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• 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

• VCFRU070

  Reflect on changes in their own use of language(s) over time, noticing how and when new ways are adopted or existing ways adapted

  Elaborations

  • 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
  • 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
  • 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

  VCFRU070 | Languages | French | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCFRU124

  Examine the nature of language change in response to changing cultural conditions

  Elaborations

  • 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
  • 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
  • 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
  • understanding that languages increasingly blend to create new forms and functions, for example by comparing traditional creole languages in English-speaking and francophone communities

  VCFRU124 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCFRU123

  Recognise that French is used in varying ways to achieve different purposes

  Elaborations

  • 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)
  • 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
  • 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…
  • recognising how diversity of expression and language forms reflects the diversity of individual and community perspectives and experiences

  VCFRU123 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• 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

• 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

• VCFRU069

  Examine how elements of communication such as gestures, facial expressions and choice of language vary according to context and situation

  Elaborations

  • 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)
  • 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)
  • comparing elements of communication such as body language, use of personal space and silence in different cultural contexts and exchanges

  VCFRU069 | Languages | French | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• 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

• VCFRU017

  Recognise that Australia is a multilingual society with speakers of many different languages, including French

  Elaborations

  • 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
  • exploring the range of languages spoken in Australia, including Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages
  • 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
  • recognising that French is an important world language, spoken in many countries in the world apart from France, including Australia

  VCFRU017 | Languages | French | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCFRU087

  Analyse and explain how and why language is used differently in different contexts and relationships

  Elaborations

  • 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
  • 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)
  • 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
  • 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)

  VCFRU087 | Languages | French | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• 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

• VCFRU015

  Understand that French speakers use language differently in different situations, such as in playground games, at home with the family or in the classroom

  Elaborations

  • 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?)
  • 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...)
  • 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
  • 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

  VCFRU015 | Languages | French | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• 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

• VCFRU016

  Understand that all languages continuously change through contact with each other and through changes in society

  Elaborations

  • understanding that languages and cultures change in response to new ideas and social and cultural developments (globalisation)
  • 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
  • understanding that some languages are continuously growing while others, such as many Indigenous languages throughout the world, are endangered or being revived

  VCFRU016 | Languages | French | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCFRU013

  Understand some first elements of French grammar, such as simple verb and gender forms, definite articles, pronouns and prepositions

  Elaborations

  • 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)
  • 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
  • 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
  • using appropriate pronouns to identify people, for example, Je m’appelle Adam, et toi, tu t’appelles comment? C’est lui?
  • recognising and using some prepositions in simple sentence structures, for example, elle est devant la maison, je suis sous la chaise
  • developing number knowledge for numbers 0–20 and ordinals (premier, deuxième)
  • responding to and using simple imperative verb forms, for example, viens ici! écoutez bien!
  • 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
  • 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

  VCFRU013 | Languages | French | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• 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

• VCFRU034

  Understand that languages change over time and influence each other, and that French has influenced many languages, including English

  Elaborations

  • 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
  • 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
  • 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
  • exploring how languages mix with each other to invent new words or expressions, for example, le franglais, le texto
  • ‘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

  VCFRU034 | Languages | French | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCFRU107

  Recognise that French is both a local and a global language

  Elaborations

  • 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
  • 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
  • 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
  • comparing diversity in accents, dialects and vocabulary in French-speaking communities with similar diversity in the use of English within and beyond Australia

  VCFRU107 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCFRU085

  Analyse how grammatical elements such as tenses and verb moods impact on the making of meaning

  Elaborations

  • 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)
  • 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)
  • 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!)
  • recognising variations in conjugation for verbs such as nettoyer, envoyer, essayer, appeler, acheter, manger, (for example, nous mangeons, j’essaie)
  • 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)
  • 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)
  • understanding and using in simple constructions le futur, le conditionnel and le plus-que- parfait tenses
  • 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
  • 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…)
  • understanding the function and use of relative pronouns such as qui, que, dont
  • 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!
  • understanding and using infinitive verb forms and phrasal verbs, such as avoir besoin de faire quelque chose, commencer à faire…
  • using relative, emphatic and direct/indirect object pronouns, for example, qui, que, elle, eux, lui, leur, le, la, les
  • 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
  • further developing a metalanguage to discuss and explain grammatical forms and functions, for example, ‘conditional tense’, ‘relative and emphatic pronouns’, ‘impersonal expressions’

  VCFRU085 | Languages | French | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCFRU126

  Explore the dynamic nature of the relationship between language, culture and communication and how it impacts on attitudes and beliefs

  Elaborations

  • 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
  • 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
  • using personal journals and group discussions to reflect on how learning French has impacted on own assumptions about French language, culture or identity
  • 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
  • developing language for thinking and talking about cultural representation and expression, for example, ‘perspectives’, ‘values’, ‘images’, ‘stereotypes’, ‘inclusions’ and ‘exclusions’

  VCFRU126 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture