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• VCFRC040

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

  Elaborations

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

  VCFRC040 | Languages | French | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCFRC110

  Participate in collaborative projects that make connections between French language and culture and other curriculum areas

  Elaborations

  • 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
  • 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
  • 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
  • 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
  • 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

  VCFRC110 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCFRC057

  Interact in classroom activities and discussions through asking and responding to open-ended questions, offering opinions and explaining positions

  Elaborations

  • initiating and extending conversations and discussion, for example, by using connectives such as puis, et après, ensuite and alors que…
  • inviting people into conversations (for example, et toi, qu’est-ce que tu dis?), and using expressions such as n’est-ce pas? and non-verbal strategies such as wait time or facial expressions to signify interest or attention
  • using simple and compound sentences to structure arguments and to explain or justify a position, for example, D’abord… et puis… en plus… finalement; ce qui est intéressant c’est que…; ce que je trouve…

  VCFRC057 | Languages | French | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCFRC062

  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

  Elaborations

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

  VCFRC062 | Languages | French | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCFRC005

  Convey factual information about self, family, friends and possessions, using simple statements, gestures and support materials

  Elaborations

  • labelling or naming classroom items and resources or personal possessions, for example, la table, la chaise, l’ordinateur, la carte
  • contributing to a class photo story, for example, writing and reading aloud captions to own photos (Je suis triste/content/fâché) and points of personal information (J’aime le chocolat; je suis petite; j’ai un chat noir)
  • using simple sentence structures, familiar vocabulary, concrete materials and supporting gestures to talk about self and the immediate environment, for example, Je suis à l’école; j’ai les yeux verts; voici ma chaise et voilà mon sac; j’ai un tracteur rouge
  • drawing aspects of daily routines (for example, le petit déjeuner, la récréation, le sport), and writing captions or attaching word bubbles

  VCFRC005 | Languages | French | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCFRC113

  Convey information on selected topics using different modes of presentation to suit different audiences

  Elaborations

  • 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!)
  • 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
  • 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
  • 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

  VCFRC113 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCFRC119

  Consider and discuss own and others’ cultural identities, and how they both shape and are shaped by ways of communicating and thinking

  Elaborations

  • examining the nature of identity, how it is fluid and dynamic and closely related to both language and culture
  • 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
  • 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
  • reflecting on the experience of learning and using French, considering how it might add a further dimension to own sense of identity
  • developing a language for reflecting on language learning and intercultural experience, examining aspects that are unexpected, difficult or enjoyable

  VCFRC119 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCFRC099

  Create bilingual texts and resources such as learning support materials, games or posters, deciding how to deal with elements that cannot be readily translated

  Elaborations

  • creating bilingual resources such as glossaries, word banks or personal French–English dictionaries, including explanations of some idioms and expressions
  • 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
  • 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
  • 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
  • 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

  VCFRC099 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCFRC007

  Participate in shared performance and presentation of stories, songs or nursery rhymes, playing with sound patterns, rhyming words and non-verbal forms of expression

  Elaborations

  • performing songs, rhymes and action stories using non-verbal forms of expression such as clapping, gestures and facial expressions to support the making of meaning
  • creating and presenting own Big Books, storyboards or digital texts based on imaginary scenarios in familiar contexts (for example, Petit Ours Brun fait un tour à notre classe), building on key words and phrases, and using punctuation to guide intonation and drawings to support written text
  • creating rhythms for difficult or complicated phrases or intonation patterns, such as Comment t’appelles-tu? Qu’est-ce que tu manges pour le petit déjeuner? Le chocolat chaud

  VCFRC007 | Languages | French | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCFRC023

  Present factual information about self, others, and home and school life, using graphic support such as photos, maps or charts

  Elaborations

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

  VCFRC023 | Languages | French | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCFRC021

  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

  Elaborations

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

  VCFRC021 | Languages | French | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCFRC073

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

  Elaborations

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

  VCFRC073 | Languages | French | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCFRC006

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

  Elaborations

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

  VCFRC006 | Languages | French | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCFRC003

  Recognise and respond to classroom interactions such as opening and closing of lessons, transition activities, and giving and following instructions

  Elaborations

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

  VCFRC003 | Languages | French | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCFRC091

  Interact with peers and teacher to exchange information and opinions, talk about self, family, friends and interests, and express feelings, likes and dislikes

  Elaborations

  • 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
  • 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
  • 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!
  • 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
  • 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

  VCFRC091 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCFRC028

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

  Elaborations

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

  VCFRC028 | Languages | French | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCFRC074

  Engage in shared activities such as planning and managing events, exchanging resources and information

  Elaborations

  • using online and digital forms of communication such as email, chat forums and community websites to plan shared events or activities, for example, intercultural components of the fête de la musique, or a cahier/guide de recommandations for language learners
  • planning a demonstration or performance for family and friends to showcase what they know and can do in French, incorporating factual, fictional and expressive elements and some interpretation and explanation of linguistic and cultural features of French language use
  • organising real or simulated forums, protests or rallies to raise awareness of environmental, social or ethical issues, for example, les droits des animaux, le développement durable, les préjugés
  • creating a collaborative communications project such as a daily news segment for a community television or radio station, building informations discourse and using appropriate terms to introduce, identify and summarise, for example, en directe de… notre envoyé spécial… l’enquête de… les titres/en tête/à la une de cette édition…
  • transacting for goods and services, considering concepts such as value, availability, competition and ethics

  VCFRC074 | Languages | French | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCFRC081

  Create glossaries to interpret cultural aspects of contemporary and traditional French texts

  Elaborations

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

  VCFRC081 | Languages | French | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCFRC076

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

  Elaborations

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

  VCFRC076 | Languages | French | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCFRC094

  Locate factual information from a range of texts and resources and use the information in new ways

  Elaborations

  • 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
  • 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
  • gathering information about places, people or events in francophone contexts and cultures, and using it to build timelines, itineraries or profiles
  • obtaining, classifying and summarising data collected from class surveys or web searches on topics such as favourite books, music, apps, films or social media
  • 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

  VCFRC094 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing