Search results

Result list

• 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

• 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

• 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

• VCFRC119

  Consider and discuss own and others’ cultural identities, and how they both shape and are shaped by ways of communicating and thinking

  Elaborations

  • examining the nature of identity, how it is fluid and dynamic and closely related to both language and culture
  • noticing how identity is expressed through languages spoken by people in various cultural contexts, including the range of languages spoken by classmates and family or community members
  • mapping their own linguistic and cultural profile, for example by creating a chart, timeline or web profile to highlight formative elements such as family languages, key relationships and intercultural experiences
  • reflecting on the experience of learning and using French, considering how it might add a further dimension to own sense of identity
  • developing a language for reflecting on language learning and intercultural experience, examining aspects that are unexpected, difficult or enjoyable

  VCFRC119 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCFRU072

  Reflect on different aspects of the cultural dimension of learning and using French

  Elaborations

  • sharing understandings of what culture ‘is’ and how it relates to identity and experience, using statements such as ‘Culture is...’ and ‘Culture can...’
  • comparing challenges and achievements associated with learning French that can be thought of as cultural or intercultural, for example, learning to ‘read between the lines’ to identify cultural information in language; developing the capacity to look objectively at own cultural experience and ways of communicating
  • discussing how own cultural identities are reflected in home, school and social lives, including attitudes and behaviours, and considering how these might be interpreted and responded to by members of different communities
  • identifying changes in own ways of thinking about culture and identity as a result of learning French
  • discussing attitudes towards diversity and difference, including the use of stereotypes and generalisations, and considering how these affect communication

  VCFRU072 | Languages | French | F–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• 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

• VCFRC029

  Explore their own sense of identity, including elements such as family, friends and interests, and ways of using language with different people

  Elaborations

  • using simple words and expressions selected from word banks and modelled statements to create personal profiles, highlighting key characteristics and features, for example, je suis australien et grec, je suis sportif, je suis courageuse, je parle anglais et grec, j’ai beaucoup de cousins
  • noticing how they communicate with each other, their families, teachers and other adults, identifying differences in behaviour and language and explaining reasons for these
  • talking about identity and language use, and creating visual representations of their own memberships of families, friendship groups and communities, for example, ma famille, mon équipe, ma classe
  • reflecting on the experience of becoming bilingual (or in the case of some learners plurilingual), considering what advantages this brings and whether it impacts on identity

  VCFRC029 | Languages | French | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCFRC065

  Consider how own biography including family origins, traditions, interests and experience, impacts on identity and communication

  Elaborations

  • mapping their own linguistic and cultural profiles, for example by creating a chart/timeline/web profile to highlight formative elements such as family languages, key relationships and intercultural experiences
  • sharing and comparing cultural and intercultural experiences and language capabilities, and exchanging views on the benefits of speaking more than one language, such as having a larger vocabulary to draw on, new insights and perspectives, and opportunities for new experiences
  • identifying events, relationships and experiences that have contributed to building a personal and/or collective sense of identity, and explaining key influences, for example, le voyage, les concours, les amis, la famille, l’équipe

  VCFRC065 | Languages | French | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCFRU121

  Extend grammatical knowledge, including the forms and functions of reflexive verbs, verb moods and modality and the imperfect tense

  Elaborations

  • understanding additional negative forms such as ne…plus, ne…rien, ne…jamais, ne…que, ne…personne
  • understanding the function of comparative and superlative forms of adverbs and adjectives, for example, vite, plus vite, le plus vite; moins jolie, la moins jolie
  • extending knowledge of le passé composé, understanding that verbs conjugated with être require agreement of the past participle with the subject (elles sont parties hier soir), and that verbs conjugated with avoir require agreement between the past participle and preceding direct object (les fleurs que tu as achetées sont si belles)
  • understanding the function and use of relative pronouns (qui, que), emphatic pronouns (eux, elle), and direct and indirect object pronouns (la, lui, nous, leur)
  • using l’imparfait tense, understanding how to distinguish between a completed and a continuing action in the past (nous étions déjà au lit quand il est arrivé)
  • understanding the form and function of reflexive verbs (for example, se laver, se lever, se presenter), including the use of être and agreements in le passé composé
  • understanding the function of impersonal expressions such as il faut, on peut, on doit…
  • recognising how grammatical choices shade meaning and establish register, for example, use of tu or vous to distinguish relationship; use of nous to suggest inclusivity or shared identity; use of on to suggest distance
  • developing metalanguage to talk in French and English about word order, verb moods, tenses or agreements, for example, le passé composé, le verbe auxiliaire, les adjéctifs possessifs, l’accord du participe passé

  VCFRU121 | Languages | French | 7–10 Sequence | Levels 9 and 10 | 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

• VCFRU102

  Recognise and use features of the French sound system, including pitch, rhythm, stress and intonation

  Elaborations

  • developing awareness of French sounds, rhythms and intonation patterns, including those with no English equivalents, for example, -u (tu), -r (très vite) and -ion (attention)
  • becoming familiar with the vowel system in French, including nasalised vowels such as plein, bon, and semi-vowels such as famille, oui
  • distinguishing vowel sounds (for example by recognising distinctions between nasal vowel sounds such as cinq, sympa, manger, entre, dont, des bonbons), and experimenting with pronunciation of consonant–vowel combinations, for example by using virelangues such as un chasseur sachant chasser…, six cent six saucissons suisses…
  • using the French alphabet for spelling out names or expressions, noticing similarities and differences to English and using correct terminology for accents (accent aigu, accent cédille, accent circonflexe)
  • recognising differences in intonation and rhythm between statements, questions and commands (Vous écoutez la chanson. Vous écoutez la chanson? Ecoutez la chanson!)
  • using appropriate intonation for common fillers, interjections and responses such as hein?, bon, beh…, n’est-ce pas? Oh là là!, Aïe!, Youpi! Ça alors…

  VCFRU102 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• 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

• VCFRC100

  Engage with French speakers and resources, noticing how interaction involves culture as well as language

  Elaborations

  • reflecting on choices made when using French to interact with others, and considering the relationship between language, culture and behaviour, for example, using names or titles and familiar or formal terms of address (Salut, Leila, ça va? Bonjour, Madame Michou, comment allez-vous?)
  • interacting with French speakers online, noticing and responding to expressions or behaviours that are unfamiliar, for example, use of gestures, exclamations, or sigles such as MDR (mort de rire)
  • sharing ideas about the experience of learning and using French, including any perceived changes in levels of confidence, or in attitudes towards and understanding of culture and intercultural communication
  • observing interactions between French speakers in different contexts, noticing and recording elements that reflect cultural attitudes or behaviours, for example, language associated with politeness or emotion (je vous en prie, je suis désolé)
  • participating in guided discussion of the nature and role of ‘culture’ and its relationship with language, with reference to French, English and other known languages

  VCFRC100 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• French - 7–10 Sequence: 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 become more fluent and accurate in both spoken and written language production. They gain more control...

  Level description | Languages | French | 7–10 Sequence

• French - F–10 Sequence: 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 extend their knowledge of text types and language functions. Task characteristics and conditions...

  Level description | Languages | French | F–10 Sequence

• VCFRC118

  Interact with French speakers and resources, recognising that intercultural communication involves shared responsibility for meaning making

  Elaborations

  • exploring the reciprocal nature of intercultural communication, the two-way process of noticing and responding to differences in perceptions, understandings or behaviours, for example, attitudes to interruptions, personal space and physical contact, and degree of formality or directness
  • using personal journals and discussions to reflect on critical incidents in the course of learning and using French, such as breakdowns or breakthroughs in communication, and discussing repair and recovery strategies and insights gained
  • discussing ways in which the experience of learning and using French challenges preconceptions, stereotypes or attitudes
  • exploring the process of ‘decentring’ from own linguistic and cultural standpoint and considering how ways of behaving and communicating might be perceived by people from different backgrounds

  VCFRC118 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• 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

• 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

• French - F–10 Sequence: 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 unfamiliar sounds such as -eau, -u, è, é, ou, r and g. They recognise and use the...

  Level description | Languages | French | F–10 Sequence

• 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