Pre-primary year syllabusTest
Pre-primary year syllabus
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.
Communicating
Socialising
Interact 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)
Participate in shared action with the teacher and peers using simple, repetitive key words, images, movement and songs such as Tourne petit moulin
(ACLFRC002)
Respond to teacher talk and instruction, for example, Lève-toi !; Regardez-moi !; Écoutez !; Doucement !
(ACLFRC003)
Informing
Recognise pictures, symbols, key words and phrases of spoken and written French in rhymes, songs, labels and titles related to their personal worlds
(ACLFRC004)
Convey factual information about their personal worlds using songs, rhymes, gestures, pictures, labels, captions and familiar words
(ACLFRC005)
Creating
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)
Participate in the shared performance of songs or rhymes, playing with sound patterns, rhyming words and non-verbal forms of expression
(ACLFRC007)
Translating
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)
Reflecting
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)
Understanding
Systems of language
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)
Notice and use context-related vocabulary to generate language
Recognise some first elements of grammar, including:
- becoming aware of grammatical gender, noticing and using masculine or feminine forms of nouns, for example, le chien, la maison, le copain, la copine
- noticing appropriate pronouns to identify people, for example, Je m’appelle Adam, et toi ? C’est Adam ?
- developing number knowledge for numbers
0–10 - responding non-verbally to simple imperative verb forms, for example, Lève-toi !; Écoutez!; Regardez-moi !; Doucement !
- repeating simple questions and statements, for example, Tu t’appelles comment ? C’est un poisson
Recognise that language is organised as ‘text’ that can be spoken, written, digital, visual or multimodal
(ACLFRU014)
Language variation and change
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)
Role of language and culture
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)
Achievement standard
At standard, students interact in French with their teacher and each other through action-related talk, structured play, classroom instructions and routines to exchange greetings, such as Bonjour! Comment ça va ? Très bien, merci, and to provide simple information about themselves, such as Je m’appelle Marie. J’ai cinq ans. They participate in shared performance of familiar stories and songs and make meaning using verbal and non-verbal forms of expression. Students identify most keywords and some phrases of spoken French relating to their personal worlds and convey most simple, factual information with guidance, using verbal and non-verbal forms of expression. They participate in shared performance of imaginative texts, such as familiar songs and rhymes, and respond with guidance, using verbal and non-verbal forms of expression. They share with others familiar French words, phrases and gestures related to their personal worlds and explore how these may have similar or different meanings in English. They begin to talk about how French feels/sounds different when speaking or hearing it spoken by others.
Students become familiar with the systems of the French language, experimenting with reproducing the common vowel sounds and rhythms of spoken French with a satisfactory level of accuracy. They recognise and use words and expressions and write simple texts, such as lists and labels, using vocabulary and some first elements of grammar with a satisfactory level of accuracy. Students are becoming aware of grammatical gender, identifying and using masculine or feminine forms of nouns, such as le chien and la maison. They identify people using appropriate pronouns, such as Je m’appelle Adam, et toi ? and develop number knowledge for numbers 0–10. They respond non-verbally on occasion to simple imperative verb forms and repeat with satisfactory accuracy, simple questions and statements. They comment on how language is organised as ‘text.’ They identify the different ways of greeting, addressing and interacting with people and usually act accordingly. Students recognise French as one of many languages spoken in Australia and around the world and begin to develop curiosity around the ideas of language and culture.
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.