Year 10 SyllabusTest
Year 10 Syllabus
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.
Communicating
Socialising
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 !
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
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 ...
Informing
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
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
Creating
Respond to traditional and/or contemporary imaginative texts by discussing ideas and considering how these relate to contemporary society and own culture
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
Translating
Translate and interpret texts from French to English and vice versa, identifying how cultural concepts are embedded in language and explaining differences in meaning
Reflecting
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
Reflect on the experience of learning and using French and how it might add further dimension to own identity
Understanding
Systems of language
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
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:
- using simple and compound sentences to structure arguments, and explain or justify a position in relation to personal and social issues, such as les études, le sport et la nourriture, l’environnement, l’avenir, les passe-temps
- using connectives, for example, parce que, à cause de, puisque and en plus
- using le présent, l’impératif, le futur proche, le passé composé and l’imparfait
- understanding and using infinitive verb forms and phrasal verbs, such as avoir besoin de faire quelque chose; commencer à faire …
- understanding and using le futur in simple constructions, for example, L’année prochaine, j’étudierai le français.
- recognising le conditionnel, for example, J’aimerais voyager après mes études.
- using relative pronouns qui, que, où, dont and lequel
- using direct object pronouns me, te, le, la, nous, vous, les
- using indirect object pronouns, for example, me, te, lui, nous, vous, leur
- recognising that in le passé composé past participles agree with the preceding direct object when the verb is conjugated with the auxiliary verb avoir, for example, Les adolescentes que vous avez rencontrées sont des volontaires.
- extending knowledge of additional negative forms, such as ne … plus, ne … rien, ne … jamais, ne … que, ne … personne
- exploring how choices of words, such as nouns and adjectives can indicate values and attitudes, for example, C’est un bon à rien.; C’est un brave jeune homme.
- understanding the function of impersonal expressions, for example, il faut, il est impossible de, il s’agit de
Continue to build metalanguage to talk about vocabulary and grammar concepts
Apply understanding of the interrelationship between text structures and language features to different types of texts, including simple narrative, informative and persuasive texts
Language variation and change
Analyse how French is used in varying ways to achieve different purposes, and changes over time and place
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
Role of language and culture
Explore the nature of the relationship between language, culture and communication and how it impacts on attitudes and beliefs
Achievement standard
To be developed in 2021 using (assessment) work sample evidence to ‘set’ standards through paired comparisons
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.