; j’aime chanter; et toi?). They locate factual information from a range of texts and use non-verbal, visual and contextual cues to help make meaning. They describe familiar objects, contexts and experiences (la maison, le quartier, l’école), using appropriate subject-...

Show more

7–10 Sequence Levels 9 and 10

Levels 9 and 10 Description

Students recognise and approximate the pronunciation, rhythms and intonation patterns of more extended phrases and compound sentences. They use words with more complex syllable combinations and become more fluent and accurate in both spoken and written language production. They gain more control of grammatical and textual elements. They use the passé composé tense of verbs conjugated with

Show more

Levels 9 and 10 Content Descriptions

Communicating

Socialising Elaborations
  1. Socialise and exchange views on local and global issues (VCFRC109)
    1. using simple and compound sentences to structure arguments, and explain or justify a position in relation to personal and social issues such as les études, la santé, l’avenir, les passe-temps
    2. initiating and sustaining conversation through active-listening strategies, turn-taking cues and verbal and non-verbal responses, for example, ah bon? pas vrai! et si on…?
    3. using descriptive and expressive language to exchange views on global issues such as les médias sociaux, l’avenir des jeunes and la pollution, building topic-specific vocabulary and rhetorical strategies such as emphasis and repetition, for example, Au contraire! à mon avis…, je ne suis pas d’accord, après tout…, il faut le dire…, encore une fois..
    4. 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, l’étude des langues
  2. Participate in collaborative projects that make connections between French language and culture and other curriculum areas (VCFRC110)
    1. organising class displays that combine print and digital resources with demonstrations and performances around themes such as le 14 juillet, le voyage, la Fête de la Musique, la gastronomie francophone
    2. finding connections between French language and culture and areas of the curriculum such as history, music, science, sport or the arts (for example, le ballet, Marcel Marceau, Zaz, Zinedine Zidane, le Tour de France, Louis Pasteur), and reporting on particular contributions or achievements
    3. participating in visites virtuelles (for example, Le Musée du Quai Branly, le Tour de France, la Martinique, la Nouvelle Calédonie), sharing responsibility for individual elements of a report that highlights key features of the experience
    4. designing action-oriented projects such as websites, posters or presentations which include images and expressions that invite concern or support for social or environmental issues, for example, les SDF, le commerce équitable, le développement durable
    5. using mathematical language and processes in real or simulated transactions, for example, creating a virtual bureau de change, setting exchange rates with the euro, CHF, CFP, XAF; managing a budget for online shopping on French-language internet sites
  3. Develop classroom language to manage shared learning experiences, monitor performance and discuss French language and culture learning (VCFRC111)
    1. interacting in classroom activities and discussions to manage shared learning experiences, report on each other’s contributions and consider each other’s views, opinions and preferences, for example, c’est à qui? Moi, je vais mettre cette image là; qu’est que tu vas faire avec celle-là? Voilà — c’est fait. Qui va faire..? C’est bien réussi
    2. planning performances or presentations to showcase French language and culture learning, for example, Si on préparait une photo-montage? Comment est-ce qu’on va présenter les images?
    3. using evaluative and comparative language to discuss different learning resources such as textbooks, websites or electronic dictionaries, for example, ils sont utiles/intéressants/trop complexes; je préfère lire le texte moi-même...; je trouve mieux…
    4. surveying or interviewing peers to report on shared progress, challenges and achievements, for example, je sais compter/écrire/communiquer en français; j’ai un bon accent; je parle assez couramment; j’aime bien les gestes ; je trouve meilleur...
Informing Elaborations
  1. Access and analyse information from different sources, identifying how culture and context influence the presentation of ideas (VCFRC112)
    1. examining information obtained from different sites and sources to compare how young people are represented in the media, for example, comparing letters to the editor about young people with postings on forums conducted by young people
    2. listening to and viewing short informative texts such as documentaries or news reports, listing key words and points of information to be reused in own newsflash or roman photo, and considering how emphasis or perspective can reflect culture and context
    3. conducting surveys or structured interviews with classmates or online French-speaking contacts, comparing opinions and perspectives on community or personal issues, and identifying social or cultural variations
    4. listening to, reading or viewing excerpts from interviews with public figures such as politicians, sports stars, musicians or actors, noting how vocabulary, phrases or gestures are used to emphasise or clarify key points of information
  2. Convey information on selected topics using different modes of presentation to suit different audiences (VCFRC113)
    1. presenting information in different formats for different audiences, such as potential consumers or voters, matching language and structure to context and content, for example, digital images and catchy by-lines in advertisements, persuasive language in election speeches (C’est l’heure! Votez vert!)
    2. explaining to others a procedure, game or practice, using simple language and supporting graphics, materials and gestures, for example, how to play la pétanque, cook an omelette, house-train a puppy, play an online game
    3. creating a web page for young French travellers looking for work in Australia, indicating different regional employment possibilities and providing key points of information about each region, for example, les vendanges, au pair à la ferme, l’intérieur du pays, la côte
    4. conveying information and ideas by aligning choice of language and text structure to topics and themes, for example, using emotive images and captions to highlight issues such as la faim or l’anti-discrimination, or rap rhythms and slogans to provoke reactions or to entertain
Creating Elaborations
  1. Respond to a range of traditional and contemporary texts, and compare themes and language style (VCFRC114)
    1. comparing treatment of particular themes, such as romance, adventure or family, in a range of texts created at different times, identifying changes in values and perspectives over time (for example, les fables, les contes, les dessins animés, la science fiction)
    2. creating a shared database of imaginative, performative and expressive texts that they have enjoyed (such as songs, poems, cartoons and films), cross-referencing titles, genres, themes and values, and giving ratings and brief explanations for selections
    3. comparing contemporary French and Australian music by reading music magazines, viewing video clips and listening to music stations, identifying similarities and differences in expression, themes and styles of performance
    4. reviewing examples of French humour across different times and contexts (for example, le mime, les blagues, les comiques, les dessins animés), and considering similar changes in Australian expressions of humour according to era and context
  2. Create imaginative texts to entertain, convey ideas and express emotions (VCFRC115)
    1. creating an imaginary persona or avatar in a French-speaking fantasy world, incorporating communicative styles and social behaviours observed in French texts
    2. creating a storyboard outline that transposes familiar characters to French-speaking contexts (for example, Harry Potter débarque à Paris), and providing a glossary of key vocabulary and expressions
    3. composing and performing short songs for imagined occasions (for example, les anniversaires, le départ en voyages), experimenting with vocal and non-verbal expression
    4. creating characters and contexts for simple unscripted interactions, such as explorers on an expedition or participants in a television reality show, providing sample descriptors and language, for example, courageux, dynamique, plein d’initative: du courage! Allez les gars! Timide, paresseux, toujours fatigué: pas encore! Ah non, c’est trop…
Translating Elaborations
  1. Consider the nature of translating and interpreting and the role of culture when transferring meaning from one language to another (VCFRC116)
    1. experimenting with the translation of popular French expressions or idioms (for example, être bien dans sa peau; ne pas être dans son assiette; revenons à nos moutons), and explaining the potential for misunderstanding
    2. experimenting with various resources to assist in translation, including bilingual and monolingual dictionaries, electronic translators, encyclopaedias and other reference materials, for example, by comparing translations, back-translating and swapping useful references
    3. analysing translations of familiar texts such as children’s stories or advertisements, considering the context in which they are produced and whether meaning is sometimes changed or lost in the process
    4. finding examples of expressions in Australian English that do not translate easily into French (for example, ‘mad as a cut snake’, ‘the bush’, ‘a formal’, ‘schoolies’), explaining reasons for the lack of equivalence, why this may be the case and referencing sources of information that would help French learners understand or appreciate the context of use
    5. viewing excerpts of French/English subtitled films and evaluating the effectiveness of the translations (literal translation, non-translation, adapted translation)
  2. Create bilingual texts such as glossaries, footnotes or captions to interpret cultural aspects of texts (VCFRC117)
    1. providing bilingual captions for images of French or Australian scenes to explain cultural references, for example, bush, beach or city images
    2. creating websites or printed guides for intending international students to French or Australian schools, highlighting key terms and expressions associated with traditions, curricula, schedules or routines
    3. providing vocabulary lists and annotated cultural explanations for French-speaking visitors to events such as Australian sports days, swimming carnivals or family barbecues, explaining elements such as abbreviated language or team barracking
    4. creating a shared website with a group of French-speaking students, and posting news items, comments and questions in both French and English
    5. creating parallel bilingual captions for a display or exhibition, and comparing how meanings are conveyed in each language
Reflecting Elaborations
  1. Interact with French speakers and resources, recognising that intercultural communication involves shared responsibility for meaning making (VCFRC118)
    1. exploring the reciprocal nature of intercultural communication, the two-way process of noticing and responding to differences in perceptions, understandings or behaviours, for example, attitudes to interruptions, personal space and physical contact, and degree of formality or directness
    2. using personal journals and discussions to reflect on critical incidents in the course of learning and using French, such as breakdowns or breakthroughs in communication, and discussing repair and recovery strategies and insights gained
    3. discussing ways in which the experience of learning and using French challenges preconceptions, stereotypes or attitudes
    4. exploring the process of ‘decentring’ from own linguistic and cultural standpoint and considering how ways of behaving and communicating might be perceived by people from different backgrounds
  2. Consider and discuss own and others’ cultural identities, and how they both shape and are shaped by ways of communicating and thinking (VCFRC119)
    1. examining the nature of identity, how it is fluid and dynamic and closely related to both language and culture
    2. noticing how identity is expressed through languages spoken by people in various cultural contexts, including the range of languages spoken by classmates and family or community members
    3. mapping their own linguistic and cultural profile, for example by creating a chart, timeline or web profile to highlight formative elements such as family languages, key relationships and intercultural experiences
    4. reflecting on the experience of learning and using French, considering how it might add a further dimension to own sense of identity
    5. developing a language for reflecting on language learning and intercultural experience, examining aspects that are unexpected, difficult or enjoyable

Understanding

Systems of language Elaborations
  1. Recognise the regularities and irregularities of spoken French, and use pronunciation, rhythm and stress in increasingly complex ways (VCFRU120)
    1. recognising and reproducing rhythms in more complex sentences, using pausing and intonation to signal clause sequence and emphasis
    2. using tone and intonation to indicate emphasis or emotion, for example, elle a fait quoi? Il est tellement doué!
    3. using words and expressions with more complex syllable combinations (la magnitude, les augmentations, qu’est-ce que c’est que ça?), building fluency and accuracy in relation to pitch, stress and rhythm
    4. understanding the function and patterns of use of liaisons and silent h forms in maintaining speech flow, for example, L’Hȏtel Splendide est situé au bord du lac; c’est en effet un hȏtel splendide!
    5. recognising the role of pronunciation, rhythm and pace in creating effects and suggesting relationships in oral texts such as stories, poems, songs and conversations
  2. Extend grammatical knowledge, including the forms and functions of reflexive verbs, verb moods and modality and the imperfect tense (VCFRU121)
    1. understanding additional negative forms such as ne…plus, ne…rien, ne…jamais, ne…que, ne…personne
    2. understanding the function of comparative and superlative forms of adverbs and adjectives, for example, vite, plus vite, le plus vite; moins jolie, la moins jolie
    3. extending knowledge of le passé composé, understanding that verbs conjugated with être require agreement of the past participle with the subject (elles sont parties hier soir), and that verbs conjugated with avoir require agreement between the past participle and preceding direct object (les fleurs que tu as achetées sont si belles)
    4. understanding the function and use of relative pronouns (qui, que), emphatic pronouns (eux, elle), and direct and indirect object pronouns (la, lui, nous, leur)
    5. using l’imparfait tense, understanding how to distinguish between a completed and a continuing action in the past (nous étions déjà au lit quand il est arrivé)
    6. understanding the form and function of reflexive verbs (for example, se laver, se lever, se presenter), including the use of être and agreements in le passé composé
    7. understanding the function of impersonal expressions such as il faut, on peut, on doit…
    8. recognising how grammatical choices shade meaning and establish register, for example, use of tu or vous to distinguish relationship; use of nous to suggest inclusivity or shared identity; use of on to suggest distance
    9. developing metalanguage to talk in French and English about word order, verb moods, tenses or agreements, for example, le passé composé, le verbe auxiliaire, les adjéctifs possessifs, l’accord du participe passé
  3. Analyse and compose different types of texts using appropriate linguistic, textual and cultural elements (VCFRU122)
    1. identifying how grammatical choices, words and images combine in a text to achieve particular intentions and effects, for example, the positioning of the reader by the use of personal pronouns, imperative/interrogative verb moods and emotive language in advertisements
    2. comparing French and English versions of texts with easily recognisable language features (for example, love songs, recipes or horoscopes), noticing differences or similarities in imagery or focus that might be culturally significant
    3. interpreting, explaining and using textual conventions popular with young French speakers, for example, the use of contractions, abbreviations and acronyms in text messaging (bjr = bonjour; A+ = à plus; biz = bisous; 12C4 = un de ces quatre)
Language variation and change Elaborations
  1. Recognise that French is used in varying ways to achieve different purposes (VCFRU123)
    1. comparing spoken and written texts such as apologies or invitations to identify how differences in grammar and text features determine the nature of interactions, for example, formal or informal (je t’invite! Nous serions très heureux de vous accueillir chez nous)
    2. observing forms of communication in different situations, and explaining how elements such as body language and use of personal space or silence contribute to the nature of the interaction and reflect status or relationship
    3. examining the power of language to influence actions and beliefs (for example, analysing the wording of appels de secours d’urgence: nous sommes de tout cœur avec les communautés dévastées…), and noticing the use of grammatical choices to include or exclude, for example, vous les autres… nous les jeunes…
    4. recognising how diversity of expression and language forms reflects the diversity of individual and community perspectives and experiences
  2. Examine the nature of language change in response to changing cultural conditions (VCFRU124)
    1. identifying factors involved in language change and adaptation, for example by creating flowcharts or diagrams using captions such as la mondialisation, l’immigration, le multiculturalisme, les médias, les informations
    2. finding examples of cross-cultural influences between French, English and Australian-English cultural expressions, art forms and vocabulary, for example, young musicians in France studying le didgeridoo
    3. considering the concept of ‘ecology’ in relation to French and other languages; that is, the interaction of the language with constantly changing environments due to globalisation, technology, language shifts and exchange
    4. understanding that languages increasingly blend to create new forms and functions, for example by comparing traditional creole languages in English-speaking and francophone communities
  3. Understand the symbolic nature of language in local and global contexts (VCFRU125)
    1. identifying the function and power of cultural expressions such as stories, symbols, icons and anthems, for example, le tricolore, la Marseillaise, le fleur de lys, the Dreamtime, Aboriginal and Australian flags
    2. considering how language marks respect, values and attitudes, and includes and excludes, for example, the language of law and medicine, the (changing) gendered nature of some professional titles in French (un médecin, un chef, une professeure), and access to community information for second language speakers
    3. reflecting on the power of language in relation to own and others’ experience, for example, winning an argument or working out the meaning of unfamiliar French words; being locked out of conversations, or being a newcomer or an outsider in a social group
Role of language and culture Elaborations
  1. Explore the dynamic nature of the relationship between language, culture and communication and how it impacts on attitudes and beliefs (VCFRU126)
    1. examining how changes to the French language reflect changes in some cultural practices and attitudes, for example, le fastfood, la pub/le pub, Madame le Directeur
    2. sharing ideas about how culture ‘works’ as a combination of beliefs, values and practices, and examining own personal and community cultural frames of reference and how and why these change over time
    3. using personal journals and group discussions to reflect on how learning French has impacted on own assumptions about French language, culture or identity
    4. considering how the experience of learning a new language has impacted on awareness of own communicative and cultural behaviours and of how these may be interpreted by others
    5. developing language for thinking and talking about cultural representation and expression, for example, ‘perspectives’, ‘values’, ‘images’, ‘stereotypes’, ‘inclusions’ and ‘exclusions’

Levels 9 and 10 Achievement Standard

By the end of Level 10, students use written and spoken French to socialise with peers, teachers and other French speakers in local contexts and online environments. They communicate about immediate and personal interests and involvements (family, friends, interests), and some broader social and cultural issues (health, social media, international experience, the environment). They approximate rhythms and intonation patterns of extended and compound sentences, using syllable combinations, and building fluency and accuracy in pronunciation, pitch and stress. They use the passé composé tense of regular verbs with avoir and être, noticing that the participe passé form of verbs with être involves gender and number agreement. They recognise the form and function of reflexive verbs (se laver, se lever) and use appropriate forms of possessive adjectives in own language production. They locate, interpret and analyse information from different print, digital and community sources, and communicate information, ideas and views in a range of contexts using different modes of presentation. They use expressive and descriptive vocabulary to talk about feelings and experiences. They create imaginative...

Show more
Scroll to the top of the page