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• VCFRC020

  Make statements, ask questions and collaborate in shared tasks such as science experiments, cooking or craft activities, building collections or swapping items

  Elaborations

  • making simple recipes such as crêpes or croques monsieur, using imperative verb forms (ajoutez, mélangez, versez, servez) and vocabulary for ingredients and quantities (la farine, le beurre, le lait, 100 grammes, un verre de...)
  • creating own instructional or procedural tasks such as making a model or designing treasure hunts, for example, Où se cache le trésor?
  • playing games that involve active listening, memory or information exchange, for example, Jacques a dit, Jeu de 7 familles, Loto
  • working together in collaborative tasks such as designing a poster for a specific event, composing a menu or creating a picture book, sharing decisions about content, vocabulary and design, for example, ceci ou cela? qu’est-ce que tu préfères? là ou là? petit ou grand?
  • swapping or borrowing from each other’s language resources such as word lists to complete shared learning tasks, for example, building an action wall or making adjective-snake-sentences (le chien est: petit, noir, fatigué, triste; Maman est: grande, mince, belle, gentille)

  VCFRC020 | Languages | French | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• 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

• 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

• VCFRU106

  Understand the dynamic nature of French and other languages

  Elaborations

  • understanding that languages and cultures change continuously due to contact with each other and in response to new ideas and developments in communications and technology (la mondialisation)
  • recognising that the French language continuously borrows and adapts words and expressions from other languages, including English, for example, stop! le football, le sketch, le clown; le sushi, l’origami
  • recognising that many French words are used in English and in other languages (for example, croissant, menu, ballet, chef, chauffeur), and noticing the different vocabulary areas that these words tend to belong to (such as terms relating to food and fashion) and considering possible reasons for this
  • collecting French words used in English (for example, le restaurant, le menu, le chauffeur, le ballet, la pirouette), and comparing how they are pronounced by French or English speakers
  • understanding that some languages are growing and adapting, while others (such as indigenous languages across the world) are endangered, disappearing or reviving, or blending with stronger languages

  VCFRU106 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCFRU090

  Understand that language and culture are interrelated, that they shape and are shaped by each other

  Elaborations

  • comparing definitions of ‘language’ and of ‘culture’, and explaining how they relate to each other
  • considering how language both reflects and shapes cultural distinctions such as community, social class, gender and generation
  • reflecting on the experience of moving between cultures in and out of school, in local and virtual environments, and through the experience of learning and using French
  • exploring the reciprocal element of intercultural communication, considering how own cultural ways of thinking and behaving affect attitudes and interactions and influence other people’s responses or interpretations

  VCFRU090 | Languages | French | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• 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

• VCFRU033

  Understand that different ways of using French reflect different regions and countries, different relationships and different ways of making meaning

  Elaborations

  • recognising that there are many different varieties of French spoken in different countries and regions, involving different accents, dialects and vocabulary, for example, un pain au chocolat/une chocolatine in the south of France
  • reflecting on how they communicate with their own family and friends and with people less close to them, noticing differences in language use and communicative behaviour
  • understanding how changes in voice and body language can change the meaning of words, for example, Tu aimes les devoirs? (simple question) versus Tu aimes les devoirs? (expressing surprise, disbelief); C’est mon petit frère (statement) versus C’est mon petit frère! (pride)
  • finding examples of shortened noun forms in colloquial French (such as le resto, le frigo, le foot, le prof), comparing with the use of abbreviations in Australian English (such as ‘brekkie’, ‘ambo’ and ‘arvo’), and considering when or how they are used

  VCFRU033 | Languages | French | F–10 Sequence | Levels 3 and 4 | 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

• 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

• 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

• 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

• 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

• 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

• VCFRU014

  Understand that language is organised as ‘texts’, which take different forms and use different structures and features to achieve their purposes

  Elaborations

  • understanding that texts can be spoken, written, digital, visual or multimodal and that they can be very short (Stop! or a hand gesture to signify Arrête!) or much longer (Il était une fois…)
  • recognising that different types of text have different features (for example, rhythm and repetition in action songs and rhymes) and use different language, for example, formal or informal forms of address (Bonjour, Monsieur; Merci beaucoup, Madame; Salut, Annie!)
  • comparing similar texts in French and English such as counting games or street signs, identifying elements in the French texts which look or sound different
  • developing a language to talk about language and texts (metalanguage), and naming familiar types of text (story, poem, recipe, list) and talking about how they work, for example, using the story-starter Il était une fois…; rhyming and repeating words in songs such as Trois p’tits chats…

  VCFRU014 | Languages | French | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCFRU067

  Understand and control additional elements of French grammar such as compound tenses, irregular and reflexive verb forms, verb moods and modalities

  Elaborations

  • increasing control of the conjugation of regular verbs in le présent and le passé composé and of high-frequency irregular verbs such as avoir, être, faire, devoir, vouloir, savoir
  • recognising and using idiomatic expressions such as those using avoir, for example, avoir soif, avoir sommeil, avoir peur
  • understanding the form and function of reflexive verbs, for example, il se lève très tard, nous nous promenons chaque soir, je veux m’asseoir à côté de toi
  • extending knowledge of negative constructions such as ne…plus, ne…rien, ne…jamais, ne…que..
  • using le passé composé and le futur proche
  • understanding how to use modal verb forms to express possibility, obligation and ability (for example, je peux m’imaginer…, il doit partir demain), and impersonal expressions such as il faut… and on…
  • learning to use direct object pronouns in conjunction with the present tense, for example, je t’écoute, elle les mange tous les jours!
  • continuing to build a metalanguage to describe grammatical concepts and to organise learning resources, for example, verb charts, vocabulary lists and groups of pronouns, adverbs and adjectives

  VCFRU067 | Languages | French | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCFRU103

  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

  Elaborations

  • using and understanding nouns as core elements of sentence structure
  • using definite and indefinite articles (le, la, l’, les; un, une, des)
  • marking plural forms (le chien/les chiens, une femme/des femmes), including some irregular plural forms (l’œil/les yeux, le nez/les nez)
  • understanding and using the three main conjugations for present tense regular verbs -er, -ir and -re, and the irregular present tense conjugations of the verbs être, avoir, aller and faire
  • understanding that while some adjectives in French follow the noun (un élève intelligent, un match extraordinaire), some precede the noun (une bonne étudiante, une grande maison)
  • understanding that adjectives agree in number and gender with the noun (des élèves intelligents, de bonnes étudiantes) and that des changes to de if the adjective precedes the noun
  • understanding the form and function of subject pronouns je, tu, il, elle, nous, vous, ils and elles, how they determine verb conjugations and substitute for noun subjects (voila le frère de Michel; il est beau, n’est-ce pas?)
  • recognising and using locative prepositions à, en, au, aux and dans when describing where people live (Jean-François habite à Montréal au Canada, ma copine Juliette habite aux Phlippines, la famille Maréchal habite dans une ferme)
  • using the negative ne…pas in simple statements, questions and commands (je n’aime pas l’histoire, tu n’aimes pas le bifteck? ne recommence pas!), recognising substitution of the indefinite article with de in negative sentences (Non, je n’ai pas de frère. J’ai une sœur)
  • understanding three ways of forming a question: a simple declarative sentence with rising intonation (tu as un animal chez toi?), inverting the verb form (as-tu un animal chez toi?), and using est-ce que before a declarative sentence (est-ce que tu as un animal chez toi?)
  • gaining awareness of simple and compound tenses, using le passé composé to recount events that occurred in the past and le futur proche to describe immediate future events (il a regardé la télé, il va regarder la télé)
  • expressing ownership through the use of singular and plural possessive adjectives (mes yeux, ses cheveux, ta mère, ses copains)
  • using the imperative verb mood (mes enfants, soyez sages! va demander à ta mère)
  • recognising the function of irregular verbs such as avoir, être and faire in expressions such as avoir faim, avoir 13 ans and faire beau and as auxiliary verb forms (je suis arrivé, nous avons mangé)
  • recognising the functions of elements such as prefixes and suffixes (désagréable, la camionette, la réorganization) and how word patterns and clusters connect (triste, la tristesse; le marché, le marchand, la marchandise)
  • building metalanguage to talk about grammar and vocabulary (for example, les formes négatives, interrogatives, le futur proche, masculin, féminin, singulier, pluriel), and comparing with equivalent English terms

  VCFRU103 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCFRC114

  Respond to a range of traditional and contemporary texts, and compare themes and language style

  Elaborations

  • comparing treatment of particular themes, such as romance, adventure or family, in a range of texts created at different times, identifying changes in values and perspectives over time (for example, les fables, les contes, les dessins animés, la science fiction)
  • creating a shared database of imaginative, performative and expressive texts that they have enjoyed (such as songs, poems, cartoons and films), cross-referencing titles, genres, themes and values, and giving ratings and brief explanations for selections
  • comparing contemporary French and Australian music by reading music magazines, viewing video clips and listening to music stations, identifying similarities and differences in expression, themes and styles of performance
  • reviewing examples of French humour across different times and contexts (for example, le mime, les blagues, les comiques, les dessins animés), and considering similar changes in Australian expressions of humour according to era and context

  VCFRC114 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• Languages | French: Rationale and Aims

  The VCAA has published the Victorian Curriculum F–10 Version 2.0. To view the curriculum, familiarisation resources and support material, go to the Victorian Curriculum F–10 Version 2.0 website.
  
  Go to the VCAA website to explore the timeline for familiarisation and implementation of...

  Overview material | French