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French

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  1. F–10 Sequence
  2. F-2
  3. 3-4
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  5. 7-8
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  7. 7–10 Sequence
  8. 7-8
  9. 9-10

F–10 Sequence Foundation to Level 2

Foundation to Level 2 Description

Students become familiar with the sound systems of the French language, including pronunciation, rhythm, pitch and stress. They learn to pronounce individual letters and letter combinations, including...

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Foundation to Level 2 Content Descriptions

Communicating

Socialising
  1. Interact with each other and the teacher using simple language and gestures for exchanges such as greetings and farewells, thanks and introductions, and for talking about self and family (VCFRC001)
  2. Participate in guided group activities using simple repetitive language in songs, rhymes, games and transactions (VCFRC002)
  3. Recognise and respond to classroom interactions such as opening and closing of lessons, transition activities, and giving and following instructions (VCFRC003)
Informing
  1. Identify key points of information in simple texts (VCFRC004)
  2. Convey factual information about self, family, friends and possessions, using simple statements, gestures and support materials (VCFRC005)
Creating
  1. Engage with a range of imaginative texts through action, dance, drawing and other forms of expression (VCFRC006)
  2. Participate in shared performance and presentation of stories, songs or nursery rhymes, playing with sound patterns, rhyming words and non-verbal forms of expression (VCFRC007)
Translating
  1. Translate simple French words, phrases and gestures for family and friends, noticing how they may have similar or different meanings in English or other known languages (VCFRC008)
  2. Create simple print or digital texts that use both French and English, such as labels, word banks, wall charts or ID cards (VCFRC009)
Reflecting
  1. Notice how using French feels and sounds different to using own language(s) and involves behaviours as well as words (VCFRC010)
  2. Describe themselves, the people they are close to and the ways they communicate, using simple statements and gestures (VCFRC011)

Understanding

Systems of language
  1. Recognise and reproduce the sounds and rhythms of spoken French, noticing how they are produced and how they are represented in words and symbols (VCFRU012)
  2. Understand some first elements of French grammar, such as simple verb and gender forms, definite articles, pronouns and prepositions (VCFRU013)
  3. Understand that language is organised as ‘texts’, which take different forms and use different structures and features to achieve their purposes (VCFRU014)
Language variation and change
  1. Understand that French speakers use language differently in different situations, such as in playground games, at home with the family or in the classroom (VCFRU015)
  2. Understand that all languages continuously change through contact with each other and through changes in society (VCFRU016)
  3. Recognise that Australia is a multilingual society with speakers of many different languages, including French (VCFRU017)
Role of language and culture
  1. Understand that people use language in ways that reflect their culture, such as where and how they live and what is important to them (VCFRU018)

Foundation to Level 2 Achievement Standard

By the end of Level 2, students interact with teachers and each other through action-related talk and play. They exchange greetings such as Bonjour! Comment ça va? Très bien, merci and respond to question cues with single words or set phrases: Qu’est-ce que c’est? Un éléphant. Tu veux un croissant? Non, merci. They choose between options when responding to questions such as Tu veux le rouge ou le bleu? They rely heavily on visual, non-verbal and contextual cues such as intonation, gestures and facial expressions to help make meaning. They mimic French pronunciation, approximating vowel sounds and consonant combinations with some accuracy. They identify key words in spoken texts, such as names of people, places or objects. They use modelled examples and formulaic language to convey factual...

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F–10 Sequence Levels 3 and 4

Levels 3 and 4 Description

Students develop active-listening and comprehension skills, using contextual, grammatical, phonic and non-verbal cues. The language they hear is authentic with modification, involving familiar vocabulary...

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Levels 3 and 4 Content Descriptions

Communicating

Socialising
  1. Participate in routine exchanges such as asking each other how they are, offering wishes and sharing information about aspects of their personal worlds (VCFRC019)
  2. Make statements, ask questions and collaborate in shared tasks such as science experiments, cooking or craft activities, building collections or swapping items (VCFRC020)
  3. Follow the teacher’s instructions and use simple questions, statements and gestures to support own learning, such as asking for help or permission or attracting attention (VCFRC021)
Informing
  1. Locate specific points of information in different types of texts relating to social and natural worlds (VCFRC022)
  2. Present factual information about self, others, and home and school life, using graphic support such as photos, maps or charts (VCFRC023)
Creating
  1. Participate in interactive stories and performances, acting out responses, identifying favourite elements, and making simple statements about characters or themes (VCFRC024)
  2. Create short imaginative texts that allow for exploration and enjoyment of language (VCFRC025)
Translating
  1. Translate high-frequency words and expressions in simple texts such as captions, story titles or recurring lines in a story, noticing which ones are difficult to interpret (VCFRC026)
  2. Create bilingual versions of texts such as picture dictionaries, action games or captions for images (VCFRC027)
Reflecting
  1. Notice what looks or feels similar or different to own language and culture when interacting in French (VCFRC028)
  2. Explore their own sense of identity, including elements such as family, friends and interests, and ways of using language with different people (VCFRC029)

Understanding

Systems of language
  1. Experiment with the pronunciation of vowel sounds, letter combinations and intonation patterns, and recognise and write high-frequency words and expressions in familiar contexts (VCFRU030)
  2. Notice and apply elements of French grammar such as word order, gender and singular/plural forms, adverbs, pronouns and prepositions in simple spoken and written texts (VCFRU031)
  3. Notice differences between simple spoken, written and multimodal French texts used in familiar contexts, and compare with similar texts in English. (VCFRU032)
Language variation and change
  1. Understand that different ways of using French reflect different regions and countries, different relationships and different ways of making meaning (VCFRU033)
  2. Understand that languages change over time and influence each other, and that French has influenced many languages, including English (VCFRU034)
  3. Know that French is an important global language used by communities in many countries around the world and that it has connections with several other languages (VCFRU035)
Role of language and culture
  1. Notice differences between French, Australian and other cultures’ practices and how these are reflected in language (VCFRU036)

Levels 3 and 4 Achievement Standard

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 simple ideas and information, express positive and negative feelings (Je suis très contente; Je n’aime pas la pluie) and ask for help, clarification and permission. They interpret visual, non-verbal and contextual cues such as intonation, gestures and facial expressions to help make meaning. They make statements using the present tense and present + infinitive form about self, family and interests (Je suis australien et italien; J’habite à Brisbane; Je vais partir demain). They approximate the sounds, rhythms...

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F–10 Sequence Levels 5 and 6

Levels 5 and 6 Description

Students increase their range of French vocabulary, pronunciation, grammar and textual knowledge. They are aware of the role of liaisons and accents and are familiar with frequent vowel–consonant...

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Levels 5 and 6 Content Descriptions

Communicating

Socialising
  1. Interact using descriptive and expressive language to share ideas, relate experiences and express feelings such as concern or sympathy (VCFRC037)
  2. Participate in guided tasks such as organising displays, developing projects or budgeting for events (VCFRC038)
  3. Use questions, statements and responses to participate in learning activities, to indicate understanding and to monitor learning (VCFRC039)
Informing
  1. Gather and compare information from a range of sources relating to social and cultural worlds (VCFRC040)
  2. Convey information and ideas in different formats to suit specific audiences and contexts (VCFRC041)
Creating
  1. Share responses to characters, events and ideas in texts such as stories, cartoons or films, making connections with own experience and feelings (VCFRC042)
  2. Present, reinterpret or create alternative versions of songs or stories, adapting events or characters to different modes or contexts (VCFRC043)
Translating
  1. Translate simple texts from French to English and vice versa, noticing which words or phrases require interpretation or explanation (VCFRC044)
  2. Create own bilingual texts and learning resources such as displays, websites, newsletters or word banks (VCFRC045)
Reflecting
  1. Compare ways of communicating in Australian and French-speaking contexts, and identify ways that culture influences language use (VCFRC046)
  2. Reflect on aspects of own identity and language use, for example, by creating personal or group profiles or portfolios (VCFRC047)

Understanding

Systems of language
  1. Recognise and apply features of intonation, pronunciation and writing conventions used in different types of texts and contexts (VCFRU048)
  2. 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 (VCFRU049)
  3. Understand how different French texts use language in ways that create different effects and suit different audiences (VCFRU050)
Language variation and change
  1. Understand that language is used differently in different contexts and situations (VCFRU051)
  2. Understand that the French language is constantly changing due to contact with other languages and to the impact of new technologies and knowledge (VCFRU052)
  3. Understand that there are different forms of spoken and written French used in different contexts within France and in other regions of the world (VCFRU053)
Role of language and culture
  1. Reflect on how ways of using language are shaped by communities’ ways of thinking and behaving and may be differently interpreted by others (VCFRU054)

Levels 5 and 6 Achievement Standard

By the end of Level 6, students use written and spoken French for classroom interactions and transactions, and to exchange personal ideas, experiences and feelings. They ask and answer questions in complete sentences in familiar contexts (Est-ce que je peux … ? Tu peux..… ?), using appropriate pronunciation, intonation and non-verbal communication strategies. They recognise appropriate forms of address for different audiences, using tu forms with friends and family members, and using vous for teachers and other adults or when more than one person is involved. They gather and compare information from a range of texts. They identify key points and supporting details when reading and listening, and interpret and translate short community texts such as signs or notices. They create connected...

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F–10 Sequence Levels 7 and 8

Levels 7 and 8 Description

Students expand their range of vocabulary beyond their immediate world. They make clearer distinctions between sounds and intonation patterns. They develop more detailed grammatical knowledge, using...

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Levels 7 and 8 Content Descriptions

Communicating

Socialising
  1. Participate in a range of spoken and written interactions, for example, exchanging views or experiences, apologising or excusing, inviting or congratulating (VCFRC055)
  2. Engage in tasks and activities that involve negotiation and problem-solving (VCFRC056)
  3. Interact in classroom activities and discussions through asking and responding to open-ended questions, offering opinions and explaining positions (VCFRC057)
Informing
  1. Access, summarise and analyse information from different sources relating to contemporary community and lifestyle issues (VCFRC058)
  2. Organise and present information and ideas on different topics, issues or events, comparing perspectives and experiences (VCFRC059)
Creating
  1. Respond to a variety of imaginative texts, analysing ideas, themes, values and techniques used to engage and entertain audiences (VCFRC060)
  2. Create simple songs, plays or stories to entertain others, involving imagined contexts and characters (VCFRC061)
Translating
  1. 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 (VCFRC062)
  2. Create bilingual texts such as glossaries, menus, captions or brochures, identifying words or expressions that carry specific cultural meaning in either language (VCFRC063)
Reflecting
  1. Reflect on cultural differences between French and English communicative styles and on how these affect intercultural interactions (VCFRC064)
  2. Consider how own biography including family origins, traditions, interests and experience, impacts on identity and communication (VCFRC065)

Understanding

Systems of language
  1. Recognise individual elements of spoken and written words, phrases and non-verbal forms of expression, and notice how they combine to make or to change meaning (VCFRU066)
  2. Understand and control additional elements of French grammar such as compound tenses, irregular and reflexive verb forms, verb moods and modalities (VCFRU067)
  3. Analyse the structure and organisation of a range of texts created for purposes such as information exchange or social interaction (VCFRU068)
Language variation and change
  1. Examine how elements of communication such as gestures, facial expressions and choice of language vary according to context and situation (VCFRU069)
  2. Reflect on changes in their own use of language(s) over time, noticing how and when new ways are adopted or existing ways adapted (VCFRU070)
  3. Investigate the nature and extent of French language use in both Australian and global contexts (VCFRU071)
Role of language and culture
  1. Reflect on different aspects of the cultural dimension of learning and using French (VCFRU072)

Levels 7 and 8 Achievement Standard

By the end of Level 8, students use written and spoken French to interact with teachers, peers and others and exchange experiences, opinions and views. They use descriptive and expressive language to talk and write about immediate environments, personal interests and feelings and technical language to discuss issues of wider interest (for example, les nouvelles téchnologies, les rapports entre les générations, le travail, la musique). They ask, give and follow directions and instructions, using phrases such as prenez la deuxième rue à gauche ..., suivez le boulevard jusqu’à ... and choisissez la photo. They locate and analyse information from different sources presenting it in modes and formats suitable for the intended audience. They use strategies such as emphasis, repetition and summary...

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F–10 Sequence Levels 9 and 10

Levels 9 and 10 Description

Students expand their knowledge and control of grammatical elements such as verb tenses (l’imparfait, le futur simple, le conditionnel) and emphatic, direct and indirect object pronouns. They...

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Levels 9 and 10 Content Descriptions

Communicating

Socialising
  1. Discuss and compare young people’s interests, behaviours and values across cultural contexts, using formal and informal registers (VCFRC073)
  2. Engage in shared activities such as planning and managing events, exchanging resources and information (VCFRC074)
  3. Compare and reflect on the experience of learning and using French (VCFRC075)
Informing
  1. Research and evaluate information from different perspectives on local and global issues, identifying how culture and context affect how information is presented (VCFRC076)
  2. Convey information on selected topics, using different modes of presentation to suit different audiences or to achieve different purposes (VCFRC077)
Creating
  1. Analyse how expressive and imaginative texts create aesthetic, humorous or emotional effects in ways that reflect cultural influence (VCFRC078)
  2. Create imaginative texts involving moods and effects designed to engage different audiences (VCFRC079)
Translating
  1. Consider the nature of translating and interpreting and the role of culture when transferring meaning from one language to another (VCFRC080)
  2. Create glossaries to interpret cultural aspects of contemporary and traditional French texts (VCFRC081)
Reflecting
  1. Reflect on the experience of learning and using French, considering how intercultural communication involves shared responsibility for meaning making (VCFRC082)
  2. Reflect on own cultural identity and how it shapes personal ways of communicating and thinking (VCFRC083)

Understanding

Systems of language
  1. Increase control of regular and irregular elements of spoken and written French, using elements such as liaisons, accents and expression (VCFRU084)
  2. Analyse how grammatical elements such as tenses and verb moods impact on the making of meaning (VCFRU085)
  3. Analyse how different types of text incorporate cultural and contextual elements (VCFRU086)
Language variation and change
  1. Analyse and explain how and why language is used differently in different contexts and relationships (VCFRU087)
  2. Explore changes to both French and Australian English, and identify reasons for these changes, such as technology, popular culture and intercultural exchange (VCFRU088)
  3. Identify examples of French language used to influence social and cultural relationships and practices (VCFRU089)
Role of language and culture
  1. Understand that language and culture are interrelated, that they shape and are shaped by each other (VCFRU090)

Levels 9 and 10 Achievement Standard

By the end of Level 10, students use written and spoken French to communicate with teachers, peers and others in a range of settings and for a range of purposes They use language to access and exchange information on a broad range of social, cultural and youth-related issues (for example, student politics and priorities, the environment, virtual worlds). They socialise, express feelings and opinions, and participate in different modes of imaginative and creative expression, such as songs, skits, interviews and performances. They initiate conversations and discussion (Qu’est-ce que vous pensez au sujet de ... ? A mon avis ...), change or elaborate on topics (Oui, mais … d’autre part ...), and provide feedback and encouragement (En effet - c’est intéressant; et toi, qu’est-ce que tu en dis?).

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7–10 Sequence Levels 7 and 8

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 (attenti...

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Levels 7 and 8 Content Descriptions

Communicating

Socialising
  1. Interact with peers and teacher to exchange information and opinions, talk about self, family, friends and interests, and express feelings, likes and dislikes (VCFRC091)
  2. Participate in collaborative activities such as performances and presentations that involve planning, making arrangements, transacting and negotiating (VCFRC092)
  3. Participate in classroom routines and interactions by following instructions, asking and answering questions, and requesting help or permission (VCFRC093)
Informing
  1. Locate factual information from a range of texts and resources and use the information in new ways (VCFRC094)
  2. Present information and ideas relating to social worlds and natural environments in spoken, written and digital forms (VCFRC095)
Creating
  1. Engage with imaginative and creative texts such as stories, poems, songs or cartoons, comparing favourite elements, and discussing characters, events, themes and effects (VCFRC096)
  2. Reinterpret or create own shared texts, experimenting with expressive and performance genres, and creating moods and effects suitable for different audiences (VCFRC097)
Translating
  1. Translate short texts from French to English and vice versa, noticing which words or phrases translate easily and which do not (VCFRC098)
  2. Create bilingual texts and resources such as learning support materials, games or posters, deciding how to deal with elements that cannot be readily translated (VCFRC099)
Reflecting
  1. Engage with French speakers and resources, noticing how interaction involves culture as well as language (VCFRC100)
  2. Notice own and others’ ways of expressing identity, and consider the relationship between language, culture and identity (VCFRC101)

Understanding

Systems of language
  1. Recognise and use features of the French sound system, including pitch, rhythm, stress and intonation (VCFRU102)
  2. 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 (VCFRU103)
  3. Recognise and use features of common spoken, written and multimodal texts, and compare with features of similar texts in English (VCFRU104)
Language variation and change
  1. Recognise that French language use varies according to context, situation and relationship (VCFRU105)
  2. Understand the dynamic nature of French and other languages (VCFRU106)
  3. Recognise that French is both a local and a global language (VCFRU107)
Role of language and culture
  1. Explore the relationship between language and culture (VCFRU108)

Levels 7 and 8 Achievement Standard

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 skills and responding to others’ contributions (c’est vrai ...; ah oui, en effet ...; pas possible!). They respond to familiar questions and directions (Qu’est-ce que c’est? Qui est-ce? Posez la question à ...), and request help or clarification (Pardon? Pourquoi? Peux-tu répéter?). They approximate French sound patterns, intonation and rhythms, including novel elements of pronunciation such as -r, -u and -ille. They use the present tense and present + infinitive form to make statements and...

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7–10 Sequence Levels 9 and 10

Levels 9 and 10 Description

Students recognise and approximate the pronunciation, rhythms and intonation patterns of more extended phrases and compound sentences. They use words with more complex syllable combinations and...

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Levels 9 and 10 Content Descriptions

Communicating

Socialising
  1. Socialise and exchange views on local and global issues (VCFRC109)
  2. Participate in collaborative projects that make connections between French language and culture and other curriculum areas (VCFRC110)
  3. Develop classroom language to manage shared learning experiences, monitor performance and discuss French language and culture learning (VCFRC111)
Informing
  1. Access and analyse information from different sources, identifying how culture and context influence the presentation of ideas (VCFRC112)
  2. Convey information on selected topics using different modes of presentation to suit different audiences (VCFRC113)
Creating
  1. Respond to a range of traditional and contemporary texts, and compare themes and language style (VCFRC114)
  2. Create imaginative texts to entertain, convey ideas and express emotions (VCFRC115)
Translating
  1. Consider the nature of translating and interpreting and the role of culture when transferring meaning from one language to another (VCFRC116)
  2. Create bilingual texts such as glossaries, footnotes or captions to interpret cultural aspects of texts (VCFRC117)
Reflecting
  1. Interact with French speakers and resources, recognising that intercultural communication involves shared responsibility for meaning making (VCFRC118)
  2. Consider and discuss own and others’ cultural identities, and how they both shape and are shaped by ways of communicating and thinking (VCFRC119)

Understanding

Systems of language
  1. Recognise the regularities and irregularities of spoken French, and use pronunciation, rhythm and stress in increasingly complex ways (VCFRU120)
  2. Extend grammatical knowledge, including the forms and functions of reflexive verbs, verb moods and modality and the imperfect tense (VCFRU121)
  3. Analyse and compose different types of texts using appropriate linguistic, textual and cultural elements (VCFRU122)
Language variation and change
  1. Recognise that French is used in varying ways to achieve different purposes (VCFRU123)
  2. Examine the nature of language change in response to changing cultural conditions (VCFRU124)
  3. Understand the symbolic nature of language in local and global contexts (VCFRU125)
Role of language and culture
  1. Explore the dynamic nature of the relationship between language, culture and communication and how it impacts on attitudes and beliefs (VCFRU126)

Levels 9 and 10 Achievement Standard

By the end of Level 10, students use written and spoken French to socialise with peers, teachers and other French speakers in local contexts and online environments. They communicate about immediate and personal interests and involvements (family, friends, interests), and some broader social and cultural issues (health, social media, international experience, the environment). They approximate rhythms and intonation patterns of extended and compound sentences, using syllable combinations, and building fluency and accuracy in pronunciation, pitch and stress. They use the passé composé tense of regular verbs with avoir and être, noticing that the participe passé form of verbs with être involves gender and number agreement. They recognise the form and function of reflexive verbs (se laver, se...

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