Year 9 SyllabusTest
Year 9 Syllabus
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.
Communicating
Socialising
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 ?
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
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 …
Informing
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
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
Creating
Respond to traditional and/or contemporary imaginative texts by summarising, expressing opinions, or modifying aspects, such as characters, events and/or ideas
Create own imaginative texts in different modes and formats, using imaginary characters, to inform or entertain, or to convey experiences or express ideas
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, reflecting on how interaction involves culture as well as language and being aware of audience and context
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, including using liaison in unfamiliar contexts, 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 extending understanding and use of context-related vocabulary and elements of the French grammatical system, including:
- using le passé composé to recount events that occurred in the past with avoir, for example, Elle a fait du shopping.
- recognising verbs conjugated with être as the auxiliary in le passé composé have agreement between subject and past participle, for example, Madeleine est allée en France pour rendre visite à sa famille française.
- understanding the forms and functions of reflexive verbs, and the use of être and agreements in le passé composé, for example, Je me suis levée à sept heures pendant les vacances.; Elle s’est entraȋnée …
- becoming familiar with l’imparfait when encountered in familiar expressions and scaffolded language contexts, for example, C’était …; J'ai joué au foot avec mes amis hier après-midi. C’était amusant.
- understanding the differences in use between le passé composé and l’imparfait, for example, Il faisait beau.; Je suis allé au Louvre.
- using the infinitive as the second verb, for example, Tu veux venir au cinéma ce soir ?
- understanding the function of verb tenses to situate events in time, for example, Ils vont partir demain matin.; Je suis allé en France quand j’avais six ans.
- understanding the function of verb tenses to express intention or desire, for example, Je voudrais bien aller à Tunis l’année prochaine !
- using relative pronouns qui, que
- using emphatic pronouns moi, toi, lui, elle, soi, nous, vous, eux
- beginning to use direct object pronouns in conjunction with le présent, for example, Je t’écoute.; Elle les mange tous les jours !
- using élision with direct object pronouns and verbs beginning with a vowel or h muet, for example, Il l’ignore.
- using negatives with le passé composé, for example, Nous n’avons pas encore fini l’histoire.
- understanding additional negative forms, such as ne … plus, ne … rien, ne … jamais
- using comparative and superlative forms of adverbs and adjectives, for example, vite, plus vite, le plus vite; jolie, moins jolie, la moins jolie
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
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 ways in which language and culture are used to establish relationships, indicate social values and enhance intercultural exchange
Achievement standard
At standard, students use mostly familiar language when participating in spoken and written interactions in French to describe and discuss events of significance in the lives of young people, and to reflect on learning experiences. They identify and present information, and ideas, opinions and views in French texts to inform or interest others and convey these considering audience, purpose and context. They attempt to modify aspects of French imaginative texts and adapt familiar language to create own imaginative texts that convey experiences and ideas, to inform or entertain. When translating and interpreting texts, students identify how culture is embedded in language and they describe differences in meaning. They identify aspects of language, culture, personal identity and experiences of learning French, and how these may help when engaging with French speakers and texts.
Students apply the regular and irregular features of the French sound system with a reasonable degree of control. When speaking or writing texts in French, they use familiar vocabulary related to events of significance in the lives of young people, and use elements of grammar, spelling and punctuation, with a satisfactory level of accuracy. Students use some metalanguage to describe grammatical forms and functions. They describe the relationship between text structures and language features in texts. Students identify varying ways French language and culture are used to establish relationships and in intercultural exchange.
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.