\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t![\"\"\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t/](\"https://k10outline.scsa.wa.edu.au/__data/assets/image/0015/325500/Languages.jpg\"\r\n\t\t\t\t\t\t\t\ttarget=\"blank\"\t\t\t\t\t\t\t\t) \r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t | \r\n\t\t\t\t\t\t
| Figure 1:\" Ways of teaching in Languages\" |
The Western Australian Curriculum: Languages enables all students to communicate proficiently in a language other than English by providing students with essential communication skills in that language, an intercultural capability, and an understanding of the role of language and culture in human communication.
Language learning broadens students’ horizons to include the personal, social, and employment opportunities that an increasingly interconnected and interdependent world presents. The interdependence of countries means that people in all spheres of life have to be able to negotiate experiences and meanings across languages and cultures. It has also brought the realisation that, despite its status as a world language, a capability only in English is not sufficient, and a bilingual or plurilingual capability is the norm in most parts of the world.
The Western Australian Curriculum: Languages operates from the fundamental principle that for all students, learning to communicate in two or more languages is a rich and challenging experience of engaging with and participating in the linguistic and cultural diversity of our interconnected world. The curriculum builds upon students’ intercultural understanding and sense of identity as they are encouraged to explore and recognise their own linguistic, social, and cultural practices and identities as well as those associated with speakers of the language being learnt.
In the Western Australian Curriculum, the Languages learning area comprises six subjects: Chinese: Second Language, French: Second Language, German: Second Language, Indonesian: Second Language, Italian: Second Language and Japanese: Second Language. Additionally, for the purposes of Languages education in Western Australia:
The Western Australian Curriculum: Languages aims to develop the knowledge, understanding and skills to ensure that students:
The Languages curriculum is written on the basis that schools provide a Languages program, in at least one language, from Pre-primary to Year 10. However, where schools do not have a Languages program in place, the Authority requires schools to teach a minimum of one language, commencing with Year 3 in 2018 (4 in 2019, Year 5 in 2020, Year 6 in 2021, Year 7 in 2022, Year 8 in 2023). In Year 9 and Year 10 the study of Languages is optional.
In the Western Australian Curriculum: Languages a pathway for second language learners has been developed as appropriate to cater for the dominant group(s) of students learning each specific language within the current Western Australian context. The Languages learning area comprises six subjects: Chinese: Second Language, French: Second Language, German: Second Language, Indonesian: Second Language, Italian: Second Language and Japanese: Second Language. Additionally, ACARA's language curriculum or an Authority-approved language curriculum are recognised by the Authority as appropriate for language education in Western Australia.
The design of the Western Australian Curriculum: Languages takes into account different entry points into language learning across Pre-primary to Year 10, which reflects current practice in Languages. For the six second Language subjects, there are two learning sequences:
The content of the Western Australian Curriculum: Languages is organised into two interrelated strands: Communicating and Understanding. Together, these strands reflect three important aspects of language learning: performance of communication, analysing various aspects of language and culture involved in communication and understanding oneself as a communicator.
Within each strand, a set of sub-strands has been identified, which reflects dimensions of language use and the related content to be taught and learned. The strands and sub-strands do not operate in isolation but are integrated in relation to language use for different purposes in different contexts. The relative contribution of each strand will differ for different languages and for different stages of learning.
The Communicating strand focuses on students learning to use the target language to interpret, create and exchange meaning and to use the language to communicate in different contexts. It involves learning to use the target language for a variety of purposes.
The content focuses on interacting orally and in writing to exchange, ideas, opinions, experiences, thoughts and feelings; and participating in planning, negotiating, deciding and taking action.
The content develops skills to obtain, process, interpret and convey information through a range of oral, written and multimodal texts; and developing and applying knowledge.
The content focuses on students engaging with imaginative experience by participating in, responding to and creating a range of texts, such as stories, songs, drama and music.
The content focuses on developing the skills to move between languages and cultures orally and in writing, recognising different interpretations and explaining these to others.
The content focuses on providing opportunities for students to participate in intercultural exchange, questioning reactions and assumptions; and considering how interaction shapes communication and identity.
The Communicating strand involves various combinations of listening, speaking, reading, and writing skills:
and incorporates diverse text types and task types.
The Understanding strand focuses on students analysing and understanding language and culture as resources for interpreting and shaping meaning in intercultural exchange.
The content focuses on students developing the understanding of language as a system, including sound, writing, grammatical and textual conventions.
The content focuses on students developing the understanding of how languages vary in use (register, style, standard and non-standard varieties) and change over time and place.
The content focuses on students analysing and understanding the role of language and culture in the exchange of meaning.
Year level descriptions provide an overview of the key concepts addressed, along with core content being studied at that year level. They also emphasise the interrelated nature of the two strands and the expectation that planning will involve integration of content from across the strands.
Content descriptions set out the knowledge, understanding and skills that teachers are expected to teach and students are expected to learn. They do not prescribe approaches to teaching. The core content has been written to ensure that learning is appropriately ordered and that unnecessary repetition is avoided. However, a concept or skill introduced at one year level may be revisited, strengthened and extended at later year levels as needed.
Additional content descriptions are available for teachers to incorporate in their teaching programs. Schools will determine the inclusion of additional content, taking into account learning area time allocation and school priorities.
The additional content will not be reflected in the Achievement Standard.
From Pre-primary to Year 10, achievement standards indicate the quality of learning that students should typically demonstrate by a particular point in their schooling. An achievement standard describes the quality of learning (e.g. the depth of conceptual understanding and the sophistication of skills) that would indicate the student is well-placed to commence the learning required at the next level of achievement.
A glossary is provided to support a common understanding of the key terms and concepts included in the core content.
\r\nThe School Curriculum and Standards Authority is committed to the development of a high-quality curriculum that promotes excellence and equity in education for all Western Australian students.
All students are entitled to rigorous, relevant and engaging learning programs drawn from the Western Australian Curriculum: Languages. Teachers take account of the range of their students' current levels of learning, strengths, goals and interests and make adjustments where necessary. The three-dimensional design of the Western Australian Curriculum, comprising learning areas, general capabilities and cross-curriculum priorities, provides teachers with flexibility to cater for the diverse needs of students across Western Australia and to personalise their learning.
The Disability Discrimination Act 1992 and the Disability Standards for Education 2005 require education and training service providers to support the rights of students with disability to access the curriculum on the same basis as students without disability.
Many students with disability are able to achieve educational standards commensurate with their peers, as long as the necessary adjustments are made to the way in which they are taught and to the means through which they demonstrate their learning.
In some cases, curriculum adjustments are necessary to provide equitable opportunities for students to access age-equivalent content in the Western Australian Curriculum: Languages. Teachers can draw from content at different levels along the Pre-primary – Year 10 sequence. Teachers can also use the general capabilities learning continua in Literacy, Numeracy and Personal and social capability to adjust the focus of learning according to individual student need.
Teachers may also need to consider adjustments to assessment of students with disability to ensure student achievement and demonstration of learning is appropriately measured.
Students for whom English is an additional language or dialect (EAL/D) enter Western Australian schools at different ages and at different stages of English language learning and have various educational backgrounds in their first languages. While many EAL/D students bring already highly developed literacy (and numeracy) skills in their own language to their learning of Standard Australian English, there are a significant number of students who are not literate in their first language, and have had little or no formal schooling.
The Western Australian Curriculum: Languages is founded on contemporary understandings of language acquisition, where development and learning all the languages students experience in their socialisation and education form part of students’ distinctive linguistic and cultural repertoires. These are variously developed by both the experience of schooling and broader social community experience. These repertoires are an integral part of students’ identities and what they bring to the learning of additional languages as part of the languages learning area within the school curriculum.
While the Western Australian Curriculum: Languages primarily addresses the learning of languages, this learning cannot be separated from the development of students’ more general communicative repertoires. It is through such a relational and holistic approach to languages education that students develop their capabilities in knowing and using multiple languages. Students extend their communicative and conceptual development, learning and identity formation.
In various kinds of bilingual programs, students are afforded an opportunity to learn through the medium of English and another language (students’ first or additional language). These programs are of particular value in ensuring students continue to develop at least two languages that are of value to them. They are of value to both their conceptual development and learning and to their identity formation.
Aboriginal and Torres Strait Islander communities recognise the importance of literacy to their children. They support literacy education programs that are founded on establishing literacy in their children’s first language. These are the Aboriginal and Torres Strait Islander languages their communities use. Literacy in English is regarded as concomitant on first establishing students’ literacy in their first language. Although most bilingual programs in Aboriginal and Torres Strait Islander languages are designed to help students’ transition into learning in English, their fundamental value is in the development of bilingual literacy. Strengthening the bilingual literacy of Aboriginal and Torres Strait Islander students can significantly contribute to improving their overall academic achievement and success.
While the aims of the Western Australian Curriculum: Languages are the same for all students, EAL/D students must achieve these aims while simultaneously learning a new language and learning content and skills through that new language. These students may require additional time and support, along with teaching that explicitly addresses their language needs. Students who have had no formal schooling will need additional time and support in order to acquire skills for effective learning in formal settings.
Teachers can use the Western Australian Curriculum: Languages flexibly to meet the individual learning needs of gifted and talented students.
Teachers can enrich students' learning by providing them with opportunities to work with learning area content in more depth or breadth (e.g. using the additional content descriptions); emphasising specific aspects of the general capabilities learning continua (e.g. the higher order cognitive skills of the critical and creative thinking capability); and/or focusing on cross-curriculum priorities. Teachers can also accelerate student learning by drawing on content from later year levels in the Western Australian Curriculum: Languages and/or from local, state and territory teaching and learning materials.
\r\nThe ‘ways of teaching’ aim to support teachers with planning for curriculum delivery across the years of school, with the teaching in each year extending learning in previous years.
The ‘ways of teaching’ complement the principles of teaching and learning in the Western Australian Curriculum and Assessment Outline (http://k10outline.scsa.wa.edu.au/). The principles focus on the provision of a school and class environment that is intellectually, socially and physically supportive of learning. The principles assist whole-school planning and individual classroom practice.
The Languages learning area is made up of six distinct subjects: Chinese: Second Language, French: Second Language, German: Second Language, Indonesian: Second Language, Italian: Second Language and Japanese: Second Language. The content is presented through two interrelated strands Communicating and Understanding. The Communicating strand focuses on students learning to use the target language to interpret, create and exchange meaning and to use the language to communicate in different contexts while the Understanding strand focuses on students analysing and understanding language and culture as resources for interpreting and shaping meaning in intercultural exchange.
Through learning a language students learn to effectively communicate in the second language they are learning, develop an intercultural capability and understanding of the role of language and culture in communication and reflect on their language use and language learning.
Through Languages students learn to communicate across the five sub-strands of Socialising, Informing, Creating, Translating and Reflecting. Students analyse and develop their understanding of language and culture through the three sub-strands of Systems of language, Language variation and change and the Role of language and culture. The sub-strands are designed to be taught in an integrated way with the aim that they enrich the capability of the students to become successful intercultural communicators. The strands and sub-strands do not operate in isolation but are integrated in relation to language use for different purposes in different contexts. The relative contribution of each strand will differ for different languages and for different stages of learning.
To support students' learning, teachers should develop teaching and learning programs in the Languages curriculum to ensure that:
To engage students in the Languages curriculum, teachers typically create learning experiences which:
Figure 1 is a visual representation of ways of teaching Languages.
For information on how to collect evidence to inform planning for ongoing learning experiences in Languages, refer to ‘Ways of Assessing’.
\r\n| \r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t | \r\n\t\t\t\t\t\t
| Figure 1:\" Ways of teaching in Languages\" |
The 'ways of assessing' complement 'ways of teaching' and aim to support teachers in developing effective assessment practices in the Languages.
The 'ways of assessing' also complement the principles of assessment contained in the Western Australian Curriculum and Assessment Outline. The assessment principles, reflective questions and assessment snapshots support teachers in reflecting on their own assessment practice in relation to each of the assessment principles. Here teachers will find:
Refer to the Western Australian Curriculum and Assessment Outline (http://k10outline.scsa.wa.edu.au) for further guidance on assessment principles, practices and phases of schooling.
The key to selecting the most appropriate assessment is in the answers to several reflective questions. For example:
In the Languages, the two strands Communicating and Understanding are interrelated and inform and support each other. When developing assessment tasks, teachers provide students with opportunities to communicate in the language that they are learning and to demonstrate their understanding of the language needed for effective and interculturally appropriate communication. Assessment tasks typically address the syllabus content in interconnected ways within relevant, meaningful contexts to students. As students demonstrate their learning in different ways, teachers use ongoing assessment processes that include a diverse array of assessment strategies.
Refer to the Judging Standards tool in the Western Australian Curriculum and Assessment Outline (http://k10outline.scsa.wa.edu.au/home/judging-standards) when reporting against the Achievement Standards; giving assessment feedback; or explaining the differences between one student's achievement and another's.
The following table provides examples of assessment strategies which can enable teachers to understand where students are in their learning. Assessments should also be based on the integration of a range of types and sources of evidence.
| Examples of assessment strategies | Examples of sources of evidence |
|---|---|
Observation | Ongoing and first-hand observations of student learning, their responses, comprehension, pronunciation, use and understanding of a range of vocabulary and grammar documented by the teacher through the use of anecdotal notes, checklists, photographs, videos or audio recordings. Observation may take the following form:
|
Group activities | Cooperative activities that provide opportunities for individual and peer-learning. During group work, teachers should stop at key points to check individual student understanding. |
Short responses | Short responses to tasks may take the following form:
|
Extended responses | Extended responses to tasks are longer answers that may take the following form:
|
Practical and authentic tasks | The demonstration of learning through practical authentic or simulated activities may take the following form:
|
Performances or oral presentations | The demonstration of learning in practical performances or presentations, interviews, role play, speeches, simulations, debates and performances may take the following form:
|
Visual representations | The demonstration of learning through making connections, showing relationships and concept mapping of student knowledge through visual representations may take the following form:
|
Portfolios | Collections of student work that provide long-term documentation of student progress and achievement may take the following form:
|
The general capabilities encompass the knowledge, skills, behaviours and dispositions that will assist students to live and work in the 21st century. Teachers may find opportunities to incorporate the capabilities into the teaching and learning program for their Languages subjects. The general capabilities are not assessed unless they are identified within the content.
Students become literate as they develop the knowledge, skills and dispositions to interpret and use language confidently for learning and communicating in and out of school and for participating effectively in society. Literacy involves students in listening to, reading, viewing, speaking, writing and creating oral, print, visual and digital texts, and using and modifying language for different purposes in a range of contexts.
In the Languages, learners of all languages are afforded opportunities for overall literacy development; strengthening literacy-related capabilities that are transferable across the language being learnt, their first language and English. For language learners, literacy involves skills and knowledge that need guidance, time and support to develop. These skills include:
Students become numerate as they develop the knowledge and skills to use mathematics confidently across all learning areas at school and in their lives more broadly. Numeracy involves students recognising and understanding the role of mathematics in the world and having the dispositions and capacities to use mathematical knowledge and skills purposefully.
In the Languages, learners of all languages are afforded opportunities to develop, use and understand patterns, order and relationships, to reinforce concepts, such as number, time and space, in their own and in others’ cultural and linguistic systems.
Students develop ICT capability as they learn to use ICT effectively and appropriately to access, create and communicate information and ideas; solve problems; and work collaboratively in all learning areas at school and in their lives beyond school. ICT capability involves students in learning to make the most of the technologies available to them; adapting to new ways of doing things as technologies evolve and limiting the risks to themselves and others in a digital environment.
Each Languages subject is enhanced through the use of information and communication technology; accessing live language environments and texts via digital media contributes to the development of information technology capabilities as well as linguistic and cultural knowledge.
Students develop capability in critical and creative thinking as they learn to generate and evaluate knowledge, clarify concepts and ideas, seek possibilities, consider alternatives and solve problems. Critical and creative thinking are integral to activities that require students to reflect broadly and deeply using skills, behaviours and dispositions such as reason, logic, resourcefulness, imagination and innovation in all learning areas at school and in their lives beyond school.
In the Languages, as students learn to interact with people from diverse backgrounds and as they explore and reflect critically, they learn to notice, connect, compare, and analyse aspects of the language and culture. As a result, they develop critical thinking skills as well as analytical and problem-solving skills.
Students develop personal and social capability as they learn to understand themselves and others, manage their relationships, lives, work and learning more effectively. The personal and social capability involves students in a range of practices including recognising and regulating emotions; developing empathy for, and understanding of others; establishing positive relationships; making responsible decisions; working effectively in teams; and handling challenging situations constructively.
This involves understanding and empathising, which are important elements of social and intercultural competence. Being open-minded and recognising that people view and experience the world in different ways and learning to interact in a collaborative and respectful manner are key elements of personal and social competence.
In the Languages, learning to interact in a collaborative and respectful manner, being open-minded and recognising that people view and experience the world in different ways are key elements of personal and social competence. Interacting effectively in an additional language and with people of diverse language backgrounds involves negotiating and interpreting meaning in a range of social and cultural situations; essential aspects of learning another language.
Across the Western Australian Curriculum, students develop ethical understanding as they identify and investigate ethical concepts, values, character traits and principles and understand how reasoning can assist ethical judgement. Ethical understanding involves students in building a strong personal and socially oriented ethical outlook that helps them to manage context, conflict and uncertainty, and to develop an awareness of the influence that their values and behaviour have on others.
In the Languages, students learn to acknowledge and value difference in their interactions with others and to develop respect for diverse ways of perceiving and acting in the world. Opportunities are provided to monitor and to adjust their own ethical points of view.
Students develop intercultural understanding as they learn to value their own cultures, languages and beliefs, and those of others. They come to understand how personal, group and national identities are shaped, and the variable and changing nature of culture. The capability involves students in learning about and engaging with diverse cultures in ways that recognise commonalities and differences, create connections with others and cultivate mutual respect.
In the Languages, development of intercultural understanding is a central aim, as it is integral to communicating in the context of diversity, the development of global citizenship and lifelong learning. Students bring to their learning various preconceptions, assumptions and orientations shaped by their existing language(s) culture(s) to their learning that can be challenged by the new language experience. Learning to move between the existing and new languages and cultures is integral to language learning and is the key to the development of students’ intercultural capability. By learning a new language students are able to notice, compare and reflect on things previously taken for granted; to explore their own linguistic, social and cultural practices as well as those associated with the new language. They begin to see the complexity, variability and sometimes the contradictions involved in using language.
Learning a new language does not require forsaking the first language. It is an enriching and cumulative process, which broadens the students’ communicative repertoire, providing additional resources for interpreting and making meaning. Students come to realise that interactions between different people through the use of different languages also involves interactions between the different kinds of knowledge, understanding and values that are articulated through language(s) and culture(s). They realise that successful intercultural communication is not only determined by what they do or say, but also by what members of the other language and culture understand from what they say or do.
\r\nThe cross-curriculum priorities address the contemporary issues which students face in a globalised world. Teachers may find opportunities to incorporate the priorities into the teaching and learning program for the Languages. The cross-curriculum priorities are not assessed unless they are identified within the specified unit content.
Across the Western Australian Curriculum: Languages, the Aboriginal and Torres Strait Islander histories and cultures priority provides opportunities for students to deepen their knowledge of Australia by engaging with the world's oldest continuous living cultures. Students will understand that contemporary Aboriginal and Torres Strait Islander communities are strong, resilient, rich and diverse. The knowledge and understanding gained through this priority will enhance the ability of young people to participate positively in the ongoing development of Australia.
In the Languages subjects students are provided with opportunities to develop an understanding of concepts related to the linguistic landscape of Australia and to the concepts of language and culture in general and make intercultural comparisons across languages, including Aboriginal and Torres Strait Islander languages.
Across the Western Australian Curriculum: Languages, students are able to learn the languages of the Asian region, learning to communicate and interact in interculturally appropriate ways, exploring concepts, experiences and perspectives from within and across Asian cultures.
In all the languages, the priority of Asia and Australia's engagement with Asia provides opportunities for students to develop an appreciation for the place of Australia within the Asian region. They learn how Australia is situated within the Asian region, how our national linguistic and cultural identity is continuously evolving both locally, regionally and within an international context. The curriculum also provides students with opportunities to engage with a range of texts and concepts related to:
Across the Western Australian Curriculum: Languages, the sustainability priority allows students to develop knowledge, skills and understanding about sustainability within particular cultural contexts. This is crucial in the context of national and international concerns about, for example, climate change, food shortages, and alternative ways of caring for land and agriculture, social and political change, conservation and how language and culture evolve. Through developing a capability to interact with others, negotiating meaning and mutual understanding respectfully and reflecting on communication, students learn to live and work in ways that are both productive and sustainable.
\r\nA manner of pronunciation of a language which marks speakers as belonging to identifiable categories such as geographical or ethnic origin, social class or generation.
" }, { "term": { "value": "accent marks", "language": "en-AU" }, "definition": "Marks placed on a letter to indicate pronunciation, stress or intonation, or to indicate a different meaning or different grammatical usage for the word within which they appear. For example, résumé, piñata, ou/où.
" }, { "term": { "value": "accuracy", "language": "en-AU" }, "definition": "Production of structurally correct forms of the target language.
" }, { "term": { "value": "adjective", "language": "en-AU" }, "definition": "A word that modifies or describes a noun or pronoun. For example, astonishing in an astonishing discovery.
" }, { "term": { "value": "adverb", "language": "en-AU" }, "definition": "A word class that may modify or qualify a verb, an adjective or another adverb. For example, beautifully in she sings beautifully; really in he is really interesting; very and slowly in she walks very slowly.
" }, { "term": { "value": "adverbial", "language": "en-AU" }, "definition": "A word or group of words that functions as an adverb.
" }, { "term": { "value": "alliteration", "language": "en-AU" }, "definition": "A recurrence of the same consonant sounds at the beginning of words in close succession (for example, ripe, red raspberry).
" }, { "term": { "value": "audience", "language": "en-AU" }, "definition": "Intended readers, listeners or viewers.
" }, { "term": { "value": "authentic (texts/materials)", "language": "en-AU" }, "definition": "Texts or materials produced for ‘real-life’ purposes and contexts as opposed to being created specifically for learning tasks or language practice.
" }, { "term": { "value": "author", "language": "en-AU" }, "definition": "A composer or originator of a work (for example, a novel, film, website, speech, essay, autobiography).
" }, { "term": { "value": "auxiliary verb", "language": "en-AU" }, "definition": "A verb that combines with another verb in a verb phrase to form tense, mood, voice or condition.
" }, { "term": { "value": "background language", "language": "en-AU" }, "definition": "Students who may use the target language at home (not necessarily exclusively) and have knowledge of the target language to varying degrees (for example, vocabulary, phonological accuracy, fluency, and readiness to use the language) and have a base for literacy development in that language form the target audience for Background Language subjects.
" }, { "term": { "value": "bilingualism", "language": "en-AU" }, "definition": "An ability to use two or more languages.
" }, { "term": { "value": "biography", "language": "en-AU" }, "definition": "A detailed account of an individual’s life; a text genre that lends itself to different modes of expression and construction. In the context of intercultural language learning, the concept of biography can be considered in relation to identity, to the formation of identity over time, and to the understanding that language is involved in the shaping and expressing of identity.
" }, { "term": { "value": "character components", "language": "en-AU" }, "definition": "Individual elements of a written Chinese or Japanese character which have a separate linguistic identity.
" }, { "term": { "value": "characters", "language": "en-AU" }, "definition": "(i) graphic symbols used in writing in some languages
(ii) assumed roles in dramatic performance
" }, { "term": { "value": "clause", "language": "en-AU" }, "definition": "A grammatical unit that contains a subject and a predicate (verb) and expresses the complete proposition.
" }, { "term": { "value": "code-switching", "language": "en-AU" }, "definition": "A use of more than one language in a single utterance. For example, Papa, can you buy me a panini, please? A common feature of bilingual and multilingual language use.
" }, { "term": { "value": "cognates", "language": "en-AU" }, "definition": "Similar or identical words which have shared origins. For example, father (English), Vater (German) and pater (Latin) have a shared origin. Gratitude (English) and gratitud (Spanish) are both derived from gratitudo (Latin).
" }, { "term": { "value": "cohesion", "language": "en-AU" }, "definition": "Grammatical or lexical relationships that bind different parts of a text together and give it unity. Cohesion is achieved through various devices such as connectives, ellipses and word associations. These associations include synonyms, antonyms (for example, study/laze about, ugly/beautiful), repetition (for example, work, work, work – that’s all we do!) and collocation (for example, friend and pal in, My friend did me a big favour last week. She’s been a real pal.)
" }, { "term": { "value": "collocation", "language": "en-AU" }, "definition": "Words that typically occur in close association and in particular sequence. For example, salt and pepper rather than pepper and salt and ladies and gentlemen rather than gentlemen and ladies.
" }, { "term": { "value": "communicating", "language": "en-AU" }, "definition": "Communicating involves using language for communicative purposes in interpreting, creating and exchanging meaning.
" }, { "term": { "value": "communication", "language": "en-AU" }, "definition": "A mutual and reciprocal exchange of meaning.
" }, { "term": { "value": "communicative competence", "language": "en-AU" }, "definition": "An acquired capability to understand and interact in context using the target language (TL). Defined by the use of appropriate phonological, lexical, grammatical, sociolinguistic and intercultural elements.
" }, { "term": { "value": "complex sentence", "language": "en-AU" }, "definition": "A sentence with more than one clause. In the following examples, the subordinate clauses are indicated by square brackets: I took my umbrella [because it was raining]; The man [who came to dinner] is my brother.
" }, { "term": { "value": "complexity", "language": "en-AU" }, "definition": "A degree to which language use is complex as opposed to simple. Elements of language complexity include:
" }, { "term": { "value": "composing", "language": "en-AU" }, "definition": "A process of producing written, spoken, graphic, visual or multi-modal texts. It also includes applying knowledge and control of language forms, features and structures required to complete the task.
" }, { "term": { "value": "compound sentence", "language": "en-AU" }, "definition": "A sentence with two or more main clauses of equal grammatical status, usually marked by a coordinating conjunction such as or, and, but. In the following examples, the main clauses are indicated by square brackets: [Alice came home this morning] [but she didn't stay long]. [Kim is an actor], [Pat is a teacher], [and Sam is an architect].
" }, { "term": { "value": "comprehension strategies", "language": "en-AU" }, "definition": "Strategies and processes used by listeners, readers and viewers of text to understand and make meaning. These include:
An active process of making/constructing/deciphering meaning of language input through listening, reading, viewing, touching (as in braille) and combinations of these modes. It involves different elements: decoding, working out meaning, evaluating and imagining. The process draws upon the learner’s existing knowledge and understanding, text–processing strategies and capabilities; for example, inferencing or applying knowledge of text types and social and cultural resources.
" }, { "term": { "value": "concrete language", "language": "en-AU" }, "definition": "A language used to refer to the perceptible and material world and to particular persons, places and objects. For example, school, girl; as opposed to abstract language, used to refer to ideas or concepts removed from the material world such as peace, kindness, beauty.
" }, { "term": { "value": "conjunction", "language": "en-AU" }, "definition": "A part of speech that signals relationships between people, things, events, ideas. For example, Sophie and her mother might come and visit, or they might stay at home. The conjunction and links the two participants, while or links alternative options.
" }, { "term": { "value": "content", "language": "en-AU" }, "definition": "A subject matter used as a vehicle for language learning.
" }, { "term": { "value": "context", "language": "en-AU" }, "definition": "An environment and circumstances in which a text is created or interpreted. Context can include the general social, historical and cultural conditions in which a text exists or the specific features of its immediate environment, such as participants, roles, relationships and setting. The term is also used to refer to the wording surrounding an unfamiliar word that a reader or listener uses to understand its meaning.
" }, { "term": { "value": "convention", "language": "en-AU" }, "definition": "An accepted language or communicative practice that has developed and become established over time. For example, use of punctuation or directionality.
" }, { "term": { "value": "create", "language": "en-AU" }, "definition": "Develop and/or produce spoken, written or multimodal texts in print or digital forms.
" }, { "term": { "value": "creating", "language": "en-AU" }, "definition": "Creating involves engaging with imaginative experience by participating in, responding to and creating a range of texts, such as stories, songs, drama and music.
" }, { "term": { "value": "cues", "language": "en-AU" }, "definition": "Sources of information used to facilitate comprehension of language that may be visual, grammatical, gestural or contextual.
" }, { "term": { "value": "culture", "language": "en-AU" }, "definition": "In earlier models of language teaching and learning, culture was represented as a combination of literary and historical resources, and visible, functional aspects of a community group’s way of life such as food, celebrations and folklore. While these elements of culture are parts of cultural experience and organisation, current orientations to language teaching and learning employ a less static model of culture. Culture is understood as a framework in which things come to be seen as having meaning. It involves the lens through which:
Culture involves understandings about ‘norms’ and expectations, which shape perspectives and attitudes. It can be defined as social practices, patterns of behaviour, and organisational processes and perspectives associated with the values, beliefs and understandings shared by members of a community or cultural group. Language, culture and identity are understood to be closely interrelated and involved in the shaping and expression of each other. The intercultural orientation to language teaching and learning is informed by this understanding.
" }, { "term": { "value": "de-centre", "language": "en-AU" }, "definition": "A capacity to step outside familiar frames of reference, to consider alternative views, experiences and perspectives and to look critically and objectively at one’s own linguistic and cultural behaviour.
" }, { "term": { "value": "decode", "language": "en-AU" }, "definition": "A process of working out the meaning of a text. Decoding strategies involve readers/listeners/viewers drawing on contextual, lexical, alphabetic, grammatical and phonic knowledge to decipher meaning. Readers who decode effectively combine these forms of knowledge fluently and automatically, using meaning to recognise when they make an error and to self-correct.
" }, { "term": { "value": "dialect", "language": "en-AU" }, "definition": "A variant of a language that is characteristic of a region or social group.
" }, { "term": { "value": "diaspora", "language": "en-AU" }, "definition": "A scattered population with a common origin in a smaller geographical area.
" }, { "term": { "value": "digital media", "language": "en-AU" }, "definition": "Various platforms via which people communicate electronically.
" }, { "term": { "value": "digital texts", "language": "en-AU" }, "definition": "Audio, visual or multimodal texts produced through digital or electronic technology. They may be interactive and include animations or hyperlinks. Examples of digital texts include DVDs, websites and e-literature.
" }, { "term": { "value": "digraph", "language": "en-AU" }, "definition": "Two letters that represent a single sound:
Two vowel sounds pronounced in a single syllable with the individual vowel sounds distinguished, for example, hour.
" }, { "term": { "value": "directionality", "language": "en-AU" }, "definition": "A direction in which writing/script occurs, for example, from left to right, right to left.
" }, { "term": { "value": "encode", "language": "en-AU" }, "definition": "A process of changing spoken language into symbols of written/digital language.
" }, { "term": { "value": "enunciation", "language": "en-AU" }, "definition": "A clear and distinct pronunciation of language.
" }, { "term": { "value": "face", "language": "en-AU" }, "definition": "A ‘socio-dynamic’ term which concerns self-delineated worth that comes from knowing one’s status. Relates to concepts, such as reputation, self-respect, honour and prestige. A key element of social relations in Chinese, Japanese and many other cultures.
" }, { "term": { "value": "filler", "language": "en-AU" }, "definition": "A sound or word used in spoken conversation to signal a pause, hesitation or unfinished contribution. For example, I went to the station...er... then I caught a train... Frequent use of fillers characterises early stages of second language (L2) development, but proficient speakers and first language (L1) speakers also use them as an opportunity to reflect or recast.
" }, { "term": { "value": "first language", "language": "en-AU" }, "definition": "First Language subjects are aimed at students who are users of the target language and have undertaken at least primary schooling in the target language. They have had their primary socialisation as well as initial literacy development in that language and they use the target language at home. It also relates to students learning Aboriginal languages and Torres Strait Islander languages and includes learners whose primary socialisation is in the target language and who may or may not have yet developed initial literacy.
" }, { "term": { "value": "fluency", "language": "en-AU" }, "definition": "An ability to produce spoken or written language with appropriate phrasing, rhythm and pace. It involves the smooth flow of language, lack of hesitation or undue pausing and characterises the largely accurate use and automatisation of the target language.
" }, { "term": { "value": "form-focused learning activities", "language": "en-AU" }, "definition": "Activities designed to rehearse, practise, control and demonstrate particular language structures, forms or features. For example, drills, rehearsed role plays/dialogues, games and songs, set sequences of language patterns.
" }, { "term": { "value": "formulaic language", "language": "en-AU" }, "definition": "Words or expressions which are commonly used in fixed patterns and learned as such without grammatical analysis. For example, Once upon a time ... (story-starter); G’day, how are you going? (greeting in Australian English).
" }, { "term": { "value": "framing", "language": "en-AU" }, "definition": "A way in which elements of text are arranged to create a specific interpretation of the whole.
" }, { "term": { "value": "genre", "language": "en-AU" }, "definition": "A category used to classify text types and language use; characterised by distinguishing features, such as subject matter, form, function and intended audience. Examples of genres typically used in early language learning include greetings, classroom instructions and apologies. More advanced language proficiency includes the ability to use genres, such as narrative or persuasive text, creative performance and debates.
The language we use and the description of language as a system. In describing language, attention is paid to both structure (form) and meaning (function) at the level of the word, the sentence and the text.
" }, { "term": { "value": "grapho-phonic knowledge", "language": "en-AU" }, "definition": "Knowledge of how letters in printed language relate to the sounds of the language and of how symbols (letters, characters) represent spoken language.
" }, { "term": { "value": "homophone", "language": "en-AU" }, "definition": "A word identical in pronunciation with another but different in meaning, for example, bare and bear, air and heir.
" }, { "term": { "value": "honorific", "language": "en-AU" }, "definition": "A grammatical form, typically a word or affix that has at least part of its meaning the relative social status of the speaker in relation to the addressee, other participant or context. Parts of speech which signify respect, politeness and emphasize social distance or status.
" }, { "term": { "value": "identity", "language": "en-AU" }, "definition": "A person’s conception and expression of individuality or group affiliation, self-concept and self-representation. Identity is closely connected to both culture and language. Thinking and talking about the self is influenced by the cultural frames, which are offered by different languages and cultural systems. Identity is not fixed. Second language learners’ experience with different linguistic and cultural systems introduces them to alternative ways of considering the nature and the possibilities associated with identity.
" }, { "term": { "value": "idiomatic expressions", "language": "en-AU" }, "definition": "A group of (more or less) fixed words having a meaning not deducible from the individual words. Idioms are typically informal expressions used by particular social groups and need to be explained as one unit (for example, I am over the moon, on thin ice, a fish out of water, fed up to the back teeth).
" }, { "term": { "value": "imaginative texts", "language": "en-AU" }, "definition": "Their primary purpose is to entertain through their imaginative use of literary elements. They are recognised for their form, style and artistic or aesthetic value. These texts include novels, traditional tales, poetry, stories, plays, fiction for young adults and children including picture books and multimodal texts, such as film.
" }, { "term": { "value": "infinitive", "language": "en-AU" }, "definition": "A base form of a verb.
" }, { "term": { "value": "informative texts", "language": "en-AU" }, "definition": "Their primary purpose is to provide information. They include texts that are culturally important in society and are valued for their informative content, as a store of knowledge and for their value as part of everyday life. These texts include explanations and descriptions of natural phenomena, recounts of events, instructions and directions, rules and laws and news bulletins.
" }, { "term": { "value": "informing", "language": "en-AU" }, "definition": "Obtaining, processing, interpreting and conveying information through a range of oral, written and multimodal texts; developing and applying knowledge.
" }, { "term": { "value": "input", "language": "en-AU" }, "definition": "Direct contact with and experience of the target language; the stimulus required for language acquisition and learning. Input can take multiple forms and be received through different modes.
" }, { "term": { "value": "intensifiers", "language": "en-AU" }, "definition": "Words that are usually used with adjectives to emphasise their meaning and are expressed by means of an adverb (for example, very interesting; awfully boring).
" }, { "term": { "value": "intercultural capability", "language": "en-AU" }, "definition": "An ability to understand and to engage in the relationship between language, culture and people from diverse backgrounds and experience. This involves understanding the dynamic and interdependent nature of both language and culture, that communicating and interacting in different languages involves interacting with values, beliefs and experiences as well as with words and grammars. An intercultural capability involves being open to different perspectives, being flexible and curious, responsive and reflective; being able to decentre, to look objectively at one’s own cultural ways of thinking and behaving, and at how these affect attitudes to others, shade assumptions and shape behaviours. Characteristics of an intercultural capability include cognitive and communicative flexibility and an orientation and ability to act in ways that are inclusive and ethical in relation to diversity and difference.
" }, { "term": { "value": "intercultural language teaching and learning", "language": "en-AU" }, "definition": "An orientation to language teaching and learning that informs current curriculum design; framed by the understanding that language and culture are dynamic, interconnected systems of meaning-making; that proficiency in an additional language involves cultural and intercultural as well as linguistic capabilities. The focus is on developing communicative proficiency and on moving between language–culture systems. It includes the reflexive and reciprocal dimension of attention to learners’ own language(s) and cultural frame(s).
" }, { "term": { "value": "interpret", "language": "en-AU" }, "definition": "In the context of L2 learning, interpret refers to two distinct processes:
A key component of communication, involving patterns of pitch and melody of spoken language that can be used like punctuation, for example, to express surprise or suggest a question, to shade, accentuate or diminish emphasis or meaning, and to regulate turn-taking in conversations.
" }, { "term": { "value": "language", "language": "en-AU" }, "definition": "A human cognitive and communicative capability which makes it possible to communicate, to create and comprehend meaning, to build and sustain relationships, to represent and shape knowledge, and to imagine, analyse, express and evaluate.
Language is described and employed:
A process of interpreting meaning from spoken, written, tactile and multimodal representations of language.
" }, { "term": { "value": "language features", "language": "en-AU" }, "definition": "Features of language that support meaning; for example, sentence structure, noun group/phrase, vocabulary, punctuation, figurative language. Choices in language features and text structures together define a type of text and shape its meaning. These choices vary according to the purpose of a text, its subject matter, audience and mode or medium of production.
" }, { "term": { "value": "language functions", "language": "en-AU" }, "definition": "Varied ways in which language is used to achieve particular purposes; for example, to persuade, to entertain, to apologise, to argue and/or to compliment.
" }, { "term": { "value": "language patterns", "language": "en-AU" }, "definition": "Identifiable repeated or corresponding elements in a text. These include patterns of repetition or similarity, such as the repetition of imperative verb forms at the beginning of each step in a recipe, or the repetition of a chorus after each verse in a song. Patterns may alternate, as in the call and response pattern of some games, or the to-and-fro of a dialogue. Patterns may also contrast, as in opposing viewpoints in a discussion or contrasting patterns of imagery in a poem.
" }, { "term": { "value": "language specificity", "language": "en-AU" }, "definition": "Distinguishing features of a particular language. These include lexico-grammatical and textual features, writing system(s), phonetic systems, and cultural elements which influence language use, such as:
Elements that organise how a language works, including the systems of signs and rules (phonological, syntactic, semantic and pragmatic) that underpin language use. These systems have to be internalised for effective communication and comprehension.
Systems of language relates to understanding language as a system, including sound, writing, grammatical and textual conventions.
" }, { "term": { "value": "language variation and change", "language": "en-AU" }, "definition": "Understanding how languages vary in use (register, style, standard and non-standard varieties) and change over time and place.
" }, { "term": { "value": "learning trajectory", "language": "en-AU" }, "definition": "A conceptualised developmental sequence of learning, including learning goals, learning activities, knowledge and skills to be developed at progressive levels.
" }, { "term": { "value": "lexical cohesion", "language": "en-AU" }, "definition": "A use of word associations to create links in texts. Links can be made through the use of repetition of words, synonyms, antonyms and words that are related, such as by class and subclass.
" }, { "term": { "value": "literacy resources", "language": "en-AU" }, "definition": "Individual resources and capabilities which learners bring to their learning experience; these include text knowledge, grammatical and vocabulary knowledge, knowledge of phonetic and writing systems. They also include critical, reflective and intercultural capabilities that support new literacy experience in a different language.
" }, { "term": { "value": "macro skills", "language": "en-AU" }, "definition": "Four major language skills of listening, speaking, reading and writing.
" }, { "term": { "value": "media texts", "language": "en-AU" }, "definition": "Spoken, print, graphic, or electronic communications created for a public audience. They often involve numerous people in their construction and are usually shaped by the technology used in their production. Media texts studied in different languages can be found in newspapers, magazines and on television, film, radio, computer software and the internet.
" }, { "term": { "value": "mediate", "language": "en-AU" }, "definition": "To move between different linguistic and cultural systems, referencing own first language(s)/culture(s) while learning to use and to understand those of the target language. This movement involves:
Mediating operates in two distinctive ways:
Resources used in the production and transmission of texts, including tools and materials used (for example, digital text and the computer, writing and the pen or the keyboard).
" }, { "term": { "value": "metalanguage", "language": "en-AU" }, "definition": "A vocabulary used to discuss language conventions and use (for example, language used to talk about grammatical terms, such as sentence, clause, conjunction; or about the social and cultural nature of language, such as face, reciprocating, register).
" }, { "term": { "value": "mnemonic", "language": "en-AU" }, "definition": "An aid, such as a pattern, rhyme, acronym or visual image, used for memorising information.
" }, { "term": { "value": "modal verb", "language": "en-AU" }, "definition": "A verb attached to another verb to express a degree of probability (for example, I might come home) or a degree of obligation (for example, You must give it to me, You are to leave now).
" }, { "term": { "value": "mode", "language": "en-AU" }, "definition": "Various processes of communication: listening, speaking, reading/viewing, signing and writing/creating. Modes are also used to refer to the semiotic (meaning-making) resources associated with these communicative processes, such as sound, print, image and gesture.
" }, { "term": { "value": "morpheme", "language": "en-AU" }, "definition": "The smallest meaningful unit in the grammar of a language. Morphemes are not necessarily the same as either words or syllables. The word cat has one morpheme while the word cats has two morphemes: cat for the animal and s to indicate that there is more than one. Similarly, like has one morpheme while dislike has two: like to describe appreciation and dis to indicate the opposite. The process of identifying morphemes assists comprehension, vocabulary building and spelling.
" }, { "term": { "value": "morphology", "language": "en-AU" }, "definition": "Principles of word formation and inflection, especially with respect to constituent morphemes.
" }, { "term": { "value": "multimodal text", "language": "en-AU" }, "definition": "A text which involves two or more communication modes; for example, the combining of print, image and spoken text in film or computer presentations.
" }, { "term": { "value": "narrative", "language": "en-AU" }, "definition": "A story of events or experiences, real or imagined.
" }, { "term": { "value": "narrative devices", "language": "en-AU" }, "definition": "Techniques used to help in the narrating of a story or reported event. For example, imagery, metaphor, allusion.
" }, { "term": { "value": "noun", "language": "en-AU" }, "definition": "A part of speech that includes all words denoting physical objects, such as man, woman, boy, girl, car, window. These are concrete nouns. Abstract nouns express intangibles, such as democracy, courage, success, idea.
" }, { "term": { "value": "oracy", "language": "en-AU" }, "definition": "An ability to express oneself in and to understand spoken language; it includes oral and aural proficiency.
" }, { "term": { "value": "orthography", "language": "en-AU" }, "definition": "Writing words with correct letters or characters according to common usage.
" }, { "term": { "value": "paralanguage", "language": "en-AU" }, "definition": "Additional elements of spoken communication which are integrated with vocal (voice) and verbal (words) elements, and contribute significantly to communication and meaning-making. For example, voice quality, volume and pacing, facial expressions, gestures, posture and body movement.
" }, { "term": { "value": "pedagogy", "language": "en-AU" }, "definition": "A combination of conceptual knowledge, practical skills and reflective capabilities which constitute the ‘art and science’ of teaching.
" }, { "term": { "value": "performance", "language": "en-AU" }, "definition": "A use of the language in real situations, putting language knowledge into practice; it involves accuracy, fluency and complexity.
" }, { "term": { "value": "persuasive texts", "language": "en-AU" }, "definition": "Their primary purpose is to put forward a point of view and persuade a reader, viewer or listener. They form a significant part of modern communication in both print and digital environments. They include advertising, debates, arguments, discussions, polemics and influential essays and articles.
" }, { "term": { "value": "phoneme", "language": "en-AU" }, "definition": "The smallest meaningful unit in the sound system of a language. For example, the word is has two phonemes: /i/ and /s/; ship has three phonemes: /sh/, /i/, /p/. A phoneme usually has several manifestations dependent on varying phonological contexts. For example, the p in pin and spin differs slightly in pronunciation but is regarded as being the same phoneme; that is, as having the same functional meaning within each word.
" }, { "term": { "value": "phonics", "language": "en-AU" }, "definition": "A relationship between letters or characters and the sounds they make when pronounced. L2 learning involves developing phonic awareness and proficiency.
" }, { "term": { "value": "phonological awareness", "language": "en-AU" }, "definition": "Understanding that every spoken word is composed of small units of sound, identifying relationships between letters and sounds when listening, reading and spelling. It includes understandings about words, rhyme and syllables.
" }, { "term": { "value": "pragmatics", "language": "en-AU" }, "definition": "A study of how context affects communication; for example, in relation to the status of participants, the situation in which the communication is happening, or the intention of the speaker.
" }, { "term": { "value": "prediction", "language": "en-AU" }, "definition": "An informed presumption about something that might happen. Predicting at text level can include working out what a text might contain by looking at the cover, or working out what might happen next in a narrative. Predicting at sentence level includes identifying what word is likely to come next in a sentence.
" }, { "term": { "value": "prefix", "language": "en-AU" }, "definition": "A meaningful element (morpheme) added before the main part of a word to change its meaning (for example, unhappy).
" }, { "term": { "value": "preposition", "language": "en-AU" }, "definition": "A part of speech that precede a noun, phrase or pronoun, thereby describing relationships in a sentence in respect to:
Prepositions usually combine with a noun group or phrase to form a prepositional phrase (for example, in the office, besides these two articles.).
" }, { "term": { "value": "productive language use", "language": "en-AU" }, "definition": "One of the two aspects of communication through language (see receptive language) involving the ability to express, articulate and produce utterances or texts in the target language.
" }, { "term": { "value": "pronoun", "language": "en-AU" }, "definition": "A part of speech that refers to nouns, or substituting for them, within and across sentences. For example, Ahmad chose a chocolate cake. He ate it that evening (where he and it are personal pronouns; and that is a demonstrative pronoun).
" }, { "term": { "value": "pronunciation", "language": "en-AU" }, "definition": "A manner in which a syllable is uttered.
" }, { "term": { "value": "purposeful learning", "language": "en-AU" }, "definition": "Learning which results from authentic language experiences that involve real purpose and achievable outcomes.
" }, { "term": { "value": "question", "language": "en-AU" }, "definition": "A commonly employed prompt to elicit language use. A key element of scaffolding to support learners’ use of language and to encourage further contributions. Different types of questions provide different prompts:
Questions are an important element of intercultural language teaching and learning. The quality of questions determines the quality and substance of the learning experience. Effective questions relating to the nature of language, culture and identity and the processes involved in language learning and intercultural experience guide the processes of investigating, interpreting and reflecting which support new understanding and knowledge development.
" }, { "term": { "value": "read", "language": "en-AU" }, "definition": "Process visual or tactile symbols (for example, braille), words or actions in order to derive and/or construct meaning. Reading includes elements of decoding (of sounds and symbols), interpreting, critically analysing and reflecting upon meaning in a wide range of written, visual, print and non-print texts.
" }, { "term": { "value": "receptive language", "language": "en-AU" }, "definition": "One of the two components of communication through language (see productive language): the ‘receiving’ aspect of language input, the gathering of information and making of meaning via listening, reading, viewing processes.
" }, { "term": { "value": "reciprocating", "language": "en-AU" }, "definition": "An integrating element of intercultural communication that involves movement and relationship, interpreting and creating meaning, and understanding the process of doing so. It involves not only the exchange of words but also an exchange of understanding between the people involved. It comes into play when the learner ‘self’ encounters and interacts with the ‘other’ (the target language speaker, the target language itself as text or experience); when the existing language code and cultural frame encounters a different code and frame. This experience impacts on the learner’s perspective and sense of identity and on their usual ways of communicating. Reciprocating involves conscious attention to the process: attention to the self (intraculturality) and to the likely impact of the self on the other person involved (interculturality). Things previously taken for granted are noticed in reference to new or different ways. Key elements of reciprocating include conscious attention, comparison, reflection and analysis:
Participating in intercultural exchange, questioning reactions and assumptions; and considering how interaction shapes communication and identity.
" }, { "term": { "value": "register", "language": "en-AU" }, "definition": "A variety of language used for a particular purpose or in a particular situation, the variation being defined by use as well as user. For example, informal register or academic register.
" }, { "term": { "value": "role of language and culture", "language": "en-AU" }, "definition": "Analysing and understanding the role of language and culture in the exchange of meaning.
" }, { "term": { "value": "romanisation", "language": "en-AU" }, "definition": "A transcription from a differently scripted language, such as Chinese Pinyin or Japanese Romaji, into the Latin alphabet.
" }, { "term": { "value": "root of a word", "language": "en-AU" }, "definition": "A word/word element that cannot be reduced to a smaller unit and from which other words are formed. For example, plant in replanting.
" }, { "term": { "value": "scaffolding", "language": "en-AU" }, "definition": "Support provided to assist the learning process or to complete a learning task. Scaffolded language support involves using the target language at a level slightly beyond learners’ current level of performance, and involves incremental increasing and decreasing of assistance. Task support provides assistance to perform just beyond what learners can currently do unassisted, to progress to being able to do it independently. Scaffolding includes modelling and structuring input in ways that provide additional cues or interactive questioning to activate existing knowledge, to probe existing conceptions or to cue noticing and reflecting.
" }, { "term": { "value": "scanning", "language": "en-AU" }, "definition": "A text processing strategy adopted to search for specific words, ideas or information in a text without reading every word. For example, looking for a word in the dictionary or a name in a phone directory. Scanning involves moving the eyes quickly down the text looking for specific words and phrases to gain a quick overall impression/to get the gist.
" }, { "term": { "value": "script", "language": "en-AU" }, "definition": "A writing system in which characters or symbols represent components of language (letters, syllables, words).
" }, { "term": { "value": "second language", "language": "en-AU" }, "definition": "The target audience for Second Language subjects is comprised of students who are introduced to learning the target language at school as an additional, new language for them. The first language used before they start school and/or the language they use at home is not the target language.
" }, { "term": { "value": "semantic knowledge", "language": "en-AU" }, "definition": "Knowledge gained at a meaning rather than a decoding level. This involves understanding the relationship between signifiers (words, phrases, symbols, signs) and the meanings they represent. Semantic information is supported through reference to prior knowledge, cultural connotations and contextual considerations.
" }, { "term": { "value": "skimming", "language": "en-AU" }, "definition": "A text processing strategy aimed at gaining information quickly without focusing on every word.
" }, { "term": { "value": "socialising", "language": "en-AU" }, "definition": "Interacting orally and in writing to exchange ideas, opinions, experiences, thoughts and feelings; and participating in planning, negotiating, deciding and taking action.
" }, { "term": { "value": "speak", "language": "en-AU" }, "definition": "Convey meaning and communicate with purpose. Some students participate in speaking activities using communication systems and assistive technologies to communicate wants, and needs, and to comment about the world.
" }, { "term": { "value": "stereotype", "language": "en-AU" }, "definition": "A widely held but fixed and oversimplified image or idea of a particular type of person or thing.
" }, { "term": { "value": "stress", "language": "en-AU" }, "definition": "An emphasis in pronunciation that is placed on a particular syllable of a word; for example, She will conduct the orchestra.; Her conduct is exemplary.
" }, { "term": { "value": "suffix", "language": "en-AU" }, "definition": "A meaningful element added after the root of a word to change its meaning (for example, to show its tense: –ed in passed. Common suffixes in English include –ing; –ed; –ness; –less; –able).
" }, { "term": { "value": "synchronous", "language": "en-AU" }, "definition": "Occurring or existing at the same time.
" }, { "term": { "value": "syntax", "language": "en-AU" }, "definition": "An ordering of sentence elements, such as words, group/phrases and clauses. In some education settings, the terms syntax and grammar are used interchangeably.
" }, { "term": { "value": "talk", "language": "en-AU" }, "definition": "Convey meaning and communicate with purpose. Some students participate in speaking activities using communication systems and assistive technologies to communicate wants, and needs, and to comment about the world
" }, { "term": { "value": "task", "language": "en-AU" }, "definition": "An integrated experience and use of language, set in a context, accomplishing a purpose, focused on meaning. A task provides an organising structure and context for meaning-focused language learning. Unlike form-focused language activities and exercises, task-based learning involves the achievement of a goal or authentic outcome. Learners draw from existing language resources and seek out unfamiliar resources as needed to complete the task. Scaffolding is provided by the teacher via the task cycle, which includes form-focused teaching. Examples of tasks: researching an issue, sharing ideas and then categorising and presenting results; planning and having a picnic; designing and publishing an online newsletter.
" }, { "term": { "value": "text", "language": "en-AU" }, "definition": "An identified stretch of language, used as a means for communication or the focus of learning and investigation. Text forms and conventions have developed to support communication with a variety of audiences for a range of purposes. Texts can be written, spoken or multimodal and in print or digital/online forms. Multimodal texts combine language with other systems for communication, such as print text, visual images, soundtrack and spoken word, as in film or computer presentation media.
" }, { "term": { "value": "text processing strategies", "language": "en-AU" }, "definition": "Strategies learners use to decode and understand text. These involve drawing on contextual, semantic, grammatical and phonic knowledge in systematic ways to work out what a text says. They include predicting, recognising words and working out unknown words, monitoring comprehension, identifying and correcting errors, reading on and re-reading.
" }, { "term": { "value": "text structure", "language": "en-AU" }, "definition": "Ways in which information is organised in different types of texts (for example, chapter headings, subheadings, tables of contents, indexes and glossaries, overviews, introductory and concluding paragraphs, sequencing, topic sentences, taxonomies, cause and effect). Choices in text structures and language features together define a text type and shape its meaning. Different languages/cultures structure texts differently in many instances.
" }, { "term": { "value": "text types (genres)", "language": "en-AU" }, "definition": "Categories of text, classified according to the particular purposes they are designed to achieve, which influence the features the texts employ. For example, texts may be imaginative, informative or persuasive; or can belong to more than one category. Text types vary significantly in terms of structure and language features across different languages and cultural contexts. For example, a business letter in French will be more elaborate than a similar text in English; a request or an offer of hospitality will be expressed differently in Japanese or in German.
" }, { "term": { "value": "textual features/textual conventions", "language": "en-AU" }, "definition": "Structural components and elements that combine to construct meaning and achieve purpose, and are recognisable as characterising particular text types (see language features).
" }, { "term": { "value": "tone", "language": "en-AU" }, "definition": "A use of pitch and contour in spoken language to nuance words and, in some languages, to distinguish lexical or grammatical meaning. In Chinese, for example, the tones are distinguished by their pitch range (register), duration and contour (shape). All Chinese syllables have a set tone, which distinguishes it and its meaning from another syllable. However, in certain environments tones can change or be modified, while in rapid spoken Chinese a great many unstressed syllables carry no tone at all.
" }, { "term": { "value": "translation", "language": "en-AU" }, "definition": "A process of translating words/text from one language into another, recognising that the process involves movement of meanings and attention to cultural context as well as the transposition of individual words.
" }, { "term": { "value": "translating", "language": "en-AU" }, "definition": "Moving between languages and cultures orally and in writing, recognising different interpretations and explaining these to others.
" }, { "term": { "value": "understanding", "language": "en-AU" }, "definition": "Analysing and understanding language and culture as resources for interpreting and shaping meaning in intercultural exchange.
" }, { "term": { "value": "verb", "language": "en-AU" }, "definition": "A part of speech which expresses existence, action, state or occurrence. For example, They watch football.; She is exhausted.; The day finally came.
" }, { "term": { "value": "word borrowing", "language": "en-AU" }, "definition": "A practice of incorporating words from one language into another. For example, the use of Italian words, such as pianissimo, cannelloni in English and the use of English ICT terms in many languages. The increasing frequency of word-borrowing between languages reflects intercultural contact, contemporary cultural shifts and practices in a globalised world, issues of ease of communication and efficiency and technological specialisation.
" } ] }, "contacts": { "primarySchoolYears": { "email": "Adriana.Douglas@scsa.wa.edu.au", "name": "Adriana Douglas", "phone": "+61 8 9273 6784" }, "highSchoolYears": { "email": "Adriana.Douglas@scsa.wa.edu.au", "name": "Adriana Douglas", "phone": "+61 8 9273 6784" } }, "curriculumStatements": [ { "identifier": "61c3ee76-2d56-6f90-ed05-248bab259964", "title": "French: Second Language — Pre-primary to Year 10", "label": "Subject", "learningArea": "French - Second Language", "curriculumStatements": [ { "identifier": "966ce787-0de4-f36b-8315-d85f87c7ff75", "title": "Pre-primary year syllabus", "label": "Education level", "learningArea": "French - Second Language", "nominalYearLevels": [ "Pre-primary year syllabus" ], "educationLevels": [ "Pre-primary year syllabus" ], "notations": [ "Pre-primary" ], "description": "Year Level Description
Students enter the early years of school with established communication skills in one or more languages and varying degrees of early literacy capability. Typically, students come to French: Second Language with little to no prior experience of the French language and culture.
In Pre-primary students communicate in French, interacting and exchanging greetings and simple information about themselves with their teacher and peers, through action-related talk and structured play. They participate in shared activities facilitated by movement and gestures, to perform rhymes, songs and stories or to respond to teacher talk and instruction in French. Students recognise pictures, key words and phrases and written French in rhymes, songs and titles and convey factual information about themselves, using gestures and familiar words. They engage by listening to and viewing short imaginative texts, through action and other forms of expression and participate in shared performance of short imaginative texts, playing with sound patterns and non-verbal forms of expression.
Students become familiar with the systems of the French language, recognising and experimenting with reproducing the common vowel sounds and rhythms of spoken French by singing, reciting and repeating words and phrases in context. They notice and use context-related vocabulary and recognise some first elements of grammar to generate language for purposeful interaction.
In Pre-primary students recognise that while English is the official language spoken in Australia, French is one of many languages, including Aboriginal languages and Torres Strait Islander languages, which is spoken in Australia. They also notice similarities and differences between French and English and begin to develop curiosity around the ideas of language and culture. Creative play in the classroom provides opportunities for exploring these differences.
Students learn French in the early years through rich language input. Regular opportunities to revisit, recycle and review, and continuous feedback, response and encouragement assist students in the language learning process.
\r\nInteract with the teacher and peers through action-related talk and structured play, to exchange greetings such as Bonjour Madame; Bonjour la classe; Ça va, Emilie ? Ça va bien, merci
Introduce and share information about themselves, for example, Comment t’appelles-tu ? Je m’appelle…; Tu as quel âge ? J’ai cinq ans/Cinq ans; Tu aimes … ? Oui/non(ACLFRC001)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "0e858b62-c1ab-4a7a-495a-4d48eded12b4", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Pre-primary year syllabus" ], "educationLevels": [ "Pre-primary year syllabus" ], "notations": [ "ACLFRC002" ], "concepts": [ { "vocabTerm": { "term": "Games", "identifier": "1120", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Group learning", "identifier": "10472", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Rap", "identifier": "2807", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Action songs", "identifier": "574", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Participate in shared action with the teacher and peers using simple, repetitive key words, images, movement and songs such as Tourne petit moulin(ACLFRC002)
", "generalCapabilities": [ "Literacy", "Numeracy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "5fea8caa-02ef-c9eb-ac65-748eb3b72826", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Pre-primary year syllabus" ], "educationLevels": [ "Pre-primary year syllabus" ], "notations": [ "ACLFRC003" ], "concepts": [ { "vocabTerm": { "term": "Instructions", "identifier": "7136", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Classroom activities", "identifier": "11516", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Respond to teacher talk and instruction, for example, Lève-toi !; Regardez-moi !; Écoutez !; Doucement !(ACLFRC003)
", "generalCapabilities": [ "Literacy", "Numeracy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "89413944-0076-1faf-c797-2ee7b0cc8419", "title": "Informing", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Pre-primary year syllabus" ], "educationLevels": [ "Pre-primary year syllabus" ], "curriculumStatements": [ { "identifier": "9d99899b-7bf1-7f54-3708-0dbf5ea68a7a", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Pre-primary year syllabus" ], "educationLevels": [ "Pre-primary year syllabus" ], "notations": [ "ACLFRC004" ], "concepts": [ { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Themes (Texts)", "identifier": "4190", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Recognise pictures, symbols, key words and phrases of spoken and written French in rhymes, songs, labels and titles related to their personal worlds(ACLFRC004)
", "generalCapabilities": [ "Literacy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "19490bd0-c5ae-f0d9-d2fb-5159df0e6f3c", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Pre-primary year syllabus" ], "educationLevels": [ "Pre-primary year syllabus" ], "notations": [ "ACLFRC005" ], "concepts": [ { "vocabTerm": { "term": "Statements", "identifier": "8809", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Personal identity", "identifier": "362", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Gestures", "identifier": "550", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Convey factual information about their personal worlds using songs, rhymes, gestures, pictures, labels, captions and familiar words(ACLFRC005)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "d5b1345c-edf6-be0a-f100-ccd32afa70fb", "title": "Creating", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Pre-primary year syllabus" ], "educationLevels": [ "Pre-primary year syllabus" ], "curriculumStatements": [ { "identifier": "2b41c4c3-c3ff-44ec-bae7-7ba127d37248", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Pre-primary year syllabus" ], "educationLevels": [ "Pre-primary year syllabus" ], "notations": [ "ACLFRC006" ], "concepts": [ { "vocabTerm": { "term": "Imaginative texts", "identifier": "7026", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Dance", "identifier": "2184", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Acting", "identifier": "527", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Engage by listening to and viewing a range of short, imaginative texts and responding through action, dance, singing, drawing, movement and other forms of expression(ACLFRC006)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "b986638b-3d82-8c39-11ad-f05d6cb96337", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Pre-primary year syllabus" ], "educationLevels": [ "Pre-primary year syllabus" ], "notations": [ "ACLFRC007" ], "concepts": [ { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Rhyme", "identifier": "12132", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Metre (Poetry)", "identifier": "6997", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Nursery rhymes", "identifier": "8150", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Participate in the shared performance of songs or rhymes, playing with sound patterns, rhyming words and non-verbal forms of expression(ACLFRC007)
", "generalCapabilities": [ "Literacy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "1d8d367f-6397-6f5f-f4f8-659cc0433896", "title": "Translating", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Pre-primary year syllabus" ], "educationLevels": [ "Pre-primary year syllabus" ], "curriculumStatements": [ { "identifier": "d61b6d07-8c63-b7f0-b1dd-311e684fc227", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Pre-primary year syllabus" ], "educationLevels": [ "Pre-primary year syllabus" ], "notations": [ "ACLFRC008" ], "concepts": [ { "vocabTerm": { "term": "Translation (Language)", "identifier": "14151", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Gestures", "identifier": "550", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Phrases (Grammar)", "identifier": "647", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Share with others familiar French words, phrases, sounds and gestures, noticing how they may have similar or different meanings in English or other known languages(ACLFRC008)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "1516f1fc-de2c-c230-ffc8-9083057e13d4", "title": "Reflecting", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Pre-primary year syllabus" ], "educationLevels": [ "Pre-primary year syllabus" ], "curriculumStatements": [ { "identifier": "0ba41b43-6f4e-1049-0beb-5cd112ac6ab7", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Pre-primary year syllabus" ], "educationLevels": [ "Pre-primary year syllabus" ], "notations": [ "ACLFRC010" ], "concepts": [ { "vocabTerm": { "term": "Nonverbal communication", "identifier": "4103", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Exclamations", "identifier": "5905", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Begin to notice how French feels/sounds different when speaking, singing a song or hearing it spoken by others compared with using and hearing their own language(s)(ACLFRC010)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] } ] }, { "identifier": "005db830-8069-cc2c-22b7-f6b0692fbcbd", "title": "Understanding", "label": "Strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Pre-primary year syllabus" ], "educationLevels": [ "Pre-primary year syllabus" ], "curriculumStatements": [ { "identifier": "0673558c-e516-40f6-5cb5-2e68b073858f", "title": "Systems of language", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Pre-primary year syllabus" ], "educationLevels": [ "Pre-primary year syllabus" ], "curriculumStatements": [ { "identifier": "4a65f0a5-63b3-2589-3ec3-e87fa7c7a4b5", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Pre-primary year syllabus" ], "educationLevels": [ "Pre-primary year syllabus" ], "notations": [ "ACLFRU012" ], "concepts": [ { "vocabTerm": { "term": "Pronunciation", "identifier": "9350", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Intonation", "identifier": "7200", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Stress (Speech)", "identifier": "8932", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Recognise and experiment with reproducing the common vowel sounds and rhythms of spoken French by singing, reciting and repeating words and phrases in context(ACLFRU012)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking" ] }, { "identifier": "415228dc-5873-936f-e268-9cae8fa05f0f", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Pre-primary year syllabus" ], "educationLevels": [ "Pre-primary year syllabus" ], "notations": [ "ACLFRU013" ], "concepts": [ { "vocabTerm": { "term": "Verbs", "identifier": "7916", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Pronouns", "identifier": "8134", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Prepositions", "identifier": "8536", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Articles (Grammar)", "identifier": "13000", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Notice and use context-related vocabulary to generate language
Recognise some first elements of grammar, including:
(ACLFRU013)
", "generalCapabilities": [ "Literacy", "Numeracy", "Critical and creative thinking" ] }, { "identifier": "d6072522-e0f5-3910-3d11-ca0efbbf3e98", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Pre-primary year syllabus" ], "educationLevels": [ "Pre-primary year syllabus" ], "notations": [ "ACLFRU014" ], "concepts": [ { "vocabTerm": { "term": "Text types", "identifier": "5991", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Literary genres", "identifier": "673", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Recognise that language is organised as ‘text’ that can be spoken, written, digital, visual or multimodal(ACLFRU014)
", "generalCapabilities": [ "Literacy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking" ] } ] }, { "identifier": "0dc77e82-a91e-b552-ecc4-bf9494bc0205", "title": "Language variation and change", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Pre-primary year syllabus" ], "educationLevels": [ "Pre-primary year syllabus" ], "curriculumStatements": [ { "identifier": "28bf6d4c-23ae-08e9-23f3-d76fb54af145", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Pre-primary year syllabus" ], "educationLevels": [ "Pre-primary year syllabus" ], "notations": [ "ACLFRU015" ], "concepts": [ { "vocabTerm": { "term": "Language conventions", "identifier": "9310", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Recognise that in French, as in English and other languages, there are different ways of greeting and interacting with people, for example, Bonjour Madame, comment ça va ?(ACLFRU015)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "fef41992-fae0-d03e-300e-1a39d4cefe32", "title": "Role of language and culture", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Pre-primary year syllabus" ], "educationLevels": [ "Pre-primary year syllabus" ], "curriculumStatements": [ { "identifier": "cfad484b-3491-d0f9-e44b-b5df46cb6d22", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Pre-primary year syllabus" ], "educationLevels": [ "Pre-primary year syllabus" ], "notations": [ "ACLFRU016 ACLFRU017" ], "concepts": [ { "vocabTerm": { "term": "Loanwords", "identifier": "13075", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Language evolution", "identifier": "15096", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Multilingualism", "identifier": "10406", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Recognise that French is one of many languages spoken in Australia, including Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages(ACLFRU016) (ACLFRU017)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] } ] } ] }, { "identifier": "a7578148-b2fd-41f1-987b-6678149e2a5b", "title": "Year 1 Syllabus", "label": "Education level", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 1" ], "educationLevels": [ "Year 1" ], "notations": [ "1" ], "description": "Year Level Description
Year 1 French: Second Language builds on the skills, knowledge and understanding required by students to communicate in the French language developed in Pre-primary and focuses on extending their oral communication skills. Typically, the students’ only exposure to and experience of the French language and culture is from their school learning environment.
Students communicate in French, interacting with their teacher and peers to share information about themselves, their age and where they live, and to talk about their favourite things. They participate in guided group activities, using simple repetitive language to support understanding and to convey meaning or to respond to teacher talk and instruction in French. Students locate key words and information in simple texts and convey factual information about their personal worlds using pictures, familiar words and simple statements. They participate in listening to and viewing a range of short imaginative texts and in shared performance of short imaginative texts.
Students become familiar with the systems of the French language, recognising and reproducing the sounds and rhythms of spoken French and become familiar with the French alphabet, noticing similarities and differences to English. They notice and use context-related vocabulary and recognise some first elements of grammar to generate language for a range of purposeful interactions.
In Year 1 students recognise that Australia is a multilingual society with speakers of many different languages, including French and that French and English borrow words and expressions from each other. They know that language is used differently in different situations and between different people. They identify differences and similarities between their own and others’ languages and cultures.
Students learn French in the early years through rich language input. Regular opportunities to revisit, recycle and review, and continuous feedback, response and encouragement assist students in the language learning process.
\r\nInteract with the teacher and peers, using simple modelled language and gestures, to share information about themselves, their age and where they live and to talk about their favourite things, for example, Moi, j’ai six ans; Où habites-tu ? J’habite à Perth/à la campagne/en banlieue/en ville; J’aime le sport; Moi, je préfère le fromage; Tu as un stylo ? Oui, j’ai un stylo(ACLFRC001)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "6883a6b2-6b62-a9c3-eac2-e4fc55128c83", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 1" ], "educationLevels": [ "Year 1" ], "notations": [ "ACLFRC002" ], "concepts": [ { "vocabTerm": { "term": "Games", "identifier": "1120", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Group learning", "identifier": "10472", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Rap", "identifier": "2807", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Action songs", "identifier": "574", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Participate in guided group activities, using simple repetitive language in songs, rhymes, games, gestures and pictures to support understanding and to convey meaning(ACLFRC002)
", "generalCapabilities": [ "Literacy", "Numeracy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "7d6dfeaf-e03c-39f0-745b-db235cfadcb6", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 1" ], "educationLevels": [ "Year 1" ], "notations": [ "ACLFRC003" ], "concepts": [ { "vocabTerm": { "term": "Instructions", "identifier": "7136", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Classroom activities", "identifier": "11516", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Respond to teacher talk and instruction, for example, Monsieur, s’il vous plaît?; Je ne comprends pas; Donne-moi le crayon; Voilà/voici…merci(ACLFRC003)
", "generalCapabilities": [ "Literacy", "Numeracy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "f3347d24-3559-bfdb-b72e-357862a7feea", "title": "Informing", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 1" ], "educationLevels": [ "Year 1" ], "curriculumStatements": [ { "identifier": "21b21792-218e-c48d-418b-8fc52eba3642", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 1" ], "educationLevels": [ "Year 1" ], "notations": [ "ACLFRC004" ], "concepts": [ { "vocabTerm": { "term": "Themes (Texts)", "identifier": "4190", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Locate key words and information in simple spoken and written texts such as charts, lists, labels and captions, rhymes and songs related to their personal worlds(ACLFRC004)
", "generalCapabilities": [ "Literacy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "58043811-8c9b-18f1-af20-6500ef083e6b", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 1" ], "educationLevels": [ "Year 1" ], "notations": [ "ACLFRC005" ], "concepts": [ { "vocabTerm": { "term": "Statements", "identifier": "8809", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Personal identity", "identifier": "362", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Gestures", "identifier": "550", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Convey factual information about their personal worlds using pictures, labels, captions, familiar words and simple statements(ACLFRC005)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "a545675e-e03e-5cf1-ab5f-1a5b530cd583", "title": "Creating", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 1" ], "educationLevels": [ "Year 1" ], "curriculumStatements": [ { "identifier": "4ee9b1e5-be10-2cdb-8c28-5a5335570cbc", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 1" ], "educationLevels": [ "Year 1" ], "notations": [ "ACLFRC006" ], "concepts": [ { "vocabTerm": { "term": "Imaginative texts", "identifier": "7026", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Dance", "identifier": "2184", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Acting", "identifier": "527", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Participate in listening to and viewing a range of short, imaginative texts and responding through action, dance, singing, drawing and collaborative retelling(ACLFRC006)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "d370e380-6d39-7545-48ba-1f89ab86c8b5", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 1" ], "educationLevels": [ "Year 1" ], "notations": [ "ACLFRC007" ], "concepts": [ { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Rhyme", "identifier": "12132", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Metre (Poetry)", "identifier": "6997", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Nursery rhymes", "identifier": "8150", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Participate in the shared performance of songs, rhymes, stories and the presentation of action stories using verbal and non-verbal forms of expression and modelled language(ACLFRC007)
", "generalCapabilities": [ "Literacy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "dfce9020-90f8-b49c-33fd-ec864e4c89ff", "title": "Translating", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 1" ], "educationLevels": [ "Year 1" ], "curriculumStatements": [ { "identifier": "b516465e-33c5-1071-7902-e8e01f018489", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 1" ], "educationLevels": [ "Year 1" ], "notations": [ "ACLFRC008" ], "concepts": [ { "vocabTerm": { "term": "Translation (Language)", "identifier": "14151", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Gestures", "identifier": "550", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Phrases (Grammar)", "identifier": "647", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Share with others simple French expressions, sounds and gestures, name familiar objects and use French and/or English to conduct simple conversations(ACLFRC008)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "74a5dd55-58d5-8e9a-15b1-b2564d6843b7", "title": "Reflecting", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 1" ], "educationLevels": [ "Year 1" ], "curriculumStatements": [ { "identifier": "836d0aba-fb02-d750-a622-4f82d2b0b240", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 1" ], "educationLevels": [ "Year 1" ], "notations": [ "ACLFRC010" ], "concepts": [ { "vocabTerm": { "term": "Nonverbal communication", "identifier": "4103", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Exclamations", "identifier": "5905", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Notice ways of talking in French that appear different to their own ways and become aware of how voice, behaviour and body language may change when speaking French(ACLFRC010)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] } ] }, { "identifier": "7b63974b-1694-64c5-e595-ca1d36ca723e", "title": "Understanding", "label": "Strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 1" ], "educationLevels": [ "Year 1" ], "curriculumStatements": [ { "identifier": "ffe88c8a-239f-d97e-1666-b3f42ee981ec", "title": "Systems of language", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 1" ], "educationLevels": [ "Year 1" ], "curriculumStatements": [ { "identifier": "4889d0b5-6dc3-99be-aaa5-1627dc1358e6", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 1" ], "educationLevels": [ "Year 1" ], "notations": [ "ACLFRU012" ], "concepts": [ { "vocabTerm": { "term": "Pronunciation", "identifier": "9350", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Intonation", "identifier": "7200", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Stress (Speech)", "identifier": "8932", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Recognise and reproduce the sounds and rhythms of spoken French, noticing similarities and differences to English
Become 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(ACLFRU012)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking" ] }, { "identifier": "c252de25-ae4b-9875-426f-28a54e824035", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 1" ], "educationLevels": [ "Year 1" ], "notations": [ "ACLFRU013" ], "concepts": [ { "vocabTerm": { "term": "Verbs", "identifier": "7916", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Pronouns", "identifier": "8134", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Prepositions", "identifier": "8536", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Articles (Grammar)", "identifier": "13000", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Notice and use context-related vocabulary and some first elements of grammar to generate language for a range of purposes, including:
(ACLFRU013)
", "generalCapabilities": [ "Literacy", "Numeracy", "Critical and creative thinking" ] }, { "identifier": "e2e59503-3294-5801-3034-34a5ed55bb58", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 1" ], "educationLevels": [ "Year 1" ], "notations": [ "ACLFRU014" ], "concepts": [ { "vocabTerm": { "term": "Text types", "identifier": "5991", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Literary genres", "identifier": "673", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Understand that language is organised as ‘text’ and that different types of texts have different features(ACLFRU014)
", "generalCapabilities": [ "Literacy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking" ] } ] }, { "identifier": "a3febbe2-134d-784b-0329-047904729a98", "title": "Language variation and change", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 1" ], "educationLevels": [ "Year 1" ], "curriculumStatements": [ { "identifier": "55851923-e09b-9daf-dac4-fe10bff48c92", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 1" ], "educationLevels": [ "Year 1" ], "notations": [ "ACLFRU015" ], "concepts": [ { "vocabTerm": { "term": "Language conventions", "identifier": "9310", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Recognise that French speakers use language differently in different situations such as when socialising with peers and friends or at home with the family, for example, Un bisou, Papa ! Je t’aime, ma puce !(ACLFRU015)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "64092ae3-3bf4-84f1-eb46-32c912cec514", "title": "Role of language and culture", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 1" ], "educationLevels": [ "Year 1" ], "curriculumStatements": [ { "identifier": "20117ed9-9d77-91d6-c719-03537cf69294", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 1" ], "educationLevels": [ "Year 1" ], "notations": [ "ACLFRU016 ACLFRU017" ], "concepts": [ { "vocabTerm": { "term": "Loanwords", "identifier": "13075", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Language evolution", "identifier": "15096", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Multilingualism", "identifier": "10406", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Recognise that Australia is a multilingual society with speakers of many different languages, including French and that French and English borrow words and expressions from each other(ACLFRU016) (ACLFRU017)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] } ] } ] }, { "identifier": "a0db8885-beb9-0e85-4d00-b45a482cd648", "title": "Year 2 Syllabus", "label": "Education level", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 2" ], "educationLevels": [ "Year 2" ], "notations": [ "2" ], "description": "Year Level Description
Year 2 French: Second Language builds on the skills, knowledge and understanding required to communicate in the French language developed in Year 1 and focuses on extending the oral communication skills of students.
Students communicate in French, interacting with their teacher and peers in routine exchanges such as asking each other how they are, offering wishes and talking about events in the day and over the year. They participate in guided group activities, taking turns, exchanging and negotiating, or respond to teacher talk and instruction in French. Students identify specific points of information from familiar types of simple spoken, written or digital texts to complete guided tasks and convey factual information about their personal worlds. They engage with a range of imaginative texts through shared reading, collaborative retelling and performance and create stories and perform imaginative scenarios.
Students become familiar with the systems of the French language, reproducing the sounds and rhythms of spoken French, experimenting with the pronunciation of vowel combinations and explaining similarities and differences to English. They recognise and begin to write high-frequency words and expressions in familiar contexts. Students notice and use context-related vocabulary and understand some first elements of grammar such as the French subject-verb-object structure, to generate language for a range of purposeful interactions.
In Year 2 students recognise that all languages, including French, continuously change over time through contact with each other and through changes in society. They understand similarities and differences between aspects of French and Australian cultural practices and related language use.
Students learn French in the early years through rich language input. At this stage, play and imaginative activities, music, movement and familiar routines, opportunities to revisit, recycle and review, and continuous feedback, provide the essential scaffolding to assist students in the language learning process.
\r\nInteract with the teacher and peers, using simple descriptive or expressive modelled language and gestures, to participate in routine exchanges such as asking each other how they are, offering wishes and talking about events in the day and over the year, for example, Lundi, je mange une pomme; Mon anniversaire, c’est le trente mars; Bonne fête, Hafiz !; Joyeux Noël !; Aujourd’hui, il fait beau(ACLFRC001)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "e21fa50d-fd4b-5016-e5cf-5a7930f6b5f2", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 2" ], "educationLevels": [ "Year 2" ], "notations": [ "ACLFRC002" ], "concepts": [ { "vocabTerm": { "term": "Games", "identifier": "1120", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Group learning", "identifier": "10472", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Rap", "identifier": "2807", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Action songs", "identifier": "574", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Participate in guided group activities, simple tasks, transactions and games, taking turns, exchanging and negotiating, using simple language such as in the game Au marché - Donne-moi deux pommes, s’il te plaît; Donne-moi deux pommes et trois carottes…(ACLFRC002)
", "generalCapabilities": [ "Literacy", "Numeracy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "68b961f2-cb62-8b82-ff06-b80636da99db", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 2" ], "educationLevels": [ "Year 2" ], "notations": [ "ACLFRC003" ], "concepts": [ { "vocabTerm": { "term": "Instructions", "identifier": "7136", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Classroom activities", "identifier": "11516", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Respond to teacher talk and instruction, for example, C’est à toi ? Non, c’est à moi(ACLFRC001) (ACLFRC003)
", "generalCapabilities": [ "Literacy", "Numeracy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "dec1bc87-4855-c73f-7d48-1394cf846258", "title": "Informing", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 2" ], "educationLevels": [ "Year 2" ], "curriculumStatements": [ { "identifier": "6d9c6c10-3f2e-4653-c7ed-ee3aeb461ca2", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 2" ], "educationLevels": [ "Year 2" ], "notations": [ "ACLFRC004" ], "concepts": [ { "vocabTerm": { "term": "Themes (Texts)", "identifier": "4190", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Identify specific points of information from familiar types of simple spoken, written or digital texts to complete guided tasks related to their personal worlds(ACLFRC004)
", "generalCapabilities": [ "Literacy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "3628419d-acba-588e-d10b-0dd199c484c3", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 2" ], "educationLevels": [ "Year 2" ], "notations": [ "ACLFRC005" ], "concepts": [ { "vocabTerm": { "term": "Statements", "identifier": "8809", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Personal identity", "identifier": "362", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Gestures", "identifier": "550", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Convey factual information about their personal worlds using familiar words and phrases, simple statements and modelled language (ACLFRC005)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "7278a7d9-31bd-d3e5-c7a9-7683cac180ee", "title": "Creating", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 2" ], "educationLevels": [ "Year 2" ], "curriculumStatements": [ { "identifier": "39915f4f-b62d-5f2c-95ce-252da0acbec4", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 2" ], "educationLevels": [ "Year 2" ], "notations": [ "ACLFRC006" ], "concepts": [ { "vocabTerm": { "term": "Imaginative texts", "identifier": "7026", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Dance", "identifier": "2184", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Acting", "identifier": "527", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Participate in listening to, viewing and reading a range of imaginative texts and responding through action, performance, shared reading and collaborative retelling(ACLFRC006)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "419cd4c2-24f8-d09f-07f0-4411bd7d4f7d", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 2" ], "educationLevels": [ "Year 2" ], "notations": [ "ACLFRC007" ], "concepts": [ { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Rhyme", "identifier": "12132", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Metre (Poetry)", "identifier": "6997", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Nursery rhymes", "identifier": "8150", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Create stories and perform imaginative scenarios, through role play, mime, drawing, oral discussion or scaffolded writing activities, using familiar words and modelled language(ACLFRC007)
", "generalCapabilities": [ "Literacy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "eafa015c-6337-11fa-8548-47ca7ce2a176", "title": "Translating", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 2" ], "educationLevels": [ "Year 2" ], "curriculumStatements": [ { "identifier": "2c04dec9-e116-cc5a-c604-bd8f7e1e276b", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 2" ], "educationLevels": [ "Year 2" ], "notations": [ "ACLFRC008" ], "concepts": [ { "vocabTerm": { "term": "Translation (Language)", "identifier": "14151", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Gestures", "identifier": "550", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Phrases (Grammar)", "identifier": "647", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Translate for others what they can express in French, interpreting simple expressions and songs and explaining how meanings are similar or different in English or other known languages(ACLFRC008)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "b617f0e2-9e6a-2b14-420a-b853f5be5279", "title": "Reflecting", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 2" ], "educationLevels": [ "Year 2" ], "curriculumStatements": [ { "identifier": "3b666189-72e8-ebda-7bbb-693091c8c2f5", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 2" ], "educationLevels": [ "Year 2" ], "notations": [ "ACLFRC010" ], "concepts": [ { "vocabTerm": { "term": "Nonverbal communication", "identifier": "4103", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Exclamations", "identifier": "5905", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Recognise similarities and differences between aspects of French and Australian cultural practices and related language use(ACLFRC010)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] } ] }, { "identifier": "3064c710-500a-ceed-bb3f-0875bafd0530", "title": "Understanding", "label": "Strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 2" ], "educationLevels": [ "Year 2" ], "curriculumStatements": [ { "identifier": "a228fb08-a546-3b46-75ca-4044004123c3", "title": "Systems of language", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 2" ], "educationLevels": [ "Year 2" ], "curriculumStatements": [ { "identifier": "adce7c80-28c8-3311-4828-4a54dd8c86e9", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 2" ], "educationLevels": [ "Year 2" ], "notations": [ "ACLFRU012" ], "concepts": [ { "vocabTerm": { "term": "Pronunciation", "identifier": "9350", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Intonation", "identifier": "7200", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Stress (Speech)", "identifier": "8932", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Reproduce the sounds and rhythms of spoken French, noticing how they are represented in words and symbols and explaining similarities and differences to English
Experiment with the pronunciation of vowel combinations ou, eu, au(ACLFRU012)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking" ] }, { "identifier": "e4b45105-7f90-b424-8b62-32486f398564", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 2" ], "educationLevels": [ "Year 2" ], "notations": [ "ACLFRU030" ], "concepts": [ { "vocabTerm": { "term": "Sight words", "identifier": "10467", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Pronunciation", "identifier": "9350", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Intonation", "identifier": "7200", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Stress (Speech)", "identifier": "8932", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Recognise and begin to write high-frequency words and expressions in familiar contexts(ACLFRU030)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking" ] }, { "identifier": "852cc92c-318f-f123-7a1b-b437fdffac7c", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 2" ], "educationLevels": [ "Year 2" ], "notations": [ "ACLFRU013" ], "concepts": [ { "vocabTerm": { "term": "Verbs", "identifier": "7916", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Pronouns", "identifier": "8134", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Predictions (Stories)", "identifier": "13371", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Articles (Grammar)", "identifier": "13000", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Notice and use context-related vocabulary and understand some first elements of grammar to generate language for a range of purposes, including:
(ACLFRU013)
", "generalCapabilities": [ "Literacy", "Numeracy", "Critical and creative thinking" ] }, { "identifier": "4e7cc95e-d856-30ac-a871-5d1103af055e", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 2" ], "educationLevels": [ "Year 2" ], "notations": [ "ACLFRU014" ], "concepts": [ { "vocabTerm": { "term": "Text types", "identifier": "5991", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Literary genres", "identifier": "673", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Understand that language is organised as ‘text’ that takes different forms and uses different structures and features to achieve its purpose(ACLFRU014)
", "generalCapabilities": [ "Literacy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking" ] } ] }, { "identifier": "d3f881f1-a724-049f-6f15-0005147643ef", "title": "Language variation and change", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 2" ], "educationLevels": [ "Year 2" ], "curriculumStatements": [ { "identifier": "4a6ec986-88b8-3b60-8681-e40c07ade705", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 2" ], "educationLevels": [ "Year 2" ], "notations": [ "ACLFRU015" ], "concepts": [ { "vocabTerm": { "term": "Language conventions", "identifier": "9310", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Understand that French speakers use language differently in different situations and according to cultural norms such as when at home with the family or in the classroom, for example, Pardon, Monsieur Falcon; Je suis désolé...(ACLFRU015)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "06477bcd-7d56-3faa-feab-0a2a0d556a80", "title": "Role of language and culture", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 2" ], "educationLevels": [ "Year 2" ], "curriculumStatements": [ { "identifier": "a79eb932-896e-674f-837b-2e956343960a", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 2" ], "educationLevels": [ "Year 2" ], "notations": [ "ACLFRU016 ACLFRU017" ], "concepts": [ { "vocabTerm": { "term": "Loanwords", "identifier": "13075", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Language evolution", "identifier": "15096", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Multilingualism", "identifier": "10406", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Recognise that all languages, including French, continuously change over time through contact with each other and through changes in society(ACLFRU016) (ACLFRU017)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] } ] } ] }, { "identifier": "5e14dfaa-e4f0-63ae-3d5e-3dcb3e96a703", "title": "Year 3 Syllabus", "label": "Education level", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 3" ], "educationLevels": [ "Year 3" ], "notations": [ "3" ], "description": "Year Level Description
Year 3 French: Second Language builds on the skills, knowledge and understanding required to communicate in the French language developed in Year 2 and focuses on extending the oral and written communication skills of students. They benefit from varied, activity-based learning that builds on their interests and capabilities and makes connections with other areas of learning.
Students communicate in French, interacting and socialising with their teacher and peers to exchange information about friends and family members. They participate in class experiences and everyday transactions that involve following instructions, asking questions and making statements. Students locate specific points of information in a range of short spoken, written or multimodal texts and convey factual information about their personal worlds in simple statements, short descriptions and modelled texts. They participate in and respond to a range of imaginative texts, identifying and comparing favourite elements and making simple statements about characters or themes. Students create and perform short imaginative texts that use familiar expressions and modelled language as well as simple visual supports.
Students become familiar with the systems of the French language, experimenting with the pronunciation of common vowel sounds letter combinations and intonation patterns. They recognise and begin to write
high-frequency words and expressions in familiar contexts. Students notice and use context-related vocabulary and apply elements of grammar in simple spoken and written texts to generate language for a range of purposeful interactions such as the relationship between subject pronouns and verb endings and an increasing range of adjectives. They begin to develop a metalanguage in French for talking about language, using terms similar to those used in English.
Students are encouraged to describe their French learning experiences and explore their own sense of identity and ways that they use language differently when they are interacting with different people.
In Year 3 students require extensive support with their language learning. Tasks are carefully scaffolded, models and examples are provided along with support for self-monitoring and reflection. Students are encouraged to use French as much as possible for classroom routines, social interactions and for learning tasks.
\r\nInteract and socialise with the teacher and peers, using simple descriptive or expressive modelled language and gestures, to exchange information about friends and family members, for example, J’ai deux sœurs et j’ai un frère; Mon frère s’appelle Jack; Mon amie Julie est très jolie !; Elle a six ans; Mon grand-père est très gentil !
Participate in routine exchanges such as asking each other how they are and offering wishes, for example, Salut, Nicole, ça va ? Pas mal, et toi ?; Bonjour, Madame Patou, comment allez-vous ?; Bonne nuit, Papa !; Bonjour Messieurs; A demain, Mademoiselle; A bientôt !; Bon courage !(ACLFRC019)
", "generalCapabilities": [ "Literacy", "Numeracy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "9a4206d2-0d5f-ed62-ad96-98a1c30c8c0d", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 3" ], "educationLevels": [ "Year 3" ], "notations": [ "ACLFRC020" ], "concepts": [ { "vocabTerm": { "term": "Collaborative learning", "identifier": "10511", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Participate in class experiences, activities and everyday transactions that involve following instructions, asking questions and making statements, asking for help and permission(ACLFRC020)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability" ] } ] }, { "identifier": "a9660bbd-ac20-8175-2b88-941fe5df5f3a", "title": "Informing", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 3" ], "educationLevels": [ "Year 3" ], "curriculumStatements": [ { "identifier": "4e42148b-bfaf-db3f-e268-3e0bdd57e5ef", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 3" ], "educationLevels": [ "Year 3" ], "notations": [ "ACLFRC022" ], "concepts": [ { "vocabTerm": { "term": "Reading comprehension", "identifier": "1054", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Locate specific points of information in a range of short written, spoken, multimodal and digital texts related to their personal worlds(ACLFRC022)
", "generalCapabilities": [ "Literacy", "Numeracy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "9cc78376-e3da-0ccf-fdc6-d0b6892d9202", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 3" ], "educationLevels": [ "Year 3" ], "notations": [ "ACLFRC023" ], "concepts": [ { "vocabTerm": { "term": "Data representation", "identifier": "1656", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Personal identity", "identifier": "362", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Convey factual information about their personal worlds in simple statements, short descriptions and modelled texts(ACLFRC023)
", "generalCapabilities": [ "Literacy", "Numeracy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "464e52d4-3b80-d7f7-5d2a-8042dcaf0d2c", "title": "Creating", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 3" ], "educationLevels": [ "Year 3" ], "curriculumStatements": [ { "identifier": "7db7471c-5b2c-bd6c-e94d-75b6b4206bb5", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 3" ], "educationLevels": [ "Year 3" ], "notations": [ "ACLFRC024" ], "concepts": [ { "vocabTerm": { "term": "Personal responses", "identifier": "7557", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Interactive texts", "identifier": "7169", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Participate in and respond to a range of imaginative texts, acting out events, identifying and comparing favourite elements and making simple statements about characters or themes(ACLFRC024)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "10e795e2-99f2-5b76-8a06-1ecbae73dedc", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 3" ], "educationLevels": [ "Year 3" ], "notations": [ "ACLFRC025" ], "concepts": [ { "vocabTerm": { "term": "Creating texts", "identifier": "4161", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Imaginative texts", "identifier": "7026", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Create and perform short imaginative texts that use familiar expressions and modelled language as well as simple visual supports(ACLFRC025)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "6d583d0f-097e-ec08-b6bf-62c88ceee57c", "title": "Translating", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 3" ], "educationLevels": [ "Year 3" ], "curriculumStatements": [ { "identifier": "44f8847b-e929-2da4-782c-b21f0eb9cb95", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 3" ], "educationLevels": [ "Year 3" ], "notations": [ "ACLFRC026" ], "concepts": [ { "vocabTerm": { "term": "Sight words", "identifier": "10467", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Translation (Language)", "identifier": "14151", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "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(ACLFRC026)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "48eca6ce-0269-11b6-ac96-515a110d30e2", "title": "Reflecting", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 3" ], "educationLevels": [ "Year 3" ], "curriculumStatements": [ { "identifier": "63bcef05-4bd0-3dab-3a7c-aafd06e57456", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 3" ], "educationLevels": [ "Year 3" ], "notations": [ "ACLFRC028" ], "concepts": [ { "vocabTerm": { "term": "Cultural interaction", "identifier": "4611", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Notice what looks or feels similar or different to their own language and culture when interacting in French, for example, gestures such as la bise or pronunciation of some sounds(ACLFRC028)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] } ] }, { "identifier": "dd40aef4-b14a-d440-5400-13d03588d8fe", "title": "Understanding", "label": "Strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 3" ], "educationLevels": [ "Year 3" ], "curriculumStatements": [ { "identifier": "c642b908-c3e3-6564-bd9a-4a5d417db587", "title": "Systems of language", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 3" ], "educationLevels": [ "Year 3" ], "curriculumStatements": [ { "identifier": "3fc38754-8a07-1fc0-f72c-59c180435a98", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 3" ], "educationLevels": [ "Year 3" ], "notations": [ "ACLFRU030" ], "concepts": [ { "vocabTerm": { "term": "Sight words", "identifier": "10467", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Pronunciation", "identifier": "9350", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Intonation", "identifier": "7200", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Stress (Speech)", "identifier": "8932", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Experiment with the pronunciation of common vowel sounds, for example, ou (vous, jour), oi (toi, voiture), on (bonbon, mon), ai (aimer, j’ai), ain (train, demain) and eau (château, beau), letter combinations and intonation patterns
Recognise and write high-frequency words and expressions in familiar contexts(ACLFRU030)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking" ] }, { "identifier": "d763eaf9-ba7b-667b-0e59-b4a8b38051e9", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 3" ], "educationLevels": [ "Year 3" ], "notations": [ "ACLFRU031" ], "concepts": [ { "vocabTerm": { "term": "Adverbs", "identifier": "675", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Pronouns", "identifier": "8134", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Prepositions", "identifier": "8536", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Gender (Grammar)", "identifier": "13009", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Plurals", "identifier": "11485", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Syntax", "identifier": "16666", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Notice and use context-related vocabulary and apply elements of grammar in simple spoken and written texts to generate language for a range of purposes, including:
Begin to develop a metalanguage in French for talking about language, using terms similar to those used in English(ACLFRU031)
", "generalCapabilities": [ "Literacy", "Numeracy", "Critical and creative thinking" ] }, { "identifier": "c457633d-632c-3cbf-87d3-43466d369132", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 3" ], "educationLevels": [ "Year 3" ], "notations": [ "ACLFRU032" ], "concepts": [ { "vocabTerm": { "term": "Text types", "identifier": "5991", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Recognise the particular language features and textual conventions in simple, familiar, spoken, written and multimodal French texts(ACLFRU032)
", "generalCapabilities": [ "Literacy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking" ] } ] }, { "identifier": "1da4b266-1733-e7b1-377b-cee9a4db9c0d", "title": "Language variation and change", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 3" ], "educationLevels": [ "Year 3" ], "curriculumStatements": [ { "identifier": "b76bc022-ec53-631e-8b59-6254cc9f945e", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 3" ], "educationLevels": [ "Year 3" ], "notations": [ "ACLFRU033" ], "concepts": [ { "vocabTerm": { "term": "Register (Language)", "identifier": "13037", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Understand and demonstrate how language use varies according to the participants’ age, gender and relationship and the context of use(ACLFRU033)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "abb331ab-cebb-ffba-c701-7a0237ea5177", "title": "Role of language and culture", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 3" ], "educationLevels": [ "Year 3" ], "curriculumStatements": [ { "identifier": "685fa7bc-a762-f462-68d7-d95b047dd19a", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 3" ], "educationLevels": [ "Year 3" ], "notations": [ "ACLFRU018" ], "concepts": [ { "vocabTerm": { "term": "Regional culture", "identifier": "11447", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Ethnicity", "identifier": "4662", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Notice differences between French, Australian and other cultures’ practices and how these are reflected in language(ACLFRU018)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Ethical understanding", "Intercultural understanding" ] } ] } ] } ] }, { "identifier": "2518cb51-38eb-c56c-e408-72ffdebe2321", "title": "Year 4 Syllabus", "label": "Education level", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 4" ], "educationLevels": [ "Year 4" ], "notations": [ "4" ], "description": "Year Level Description
Year 4 French: Second Language builds on the skills, knowledge and understanding required to communicate in the French language developed in Year 3 and focuses on extending the oral and written communication skills of students.
Students communicate in French, interacting and socialising with the teacher and peers to exchange information about aspects of their personal worlds, including their daily routines at home and school, and their interests. They contribute collaboratively to class experiences that involve asking for help, clarification and permission, solving problems and sharing decisions. Students locate and process factual information in written, spoken and multimodal texts and gather and convey factual information and short descriptions from familiar texts related to their personal and social worlds. They participate in and respond to a range of imaginative texts, discuss messages and make statements about characters or themes. Students create and perform short imaginative texts that allow for exploration and enjoyment of language and cultural expression, using familiar expressions and modelled language.
Students become familiar with the systems of the French language, experimenting with the pronunciation of vowel sounds and intonation patterns. They notice and use context-related vocabulary and apply elements of grammar in simple spoken and written texts such as the present tense, to generate language for a range of purposeful interactions. Students begin to develop a metalanguage in French for talking about language, using terms similar to those used in English.
Students are encouraged to define their French learning experiences and make connections between culture and language use by identifying vocabulary and expressions that reflect different cultural values, traditions or practices.
In Year 4 students continue to require extensive support with their language learning. Purposeful communicative activities and experiences are planned, models and examples are provided, along with support for self-monitoring and reflection. Language experience and input include authentic texts that may require some modification to include familiar vocabulary and simple sentence structures. Students continue to be encouraged to use French as much as possible for social interactions and in learning tasks.
\r\nInteract and socialise with the teacher and peers, using simple descriptive or expressive modelled language, to exchange information about aspects of their personal worlds, including their daily routines at home and school and their interests, for example, J’arrive à l’école à 8h 30; Le samedi, je fais du cheval et le dimanche je joue au netball; J’aime les sports et les voyages — mais mon ami adore la musique !(ACLFRC019)
", "generalCapabilities": [ "Literacy", "Numeracy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "ec85c943-6c1e-a0a5-cab7-3b19907df4cf", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 4" ], "educationLevels": [ "Year 4" ], "notations": [ "ACLFRC020" ], "concepts": [ { "vocabTerm": { "term": "Collaborative learning", "identifier": "10511", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Contribute collaboratively to class experiences, activities and transactions that involve asking for help, clarification and permission, solving problems and sharing decisions such as creating a display or conducting a role play or scenario, science experiments, cooking or craft activities(ACLFRC020)
", "generalCapabilities": [ "Literacy", "Numeracy", "Critical and creative thinking", "Personal and social capability" ] } ] }, { "identifier": "2f956720-0e2b-5dd8-4cc8-519451906758", "title": "Informing", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 4" ], "educationLevels": [ "Year 4" ], "curriculumStatements": [ { "identifier": "166cba3f-ae0f-0ed8-827c-9fbbb5a13ee7", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 4" ], "educationLevels": [ "Year 4" ], "notations": [ "ACLFRC022" ], "concepts": [ { "vocabTerm": { "term": "Reading comprehension", "identifier": "1054", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Locate and process factual information in a range of written, spoken, digital and multimodal texts related to their personal and social worlds(ACLFRC022)
", "generalCapabilities": [ "Literacy", "Numeracy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "7a8ca007-7b0b-f3d8-5580-78ff145fd85f", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 4" ], "educationLevels": [ "Year 4" ], "notations": [ "ACLFRC023" ], "concepts": [ { "vocabTerm": { "term": "Data representation", "identifier": "1656", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Personal identity", "identifier": "362", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Gather and convey factual information, simple statements and short descriptions from familiar texts related to their personal and social worlds(ACLFRC023)
", "generalCapabilities": [ "Literacy", "Numeracy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "a4f3d6c8-73b5-1be5-ba44-0ffafd747dfc", "title": "Creating", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 4" ], "educationLevels": [ "Year 4" ], "curriculumStatements": [ { "identifier": "9fdb526b-6de0-3188-73cb-85e3b578e0f8", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 4" ], "educationLevels": [ "Year 4" ], "notations": [ "ACLFRC024" ], "concepts": [ { "vocabTerm": { "term": "Personal responses", "identifier": "7557", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Interactive texts", "identifier": "7169", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Participate in and respond to a range of imaginative texts, discussing messages and using modelled language to make statements about characters or themes(ACLFRC024)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "0f7cc7be-b3b1-0987-d92a-0d81c96a5e42", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 4" ], "educationLevels": [ "Year 4" ], "notations": [ "ACLFRC025" ], "concepts": [ { "vocabTerm": { "term": "Creating texts", "identifier": "4161", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Imaginative texts", "identifier": "7026", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Create and perform short imaginative texts that allow for exploration and enjoyment of language, cultural expression and performance, using familiar expressions, simple statements and modelled language(ACLFRC025)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "00e4616f-3fc2-e819-f0d1-35ef88bdf71e", "title": "Translating", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 4" ], "educationLevels": [ "Year 4" ], "curriculumStatements": [ { "identifier": "a366fce7-c8bb-d838-31cd-39f732eba7a9", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 4" ], "educationLevels": [ "Year 4" ], "notations": [ "ACLFRC026" ], "concepts": [ { "vocabTerm": { "term": "Sight words", "identifier": "10467", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Translation (Language)", "identifier": "14151", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Translate words, phrases and expressions in simple texts, for example, La chenille qui fait des trous and The Very Hungry Caterpillar; La vieille dame qui avala une mouche and The Old Woman Who Swallowed a Fly, to compare meanings and share understandings about aspects of French language and culture that are different from English
Use visual, print or online dictionaries, word lists and pictures to translate simple familiar texts such as labels or captions(ACLFRC026)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "55ee8df9-bbf2-dfd2-2111-5728ffcbb80c", "title": "Reflecting", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 4" ], "educationLevels": [ "Year 4" ], "curriculumStatements": [ { "identifier": "277252ac-2789-59d8-7ead-d355add490ed", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 4" ], "educationLevels": [ "Year 4" ], "notations": [ "ACLFRC028" ], "concepts": [ { "vocabTerm": { "term": "Cultural interaction", "identifier": "4611", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Notice and describe how language reflects cultural practices and norms(ACLFRC028)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] } ] }, { "identifier": "ea809760-30a8-b7f5-7a08-d1c09a887349", "title": "Understanding", "label": "Strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 4" ], "educationLevels": [ "Year 4" ], "curriculumStatements": [ { "identifier": "7c5c8833-cacd-8f4b-59d2-206145940c6a", "title": "Systems of language", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 4" ], "educationLevels": [ "Year 4" ], "curriculumStatements": [ { "identifier": "79f79b4d-1d20-2e81-08f5-9d32044dd708", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 4" ], "educationLevels": [ "Year 4" ], "notations": [ "ACLFRU030" ], "concepts": [ { "vocabTerm": { "term": "Sight words", "identifier": "10467", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Pronunciation", "identifier": "9350", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Intonation", "identifier": "7200", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Stress (Speech)", "identifier": "8932", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Experiment with the pronunciation of vowel sounds, word endings shared with English such as –tion and –ent and intonation patterns
Write high-frequency words and expressions in familiar contexts(ACLFRU030)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking" ] }, { "identifier": "0aae971f-fbe8-7ec2-9ef5-32145183f733", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 4" ], "educationLevels": [ "Year 4" ], "notations": [ "ACLFRU031 " ], "concepts": [ { "vocabTerm": { "term": "Adverbs", "identifier": "675", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Pronouns", "identifier": "8134", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Prepositions", "identifier": "8536", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Plurals", "identifier": "11485", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Gender (Grammar)", "identifier": "13009", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Syntax", "identifier": "16666", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Notice and use context-related vocabulary and apply elements of grammar in simple spoken and written texts to generate language for a range of purposes, including:
Begin to develop a metalanguage in French for talking about language, using terms similar to those used in English(ACLFRU031)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking" ] }, { "identifier": "a6c2acbf-bdc2-be02-da01-82e44078311f", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 4" ], "educationLevels": [ "Year 4" ], "notations": [ "ACLFRU032" ], "concepts": [ { "vocabTerm": { "term": "Text types", "identifier": "5991", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Notice differences in familiar texts such as personal, informative and imaginative texts and explain how particular features of such texts help to achieve their purpose(ACLFRU032)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking" ] } ] }, { "identifier": "d4a59d27-6cd3-fbfa-512c-2bea62a42b4b", "title": "Language variation and change", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 4" ], "educationLevels": [ "Year 4" ], "curriculumStatements": [ { "identifier": "f43d13b1-7f79-8474-4188-ba85b4314f4c", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 4" ], "educationLevels": [ "Year 4" ], "notations": [ "ACLFRU033" ], "concepts": [ { "vocabTerm": { "term": "Register (Language)", "identifier": "13037", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Understand that different ways of using French language reflect different regions and countries, different relationships and different ways of making meaning(ACLFRU033)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "9d38451b-839d-c663-8450-bcb556aa35a0", "title": "Role of language and culture", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 4" ], "educationLevels": [ "Year 4" ], "curriculumStatements": [ { "identifier": "80239e11-2c32-2644-2cfc-ae5b994abc30", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 4" ], "educationLevels": [ "Year 4" ], "notations": [ "ACLFRU035 ACLFRU036" ], "concepts": [ { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Global language", "identifier": "16654", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Attitudes", "identifier": "1404", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Australian culture", "identifier": "276", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Regional culture", "identifier": "11447", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Understand 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
Make connections between language and culture use by identifying vocabulary and expressions that reflect different cultural values, traditions or practices(ACLFRU035) (ACLFRU036)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Ethical understanding", "Intercultural understanding" ] } ] } ] } ] }, { "identifier": "2b484689-687a-ef05-8e68-b2c64d3c439f", "title": "Year 5 Syllabus", "label": "Education level", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 5" ], "educationLevels": [ "Year 5" ], "notations": [ "5" ], "description": "Year Level Description
Year 5 French: Second Language builds on the skills, knowledge and understanding required of students to communicate in the French language developed in Year 4 and focuses on extending their oral and written communication skills and their understandings of French language and culture.
Students communicate in French, initiating interactions with the teacher and peers to exchange information about their home, neighbourhood and local community. They participate in guided tasks, planning outings or activities and completing transactions. They gather, compare and convey information from a range of spoken, written and multimodal texts related to their personal and social worlds. Students share responses to characters, events and ideas in imaginative texts and make connections with their own experience and feelings. They create or reinterpret, present or perform imaginative texts, based on or adapted from events, characters or settings.
Students are becoming more familiar with the systems of the French language, recognising and applying features of intonation and pronunciation. They use context-related vocabulary and develop and apply knowledge of grammatical elements in simple spoken and written texts such as understanding the function of and using verb moods and tenses to generate language for a range of purposes. Students build a metalanguage in French to comment on vocabulary and grammar, describe patterns, grammatical rules and variations in language structures.
Students are encouraged to reflect on how their own and others’ language use is shaped by and reflects communities’ ways of thinking and behaving and may be differently interpreted by others.
In Year 5 students are widening their social networks, experiences and communication repertoires in both their first language and French. They are supported to use French as much as possible for classroom routines and interactions, structured learning tasks and language experimentation and practice. English is predominantly used for discussion, clarification, explanation, analysis and reflection.
\r\nInitiate interactions with the teacher and peers, using descriptive and expressive language to exchange information about their home, neighbourhood and local community, for example, J’habite dans une vieille maison à East Fremantle, près de la rivière et un grand parc; La ville est à deux heures à pied; Le week-end je vais au café ou je fais du shopping, avec mes amis; Je vais à l’école en bus(ACLFRC037)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "7d271abb-b878-c906-0925-1b42669f0f65", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 5" ], "educationLevels": [ "Year 5" ], "notations": [ "ACLFRC038" ], "concepts": [ { "vocabTerm": { "term": "Budgeting", "identifier": "2058", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Collaborative learning", "identifier": "10511", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Participate in guided tasks related to organising displays, planning outings and conducting events such as performances, or activities such as building models and completing transactions in places such as a café or a market (ACLFRC038)
", "generalCapabilities": [ "Literacy", "Numeracy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "3c71877e-1072-24bb-da23-64725bc3b81d", "title": "Informing", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 5" ], "educationLevels": [ "Year 5" ], "curriculumStatements": [ { "identifier": "6933f574-5522-d060-db40-c66774f02a61", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 5" ], "educationLevels": [ "Year 5" ], "notations": [ "ACLFRC040" ], "concepts": [ { "vocabTerm": { "term": "Data analysis", "identifier": "4825", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Data collection", "identifier": "4828", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Gather and compare information and supporting details from a range of written, spoken, digital and multimodal texts related to their personal and social worlds(ACLFRC040)
", "generalCapabilities": [ "Literacy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "ca2ad13d-8529-0826-b166-32b1eff44b28", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 5" ], "educationLevels": [ "Year 5" ], "notations": [ "ACLFRC041" ], "concepts": [ { "vocabTerm": { "term": "Data representation", "identifier": "1656", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Language modes", "identifier": "15065", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Gather and convey information and ideas in different formats from a range of texts related to their personal and social worlds(ACLFRC041)
", "generalCapabilities": [ "Literacy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "c52ca7ef-3870-da5c-4c2f-27912dda61e5", "title": "Creating", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 5" ], "educationLevels": [ "Year 5" ], "curriculumStatements": [ { "identifier": "8e994ca8-42cc-7946-d96f-1f6521044d19", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 5" ], "educationLevels": [ "Year 5" ], "notations": [ "ACLFRC042" ], "concepts": [ { "vocabTerm": { "term": "Personal responses", "identifier": "7557", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Emotions", "identifier": "2354", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Share responses to characters, events and ideas in imaginative texts such as stories, dialogues, cartoons, television programs or films and make connections with their own experience and feelings(ACLFRC042)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "679dca5e-7eaf-efb3-af51-c82897199145", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 5" ], "educationLevels": [ "Year 5" ], "notations": [ "ACLFRC043" ], "concepts": [ { "vocabTerm": { "term": "Social settings (Narratives)", "identifier": "4372", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Literary adaptation", "identifier": "636", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Create or reinterpret, present or perform imaginative texts for different audiences, based on or adapted from events, characters or settings(ACLFRC043)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "f0f8545e-5b5c-96b6-97ab-cd3e97644d5d", "title": "Translating", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 5" ], "educationLevels": [ "Year 5" ], "curriculumStatements": [ { "identifier": "fa9b863b-dc71-4e26-43a7-318edf1b90a4", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 5" ], "educationLevels": [ "Year 5" ], "notations": [ "ACLFRC044" ], "concepts": [ { "vocabTerm": { "term": "Loanwords", "identifier": "13075", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Translation (Language)", "identifier": "14151", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Translate simple texts from French to English and vice versa, noticing which words or phrases require interpretation or explanation
Use visual, print or online dictionaries, word lists and pictures to translate short familiar texts(ACLFRC044)
", "generalCapabilities": [ "Literacy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "f90291c6-898d-777b-4b82-8578f3e0181c", "title": "Reflecting", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 5" ], "educationLevels": [ "Year 5" ], "curriculumStatements": [ { "identifier": "910e533a-2611-1d6c-a908-f82722f115bb", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 5" ], "educationLevels": [ "Year 5" ], "notations": [ "ACLFRC046" ], "concepts": [ { "vocabTerm": { "term": "Social influence", "identifier": "1959", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Language usage", "identifier": "15097", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Compare ways of communicating in Australian and French-speaking contexts and identify ways in which culture influences language use(ACLFRC046)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] } ] }, { "identifier": "0f83aecf-b948-c519-6f62-e3c99cc37a6c", "title": "Understanding", "label": "Strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 5" ], "educationLevels": [ "Year 5" ], "curriculumStatements": [ { "identifier": "5e413ab4-a150-f700-e4d9-7026f88c0e73", "title": "Systems of language", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 5" ], "educationLevels": [ "Year 5" ], "curriculumStatements": [ { "identifier": "31e99f55-ab1b-9145-e5d1-b0f49a99ec0e", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 5" ], "educationLevels": [ "Year 5" ], "notations": [ "ACLFRF048" ], "concepts": [ { "vocabTerm": { "term": "Text types", "identifier": "5991", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Pronunciation", "identifier": "9350", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Intonation", "identifier": "7200", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Recognise and apply features of intonation and pronunciation such as using liaisons (joyeux anniversaire), silent letters (h), the aigu –é and conveying meaning with pitch, stress and rhythm(ACLFRF048)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking" ] }, { "identifier": "01bd9bf8-b41e-c316-1ee6-02c8b64c9e75", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 5" ], "educationLevels": [ "Year 5" ], "notations": [ "ACLFRF049" ], "concepts": [ { "vocabTerm": { "term": "Tense (Grammar)", "identifier": "13010", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Statements", "identifier": "8809", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Use context-related vocabulary and develop and apply knowledge of grammatical elements in simple spoken and written texts to generate language for a range of purposes, including:
Build a metalanguage in French to comment on vocabulary and grammar, describe patterns, grammatical rules and variations in language structures(ACLFRF049)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking" ] }, { "identifier": "967b7516-f323-eb54-3bce-b473c2594ce1", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 5" ], "educationLevels": [ "Year 5" ], "notations": [ "ACLFRF050" ], "concepts": [ { "vocabTerm": { "term": "Tense (Grammar)", "identifier": "13010", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Statements", "identifier": "8809", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Recognise that spoken, written and multimodal French texts have certain conventions and can take different forms depending on the context in which they are produced(ACLFRF050)
", "generalCapabilities": [ "Literacy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking" ] } ] }, { "identifier": "cb623d6f-7d60-f019-8a63-be51f55b5844", "title": "Language variation and change", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 5" ], "educationLevels": [ "Year 5" ], "curriculumStatements": [ { "identifier": "619c4300-0e46-d88a-08a0-1946b6391092", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 5" ], "educationLevels": [ "Year 5" ], "notations": [ "ACLFRF051" ], "concepts": [ { "vocabTerm": { "term": "Cultural interaction", "identifier": "4611", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Register (Language)", "identifier": "13037", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Understand that there are variations in French as it is used in different contexts by different people such as formal/informal register and regional variations(ACLFRF051)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "7b2034bf-ee74-9cda-8fd7-9b958c78ef6b", "title": "Role of language and culture", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 5" ], "educationLevels": [ "Year 5" ], "curriculumStatements": [ { "identifier": "502cc688-122a-f815-02e3-b4f9e1d761a0", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 5" ], "educationLevels": [ "Year 5" ], "notations": [ "ACLFRF053 ACLFRU054" ], "concepts": [ { "vocabTerm": { "term": "Accents (Speech)", "identifier": "9347", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Dialects", "identifier": "5044", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Social influence", "identifier": "1959", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Language evolution", "identifier": "15096", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Creoles", "identifier": "306", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Understand that there are different forms of spoken and written French used in different contexts within France and in other regions of the world
Reflect on how their own and others’ language use is shaped by and reflects communities’ ways of thinking and behaving and may be differently interpreted by others(ACLFRF053) (ACLFRF054)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] } ] } ] }, { "identifier": "d41f3f77-592d-b520-ea86-1d521fdfb378", "title": "Year 6 Syllabus", "label": "Education level", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 6" ], "educationLevels": [ "Year 6" ], "notations": [ "6" ], "description": "Year Level Description
Year 6 French: Second Language builds on the skills, knowledge and understanding required of students to communicate in the French language developed in Year 5 and focuses on extending their oral and written communication skills and their understandings of French language and culture. Students gain greater independence and become more conscious of their peers and social context. As they gain a greater awareness of the world around them they also become more aware of the similarities and differences between the French language and culture and their own.
Students communicate in French, initiating interactions with others to exchange information and relate experiences about free time. They participate in routine exchanges to express feelings, opinions and personal preferences about people, things and places. Students collaborate with peers in guided tasks to plan events or activities or to showcase their progress in learning and using French. They gather, compare and respond to information and supporting details from a range of written, spoken, digital and multimodal texts related to their personal and social worlds and convey information, ideas and opinions, selecting appropriate texts to suit specific audiences and contexts. Students share and compare responses to a variety of imaginative texts. They create or reinterpret, present or perform alternative versions of imaginative texts for different audiences to suit different modes or contexts.
Students are becoming more familiar with the systems of the French language, explaining and applying features of intonation, pronunciation and writing conventions used in different contexts and types of texts. They use context-related vocabulary and develop and apply knowledge of grammatical elements in simple spoken and written texts such as using the present tense and becoming familiar with le passé composé to generate language for a range of purposes. Students begin to build a metalanguage in French to describe patterns, grammatical rules and variations in language structures.
Students understand that the French language is constantly changing due to contact with other languages and to the impact of new technologies and knowledge. They also understand that language and culture are integral to the nature of identity and communication.
In Year 6 students continue to widen their social networks, experiences and communication repertoires in both their first language and French. They are encouraged to use French as much as possible for interactions, structured learning tasks and language experimentation and practice.
\r\nInitiate interactions with others, using descriptive and expressive language to exchange information and relate experiences about free time, for example, Le soir, je fais les devoirs et je joue aux jeux vidéo ou je surfe sur Internet. Et toi ?; Qu’est-ce que tu fais le soir ?; Est-ce que tu veux aller au café ?; Quand il fait beau, je vais à la plage
Participate in routine exchanges to express feelings, opinions and personal preferences such as C’est mon frère — il est sympa !; Excuse-moi Sophie, mais…à mon avis; Je pense que…bien sûr…; Je ne suis pas d’accord…(ACLFRC037)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "e13f4673-5518-3a18-00cd-ef22c44dc8cb", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 6" ], "educationLevels": [ "Year 6" ], "notations": [ "ACLFRC038" ], "concepts": [ { "vocabTerm": { "term": "Budgeting", "identifier": "2058", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Collaborative learning", "identifier": "10511", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Collaborate with peers in guided tasks to plan events or activities to showcase their progress in learning and using French, developing projects or budgeting for a shared event(ACLFRC038)
", "generalCapabilities": [ "Literacy", "Numeracy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "32102265-e273-aaa5-24b1-f4e9cb70e760", "title": "Informing", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 6" ], "educationLevels": [ "Year 6" ], "curriculumStatements": [ { "identifier": "e3524be1-900c-b713-48fa-ccbc2aa2d846", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 6" ], "educationLevels": [ "Year 6" ], "notations": [ "ACLFRC040" ], "concepts": [ { "vocabTerm": { "term": "Data analysis", "identifier": "4825", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Data collection", "identifier": "4828", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Gather, compare and respond to information and supporting details from a range of written, spoken, digital and multimodal texts related to their personal and social worlds(ACLFRC040)
", "generalCapabilities": [ "Literacy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "27b5bd43-5caf-f924-842a-0be42ef66baa", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 6" ], "educationLevels": [ "Year 6" ], "notations": [ "ACLFRC041" ], "concepts": [ { "vocabTerm": { "term": "Data representation", "identifier": "1656", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Language modes", "identifier": "15065", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Convey information, ideas and opinions related to their personal and social worlds, selecting appropriate written, spoken, digital and multimodal texts to suit specific audiences and contexts(ACLFRC041)
", "generalCapabilities": [ "Literacy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "dfc50066-dce9-942b-83d7-200790a5d77a", "title": "Creating", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 6" ], "educationLevels": [ "Year 6" ], "curriculumStatements": [ { "identifier": "1a8298a2-1d18-eb6f-34df-0e59883d5e40", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 6" ], "educationLevels": [ "Year 6" ], "notations": [ "ACLFRC042" ], "concepts": [ { "vocabTerm": { "term": "Personal responses", "identifier": "7557", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Emotions", "identifier": "2354", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Share and compare responses to characters, events and ideas and identify cultural elements in a variety of imaginative texts(ACLFRC042)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "3e7edcd0-539f-82d7-2399-c5ae54c605f7", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 6" ], "educationLevels": [ "Year 6" ], "notations": [ "ACLFRC043" ], "concepts": [ { "vocabTerm": { "term": "Social settings (Narratives)", "identifier": "4372", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Literary adaptation", "identifier": "636", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Create or reinterpret, present or perform alternative versions of imaginative texts for different audiences, adapting stimulus, theme, characters, places, ideas and events to suit different modes or contexts(ACLFRC043)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "acd5e951-b05e-de9e-89aa-f0d1df6dd6b5", "title": "Translating", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 6" ], "educationLevels": [ "Year 6" ], "curriculumStatements": [ { "identifier": "13a7053f-5111-f1b7-252c-3a82f8b05b18", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 6" ], "educationLevels": [ "Year 6" ], "notations": [ "ACLFRC044" ], "concepts": [ { "vocabTerm": { "term": "Loanwords", "identifier": "13075", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Translation (Language)", "identifier": "14151", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Translate and interpret short texts from French to English and vice versa, recognising that words and meanings do not always correspond across languages and expanding descriptions or giving examples where necessary to assist meaning
Experiment with bilingual dictionaries and/or online translators, considering the relative advantages or limitations of each resource(ACLFRC044)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "c409e6cc-d31f-c377-9c5f-901ecff2f0db", "title": "Reflecting", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 6" ], "educationLevels": [ "Year 6" ], "curriculumStatements": [ { "identifier": "60c45e62-20e2-afa0-a800-14f8248c1bb4", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 6" ], "educationLevels": [ "Year 6" ], "notations": [ "ACLFRC046" ], "concepts": [ { "vocabTerm": { "term": "Social influence", "identifier": "1959", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Language usage", "identifier": "15097", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Engage in intercultural experiences, describing aspects of language and culture that are unfamiliar and discussing their own reactions and adjustments(ACLFRC046)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] } ] }, { "identifier": "0bf91a62-e8ba-4d5f-7a08-4f1719c7655c", "title": "Understanding", "label": "Strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 6" ], "educationLevels": [ "Year 6" ], "curriculumStatements": [ { "identifier": "7e2a1eeb-f73d-97ba-9319-3043d6abc1ba", "title": "Systems of language", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 6" ], "educationLevels": [ "Year 6" ], "curriculumStatements": [] }, { "identifier": "2d321e9f-5c2e-0e06-05b1-6183c943c646", "title": "Language variation and change", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 6" ], "educationLevels": [ "Year 6" ], "curriculumStatements": [] }, { "identifier": "fa833b01-7595-f466-69ba-84784b4b490c", "title": "Role of language and culture", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 6" ], "educationLevels": [ "Year 6" ], "curriculumStatements": [] } ] } ] }, { "identifier": "af54f2f0-bd22-ea0e-aa55-e53f496ff5ae", "title": "Year 7 Syllabus", "label": "Education level", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 7" ], "educationLevels": [ "Year 7" ], "notations": [ "7" ], "description": "Year Level Description
Year 7 French: Second Language builds on the skills, knowledge and understanding required of students to communicate in the French language developed in Year 6 and focuses on extending their oral and written communication skills and their understandings of French language and culture. Some students begin Year 7 with proficiency in languages other than French and bring existing language learning strategies and intercultural awareness to the new experience of learning French. Their growing textual knowledge, developed through English literacy, supports their developing French literacy. Skills in analysing, comparing and reflecting on language and culture in both languages are mutually supportive.
Students communicate in French, initiating and participating in spoken and written interactions with peers and known adults to talk about, give opinions, share thoughts and feelings on people, social events and school experiences. They engage in tasks and activities that involve planning, negotiating arrangements and participating in transactions. Students access and summarise key information and supporting details from texts. They organise and present information and ideas on texts, using descriptive and expressive language and modes of presentation to suit different audiences and contexts. Students respond to a range of imaginative texts by expressing opinions about the themes, values and techniques used to engage audiences. They create and present simple imaginative texts such as songs or stories that involve imagined characters, places and experiences.
Students better understand the systems of the French language, recognising individual elements of spoken and written words, phrases and non-verbal forms of expression and notice how they reinforce spoken language. They extend their knowledge of context-related vocabulary and additional elements of grammar such as using le présent and le passé composé and becoming familiar with l’imparfait when encountered in familiar expressions and scaffolded language contexts. Students continue to build a metalanguage in French to describe patterns, grammatical rules and variations in language structures.
In Year 7 students reflect on changes in their own use of language(s) over time, noticing how and when new ways are adopted or existing ways adapted. The practice of reviewing and consolidating prior learning is balanced against the provision of engaging and relevant new experiences and connections.
\r\nInitiate and participate in spoken and written interactions with peers and known adults, using rehearsed descriptive and expressive language to talk about, give opinions, share thoughts and feelings on people, social events and school experiences, for example, Ma sœur m’ennuie parce que…; Hier soir, je suis allé au cinéma avec mes amis. Nous nous sommes bien amusés; Ce que je déteste/j’adore, c’est la musique/l’informatique /les maths; S’il faut redoubler… !(ACLFRC055)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "aa45d468-97c0-bc05-d589-c619eb5cd8af", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 7" ], "educationLevels": [ "Year 7" ], "notations": [ "ACLFRC056" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Engage in tasks and activities that involve planning such as hosting a French class or visitor, an excursion to a French restaurant, the cinema, a music concert, or a vide-grenier or marché aux puces, considering options, negotiating arrangements and participating in transactions(ACLFRC056)
", "generalCapabilities": [ "Literacy", "Numeracy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "7507273f-a70f-a9cd-2047-8a42cd6d8042", "title": "Informing", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 7" ], "educationLevels": [ "Year 7" ], "curriculumStatements": [ { "identifier": "ead3d58e-a445-3759-5216-448af382021b", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 7" ], "educationLevels": [ "Year 7" ], "notations": [ "ACLFRC058" ], "concepts": [ { "vocabTerm": { "term": "Data analysis", "identifier": "4825", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Data collection", "identifier": "4828", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Access and summarise key information and supporting details from texts related to aspects of their personal and social worlds(ACLFRC058)
", "generalCapabilities": [ "Literacy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "c20e4b0a-e98b-303f-e4db-9d7df09b9459", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 7" ], "educationLevels": [ "Year 7" ], "notations": [ "ACLFRC059" ], "concepts": [ { "vocabTerm": { "term": "Attitudes", "identifier": "1404", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Data representation", "identifier": "1656", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Organise and present information and ideas on texts related to aspects of their personal and social worlds, using descriptive and expressive language and modes of presentation to suit different audiences and contexts(ACLFRC059)
", "generalCapabilities": [ "Literacy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "c22ebcc8-1c7a-88f9-693c-6409522ea92e", "title": "Creating", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 7" ], "educationLevels": [ "Year 7" ], "curriculumStatements": [ { "identifier": "5b370100-5a15-ed26-c5f6-ce2c5c5d8a4c", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 7" ], "educationLevels": [ "Year 7" ], "notations": [ "ACLFRC060" ], "concepts": [ { "vocabTerm": { "term": "Imaginative texts", "identifier": "7026", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Audiences", "identifier": "1979", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Respond to a range of imaginative texts by expressing opinions about the themes and key ideas, values and techniques used to engage and entertain audiences(ACLFRC060)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "c0a65c0c-ca85-57cc-13d3-77b314147413", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 7" ], "educationLevels": [ "Year 7" ], "notations": [ "ACLFRC061" ], "concepts": [ { "vocabTerm": { "term": "Creating texts", "identifier": "4161", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Imaginative texts", "identifier": "7026", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Create and present simple, individual and shared imaginative texts such as songs, poems, plays or stories that involve imagined characters, places and experiences, to entertain peers and younger audiences(ACLFRC061)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "dec0d7eb-dd31-b30a-7095-ba7ecde267c3", "title": "Translating", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 7" ], "educationLevels": [ "Year 7" ], "curriculumStatements": [ { "identifier": "667be30a-4f34-c8dc-c565-594b55b91c87", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 7" ], "educationLevels": [ "Year 7" ], "notations": [ "ACLFRC062" ], "concepts": [ { "vocabTerm": { "term": "Culture", "identifier": "273", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Translation (Language)", "identifier": "14151", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Translate texts and compare their own translation to classmates’, noticing when it is difficult to transfer meaning from one language to the other(ACLFRC062)
", "generalCapabilities": [ "Literacy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "54ece503-0938-8ee9-a789-c3c1e2b7e13c", "title": "Reflecting", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 7" ], "educationLevels": [ "Year 7" ], "curriculumStatements": [ { "identifier": "81395e3b-2de3-e94d-ed2a-6026e225320c", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 7" ], "educationLevels": [ "Year 7" ], "notations": [ "ACLFRC064" ], "concepts": [ { "vocabTerm": { "term": "Register (Language)", "identifier": "13037", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Facial expressions", "identifier": "2678", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Intonation", "identifier": "7200", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Gestures", "identifier": "550", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Interact and engage with members of the French-speaking community to share and compare aspects of culture that affect communication and notice how own culture impacts on language use, for example, ways of expressing feelings or politeness protocols associated with social events
(ACLFRC064)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "4f03dff1-c05f-a5d2-bb1f-e6b00eaa1b61", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 7" ], "educationLevels": [ "Year 7" ], "notations": [ "ACLFRC065" ], "concepts": [ { "vocabTerm": { "term": "Personal histories", "identifier": "6875", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Consider how their own biography, including personal experiences, family origins, traditions and beliefs, interests and experience, influences their identity and communication(ACLFRC065)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] } ] }, { "identifier": "7631052a-6566-083b-7d7f-d91affc729d5", "title": "Understanding", "label": "Strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 7" ], "educationLevels": [ "Year 7" ], "curriculumStatements": [ { "identifier": "271485d0-0431-0467-d95d-5aa6e64dd432", "title": "Systems of language", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 7" ], "educationLevels": [ "Year 7" ], "curriculumStatements": [ { "identifier": "1b8b3d1f-111d-60d9-cf8c-ac0da8c75d3b", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 7" ], "educationLevels": [ "Year 7" ], "notations": [ "ACLFRU066" ], "concepts": [], "description": "Recognise individual elements of spoken and written words, phrases and non-verbal forms of expression and notice how they reinforce spoken language, for example, hand gestures to express C’est nul; Ça suffit !; Quoi encore; or sounds and facial expressions such as Oh là là !; Aïe !; T’as fait quoi ?(ACLFRU066)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking" ] }, { "identifier": "ea9c7054-7cb4-fa82-14d6-f1d6248c2db1", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 7" ], "educationLevels": [ "Year 7" ], "notations": [ "ACLFRU067" ], "concepts": [ { "vocabTerm": { "term": "Mood (Verbs)", "identifier": "7955", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Language modes", "identifier": "15065", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Compound past tense", "identifier": "16652", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Reflexive verbs", "identifier": "16660", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Extend knowledge of context-related vocabulary and additional elements of grammar, including:
Continue to build a metalanguage to describe grammatical concepts and to organise learning resources(ACLFRU067)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking" ] }, { "identifier": "d0b6a767-f120-b804-5299-2d892657b349", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 7" ], "educationLevels": [ "Year 7" ], "notations": [ "ACLFRU068" ], "concepts": [ { "vocabTerm": { "term": "Literary devices", "identifier": "1023", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Understand the structures, conventions and purpose associated with a range of texts created for information exchange or social interaction(ACLFRU068)
", "generalCapabilities": [ "Literacy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability" ] } ] }, { "identifier": "3e860a9a-0b71-146e-641d-54d73f92181a", "title": "Language variation and change", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 7" ], "educationLevels": [ "Year 7" ], "curriculumStatements": [ { "identifier": "9de07d72-ee56-6d61-3c0c-31b04fc60fb1", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 7" ], "educationLevels": [ "Year 7" ], "notations": [ "ACLFRU069" ], "concepts": [ { "vocabTerm": { "term": "Register (Language)", "identifier": "13037", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Facial expressions", "identifier": "2678", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Gestures", "identifier": "550", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Examine how elements of communication such as gestures, facial expressions and choice of language vary according to context and situation(ACLFRU069)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "ecb826ca-ac69-a632-313c-8346a5757dd0", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 7" ], "educationLevels": [ "Year 7" ], "notations": [ "ACLFRU070" ], "concepts": [ { "vocabTerm": { "term": "Loanwords", "identifier": "13075", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Language evolution", "identifier": "15096", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Reflect on changes in their own use of language(s) over time, noticing how and when new ways are adopted or existing ways adapted(ACLFRU070)
", "generalCapabilities": [ "Literacy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "1691989c-ce98-a747-22b0-d420a6d2b7b9", "title": "Role of language and culture", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 7" ], "educationLevels": [ "Year 7" ], "curriculumStatements": [ { "identifier": "424165b7-ff37-bad3-2ae2-27059a871ed1", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 7" ], "educationLevels": [ "Year 7" ], "notations": [ "ACLFRU072" ], "concepts": [ { "vocabTerm": { "term": "Cultural Identity", "identifier": "278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Understand that language use reflects cultural expression, assumptions and perspectives(ACLFRU072)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] } ] } ] }, { "identifier": "07ab39ea-e25e-5c5d-010c-c16742a4a1e1", "title": "Year 8 Syllabus", "label": "Education level", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 8" ], "educationLevels": [ "Year 8" ], "notations": [ "8" ], "description": "Year Level Description
Year 8 French: Second Language builds on the skills, knowledge and understanding required of students to communicate in the French language developed in Year 7 and focuses on extending their oral and written communication skills and their understandings of French language and culture. Students may need encouragement to take risks in learning a language at this stage of social development and to consider issues of how the experience impacts on the sense of ‘norms’ associated with their first language and culture.
Students communicate in French, initiating and maintaining spoken and written interactions with peers and known adults to discuss and share ideas, views, opinions and experiences of special holidays and travel. They engage in tasks that involve planning, considering options, negotiating arrangements, solving problems and participating in transactions. Students summarise and share information from texts related to aspects of their personal and social worlds and present them in different formats for the intended audience. Students respond to a range of imaginative texts, analysing ideas and techniques used to entertain audiences and make connections with personal experiences and other imaginative texts in their own language and culture. They create and present a range of simple imaginative texts to enrich the visual or listening experience.
Students better understand the systems of the French language, recognising 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. They continue to extend their knowledge of context-related vocabulary and additional elements of grammar such as increasing control of the conjugation of regular verbs and of high-frequency irregular verbs in a number of tenses, when encountered in familiar expressions and scaffolded language contexts. Students continue to build a metalanguage in French to describe patterns, grammatical rules and variations in language structures.
Students are encouraged to participate in intercultural interactions with members of the French-speaking community to discuss cultural practices, demonstrating awareness of the importance of shared understanding and reflecting on adjustments made as a result of reactions and responses.
In Year 8 students are supported to develop increasing autonomy as language learners and users, to
self-monitor and peer-monitor and to adjust language in response to their experiences in different contexts. French language is being used in more extended and elaborated ways for classroom interactions and routines, task participation and structured discussion.
Initiate and maintain spoken and written interactions with peers and known adults using both rehearsed and spontaneous language to discuss and share ideas, views, opinions and experiences of special holidays and travel, for example, Où es-tu allé pendant les vacances ? Je suis resté(e) chez des amis de mes parents qui habitent à Paris; Etes-vous parti(e) en voyage cet été ? Je suis allé(e) à Margaret River, puis je suis parti(e) pour Albany; Que faites-vous pour célébrer le réveillon du Jour de l’An ? Eh bien, nous nous réunissons avec nos amis et la famille pour le dîner. Cette année, nous avons joué des jeux de cartes jusqu'à minuit avant de sortir sur le balcon pour regarder les feux d'artifice(ACLFRC055)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "7ee5b419-2626-1c9b-bbe0-6dfcdc63e349", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 8" ], "educationLevels": [ "Year 8" ], "notations": [ "ACLFRC056" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Engage in tasks that involve planning experiences and activities such as a birthday party, Christmas or New Year’s Eve festivities, preparing for a real or virtual event, trip or excursion, a sporting event or community festival, considering options, negotiating arrangements, solving problems and participating in transactions that include purchasing goods and services(ACLFRC056)
", "generalCapabilities": [ "Literacy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "2d470a09-7b58-ad42-b7d1-2f97170d10ab", "title": "Informing", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 8" ], "educationLevels": [ "Year 8" ], "curriculumStatements": [ { "identifier": "ed47acf5-e270-8127-a479-6873517e7f58", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 8" ], "educationLevels": [ "Year 8" ], "notations": [ "ACLFRC058" ], "concepts": [ { "vocabTerm": { "term": "Data analysis", "identifier": "4825", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Data collection", "identifier": "4828", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Access, summarise and share key ideas and information from a range of texts related to aspects of their personal and social worlds and present them in different formats for the intended audience(ACLFRC058)
", "generalCapabilities": [ "Literacy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "daaa3a63-71b3-e3dc-b1a4-b12c541127f7", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 8" ], "educationLevels": [ "Year 8" ], "notations": [ "ACLFRC059" ], "concepts": [ { "vocabTerm": { "term": "Attitudes", "identifier": "1404", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Data representation", "identifier": "1656", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Organise and present information and ideas to raise awareness of and inform others about texts related to aspects of their personal and social worlds, using descriptive and expressive language to compare perspectives and experiences(ACLFRC059)
", "generalCapabilities": [ "Literacy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "94b0750c-e48e-e494-cb16-8a83e90ab4f3", "title": "Creating", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 8" ], "educationLevels": [ "Year 8" ], "curriculumStatements": [ { "identifier": "51ff7e99-7680-679e-d4f6-9e3d53129ec1", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 8" ], "educationLevels": [ "Year 8" ], "notations": [ "ACLFRC060" ], "concepts": [ { "vocabTerm": { "term": "Imaginative texts", "identifier": "7026", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Audiences", "identifier": "1979", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Respond to a range of imaginative texts, analysing ideas, themes, values and techniques used to engage and entertain audiences and make connections with personal experiences and other imaginative texts in own language and culture(ACLFRC060)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "39a04437-ad43-496e-36d4-ebbe8dc6df8a", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 8" ], "educationLevels": [ "Year 8" ], "notations": [ "ACLFRC061" ], "concepts": [ { "vocabTerm": { "term": "Creating texts", "identifier": "4161", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Imaginative texts", "identifier": "7026", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Create and present a range of simple texts that involve imagined contexts and characters such as raps, poems, picture books or cartoons, selecting appropriate language, rhythms and images to enrich the visual or listening experience(ACLFRC061)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "08f40b04-2bc7-9be2-1ccf-772c56cb5ea9", "title": "Translating", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 8" ], "educationLevels": [ "Year 8" ], "curriculumStatements": [ { "identifier": "93d90af1-c247-ab09-27b9-c47fe5e307e6", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 8" ], "educationLevels": [ "Year 8" ], "notations": [ "ACLFRC062" ], "concepts": [ { "vocabTerm": { "term": "Culture", "identifier": "273", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Translation (Language)", "identifier": "14151", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Translate and/or interpret texts including those that use language with colloquial or cultural associations and consider why there might be differences in interpretation and how language reflects elements of culture(ACLFRC062)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "647959fa-fba8-144f-fb92-dccc556694de", "title": "Reflecting", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 8" ], "educationLevels": [ "Year 8" ], "curriculumStatements": [ { "identifier": "c8347e14-95c5-2684-a910-dbdaa069c106", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 8" ], "educationLevels": [ "Year 8" ], "notations": [ "ACLFRC064" ], "concepts": [ { "vocabTerm": { "term": "Register (Language)", "identifier": "13037", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Facial expressions", "identifier": "2678", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Intonation", "identifier": "7200", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Gestures", "identifier": "550", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Participate in intercultural interactions with members of the French-speaking community to discuss cultural practices, demonstrating awareness of the importance of shared understanding and reflecting on adjustments made as a result of reactions and responses
(ACLFRC064)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "02e63bab-d1d9-a724-f5eb-6b2bea809a69", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 8" ], "educationLevels": [ "Year 8" ], "notations": [ "ACLFRC065" ], "concepts": [ { "vocabTerm": { "term": "Personal histories", "identifier": "6875", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Consider how their own biography influences their identity and communication and shapes their own intercultural experiences(ACLFRC065)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] } ] }, { "identifier": "63f69981-1f17-74b6-2a4c-10e0f3bcf034", "title": "Understanding", "label": "Strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 8" ], "educationLevels": [ "Year 8" ], "curriculumStatements": [ { "identifier": "e1cad81d-c946-6f11-052d-d806f6edde44", "title": "Systems of language", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 8" ], "educationLevels": [ "Year 8" ], "curriculumStatements": [ { "identifier": "13baf5d4-0af0-01b8-acd8-01a003c8a818", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 8" ], "educationLevels": [ "Year 8" ], "notations": [ "ACLFRU066" ], "concepts": [ { "vocabTerm": { "term": "Word meanings", "identifier": "3998", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "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(ACLFRU066)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking" ] }, { "identifier": "c35eb17f-e6bc-679e-6367-bd0bc1749e15", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 8" ], "educationLevels": [ "Year 8" ], "notations": [ "ACLFRU067" ], "concepts": [ { "vocabTerm": { "term": "Mood (Verbs)", "identifier": "7955", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Language modes", "identifier": "15065", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Compound past tense", "identifier": "16652", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Reflexive verbs", "identifier": "16660", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Continue to extend knowledge of context-related vocabulary and additional elements of grammar, including:
Continue to build a metalanguage to describe grammatical concepts and to organise learning resources(ACLFRU067)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking" ] }, { "identifier": "518a2a5c-5ca2-0f32-1c7d-bac592b7a6e1", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 8" ], "educationLevels": [ "Year 8" ], "notations": [ "ACLFRU068" ], "concepts": [ { "vocabTerm": { "term": "Literary devices", "identifier": "1023", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Apply the structures and conventions associated with a range of text types and identify key features and functions of the different genres(ACLFRU068)
", "generalCapabilities": [ "Literacy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability" ] } ] }, { "identifier": "619d9a77-1085-cb11-e4a9-1bd21d61f97d", "title": "Language variation and change", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 8" ], "educationLevels": [ "Year 8" ], "curriculumStatements": [ { "identifier": "e3b3c993-91ec-7f11-c446-e56fcdb2eca5", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 8" ], "educationLevels": [ "Year 8" ], "notations": [ "ACLFRU069" ], "concepts": [ { "vocabTerm": { "term": "Register (Language)", "identifier": "13037", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Facial expressions", "identifier": "2678", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Gestures", "identifier": "550", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Examine how elements of communication such as gestures, facial expressions and choice of language vary according to context and situation(ACLFRU069)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "51203e71-e8fb-0695-8612-debeb929e18d", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 8" ], "educationLevels": [ "Year 8" ], "notations": [ "ACLFRU071" ], "concepts": [ { "vocabTerm": { "term": "Social influence", "identifier": "1959", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Language usage", "identifier": "15097", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Investigate the nature and extent of French language use in both Australian and global contexts(ACLFRU071)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "f845744f-73a6-1448-4195-9b85145f1de8", "title": "Role of language and culture", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 8" ], "educationLevels": [ "Year 8" ], "curriculumStatements": [ { "identifier": "ea964787-e02b-d06a-02e4-e7a467ef495a", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 8" ], "educationLevels": [ "Year 8" ], "notations": [ "ACLFRU072" ], "concepts": [ { "vocabTerm": { "term": "Cultural Identity", "identifier": "278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Reflect on different aspects of the cultural dimension of learning and using French and consider how this might be interpreted and responded to by members of the community(ACLFRU072)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] } ] } ] }, { "identifier": "a43f260e-bdd5-7547-9bb3-9d5974a3bb6f", "title": "Year 9 Syllabus", "label": "Education level", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 9" ], "educationLevels": [ "Year 9" ], "notations": [ "9" ], "description": "Year Level Description
Year 9 French: Second Language builds on the skills, knowledge and understanding required of students to communicate in the French language developed in Year 8 and focuses on extending their oral and written communication skills and their understandings of French language and culture.
Students communicate in French, initiating and participating in sustained interactions to share, compare and justify personal opinions about aspects of childhood, teenage life and relationships. They engage in shared activities such as planning and managing activities, events or experiences, exchanging resources and information. Students analyse ideas and information from a range of texts, identifying context, purpose and intended audience. They convey information and ideas and offer their own views on texts, using appropriate formats and styles of presentation. Students discuss how imaginative texts reflect French cultural values or experiences. They create and present imaginative texts designed to engage different audiences that involve moods and effects.
Students understand the systems of the French language, increasing control of regular and irregular elements of spoken and written French, using elements such as pitch, pace and gestures to maintain momentum, liaisons and accents. They increase control of context-related vocabulary and extend knowledge of grammatical elements such as understanding the function of verb tenses to situate events in time, when encountered in familiar expressions and scaffolded language contexts. Students further develop a metalanguage to discuss and explain grammatical forms and functions.
Students increasingly monitor language choices when using French, considering their own and others’ responses and reactions in intercultural communication, questioning assumptions and values and taking responsibility for modifying language and behaviours in relation to different cultural perspectives.
In Year 9 learning is characterised by consolidation and progression. Students are provided with new challenges and engage in some independent learning experiences, always supported by modelling, scaffolding and monitoring.
\r\nInitiate and participate in sustained interactions, using informative and descriptive language to share, compare and justify personal opinions about aspects of childhood, teenage life and relationships, for example, Quand j’avais dix ans…; Maintenant…;À l’ avenir…; C’est bien/dûr d’être ado car…; À mon avis…; À ton avis ?;Si tu me demandes...; Je ne suis pas d'accord du tout(ACLFRC073)
", "generalCapabilities": [ "Literacy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "89667d51-081f-08a5-41c8-887c8276add5", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 9" ], "educationLevels": [ "Year 9" ], "notations": [ "ACLFRC074" ], "concepts": [ { "vocabTerm": { "term": "Cooperation", "identifier": "3975", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Event planning", "identifier": "9986", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Engage in shared activities such as planning and managing activities, events or experiences, exchanging resources and information, for example, plan a display or performance to illustrate their memories of aspects of their childhood or organise a forum to raise awareness of issues of interest to teenagers(ACLFRC074)
", "generalCapabilities": [ "Literacy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Ethical understanding", "Intercultural understanding" ] } ] }, { "identifier": "fab20a51-43d2-0bcc-2519-a7c9c9477f07", "title": "Informing", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 9" ], "educationLevels": [ "Year 9" ], "curriculumStatements": [ { "identifier": "86bc5496-4c2b-f97b-6c9d-6e1f74a99c68", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 9" ], "educationLevels": [ "Year 9" ], "notations": [ "ACLFRC076" ], "concepts": [ { "vocabTerm": { "term": "Data analysis", "identifier": "4825", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Data collection", "identifier": "4828", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Culture", "identifier": "273", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Analyse ideas and information from a range of texts related to aspects of their personal and social worlds, identifying context, purpose and intended audience(ACLFRC076)
", "generalCapabilities": [ "Literacy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Ethical understanding", "Intercultural understanding" ] }, { "identifier": "d8040cc2-c3e9-354c-c565-81df42dbcd24", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 9" ], "educationLevels": [ "Year 9" ], "notations": [ "ACLFRC077" ], "concepts": [ { "vocabTerm": { "term": "Data representation", "identifier": "1656", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Language modes", "identifier": "15065", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Convey information and ideas and offer their own views on texts related to aspects of their personal and social worlds, using appropriate formats and styles of presentation(ACLFRC077)
", "generalCapabilities": [ "Literacy", "Numeracy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "4e0e023c-9d6d-8e49-afb0-655ff94a9172", "title": "Creating", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 9" ], "educationLevels": [ "Year 9" ], "curriculumStatements": [ { "identifier": "83af5cf6-50cb-fa87-c3a8-6c109f537281", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 9" ], "educationLevels": [ "Year 9" ], "notations": [ "ACLFRC078" ], "concepts": [ { "vocabTerm": { "term": "Imaginative texts", "identifier": "7026", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Reviewing (Texts)", "identifier": "12130", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Culture", "identifier": "273", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Discuss how imaginative texts reflect French cultural values or experiences through structure, language and mood, to build action, develop character and position the reader/audience(ACLFRC078)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "dcb939e2-10c4-66e2-10d5-90c4bdacea0a", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 9" ], "educationLevels": [ "Year 9" ], "notations": [ "ACLFRC079" ], "concepts": [ { "vocabTerm": { "term": "Creating texts", "identifier": "4161", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Imaginative texts", "identifier": "7026", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Mood (Literary styles)", "identifier": "7553", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Create and present imaginative texts designed to engage different audiences that involve moods and effects, for example, les chants d’amours, les virelangues, les récits de guerre, le rap, le rock(ACLFRC079)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "7dbe5c62-2ebc-2938-012b-0d58496acff9", "title": "Translating", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 9" ], "educationLevels": [ "Year 9" ], "curriculumStatements": [ { "identifier": "475f062a-34e4-df43-980e-ebed4acd71fa", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 9" ], "educationLevels": [ "Year 9" ], "notations": [ "ACLFRC080" ], "concepts": [ { "vocabTerm": { "term": "Culture", "identifier": "273", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Translation (Language)", "identifier": "14151", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Translate and interpret a range of texts and discuss how to convey concepts that do not translate easily across different linguistic and cultural contexts(ACLFRC080)
", "generalCapabilities": [ "Literacy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "27fb0ee8-75c6-5df4-ccae-a63d3d3bba18", "title": "Reflecting", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 9" ], "educationLevels": [ "Year 9" ], "curriculumStatements": [ { "identifier": "262c948c-742e-d14a-cb5e-f9a996dda2ad", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 9" ], "educationLevels": [ "Year 9" ], "notations": [ "ACLFRC082" ], "concepts": [ { "vocabTerm": { "term": "Word meanings", "identifier": "3998", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Cultural interaction", "identifier": "4611", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Monitor language choices when using French, considering their own and others’ responses and reactions in intercultural communication, questioning assumptions and values and taking responsibility for modifying language and behaviours in relation to different cultural perspectives
(ACLFRC082)
", "generalCapabilities": [ "Literacy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "6a246fde-d6be-72fe-82dd-87b36ba1aaba", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 9" ], "educationLevels": [ "Year 9" ], "notations": [ "ACLFRC083" ], "concepts": [ { "vocabTerm": { "term": "Cultural Identity", "identifier": "278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Investigate and share family and cultural traditions and experiences, considering how these have shaped and continue to shape personal and cultural identity(ACLFRC083)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] } ] }, { "identifier": "e1d67c4f-1153-40ab-36fe-ef41195e2d26", "title": "Understanding", "label": "Strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 9" ], "educationLevels": [ "Year 9" ], "curriculumStatements": [ { "identifier": "476035e4-310f-835d-e95b-e7c8166d8dbc", "title": "Systems of language", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 9" ], "educationLevels": [ "Year 9" ], "curriculumStatements": [ { "identifier": "ac042c4d-c0c5-2ff5-f701-ce1593b8b0d7", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 9" ], "educationLevels": [ "Year 9" ], "notations": [ "ACLFRU084" ], "concepts": [ { "vocabTerm": { "term": "Idioms", "identifier": "7009", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Accents (Speech)", "identifier": "9347", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Increase control of regular and irregular elements of spoken and written French, using elements such as pitch, pace and gestures to maintain momentum, liaisons and accents(ACLFRU084)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking" ] }, { "identifier": "ee373427-a51c-5d92-8dbe-f676b8085851", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 9" ], "educationLevels": [ "Year 9" ], "notations": [ "ACLFRU085" ], "concepts": [ { "vocabTerm": { "term": "Tense (Grammar)", "identifier": "13010", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Mood (Verbs)", "identifier": "7955", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Text purpose", "identifier": "13856", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Increase control of context-related vocabulary and extend knowledge of grammatical elements, including:
Further develop a metalanguage to discuss and explain grammatical forms and functions(ACLFRU085)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking" ] }, { "identifier": "47f47e1b-3436-a2fc-2a1e-d027c9d8f806", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 9" ], "educationLevels": [ "Year 9" ], "notations": [ "ACLFRU086" ], "concepts": [ { "vocabTerm": { "term": "Text types", "identifier": "5991", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Culture", "identifier": "273", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Examine the interrelationship between different text types, language choices, audience, context and purpose(ACLFRU086)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "539409d8-47b4-253a-85e7-da5d1ea2561d", "title": "Language variation and change", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 9" ], "educationLevels": [ "Year 9" ], "curriculumStatements": [ { "identifier": "d0ec6bb1-53c8-8ffa-fce4-e0d428f638e2", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 9" ], "educationLevels": [ "Year 9" ], "notations": [ "ACLFRU087" ], "concepts": [ { "vocabTerm": { "term": "Register (Language)", "identifier": "13037", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Language usage", "identifier": "15097", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Analyse how and why language is used differently in different contexts and relationships(ACLFRU087)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "e5bb1b6d-7a7b-ada0-c421-1c4daff6aa86", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 9" ], "educationLevels": [ "Year 9" ], "notations": [ "ACLFRU088 ACLFRU089" ], "concepts": [ { "vocabTerm": { "term": "Australian English", "identifier": "2024", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Language evolution", "identifier": "15096", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Social influence", "identifier": "1959", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Language usage", "identifier": "15097", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Clusivity", "identifier": "15080", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Explore changes to both French and Australian English and identify reasons for these changes such as media and new technologies, popular culture and intercultural exchange(ACLFRU088) (ACLFRU089)
", "generalCapabilities": [ "Literacy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "559124f8-95c8-2b8b-75f7-84de9991766d", "title": "Role of language and culture", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 9" ], "educationLevels": [ "Year 9" ], "curriculumStatements": [ { "identifier": "2645d4cf-27c1-524e-cec0-20c6303586d8", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 9" ], "educationLevels": [ "Year 9" ], "notations": [ "ACLFRU090" ], "concepts": [ { "vocabTerm": { "term": "Social influence", "identifier": "1959", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Language evolution", "identifier": "15096", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Explore how language both reflects and shapes cultural distinctions such as community, social class, gender and generation (ACLFRU090)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] } ] } ] }, { "identifier": "27a58fbe-d25f-bf0e-08b2-d70310e512c7", "title": "Year 10 Syllabus", "label": "Education level", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 10" ], "educationLevels": [ "Year 10" ], "notations": [ "10" ], "description": "Year Level Description
Year 10 French: Second Language builds on the skills, knowledge and understanding required of students to communicate in the French language developed in Year 9 and focuses on extending their oral and written communication skills and their understandings of French language and culture. Students require continued guidance and mentoring at this stage of their language learning, but work increasingly independently to analyse, reflect on and monitor their language learning and intercultural experiences. They are considering future pathways and prospects, including how the French language may feature in these.
Students communicate in French, initiating and participating in sustained interactions in formal and informal exchanges to discuss young people’s experiences and interest in contemporary culture and social issues. They contribute ideas, opinions and suggestions in interactions related to shared activities, solving problems and managing diverse views. Students analyse, synthesise and evaluate ideas and information from a range of perspectives on texts related to aspects of their personal, natural and social worlds. They convey information, comments and experiences on texts, using different modes of presentation to achieve different purposes. Students analyse how imaginative texts create effects in ways that reflect cultural influence. They create and present a range of imaginative texts on themes of personal or social relevance.
Students understand the systems of the French language, increasing control of regular and irregular elements of spoken and written French, using non-verbal elements, liaisons, accents and expression to engage interest. They increase control of context-related vocabulary and extend knowledge of grammatical elements such as noticing how grammatical choices can shade meaning, determine perspective and establish relationship, when encountered in expressions and scaffolded language contexts. Students further develop a metalanguage to discuss and explain grammatical forms and functions.
Students understand that French language and culture are interrelated and that they shape and are shaped by each other in a given moment and over time.
In Year 10 students are challenged with more independent learning experiences, however, these experiences continue to be supported with scaffolding and monitoring.
\r\nInitiate and participate in sustained interactions, using descriptive and expressive language in formal and informal exchanges to discuss young people’s experiences and interest in contemporary culture and social issues, for example, la santé des jeunes, apprendre les langues, les responsabilités maintenant et dans le futur
Express feelings and justify opinions, for example, C’est comment pour toi ?; C’est difficile pour vous d’apprendre le français ? Moi, je trouve que…; Que peut-on faire pour maintenir la santé de la terre ?; Qu’est-ce que vous étudierez l’année prochaine et pourquoi ?(ACLFRC073)
", "generalCapabilities": [ "Literacy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "60e89c08-50c4-bf64-bd6f-cf9bf6c47b3d", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 10" ], "educationLevels": [ "Year 10" ], "notations": [ "ACLFRC074" ], "concepts": [ { "vocabTerm": { "term": "Cooperation", "identifier": "3975", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Event planning", "identifier": "9986", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Contribute ideas, opinions and suggestions in interactions related to shared activities such as organising real or simulated forums, social media or daily news segments, protests or rallies to raise awareness of contemporary culture and social issues, exchanging resources and information, solving problems and managing diverse views(ACLFRC074)
", "generalCapabilities": [ "Literacy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Ethical understanding", "Intercultural understanding" ] } ] }, { "identifier": "868b03ab-b886-f221-1e31-fb65e18e0d16", "title": "Informing", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 10" ], "educationLevels": [ "Year 10" ], "curriculumStatements": [ { "identifier": "0ebfbbe9-6eb7-7f07-91d3-149ae62ca72e", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 10" ], "educationLevels": [ "Year 10" ], "notations": [ "ACLFRC076" ], "concepts": [ { "vocabTerm": { "term": "Data analysis", "identifier": "4825", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Data collection", "identifier": "4828", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Culture", "identifier": "273", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Analyse, synthesise and evaluate ideas and information from a range of perspectives on texts related to aspects of their personal, natural and social worlds such as regional news headlines and local community announcements and advertisements and identify how context and culture affect how information is presented(ACLFRC076)
", "generalCapabilities": [ "Literacy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Ethical understanding", "Intercultural understanding" ] }, { "identifier": "e8fcd8ed-9f17-2a6d-46f4-0b2c26593f95", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 10" ], "educationLevels": [ "Year 10" ], "notations": [ "ACLFRC077" ], "concepts": [ { "vocabTerm": { "term": "Data representation", "identifier": "1656", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Language modes", "identifier": "15065", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Convey information, comments, perspectives and experiences on texts related to aspects of their personal, natural and social worlds, using different modes of presentation to suit different audiences or to achieve different purposes(ACLFRC077)
", "generalCapabilities": [ "Literacy", "Numeracy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "9730c4a3-202a-d8e0-2cf3-28d35080c1a0", "title": "Creating", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 10" ], "educationLevels": [ "Year 10" ], "curriculumStatements": [ { "identifier": "b409062f-fd43-da23-bbd4-57dc59a22854", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 10" ], "educationLevels": [ "Year 10" ], "notations": [ "ACLFRC078" ], "concepts": [ { "vocabTerm": { "term": "Imaginative texts", "identifier": "7026", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Reviewing (Texts)", "identifier": "12130", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Culture", "identifier": "273", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Analyse how imaginative texts create aesthetic, humorous or emotional effects in ways that reflect cultural influence such as poems, songs, dance, street art and performance(ACLFRC078)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "ce5ef9b3-2b13-351b-b4b2-3c529ade3b1b", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 10" ], "educationLevels": [ "Year 10" ], "notations": [ "ACLFRC079" ], "concepts": [ { "vocabTerm": { "term": "Creating texts", "identifier": "4161", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Imaginative texts", "identifier": "7026", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Mood (Literary styles)", "identifier": "7553", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Create and present a range of imaginative texts on themes of personal or social relevance, to express ideas or that reflect cultural values, social issues or experience(ACLFRC079)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "aea327ac-ef18-da89-b736-c0a971ff7bf0", "title": "Translating", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 10" ], "educationLevels": [ "Year 10" ], "curriculumStatements": [ { "identifier": "6858590f-6ce2-d004-15df-50802561c6e8", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 10" ], "educationLevels": [ "Year 10" ], "notations": [ "ACLFRC080" ], "concepts": [ { "vocabTerm": { "term": "Culture", "identifier": "273", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Translation (Language)", "identifier": "14151", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Consider the nature of translating and interpreting, explaining how cultural perspectives and concepts have been represented when transferring meaning from one language to another, for example, how popular French expressions and idioms such as Être bien dans sa peau; Dans son assiette; Avoir le cafard; Revenons à nos moutons, can create confusion when translated literally(ACLFRC080)
", "generalCapabilities": [ "Literacy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "a28d463f-dec5-3acc-76d6-eb1fa5a49055", "title": "Reflecting", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 10" ], "educationLevels": [ "Year 10" ], "curriculumStatements": [ { "identifier": "ed024be6-58cb-9260-8932-e003bf7db35b", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 10" ], "educationLevels": [ "Year 10" ], "notations": [ "ACLFRC082" ], "concepts": [ { "vocabTerm": { "term": "Word meanings", "identifier": "3998", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Cultural interaction", "identifier": "4611", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Reflect on the experience of learning and using French, considering how intercultural communication involves taking responsibility for contributing to mutual understanding, by modifying language and behaviours in relation to cultural perspectives
(ACLFRC082)
", "generalCapabilities": [ "Literacy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "2c195c88-c237-f5f9-d4f4-441795de04aa", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 10" ], "educationLevels": [ "Year 10" ], "notations": [ "ACLFRC083" ], "concepts": [ { "vocabTerm": { "term": "Cultural Identity", "identifier": "278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Explore and express own cultural identity and ability to act as a cultural mediator between French speakers and Australians(ACLFRC083)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] } ] }, { "identifier": "32bcf386-219c-9b9f-5431-ff41eeabcfd7", "title": "Understanding", "label": "Strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 10" ], "educationLevels": [ "Year 10" ], "curriculumStatements": [ { "identifier": "b24f0fca-1c8f-d570-a53a-b52a7487c0f3", "title": "Systems of language", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 10" ], "educationLevels": [ "Year 10" ], "curriculumStatements": [ { "identifier": "272f49f4-8f5b-6a52-7721-a4a1413cba51", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 10" ], "educationLevels": [ "Year 10" ], "notations": [ "ACLFRU084" ], "concepts": [ { "vocabTerm": { "term": "Idioms", "identifier": "7009", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Accents (Speech)", "identifier": "9347", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Increase control of regular and irregular elements of spoken and written French, using non-verbal elements, liaisons, accents and expression to engage interest(ACLFRU084)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking" ] }, { "identifier": "6a441864-4642-37bf-7dbc-e41c4e36c1f4", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 10" ], "educationLevels": [ "Year 10" ], "notations": [ "ACLFRU085" ], "concepts": [ { "vocabTerm": { "term": "Tense (Grammar)", "identifier": "13010", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Mood (Verbs)", "identifier": "7955", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Text purpose", "identifier": "13856", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Increase control of context-related vocabulary and analyse how grammatical elements impact on the making of meaning in texts, including:
Further develop a metalanguage to discuss and explain grammatical forms and functions(ACLFRU085)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking" ] }, { "identifier": "90652eb2-9358-af64-80b5-462da95512ce", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 10" ], "educationLevels": [ "Year 10" ], "notations": [ "ACLFRU086" ], "concepts": [ { "vocabTerm": { "term": "Text types", "identifier": "5991", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Culture", "identifier": "273", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Analyse how different types of text incorporate cultural and contextual elements(ACLFRU086)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "bf346ea7-3bd8-4e48-21d8-69c5976932b3", "title": "Language variation and change", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 10" ], "educationLevels": [ "Year 10" ], "curriculumStatements": [ { "identifier": "893a80ee-5601-e53a-f737-c57c74dce1df", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 10" ], "educationLevels": [ "Year 10" ], "notations": [ "ACLFRU087" ], "concepts": [ { "vocabTerm": { "term": "Register (Language)", "identifier": "13037", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Language usage", "identifier": "15097", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Analyse and explain how and why language is used differently in a range of texts, considering features such as dialects and register(ACLFRU087)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "d9c4a257-587a-9516-ba4e-98d724256c4d", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 10" ], "educationLevels": [ "Year 10" ], "notations": [ "ACLFRU088 ACLFRU089" ], "concepts": [ { "vocabTerm": { "term": "Australian English", "identifier": "2024", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Language evolution", "identifier": "15096", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Social influence", "identifier": "1959", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Language usage", "identifier": "15097", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Clusivity", "identifier": "15080", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Explain how French language and culture have evolved and how they continue to change over time and understand that language use has the power to influence social and cultural relationships and practices(ACLFRU088) (ACLFRU089)
", "generalCapabilities": [ "Literacy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "b1276b77-bd86-1c01-eddd-a7d539ffaf54", "title": "Role of language and culture", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 10" ], "educationLevels": [ "Year 10" ], "curriculumStatements": [ { "identifier": "78cf67b6-47c3-ea79-bebb-c1bed2203f31", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 10" ], "educationLevels": [ "Year 10" ], "notations": [ "ACLFRU090" ], "concepts": [ { "vocabTerm": { "term": "Social influence", "identifier": "1959", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Language evolution", "identifier": "15096", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "French language", "identifier": "6407", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Understand that French language and culture are interrelated and that they shape and are shaped by each other in a given moment and over time(ACLFRU090)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] } ] } ] } ] }, { "identifier": "c9e62b68-0679-b613-f7e3-c7adbd386545", "title": "French: Second Language — Year 7 to Year 10", "label": "Subject", "learningArea": "French - Second Language", "curriculumStatements": [ { "identifier": "05a02b64-e275-7340-f84e-9946d7396399", "title": "Year 7 Syllabus", "label": "Education level", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 7" ], "educationLevels": [ "Year 7" ], "notations": [ "7" ], "description": "Year Level Description
Students begin their study of French in secondary school with little to no prior experience of the French language and culture. Many will have learnt an additional language in primary school and bring existing language learning strategies, textual knowledge and intercultural awareness to the new experience of learning French. Skills in analysing, comparing and reflecting on language and culture in the languages are mutually supportive. Students may need encouragement to take risks in learning a new language at this stage in their social development and to consider issues of how the experience influences their first language and culture.
In Year 7, students communicate in French, interacting with peers and known adults to exchange information about self, family and friends, and interests. They engage in individual and collaborative tasks that involve making arrangements, inviting, planning, deciding and responding, or work together to highlight their language learning for family, friends and their school community. Students identify topic, gist and specific points of information from texts related to aspects of their personal and social worlds, convey the information and ideas and use them in new ways. They respond to imaginative texts by discussing aspects, such as characters, events and/or key ideas. Students create simple own or shared imaginative texts by reinterpreting or adapting familiar texts and/or using modelled structures and language.
Students become familiar with the systems of the French language when encountered in simple spoken and written texts. They use features of the French sound system to convey meaning with pitch, stress, intonation, rhythm and body language, and show recognition of the difference between statements, questions and commands. Students generate language for a range of purposes in spoken and written texts by recognising and using context-related vocabulary and elements of the French grammatical system, including word order, gender and number variation, regular and high-frequency irregular verbs in le présent and become familiar with l'impératif. They build a metalanguage in French to talk about vocabulary and grammar concepts. Students reflect on their and others’ responses to interactions and intercultural experiences, and use these reflections to improve intercultural communication.
In Year 7, students learn French through rich and varied language input, and the provision of experiences that are challenging, but achievable. English is predominantly used for discussion, clarification, explanation, analysis and reflection. To assist students in the language learning process, support is provided from the classroom teacher in the form of scaffolding, modelling and monitoring, explicit instruction and feedback, structured opportunities for understanding and practising new language, and the chance to revisit, recycle and review.
Interact with peers and known adults orally and in writing to exchange information about self, family and friends and interests, for example, Bonjour la classe. Je m’appelle Marc, et toi ?; J’ai quatorze ans. Quel âge as-tu ?; J’ai les yeux bleus et les cheveux bruns. Je suis de taille moyenne.; Je te présente mon copain, Henri. Il est intelligent et marrant !; Nous voici — la famille Mercier !; J’ai deux sœurs et un frère.; J’aime nager et le foot.
(ACLFRC091)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "bddcde66-ca2c-15b1-b59a-13b557e8e3ae", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 7" ], "educationLevels": [ "Year 7" ], "notations": [ "ACLFRC092" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Engage in individual and collaborative tasks, such as making arrangements with a friend, planning for a class celebration or performance, or working together to create displays, presentations or performances to showcase their language learning for family, friends or school community
(ACLFRC092)
", "generalCapabilities": [ "Literacy", "Numeracy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "72d777e7-3dcc-c00c-7d88-cad6b3cc5366", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 7" ], "educationLevels": [ "Year 7" ], "notations": [ "ACLFRC093" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Participate in classroom routines and interactions by responding to teacher talk, following instructions, asking and answering questions, requesting assistance or permission, asking others how they are and offering wishes, for example, Écoutez !; Monsieur, s’il vous plaȋt ?; Je ne comprends pas.; Cliquez sur l’image du chȃteau !; Répondez aux questions !; J’ai une question. Comment dit-on … en français ?; Comment ça s’écrit ?; Qu’est-ce que c’est ?; C’est …; Ce sont …; Salut, Natalie, ça va ? Pas mal, et toi ?; Bonsoir, Madame Legrand, comment allez-vous ?; À demain, Mademoiselle.; À bientôt !; Bon courage !; Bonne fête, Solange !
(ACLFRC093)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "1e4ce9f9-0903-7c3e-6d65-c8c0f02be67f", "title": "Informing", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 7" ], "educationLevels": [ "Year 7" ], "curriculumStatements": [ { "identifier": "671fe190-65b3-8f37-4f31-58a73eda3b69", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 7" ], "educationLevels": [ "Year 7" ], "notations": [ "ACLFRC094" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Identify topic, gist and specific points of information from a range of spoken and written texts related to aspects of their personal and social worlds, and use the information in new ways
(ACLFRC094)
", "generalCapabilities": [ "Literacy", "Numeracy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "f96088d3-a893-deb1-a0a2-362282704a9f", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 7" ], "educationLevels": [ "Year 7" ], "notations": [ "ACLFRC095" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Convey information and ideas from a range of texts related to aspects of their personal and social worlds, using different modes of presentation
(ACLFRC095)
", "generalCapabilities": [ "Literacy", "Numeracy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "bf9c90d4-58be-8a19-bfd5-a3cb86b73d08", "title": "Creating", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 7" ], "educationLevels": [ "Year 7" ], "curriculumStatements": [ { "identifier": "3fa1e67e-cb6e-e53b-2229-9eef6ae54f4e", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 7" ], "educationLevels": [ "Year 7" ], "notations": [ "ACLFRC096" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Respond to imaginative texts by describing aspects, such as characters, events and/or key ideas
(ACLFRC096)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "478721af-859e-f9ac-aa23-9fa6e07c2cae", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 7" ], "educationLevels": [ "Year 7" ], "notations": [ "ACLFRC097" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Create simple own or shared imaginative texts by reinterpreting or adapting familiar texts and/or using modelled structures and language
(ACLFRC097)
", "generalCapabilities": [ "Literacy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "1479207f-597c-59d1-86d3-feaf4498c4ab", "title": "Translating", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 7" ], "educationLevels": [ "Year 7" ], "curriculumStatements": [ { "identifier": "baeb036f-5e5a-70b1-8367-7fae7e87d82e", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 7" ], "educationLevels": [ "Year 7" ], "notations": [ "ACLFRC098" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Translate and interpret phrases and short texts from French to English and vice versa, noticing which words or phrases translate easily and which do not
(ACLFRC098)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Intercultural understanding" ] } ] }, { "identifier": "42ceb999-8378-9975-5c9e-b78b09dbcb8a", "title": "Reflecting", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 7" ], "educationLevels": [ "Year 7" ], "curriculumStatements": [ { "identifier": "f868ccfe-c90d-bb85-f95b-d4e96114ea57", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 7" ], "educationLevels": [ "Year 7" ], "notations": [ "ACLFRC100" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Reflect on own and others’ responses to interactions and intercultural experiences, and use these reflections to improve intercultural communication
(ACLFRC100)
", "generalCapabilities": [ "Literacy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "c41c2846-3fb7-6bdb-60b7-1c8f34129204", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 7" ], "educationLevels": [ "Year 7" ], "notations": [ "ACLFRC101" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Reflect on experiences of learning and using another language, and share aspects of own identity, such as age, interests and family background, reflecting on how these impact on intercultural communication
(ACLFRC101)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Ethical understanding", "Intercultural understanding" ] } ] } ] }, { "identifier": "56d2cdef-dbf9-2228-cb02-bf8030119185", "title": "Understanding", "label": "Strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 7" ], "educationLevels": [ "Year 7" ], "curriculumStatements": [ { "identifier": "28fd1c7f-205c-09e3-0017-3242a69b60dd", "title": "Systems of language", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 7" ], "educationLevels": [ "Year 7" ], "curriculumStatements": [ { "identifier": "1b588566-795d-2f54-5c8b-7921a5453be9", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 7" ], "educationLevels": [ "Year 7" ], "notations": [ "ACLFRC102" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Use features of the French sound system, including pronunciation of nasal sounds, and convey meaning with pitch, stress, intonation, rhythm, using liaison in familiar contexts, and recognising the difference between statements, questions and commands, such as Vous écoutez la chanson.; Vous écoutez la chanson ?; Écoutez la chanson !
Use the French alphabet for spelling words aloud, recognising similarities to and differences from English and using correct terminology for accents
(ACLFRU102)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking" ] }, { "identifier": "1f697116-4050-b195-c83f-ef15753d3ebd", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 7" ], "educationLevels": [ "Year 7" ], "notations": [ "ACLFRC103" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Generate language for a range of purposes in simple spoken and written texts, by recognising and using context-related vocabulary and elements of the French grammatical system, including:
Build metalanguage to talk about vocabulary and grammar concepts
(ACLFRU103)
", "generalCapabilities": [ "Literacy", "Numeracy", "Critical and creative thinking" ] }, { "identifier": "7879d3b2-175b-4002-c0d8-a6c3e49287c6", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 7" ], "educationLevels": [ "Year 7" ], "notations": [ "ACLFRC104" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Identify and use text structures and language features of common spoken, written and multimodal texts, and compare with structures and features of similar texts in English
(ACLFRU104)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Intercultural understanding" ] } ] }, { "identifier": "0d0cee9d-93b6-a842-55a9-56e4fb0197a9", "title": "Language variation and change", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 7" ], "educationLevels": [ "Year 7" ], "curriculumStatements": [ { "identifier": "fb5b8e41-69f1-9be1-ef6c-95e3a7360c9f", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 7" ], "educationLevels": [ "Year 7" ], "notations": [ "ACLFRC105" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Examine linguistic features in texts to develop an understanding that languages vary according to elements, such as register
Understand that French, like all languages, varies according to participants, roles and relationships, situations and cultures
(ACLFRU105)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "67728c16-4dfc-ac4e-9c86-d86f88853404", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 7" ], "educationLevels": [ "Year 7" ], "notations": [ "ACLFRC106" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Recognise that French is a global language, spoken with a variety of accents and dialects in many regions of the world, as well as in France
(ACLFRU106)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Intercultural understanding" ] } ] }, { "identifier": "01dc40dc-d5f3-59f0-a050-3b516741c8fd", "title": "Role of language and culture", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 7" ], "educationLevels": [ "Year 7" ], "curriculumStatements": [ { "identifier": "34e08042-1a3d-d5ef-6683-7597f0aa9a6c", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 7" ], "educationLevels": [ "Year 7" ], "notations": [ "ACLFRC108" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Explore the relationship between language and culture
(ACLFRU108)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Intercultural understanding" ] } ] } ] } ] }, { "identifier": "20816232-5a7f-d9a5-0159-a3f796d8da30", "title": "Year 8 Syllabus", "label": "Education level", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 8" ], "educationLevels": [ "Year 8" ], "notations": [ "8" ], "description": "Year Level Description
Year 8 French: Second Language builds on the skills, knowledge and understanding required of students to communicate in French developed in Year 7 and focuses on extending their oral and written communication skills and their understandings of the French language and culture. Students may need encouragement to take risks in learning a language at this stage in their social development and to consider issues of how the experience impacts on the norms associated with their first language and culture.
Students communicate in French, maintaining interactions with peers and known adults to exchange information and discuss aspects of home, school and social life, compare routines, interests and leisure activities. They engage in individual and collaborative tasks that involve making arrangements, or organising events or outings. Students identify key information and supporting details from texts related to aspects of their personal and social worlds, and use the information in new ways. They convey information and ideas from texts, using different modes of presentation to suit audience and context. Students respond to imaginative texts, describing and discussing aspects, such as characters, events and/or ideas. They create imaginative texts by experimenting with different modes and formats, and creating moods and effects suitable for different audiences.
Students become more familiar with the systems of the French language when encountered in simple spoken and written texts. They use features of the French sound system, including pronunciation, pitch, rhythm, stress and intonation, and common fillers, interjections and responses. Students generate language for a range of purposes in spoken and written texts by using context-related vocabulary and applying elements of the French grammatical system, including increasing control of regular and irregular verbs in le présent, recognising verbs related to daily activities and using le passé composé, l'impératif and le futur proche. They continue to build a metalanguage in French to talk about vocabulary and grammar concepts. Students engage with French speakers and texts, reflecting on how interaction involves culture as well as language.
In Year 8, students are widening their social networks, experiences and communication repertoires in French. The practice of reviewing and consolidating prior learning is balanced against the provision of engaging and relevant new experiences and connections. Students are supported to develop increasing autonomy as language learners and users, to self-monitor and peer-monitor, and to adjust language in response to their experiences in different contexts.
Maintain interactions with peers and known adults orally and in writing to exchange information and discuss aspects of home, school and social life, compare routines, interests and leisure activities, for example, Fais-tu des tâches ménagères ? Je donne à manger au chat tous les jours et chaque soir je sors la poubelle.; Je range ma chambre deux fois par semaine.; Je me lève à sept heures.; Tu es en quelle classe ? Je suis en année 8.; Ce que je déteste/j’adore, c’est la musique.; J’aime beaucoup regarder des vidéos sur YouTube.; Tu aimes lire ?; Lundi après-midi, je fais de la natation et le week-end je joue au tennis avec mes amis.; L’été, on va souvent à la plage.
(ACLFRC091)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "c66a7dbf-7675-985f-550b-41752547c9fb", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 8" ], "educationLevels": [ "Year 8" ], "notations": [ "ACLFRC092" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Engage in individual and collaborative tasks, such as making arrangements to cater for events, celebrations or outings, for example, an excursion to a French restaurant or organising a class event
(ACLFRC092)
", "generalCapabilities": [ "Literacy", "Numeracy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "bc66c7e4-749b-3c63-6047-582d1df70f3b", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 8" ], "educationLevels": [ "Year 8" ], "notations": [ "ACLFRC093" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Participate in classroom routines and interactions by asking and answering questions, requesting information, expressing feelings, opinions and personal preferences and responding to others’ contributions, for example, C’est mon frère — il est sympa !; Excuse-moi Sophie, mais …; À mon avis …; Je pense que …; Bien sûr …; Je ne suis pas d’accord.; C’est génial !; C’est une bonne idée.; Pouvez-vous le répéter plus lentement, s’il vous plaît ?; Qu’est-ce que ça veut dire ?; Je peux recommencer ?
(ACLFRC093)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "ee9a8e41-22e7-9ace-d605-2b2db15dfc69", "title": "Informing", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 8" ], "educationLevels": [ "Year 8" ], "curriculumStatements": [ { "identifier": "36f7aa0c-74e4-b439-96f4-3fa746830282", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 8" ], "educationLevels": [ "Year 8" ], "notations": [ "ACLFRC094" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Identify key information and supporting details from a range of spoken and written texts related to aspects of their personal and social worlds, and use the information in new ways
(ACLFRC094)
", "generalCapabilities": [ "Literacy", "Numeracy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "95dade18-e252-aa69-d818-8bbf0ce935d5", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 8" ], "educationLevels": [ "Year 8" ], "notations": [ "ACLFRC095" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Convey information and ideas from a range of texts related to aspects of their personal and social worlds, using different modes of presentation that take account of context and audience
(ACLFRC095)
", "generalCapabilities": [ "Literacy", "Numeracy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "8f83ced3-768a-ca3b-4204-8a6634cf321b", "title": "Creating", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 8" ], "educationLevels": [ "Year 8" ], "curriculumStatements": [ { "identifier": "36a3f41c-eba8-2df9-db14-fa1b879876f7", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 8" ], "educationLevels": [ "Year 8" ], "notations": [ "ACLFRC096" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Respond to imaginative texts by describing and discussing aspects, such as characters, events and/or ideas
(ACLFRC096)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "fe4e6019-def1-8e8e-9177-653b3a2e1832", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 8" ], "educationLevels": [ "Year 8" ], "notations": [ "ACLFRC097" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Create own or shared imaginative texts by experimenting with different modes and formats, and creating moods and effects suitable for different audiences
(ACLFRC097)
", "generalCapabilities": [ "Literacy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "5712d869-2256-7770-08ea-13fb6e35103e", "title": "Translating", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 8" ], "educationLevels": [ "Year 8" ], "curriculumStatements": [ { "identifier": "8e35b5ef-cb7c-fdb9-cda2-6bf6007b6bde", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 8" ], "educationLevels": [ "Year 8" ], "notations": [ "ACLFRC098" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Translate and interpret short texts from French to English and vice versa, comparing different versions of a text and suggesting reasons for differences and mistranslations
(ACLFRC098)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Intercultural understanding" ] } ] }, { "identifier": "82def833-8c75-e53e-9292-76dd2dbb6c76", "title": "Reflecting", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 8" ], "educationLevels": [ "Year 8" ], "curriculumStatements": [ { "identifier": "6467e587-a8dc-75ff-ca6c-2721026124e2", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 8" ], "educationLevels": [ "Year 8" ], "notations": [ "ACLFRC100" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Engage with French speakers and texts, reflecting on how interaction involves culture as well as language
(ACLFRC100)
", "generalCapabilities": [ "Literacy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "77130e6f-b4f7-9933-be93-696f8ba6a5b4", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 8" ], "educationLevels": [ "Year 8" ], "notations": [ "ACLFRC101" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Reflect on own identity, including identity as a learner and user of French, through experiences or in attitudes to culture and intercultural communication
(ACLFRC101)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Ethical understanding", "Intercultural understanding" ] } ] } ] }, { "identifier": "1cca7041-4056-6830-c710-bc0cc850e223", "title": "Understanding", "label": "Strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 8" ], "educationLevels": [ "Year 8" ], "curriculumStatements": [ { "identifier": "e7744460-4eb8-d9f2-16d5-4a25bb78c5f9", "title": "Systems of language", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 8" ], "educationLevels": [ "Year 8" ], "curriculumStatements": [ { "identifier": "d394deff-7c8e-0f41-aefa-5796de5b7e29", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 8" ], "educationLevels": [ "Year 8" ], "notations": [ "ACLFRU102" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Use features of the French sound system, including pronunciation, pitch, rhythm, stress and intonation to express a variety of feelings, such as C’est nul !; Ça suffit !; Quoi encore ?; Oh là là !; Aïe !, and increasing control of liaison in unfamiliar contexts, including no liaison with et, and common fillers, interjections and responses, such as Hein ?; Bon ben ...; N’est-ce pas ?; Youpi !; Ça alors !
(ACLFRU102)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking" ] }, { "identifier": "004ff7ac-9631-af62-8bd9-c496f3c6214f", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 8" ], "educationLevels": [ "Year 8" ], "notations": [ "ACLFRU103" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Generate language for a range of purposes in simple spoken and written texts, by using context-related vocabulary and applying elements of the French grammatical system, including:
Continue to build metalanguage to talk about vocabulary and grammar concepts
(ACLFRU103)
", "generalCapabilities": [ "Literacy", "Numeracy", "Critical and creative thinking" ] }, { "identifier": "6941adc6-6a44-d7bc-7ecf-f6b952092632", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 8" ], "educationLevels": [ "Year 8" ], "notations": [ "ACLFRU104" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Identify, analyse and use text structures and language features of common spoken, written and multimodal texts, and explain how different types of texts are structured and use particular language features to suit different contexts, purposes and audiences
(ACLFRU104)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Intercultural understanding" ] } ] }, { "identifier": "e005d53f-a5fc-fd42-0bde-50a2b19a4491", "title": "Language variation and change", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 8" ], "educationLevels": [ "Year 8" ], "curriculumStatements": [ { "identifier": "601e6e2c-8641-f6f6-157c-cbb80eea3310", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 8" ], "educationLevels": [ "Year 8" ], "notations": [ "ACLFRU105" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Examine linguistic features in texts to understand that French, like all languages, varies according to participants, roles and relationships, situations and cultures
(ACLFRU105)
", "generalCapabilities": [ "Literacy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "7183d0bf-f21c-737b-e78c-68d9727ea388", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 8" ], "educationLevels": [ "Year 8" ], "notations": [ "ACLFRU106" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Understand the dynamic nature of French, and how it influences and is influenced by other languages and cultures
(ACLFRU106)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Intercultural understanding" ] } ] }, { "identifier": "0433e44f-b829-b931-930c-71045d9c23ce", "title": "Role of language and culture", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 8" ], "educationLevels": [ "Year 8" ], "curriculumStatements": [ { "identifier": "f984f4d9-1f6c-e924-eab6-7301b85d9f46", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 8" ], "educationLevels": [ "Year 8" ], "notations": [ "ACLFRU108" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Explore the relationship between language and significant cultural values or practices in French, English and other languages
(ACLFRU108)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Intercultural understanding" ] } ] } ] } ] }, { "identifier": "b3c13fa9-2148-2533-f4e9-109a0fa7c3da", "title": "Year 9 Syllabus", "label": "Education level", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 9" ], "educationLevels": [ "Year 9" ], "notations": [ "9" ], "description": "Year Level Description
Year 9 French: Second Language builds on the skills, knowledge and understanding required of students to communicate in French developed in Year 8 and focuses on extending their oral and written communication skills and their understandings of French language and culture. They expand the range and nature of their learning experiences, and the contexts within which they communicate with others.
Students communicate in French, initiating and maintaining interactions with others to discuss and compare events of significance in the lives of young people, including holidays, special events and travel. They engage in individual and collaborative tasks that involve exchanging information, making arrangements or obtaining goods or services. Students identify information and ideas from texts related to aspects of their personal and social worlds, comparing views and presenting information to inform or interest others. They convey information, ideas and opinions using different modes of presentation that take account of context, purpose and audience. Students respond to traditional and/or contemporary imaginative texts by summarising, expressing opinions, or modifying aspects. They create imaginative texts to inform or entertain, or to convey experiences or express ideas.
Students better understand the systems of the French language when encountered in spoken and written texts. They increase control of regular and irregular elements of the French sound system, building fluency and accuracy in pronunciation of more complex syllable combinations, pitch, stress and rhythm. They generate language for a range of purposes in spoken and written texts by extending their understanding and use of context-related vocabulary and elements of the French grammatical system, including comparative and superlative forms of adjectives and adverbs, le passé composé and l’imparfait, and using elements, such as relative, emphatic and direct object pronouns. Students continue to build a metalanguage in French to talk about vocabulary and grammar concepts. They engage with French speakers and texts, reflecting on how interaction involves culture as well as language, and being aware of audience and context.
In Year 9 learning is characterised by consolidation and progression. Students work increasingly independently to analyse, reflect on and monitor their language learning and intercultural experiences; however, they still require guidance through modelling, scaffolding and monitoring.
Initiate and maintain interactions with others orally and in writing to discuss and compare events of significance in the lives of young people, including holidays, special events and travel, for example, Cette année, pour mon anniversaire …; Es-tu libre samedi prochain ? Je t’invite à ma fête d’anniversaire.; Que fait-on le 14 juillet en France ?; Qu'est-ce que vous faites pendant la fête de Pâques ?; Que faites-vous pour célébrer le réveillon du Jour de l’An ? Eh bien, nous nous réunissons avec des amis et la famille pour le dîner.; Etes-vous parti en voyage cet été ? Je suis allé à Geraldton, puis je suis parti pour Broome.; Je suis resté chez des amis de mes parents qui habitent à Paris. Et toi ?
(ACLFRC109)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "fd549638-45c1-11c7-94a7-7101b7e9f3e7", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 9" ], "educationLevels": [ "Year 9" ], "notations": [ "ACLFRU110" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Engage in individual and collaborative tasks, such as exchanging information, making arrangements or obtaining goods or services, for example, when travelling in a Francophone country, arranging an outing, purchasing souvenirs or using transport
(ACLFRC110)
", "generalCapabilities": [ "Literacy", "Numeracy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Ethical understanding", "Intercultural understanding" ] }, { "identifier": "caa45f87-4dea-fdf5-6b26-49af9e2f8a14", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 9" ], "educationLevels": [ "Year 9" ], "notations": [ "ACLFRU111" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Develop classroom language to contribute to structured discussions and reflect on learning experiences by making suggestions, asking questions for clarification and expressing agreement or disagreement, for example, C’est une bonne idée.; Non, je ne suis pas d’accord.; À mon avis …; Je pense que …
(ACLFRC111)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "8fcc4870-9a67-1be9-5a5e-d722b1a6bd3b", "title": "Informing", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 9" ], "educationLevels": [ "Year 9" ], "curriculumStatements": [ { "identifier": "73467666-88d9-496d-f0d7-6c12d87da93f", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 9" ], "educationLevels": [ "Year 9" ], "notations": [ "ACLFRU112" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Identify information and ideas from a range of texts related to aspects of their personal and social worlds, state opinions, compare views and present information in different formats to inform or interest others
(ACLFRC112)
", "generalCapabilities": [ "Literacy", "Numeracy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "e8758464-2d62-2d57-b01b-5ee0ec45ecf8", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 9" ], "educationLevels": [ "Year 9" ], "notations": [ "ACLFRU113" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Convey information, ideas and opinions on texts related to aspects of their personal and social worlds, using different modes of presentation that take account of context, purpose and audience
(ACLFRC113)
", "generalCapabilities": [ "Literacy", "Numeracy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "503fefb1-66eb-6bd1-47a8-008ae8330d64", "title": "Creating", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 9" ], "educationLevels": [ "Year 9" ], "curriculumStatements": [ { "identifier": "99603553-d7fb-090b-6bb7-172c2150878e", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 9" ], "educationLevels": [ "Year 9" ], "notations": [ "ACLFRU114" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Respond to traditional and/or contemporary imaginative texts by summarising, expressing opinions, or modifying aspects, such as characters, events and/or ideas
(ACLFRC114)
", "generalCapabilities": [ "Literacy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "ffdb8ccd-2967-a7f1-6592-5753cf567df0", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 9" ], "educationLevels": [ "Year 9" ], "notations": [ "ACLFRU115" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Create own imaginative texts in different modes and formats, using imaginary characters, to inform or entertain, or to convey experiences or express ideas
(ACLFRC115)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "911fd23e-a1f8-b167-e908-07bbd663dae2", "title": "Translating", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 9" ], "educationLevels": [ "Year 9" ], "curriculumStatements": [ { "identifier": "3c7eee1c-7e4e-5a5c-6875-5e40e7eb9df2", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 9" ], "educationLevels": [ "Year 9" ], "notations": [ "ACLFRU116" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Translate and interpret texts from French to English and vice versa, identifying how cultural concepts are embedded in language and explaining differences in meaning
(ACLFRC116)
", "generalCapabilities": [ "Literacy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Intercultural understanding" ] } ] }, { "identifier": "327e7a4d-c15d-fc95-12bd-a66f49c19f19", "title": "Reflecting", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 9" ], "educationLevels": [ "Year 9" ], "curriculumStatements": [ { "identifier": "a581fdf8-aade-5e77-c425-f9fc05f7e4d0", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 9" ], "educationLevels": [ "Year 9" ], "notations": [ "ACLFRU118" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Engage with French speakers and texts, reflecting on how interaction involves culture as well as language and being aware of audience and context
(ACLFRC118)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "50252c05-7a4b-0835-3823-65f9ff2f540e", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 9" ], "educationLevels": [ "Year 9" ], "notations": [ "ACLFRU119" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Reflect on the experience of learning and using French and how it might add further dimension to own identity
(ACLFRC119)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Ethical understanding", "Intercultural understanding" ] } ] } ] }, { "identifier": "b18db838-9126-28d6-de49-166be0dd3e77", "title": "Understanding", "label": "Strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 9" ], "educationLevels": [ "Year 9" ], "curriculumStatements": [ { "identifier": "ba6f945b-cd64-b008-f559-a670302062ec", "title": "Systems of language", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 9" ], "educationLevels": [ "Year 9" ], "curriculumStatements": [ { "identifier": "5d020658-4a67-6b7e-f7e8-9b8391cd3f1f", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 9" ], "educationLevels": [ "Year 9" ], "notations": [ "ACLFRU120" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Increase control of regular and irregular elements of the French sound system, including using liaison in unfamiliar contexts, building fluency and accuracy in pronunciation of more complex syllable combinations, pitch, stress and rhythm
(ACLFRU120)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking" ] }, { "identifier": "8194e9c6-161d-fad5-4232-3afec633c8e9", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 9" ], "educationLevels": [ "Year 9" ], "notations": [ "ACLFRU121" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Generate language for a range of purposes in spoken and written texts, by extending understanding and use of context-related vocabulary and elements of the French grammatical system, including:
Continue to build metalanguage to talk about vocabulary and grammar concepts
(ACLFRU121)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking" ] }, { "identifier": "80af70b1-522c-148f-4a1f-e92183308feb", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 9" ], "educationLevels": [ "Year 9" ], "notations": [ "ACLFRU122" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Apply understanding of the interrelationship between text structures and language features to different types of texts, including simple narrative, informative and persuasive texts
(ACLFRU122)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Intercultural understanding" ] } ] }, { "identifier": "2caddb00-b737-1aab-dfa8-18e147cb608a", "title": "Language variation and change", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 9" ], "educationLevels": [ "Year 9" ], "curriculumStatements": [ { "identifier": "56e48deb-2f5e-4b7b-6088-b488e07a2386", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 9" ], "educationLevels": [ "Year 9" ], "notations": [ "ACLFRU123" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Analyse how French is used in varying ways to achieve different purposes
(ACLFRU123)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "c068c87a-9acd-b2bb-1d79-d49b8b053b4c", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 9" ], "educationLevels": [ "Year 9" ], "notations": [ "ACLFRU124" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Understand that language has power and changes over time as a result of influences, such as contact with other languages, globalisation and new technologies and knowledge
(ACLFRU124)
", "generalCapabilities": [ "Literacy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Ethical understanding", "Intercultural understanding" ] } ] }, { "identifier": "b653c8fd-7a37-3e94-d405-fe72676d5c70", "title": "Role of language and culture", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 9" ], "educationLevels": [ "Year 9" ], "curriculumStatements": [ { "identifier": "8cd918f2-1a3c-f325-1291-8264511d2ee1", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 9" ], "educationLevels": [ "Year 9" ], "notations": [ "ACLFRU126" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Explore the ways in which language and culture are used to establish relationships, indicate social values and enhance intercultural exchange
(ACLFRU126)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Ethical understanding", "Intercultural understanding" ] } ] } ] } ] }, { "identifier": "b06d5bca-5b7c-5456-115d-8d94717b66fc", "title": "Year 10 Syllabus", "label": "Education level", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 10" ], "educationLevels": [ "Year 10" ], "notations": [ "10" ], "description": "Year Level Description
Year 10 French: Second Language builds on the skills, knowledge and understanding required of students to communicate in French developed in Year 9 and focuses on extending their oral and written communication skills and their understandings of the French language and culture. Students have a growing awareness of the wider world, including the diversity of languages, cultures and forms of intercultural communication. They are considering future pathways and prospects, including how French may feature in these.
Students communicate in French, initiating and participating in sustained interactions with others to exchange ideas, opinions, experiences and thoughts about making choices for today, and in the future. They engage in individual and collaborative tasks that involve debating with peers to exchange views and justify opinions, organising a forum or presenting a speech. Students identify information and ideas from texts related to aspects of their personal and social worlds, and establish how culture and context influence the presentation of ideas. They convey information, ideas and experiences, and compare diverse perspectives on texts related to aspects of their personal and social worlds, using different modes of presentation that take account of context, purpose and audience. Students respond to traditional and/or contemporary imaginative texts by discussing ideas, and considering how these relate to contemporary society and their culture. They create imaginative texts in different modes and formats to entertain, or express ideas, attitudes and/or perspectives.
Students understand the systems of the French language when encountered in spoken and written texts. They increase control of regular and irregular elements of the French sound system, building fluency and accuracy in pronunciation of more complex syllable combinations, pitch, stress and rhythm. They generate language for a range of purposes in spoken and written texts by continuing to extend their understanding and use of context-related vocabulary and elements of the French grammatical system, including using simple and compound sentences to structure arguments and explain or justify a position, recognising le conditionnel and using in simple constructions le futur. Students continue to build a metalanguage in French to talk about vocabulary and grammar concepts. They engage with French speakers and texts, recognising how their own cultural assumptions, practices and beliefs influence language and content, and choosing whether and how to make adjustments.
In Year 10, students are expanding the range and nature of their learning experiences, and the contexts in which they communicate with others, and are challenged to engage with some independent learning experiences. While they are becoming increasingly autonomous when using French in familiar contexts, they require continued scaffolding, modelling and monitoring when using the language in less familiar contexts.
Initiate and participate in sustained interactions with others orally and in writing to exchange ideas, opinions, experiences and thoughts about making choices for today and in the future, including health and physical activity, having a part-time job, learning a language and my future, for example, Qu’est-ce que vous étudierez l’année prochaine et pourquoi ?; Quels sont vos projets futurs ?; J’ai l’intention de devenir avocat.; Après mes études, j'étudierai peut-être le business. Et toi, tu fais quoi ?; C’est difficile pour vous d’apprendre le français ? Moi, je trouve que …; C’est comment pour toi ?; Internet vous aide avec vos études de français ? Pas du tout !
(ACLFRC109)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "e1d1229e-ce90-3617-31f7-bc82470fbc19", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 10" ], "educationLevels": [ "Year 10" ], "notations": [ "ACLFRC110" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Engage in individual and collaborative tasks, such as planning or debating with peers to initiate a school campaign to promote awareness of a wellbeing issue for teenagers, or organising a real or simulated forum to raise awareness of the use of social media at school, or presenting a speech on their language learning experiences
(ACLFRC110)
", "generalCapabilities": [ "Literacy", "Numeracy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Ethical understanding", "Intercultural understanding" ] }, { "identifier": "2aa3b353-e920-d20c-bd54-f0c5da53ee7d", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 10" ], "educationLevels": [ "Year 10" ], "notations": [ "ACLFRC111" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Use classroom language to question, elicit and offer opinions, compare ideas and participate in reflective activities and evaluations, for example, Au contraire !; Je ne suis pas d’accord.; Après tout …; Il faut le dire …; Encore une fois ...
(ACLFRC111)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "0e182f2d-b15f-95b0-93f3-fe9b91800ce8", "title": "Informing", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 10" ], "educationLevels": [ "Year 10" ], "curriculumStatements": [ { "identifier": "5d1441c8-d37f-b72a-39e5-b2a8d7828f00", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 10" ], "educationLevels": [ "Year 10" ], "notations": [ "ACLFRC112" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Identify information and ideas from a range of texts related to aspects of their personal and social worlds, and establish how culture and context influence the presentation of ideas
(ACLFRC112)
", "generalCapabilities": [ "Literacy", "Numeracy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "7fdd032d-d430-413d-3458-b3030ac559e3", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 10" ], "educationLevels": [ "Year 10" ], "notations": [ "ACLFRC113" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Convey information, ideas and experiences, and compare diverse perspectives on texts related to aspects of their personal and social worlds, using different modes of presentation that take account of context, purpose and audience
(ACLFRC113)
", "generalCapabilities": [ "Literacy", "Numeracy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "4ad97c2d-4030-7d61-89bd-cb59313b0ffc", "title": "Creating", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 10" ], "educationLevels": [ "Year 10" ], "curriculumStatements": [ { "identifier": "7eb5fbac-0a81-8219-6b09-e6f413da66ac", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 10" ], "educationLevels": [ "Year 10" ], "notations": [ "ACLFRC114" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Respond to traditional and/or contemporary imaginative texts by discussing ideas and considering how these relate to contemporary society and own culture
(ACLFRC114)
", "generalCapabilities": [ "Literacy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "fe724a8e-975f-b0a6-2495-f6954744826f", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 10" ], "educationLevels": [ "Year 10" ], "notations": [ "ACLFRC115" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Create own imaginative texts in different modes and formats, using imaginary characters, places and/or experiences, to entertain, or express ideas, attitudes and/or perspectives
(ACLFRC115)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] } ] }, { "identifier": "d7412b13-0fd5-0ef3-045c-2dc69f103c82", "title": "Translating", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 10" ], "educationLevels": [ "Year 10" ], "curriculumStatements": [ { "identifier": "26b42cde-dcb8-1f1e-fd0a-c1c186de4b89", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 10" ], "educationLevels": [ "Year 10" ], "notations": [ "ACLFRC116" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Translate and interpret texts from French to English and vice versa, identifying how cultural concepts are embedded in language and explaining differences in meaning
(ACLFRC116)
", "generalCapabilities": [ "Literacy", "Information and Communication Technology (ICT) capability", "Critical and creative thinking", "Intercultural understanding" ] } ] }, { "identifier": "bd9f49ad-e00a-cf39-06b8-7f62a532cdfb", "title": "Reflecting", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 10" ], "educationLevels": [ "Year 10" ], "curriculumStatements": [ { "identifier": "3825d4f1-c82c-1501-19c9-db9a04a53989", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 10" ], "educationLevels": [ "Year 10" ], "notations": [ "ACLFRC118" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Engage with French speakers and texts, recognising how own cultural assumptions, practices and beliefs influence language and content, and choosing whether and how to make adjustments
(ACLFRC118)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "ed7716b2-9d01-5416-e164-13a1f2530c46", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 10" ], "educationLevels": [ "Year 10" ], "notations": [ "ACLFRC119" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Reflect on the experience of learning and using French and how it might add further dimension to own identity
(ACLFRC119)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Ethical understanding", "Intercultural understanding" ] } ] } ] }, { "identifier": "e8643666-bbdf-3a1c-ce3a-8718a9db1835", "title": "Understanding", "label": "Strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 10" ], "educationLevels": [ "Year 10" ], "curriculumStatements": [ { "identifier": "34f0fa33-b673-4e74-bd71-9ddb895632c5", "title": "Systems of language", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 10" ], "educationLevels": [ "Year 10" ], "curriculumStatements": [ { "identifier": "fbf63fc2-1f58-f6fb-cc78-f646acd52823", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 10" ], "educationLevels": [ "Year 10" ], "notations": [ "ACLFRU120" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Increase control of regular and irregular elements of the French sound system, building fluency and accuracy in pronunciation of more complex syllable combinations, pitch, stress and rhythm
(ACLFRU120)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking" ] }, { "identifier": "e8bc9ff6-a954-ad56-897e-96d7a58f75d2", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 10" ], "educationLevels": [ "Year 10" ], "notations": [ "ACLFRU121" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Generate language for a range of purposes in spoken and written texts, by continuing to extend understanding and use of context-related vocabulary and elements of the French grammatical system, including:
Continue to build metalanguage to talk about vocabulary and grammar concepts
(ACLFRU121)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "518249e2-bbcb-5141-84a9-d62e1fa71a55", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 10" ], "educationLevels": [ "Year 10" ], "notations": [ "ACLFRU122" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Apply understanding of the interrelationship between text structures and language features to different types of texts, including simple narrative, informative and persuasive texts
(ACLFRU122)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Intercultural understanding" ] } ] }, { "identifier": "7d4d0353-f923-e80b-f6b7-b45ce950f87d", "title": "Language variation and change", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 10" ], "educationLevels": [ "Year 10" ], "curriculumStatements": [ { "identifier": "583b4387-6d44-7b74-6f30-90ae8da4ff29", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 10" ], "educationLevels": [ "Year 10" ], "notations": [ "ACLFRU123" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Analyse how French is used in varying ways to achieve different purposes, and changes over time and place
(ACLFRU123)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Intercultural understanding" ] }, { "identifier": "7d1f9659-dee0-a5d7-ec18-55222a2e36dd", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 10" ], "educationLevels": [ "Year 10" ], "notations": [ "ACLFRU124" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Understand that language has power and changes over time as a result of influences, such as contact with other languages, globalisation and new technologies and knowledge
(ACLFRU108)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Ethical understanding", "Intercultural understanding" ] } ] }, { "identifier": "3b58e8d4-6f30-880a-bec3-4e94efbb7b96", "title": "Role of language and culture", "label": "Sub-strand", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 10" ], "educationLevels": [ "Year 10" ], "curriculumStatements": [ { "identifier": "2ae26291-6893-7189-d40d-ac7d920978c9", "label": "Content description", "learningArea": "French - Second Language", "nominalYearLevels": [ "Year 10" ], "educationLevels": [ "Year 10" ], "notations": [ "ACLFRU108" ], "concepts": [ { "vocabTerm": { "term": "Negotiation", "identifier": "4278", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "Problem solving", "identifier": "4279", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } }, { "vocabTerm": { "term": "German language", "identifier": "6578", "scheme": "http://vocabulary.curriculum.edu.au/scot/" } } ], "description": "Explore the nature of the relationship between language, culture and communication and how it impacts on attitudes and beliefs
(ACLFRU108)
", "generalCapabilities": [ "Literacy", "Critical and creative thinking", "Personal and social capability", "Ethical understanding", "Intercultural understanding" ] } ] } ] } ] } ] } ] }