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• Languages | French: Structure

  Sequences of learning

  The French curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language in...

  Overview material | French

• Languages | French: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | French

• Languages | French: Learning in French

  French language learning

  French is an Indo-European language and belongs to the family of Romance languages derived from the spoken Latin language of the Roman Empire. It is closely related to English, due to the shared influence of Latin and to the fact that French was the official language of...

  Overview material | French

• 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

• 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

• VCFRU120

  Recognise the regularities and irregularities of spoken French, and use pronunciation, rhythm and stress in increasingly complex ways

  Elaborations

  • recognising and reproducing rhythms in more complex sentences, using pausing and intonation to signal clause sequence and emphasis
  • using tone and intonation to indicate emphasis or emotion, for example, elle a fait quoi? Il est tellement doué!
  • using words and expressions with more complex syllable combinations (la magnitude, les augmentations, qu’est-ce que c’est que ça?), building fluency and accuracy in relation to pitch, stress and rhythm
  • understanding the function and patterns of use of liaisons and silent h forms in maintaining speech flow, for example, L’Hȏtel Splendide est situé au bord du lac; c’est en effet un hȏtel splendide!
  • recognising the role of pronunciation, rhythm and pace in creating effects and suggesting relationships in oral texts such as stories, poems, songs and conversations

  VCFRU120 | Languages | French | 7–10 Sequence | Levels 9 and 10 | 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

• 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