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French: 7–10 Sequence

French: 7–10 Sequence Level 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...

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French: 7–10 Sequence Content Descriptions

Communicating

Socialising
  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)
  2. Participate in collaborative activities such as performances and presentations that involve planning, making arrangements, transacting and negotiating (VCFRC092)
  3. Participate in classroom routines and interactions by following instructions, asking and answering questions, and requesting help or permission (VCFRC093)
Informing
  1. Locate factual information from a range of texts and resources and use the information in new ways (VCFRC094)
  2. Present information and ideas relating to social worlds and natural environments in spoken, written and digital forms (VCFRC095)
Creating
  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)
  2. Reinterpret or create own shared texts, experimenting with expressive and performance genres, and creating moods and effects suitable for different audiences (VCFRC097)
Translating
  1. Translate short texts from French to English and vice versa, noticing which words or phrases translate easily and which do not (VCFRC098)
  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)
Reflecting
  1. Engage with French speakers and resources, noticing how interaction involves culture as well as language (VCFRC100)
  2. Notice own and others’ ways of expressing identity, and consider the relationship between language, culture and identity (VCFRC101)

Understanding

Systems of language
  1. Recognise and use features of the French sound system, including pitch, rhythm, stress and intonation (VCFRU102)
  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)
  3. Recognise and use features of common spoken, written and multimodal texts, and compare with features of similar texts in English (VCFRU104)
Language variation and change
  1. Recognise that French language use varies according to context, situation and relationship (VCFRU105)
  2. Understand the dynamic nature of French and other languages (VCFRU106)
  3. Recognise that French is both a local and a global language (VCFRU107)
Role of language and culture
  1. Explore the relationship between language and culture (VCFRU108)

French: 7–10 Sequence 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-...

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French: F–10 Sequence

French: F–10 Sequence Level 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...

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French: F–10 Sequence Content Descriptions

Communicating

Socialising
  1. Participate in a range of spoken and written interactions, for example, exchanging views or experiences, apologising or excusing, inviting or congratulating (VCFRC055)
  2. Engage in tasks and activities that involve negotiation and problem-solving (VCFRC056)
  3. Interact in classroom activities and discussions through asking and responding to open-ended questions, offering opinions and explaining positions (VCFRC057)
Informing
  1. Access, summarise and analyse information from different sources relating to contemporary community and lifestyle issues (VCFRC058)
  2. Organise and present information and ideas on different topics, issues or events, comparing perspectives and experiences (VCFRC059)
Creating
  1. Respond to a variety of imaginative texts, analysing ideas, themes, values and techniques used to engage and entertain audiences (VCFRC060)
  2. Create simple songs, plays or stories to entertain others, involving imagined contexts and characters (VCFRC061)
Translating
  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)
  2. Create bilingual texts such as glossaries, menus, captions or brochures, identifying words or expressions that carry specific cultural meaning in either language (VCFRC063)
Reflecting
  1. Reflect on cultural differences between French and English communicative styles and on how these affect intercultural interactions (VCFRC064)
  2. Consider how own biography including family origins, traditions, interests and experience, impacts on identity and communication (VCFRC065)

Understanding

Systems of language
  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)
  2. Understand and control additional elements of French grammar such as compound tenses, irregular and reflexive verb forms, verb moods and modalities (VCFRU067)
  3. Analyse the structure and organisation of a range of texts created for purposes such as information exchange or social interaction (VCFRU068)
Language variation and change
  1. Examine how elements of communication such as gestures, facial expressions and choice of language vary according to context and situation (VCFRU069)
  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)
  3. Investigate the nature and extent of French language use in both Australian and global contexts (VCFRU071)
Role of language and culture
  1. Reflect on different aspects of the cultural dimension of learning and using French (VCFRU072)

French: F–10 Sequence 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

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