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• VCFRU052

  Understand that the French language is constantly changing due to contact with other languages and to the impact of new technologies and knowledge

  Elaborations

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

  VCFRU052 | Languages | French | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCFRU051

  Understand that language is used differently in different contexts and situations

  Elaborations

  • explaining why speakers use French differently in different situations (for example, in the classroom and in the playground), among different groups (for example, girls/boys, young people/older people) and in different relationships, for example, close friends or strangers
  • understanding the importance of using appropriate forms of address when interacting with different people, for example, using tu when speaking with close friends, family members or other young people, and using vous for other adults
  • reflecting on the use of colloquial or abbreviated language by young people in informal, written and technologically mediated contexts (for example, G for j’ai and pa for pas in text messages), as well as the use of borrowed words from other languages (for example, ciao, cool, super), hybrid terms (for example, allez-bye!) or verb contractions in informal spoken language, for example, chais pas for je ne sais pas
  • considering own and others’ ways of communicating with different people in different contexts

  VCFRU051 | Languages | French | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCFRC039

  Use questions, statements and responses to participate in learning activities, to indicate understanding and to monitor learning

  Elaborations

  • indicating understanding or asking for help, using comments such as Oui, je comprends; non, je ne comprends pas; c’est trop compliqué! c’est quoi ça?
  • consulting each other when completing individual or group activities, for example, c’est juste? montre-moi; comme ça? comment ça s’écrit?
  • negotiating tasks and shared activities, for example, Tu préfères lire ou écrire? moi, je préfère travailler sur l’ordinateur
  • checking on progress during learning tasks or activities, using comments and questions such as C’est fini? Pas encore, bientôt..; tu comprends, toi?
  • sharing ideas about the experience of learning and using French, comparing what they can and cannot do, for example, Je sais compter jusqu’à cent; je sais chanter 5 chansons; Tu aimes parler en français? c’est difficile! Je n’aime pas parler au téléphone. J’adore jouer au foot en français!

  VCFRC039 | Languages | French | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCFRU050

  Understand how different French texts use language in ways that create different effects and suit different audiences

  Elaborations

  • describing key features of different types of text, for example, a shopping list serves as a reminder to self and consists of items and quantities (6 oranges, 500 g de beurre), whereas a shopping transaction involves interaction and negotiation and more extended language (une baguette, s’il vous plaît, Madame; et avec ça, jeune homme?)
  • recognising and describing key features of familiar texts such as advertisements, reports or letters from sources such as Astrapi, Le Petit Quotidien and Images Doc, and comparing with similar texts from Australian sources
  • identifying the purpose, context and intended audience of a range of familiar texts, for example, phone messages, sports reports, take-away food orders
  • recognising differences between spoken and written texts, noting that some types of text such as emails or text messages combine elements of each

  VCFRU050 | Languages | French | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCFRU053

  Understand that there are different forms of spoken and written French used in different contexts within France and in other regions of the world

  Elaborations

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

  VCFRU053 | Languages | French | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCFRC042

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

  Elaborations

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

  VCFRC042 | Languages | French | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCFRC038

  Participate in guided tasks such as organising displays, developing projects or budgeting for events

  Elaborations

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

  VCFRC038 | Languages | French | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCFRU049

  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

  Elaborations

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

  VCFRU049 | Languages | French | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCFRC045

  Create own bilingual texts and learning resources such as displays, websites, newsletters or word banks

  Elaborations

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

  VCFRC045 | Languages | French | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCFRU054

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

  Elaborations

  • reflecting on how different languages and cultures represented in the classroom influence ways of talking about and relating to social and physical environments, for example, Aboriginal and Torres Strait Islander traditions in relation to place, language and culture
  • identifying elements of Australian-English vocabulary, expressions and behaviours, discussing how they might be explained to people from different language backgrounds, for example, ‘the bush’, ‘fair go’, ‘she’ll be right’
  • comparing responses and reactions to the experience of learning the French language and culture, examining whether initial attitudes or understandings have changed

  VCFRU054 | Languages | French | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture

• VCFRU048

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

  Elaborations

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

  VCFRU048 | Languages | French | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCFRC037

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

  Elaborations

  • interacting via different modes of communication to exchange personal information and opinions, express views, agree or disagree, for example, Excuse-moi, Sophie, mais…à mon avis, je pense que…bien sûr…, d’accord…, au contraire…
  • using communication strategies such as active listening skills, turn-taking cues, and requests for clarification or more detail to support the exchange of ideas and information, for example, Ah oui? c’est vrai? c’est intéressant…dis-moi…
  • comparing routines, interests and favourite activities, using language associated with time, sequence and location, for example, J’arrive à l’école à 8h 30; le samedi je fais du cheval; le soir, je fais les devoirs et je joue aux jeux vidéos
  • identifying and describing key friends or family members, using simple descriptive and expressive language, for example, C’est mon frère — il est sympa! C’est ma tante Lilianne — je l’adore! C’est mon grand-père — il est très vieux
  • apologising and expressing concern or sympathy to friends and family members, for example, Pardon, excuse-moi; je suis désolé; fais bien attention! mon pauvre ami…

  VCFRC037 | Languages | French | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising