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• French - 7–10 Sequence: Levels 7 and 8 achievement standards

  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...

  Level description | Languages | French | 7–10 Sequence | Levels 7 and 8

• French - F–10 Sequence: Levels 3 and 4 achievement standards

  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...

  Level description | Languages | French | F–10 Sequence | Levels 3 and 4

• French - 7–10 Sequence: 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,...

  Level description | Languages | French | 7–10 Sequence

• VCFRC098

  Translate short texts from French to English and vice versa, noticing which words or phrases translate easily and which do not

  Elaborations

  • 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!
  • 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
  • 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
  • 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
  • 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

  VCFRC098 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCFRC096

  Engage with imaginative and creative texts such as stories, poems, songs or cartoons, comparing favourite elements, and discussing characters, events, themes and effects

  Elaborations

  • responding to questions about characters or events in different types of imaginative texts, and listing and using associated key words or expressions
  • 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…
  • 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
  • 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

  VCFRC096 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• 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

• VCFRC027

  Create bilingual versions of texts such as picture dictionaries, action games or captions for images

  Elaborations

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

  VCFRC027 | Languages | French | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCFRC009

  Create simple print or digital texts that use both French and English, such as labels, word banks, wall charts or ID cards

  Elaborations

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

  VCFRC009 | Languages | French | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCFRU125

  Understand the symbolic nature of language in local and global contexts

  Elaborations

  • 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
  • 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
  • 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

  VCFRU125 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCFRU032

  Notice differences between simple spoken, written and multimodal French texts used in familiar contexts, and compare with similar texts in English.

  Elaborations

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

  VCFRU032 | Languages | French | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCFRU018

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

  Elaborations

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

  VCFRU018 | Languages | French | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• VCFRU036

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

  Elaborations

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

  VCFRU036 | Languages | French | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture

• VCFRC044

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

  Elaborations

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

  VCFRC044 | Languages | French | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• 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

• VCFRC004

  Identify key points of information in simple texts

  Elaborations

  • recognising symbols, words and phrases of written French, for example, labels, titles and captions
  • listening for key words in stories, rhymes or songs, using intonation and visual cues such as gestures and facial expressions to assist understanding
  • shared reading of texts such as Big Book stories about familiar events or contexts (for example, Les amis de la ferme or Raconte et Chante), using pictures, intonation and contextual clues to predict meaning and identify key characters and events
  • making connections between information in written texts and images, for example, naming toys and games in toy catalogues such as Jouets pour les tout petits, selecting and listing items and prices
  • identifying key points in a range of spoken, written or digital texts by actions such as miming and drawing, or onscreen pointing, clicking or dragging (for interactive programs such as Petit Pont)

  VCFRC004 | Languages | French | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCFRU012

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

  Elaborations

  • building phonic awareness by recognising and experimenting with sounds and rhythms, focusing on those that are novel and initially difficult such as u (tu), r (très rapide) and -ion (attention!)
  • listening closely to distinguish between sounds such as bon, bien and beau or chien, chat and champ
  • understanding that intonation patterns create different meanings, as in the distinction between statements, questions and exclamations (Tu as six ans. Tu as six ans? Tu as six ans!)
  • developing pronunciation, phrasing and intonation skills by singing, reciting and repeating words and phrases in context
  • becoming familiar with the French alphabet, noticing similarities and differences to English, for example, double-v, i-grec, and the possible confusion between g and j

  VCFRU012 | Languages | French | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCFRU108

  Explore the relationship between language and culture

  Elaborations

  • 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
  • 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’
  • noticing how people think and talk about themselves and others, for example, comparing ways of addressing and thinking about older people or strangers
  • creating a gift pack of symbols and expressions to introduce French students to Australian languages and cultures, and explaining the reasons for particular choices
  • developing language to analyse and explain the nature of the language–culture relationship, using terms such as ‘meaning’, ‘perspective’, ‘values’, ‘assumptions’ and ‘difference’
  • 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

  VCFRU108 | Languages | French | 7–10 Sequence | Levels 7 and 8 | 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

• VCFRU104

  Recognise and use features of common spoken, written and multimodal texts, and compare with features of similar texts in English

  Elaborations

  • 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
  • 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…)
  • identifying elements of common types of text (le courriel, la météo, les slogans), and explaining relationships between language, structure and textual purpose
  • 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…)
  • 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…

  VCFRU104 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language