Years 7 to 8
Languages
ASLANFRE7_10Y78
Years 7 to 8 French Achievement Standard
9 statements aligned to content descriptors and elaborations
Achievement standard (as ACARA publishes it)
Achievement standard
Click any sentence to jump to its statement and linked content descriptors.
By the end of Year 8, students use French language to interact and collaborate with others, and to share information and plan activities in familiar contexts. They respond to others’ contributions, and recognise familiar gestures, questions and instructions in exchanges. They recognise relationships between spoken and written forms. They locate and respond to information in texts and use non-verbal, visual and contextual cues to help make meaning. They respond in French or English, and demonstrate understanding of context, purpose and audience in texts. They use familiar language, and modelled sentence and grammatical structures to create texts, and demonstrate understanding of how some language reflects cultural practices.
Students approximate French sound patterns, intonation and rhythms, and demonstrate understanding that French has conventions and rules for non-verbal, spoken and written communication. They comment on aspects of French and English language structures and features, using metalanguage. They demonstrate awareness that the French language is connected with culture and identity, and that this is reflected in their own language(s), culture(s) and identity.
Years 7 to 10 sequence
The 9 achievement standard statements
Open a statement to see the content descriptors ACARA links to it, then open a descriptor's elaborations.
By the end of Year 8, students use French language to interact and collaborate with others, and to share information and plan activities in familiar contexts.
Content descriptorAC9LF8EC01 Communicating meaning in French
interact with others using modelled language to exchange information in familiar contexts about self and personal world
Elaborations (5)
- Elaboration exchanging greetings, wishes and thanks, adjusting language to suit the situation such as Bonjour, la classe! Salut, Marianne, ça va? Bonsoir, Madame Legrand, comment allez-vous? Bonne fête, Solange! Merci bien, Maman ...
- Elaboration introducing and describing self and others, for example, Je m’appelle Marc; Je te présente mon oncle; Voici ma petite sœur, Eliane; Je m’appelle Sophie, j’ai les yeux bleus, j’aime le sport ...
- Elaboration stating likes, dislikes and preferences, for example, J’aime bien le fromage mais je n’aime pas le yaourt; Je déteste les prunes mais j’adore les pruneaux ...
- Elaboration comparing routines, interests and leisure activities, using language associated with time, frequency and location such as Lundi après-midi, je fais du foot; Le weekend, je joue aux jeux vidéos; L’hiver, je fais du ski; L’été, on va souvent à la plage ...
- Elaboration describing aspects of their own lifestyles such as surf lifesaving, school camps, excursions and music events that may interest young learners of their own age in French-speaking environments
They respond to others’ contributions, and recognise familiar gestures, questions and instructions in exchanges.
Content descriptorAC9LF8EC02 Communicating meaning in French
develop language to interact in exchanges, routines, tasks and responsibilities related to classroom and interests
Elaborations (5)
- Elaboration asking and answering questions such as Qu’est-ce que c’est? C’est… ce sont…, and requesting clarification or permission, for example, J’ai une question, comment dit-on …? Comment ça s’écrit …?
- Elaboration requesting information, explanation or help, for example, Pouvez-vous répéter plus lentement, s’il vous plaȋt? Qu’est-ce que ça veut dire? Je peux recommencer?
- Elaboration responding to directions or requests such as Cliquez sur l’image du château, Choisissez la forme négative.
- Elaboration discussing aspects of school and social life as well as the behaviour expected in French-speaking classrooms, for example, Je peux vous aider? Est-ce que je peux aller aux toilettes, Madame/Monsieur? and responding respectfully to others’ contributions, for example, C’est génial! C’est une bonne idée. Ah non, je ne suis pas d’accord.
- Elaboration exchanging information about aspects of home life such as les tâches ménagères, la vie quotidienne, la routine, for example, Le samedi matin je range ma chambre. Je joue avec mes frères dans le jardin.
Content descriptorAC9LF8EC03 Communicating meaning in French
engage in modelled non-verbal, spoken and written exchanges with peers to organise activities relating to daily life and school environment
Elaborations (8)
- Elaboration collaborating to create computer-generated designs such as an imagined ideal school or leisure centre and negotiating with each other in relation to different elements and priorities, for example, Moi, je voudrais une salle média immense …, Ah non, moi je préfère un grand parc ...
- Elaboration managing an allocated budget for online shopping, deciding on selected items and explaining choices such as le 2 ème à moitié prix; 3 paquets de biscuits à 15 € ...
- Elaboration collaborating to create displays, presentations or performances for family, friends or school community to showcase French learning, for example, singing a song in French, reciting a poem
- Elaboration organising class events such as a vide-grenier/marché aux puces, preparing labels and prices, using transactional language C’est combien? Un très bon prix, vente flash! Non, c’est trop cher … Un échange?
- Elaboration issuing, accepting and declining invitations, adjusting language to suit formal or informal contexts, for example, Es-tu libre samedi prochain? Je t’invite; Je ne suis pas libre - c’est possible dimanche? J’ai le grand plaisir de vous inviter …
- Elaboration organising social or sports events and planning location, date and time, for example, Rendez-vous au Stade Central à midi; 19 h chez ma cousine; N’oublie pas ton sac de couchage; Nous allons partir à sept heures ...
- Elaboration making arrangements (lists, phone calls, letters, emails, etc.) to cater for events such as celebrations or outings, and estimating quantities, numbers and prices Ça coûte combien?
- Elaboration using active listening and turn-taking strategies such as Et toi, tu es d’accord? … à moi maintenant!
They recognise relationships between spoken and written forms.
Content descriptorAC9LF8EC03 Communicating meaning in French
engage in modelled non-verbal, spoken and written exchanges with peers to organise activities relating to daily life and school environment
Elaborations (8)
- Elaboration collaborating to create computer-generated designs such as an imagined ideal school or leisure centre and negotiating with each other in relation to different elements and priorities, for example, Moi, je voudrais une salle média immense …, Ah non, moi je préfère un grand parc ...
- Elaboration managing an allocated budget for online shopping, deciding on selected items and explaining choices such as le 2 ème à moitié prix; 3 paquets de biscuits à 15 € ...
- Elaboration collaborating to create displays, presentations or performances for family, friends or school community to showcase French learning, for example, singing a song in French, reciting a poem
- Elaboration organising class events such as a vide-grenier/marché aux puces, preparing labels and prices, using transactional language C’est combien? Un très bon prix, vente flash! Non, c’est trop cher … Un échange?
- Elaboration issuing, accepting and declining invitations, adjusting language to suit formal or informal contexts, for example, Es-tu libre samedi prochain? Je t’invite; Je ne suis pas libre - c’est possible dimanche? J’ai le grand plaisir de vous inviter …
- Elaboration organising social or sports events and planning location, date and time, for example, Rendez-vous au Stade Central à midi; 19 h chez ma cousine; N’oublie pas ton sac de couchage; Nous allons partir à sept heures ...
- Elaboration making arrangements (lists, phone calls, letters, emails, etc.) to cater for events such as celebrations or outings, and estimating quantities, numbers and prices Ça coûte combien?
- Elaboration using active listening and turn-taking strategies such as Et toi, tu es d’accord? … à moi maintenant!
Content descriptorAC9LF8EC04 Communicating meaning in French
locate and process information and ideas in familiar spoken, written and multimodal texts, responding in ways appropriate to cultural context, purpose and audience
Elaborations (9)
- Elaboration collecting vocabulary and expressions from a range of informative texts such as posters, websites, brochures or menus for use in their own short reports on topic such as les voyages, manger sain, les médias
- Elaboration listening for key points of information in short, spoken texts such as phone messages or announcements, and representing the information in note form to communicate to others
- Elaboration gathering information about places, people or events in French-speaking communities’ contexts and cultures, and using it to build timelines, itineraries or profiles
- Elaboration listening to, reading or viewing First Nations Australian authors’ stories and responding to them in spoken or written French
- Elaboration obtaining, classifying and summarising data collected from class surveys or web searches on topics such as favourite books, music, apps, films or social media
- Elaboration explaining and sequencing actions or events from texts such as magazine articles or sports reports
- Elaboration understanding text from a source and conveying the information in a different format to a different audience, for example, reading a menu and discussing the order with the waiter to exclude some ingredients; seeing a poster for a gym opening and writing an email to a friend to try it out; looking at a cinema program and negotiating when to go and what to see with siblings
- Elaboration listening to, or viewing texts such as songs, raps or film and video clips, and noticing ideas and comparing aspects that may be similar or different across cultures
- Elaboration identifying national symbols and creating a gift pack of symbols to introduce Australian students to French culture and vice versa, and explaining the reasons for their choices
They locate and respond to information in texts and use non-verbal, visual and contextual cues to help make meaning.
Content descriptorAC9LF8EC04 Communicating meaning in French
locate and process information and ideas in familiar spoken, written and multimodal texts, responding in ways appropriate to cultural context, purpose and audience
Elaborations (9)
- Elaboration collecting vocabulary and expressions from a range of informative texts such as posters, websites, brochures or menus for use in their own short reports on topic such as les voyages, manger sain, les médias
- Elaboration listening for key points of information in short, spoken texts such as phone messages or announcements, and representing the information in note form to communicate to others
- Elaboration gathering information about places, people or events in French-speaking communities’ contexts and cultures, and using it to build timelines, itineraries or profiles
- Elaboration listening to, reading or viewing First Nations Australian authors’ stories and responding to them in spoken or written French
- Elaboration obtaining, classifying and summarising data collected from class surveys or web searches on topics such as favourite books, music, apps, films or social media
- Elaboration explaining and sequencing actions or events from texts such as magazine articles or sports reports
- Elaboration understanding text from a source and conveying the information in a different format to a different audience, for example, reading a menu and discussing the order with the waiter to exclude some ingredients; seeing a poster for a gym opening and writing an email to a friend to try it out; looking at a cinema program and negotiating when to go and what to see with siblings
- Elaboration listening to, or viewing texts such as songs, raps or film and video clips, and noticing ideas and comparing aspects that may be similar or different across cultures
- Elaboration identifying national symbols and creating a gift pack of symbols to introduce Australian students to French culture and vice versa, and explaining the reasons for their choices
They respond in French or English, and demonstrate understanding of context, purpose and audience in texts.
Content descriptorAC9LF8EC05 Communicating meaning in French
develop and begin to apply strategies to interpret, translate and convey meaning in French in familiar contexts
Elaborations (6)
- Elaboration translating short personal texts (letters, emails, conversations, etc.) and identifying words and phrases that can be translated literally, such as la maison, le ciel, les enfants, Bonjour, mon ami, and those that need to be interpreted for meaning such as Il fait beau! À tout à l’heure! Courage!
- Elaboration using bilingual dictionaries and electronic translation tools, noting issues such as alternative or multiple meanings of words and the importance of context when making meaning
- Elaboration translating headlines, captions and short reports in texts produced for young readers as well as public signs or notices such as sens unique, défense de fumer, identifying and explaining words or expressions that require interpretation rather than translation
- Elaboration explaining the meaning of words or expressions associated with celebrations in French-speaking regions of the world, for example, le poisson d’avril, la bûche de Noël, le Ramadan, Aïd al-Fitr, la Fête de la Musique, la Toussaint, Yom Kippour, Nouvel An Chinois, and considering how they reflect significant cultural experience
- Elaboration listening to, reading or viewing texts such as a story, poem, song or cartoon, and expressing feelings or opinions in a review
- Elaboration creating bilingual resources using a variety of dictionaries and electronic translation tools, including explanations of some expressions and idioms such as Quand les poules auront des dents
They use familiar language, and modelled sentence and grammatical structures to create texts, and demonstrate understanding of how some language reflects cultural practices.
Content descriptorAC9LF8EC06 Communicating meaning in French
create spoken, written and multimodal, informative and imaginative texts using appropriate vocabulary, expressions, grammatical structures, and some textual conventions
Elaborations (10)
- Elaboration using key words or expressions to compose a description of characters or events in different types of imaginative texts
- Elaboration creating a bilingual menu, sign or brochure for the school community, for example, the canteen menu, signs for school buildings, a brochure about school subjects
- Elaboration using modelled language to create simple texts about familiar topics
- Elaboration creating a print or digital poster in French to promote travel to a significant cultural location on a First Nations Country/Place, including what to see and do
- Elaboration sharing with a French-speaking audience, aspects of their personal and social worlds, for example, ‘A day in our life in middle school’; les copains; mon quartier; le weekend
- Elaboration creating resources (posters, pamphlets, websites, journals, etc.) to present topics related to lifestyles, events or causes such as le Jour de la Terre, le Clean-Up Day
- Elaboration writing an email to introduce yourself to a real or imagined host family in a French-speaking country, providing personal information, likes and interests
- Elaboration creating a multimodal text to share with a French-speaking audience, for example, a video or digital presentation to capture and describe aspects of their personal and social worlds
- Elaboration using formulaic expressions to create bilingual texts (rhymes, stories, songs, etc.) for specific audiences such as younger learners or invitations to a class event, posters or library displays for the school or local community, considering how to represent meaning for different audiences
- Elaboration corresponding with another school or contact group of English learners in a French-speaking community (respecting privacy guidelines), making choices about when to use French or English depending on the context, topic and nature of the interaction
Students approximate French sound patterns, intonation and rhythms, and demonstrate understanding that French has conventions and rules for non-verbal, spoken and written communication.
Content descriptorAC9LF8EU01 Understanding language and culture
recognise and use features of the French sound system, including pitch, rhythm, stress, pronunciation and intonation, and demonstrate understanding of how these are represented in familiar contexts
Elaborations (10)
- Elaboration revising the pronunciation of the alphabet, practising spelling out words and using the correct terms for letters and symbols, for example, ’g’, ‘h’, ‘j’, ‘w’, accent aigu, la cédille
- Elaboration using the French alphabet for spelling out names or expressions, noticing similarities to and differences from English and using correct terminology for accent marks accent aigu, la cédille, accent circonflexe
- Elaboration distinguishing vowel sounds, for example, recognising distinctions between nasal vowel sounds cinq, sympa/manger, entre/dont, des bonbons
- Elaboration developing awareness of French sounds, rhythms and intonation patterns, including those with no English equivalents, for example, ‘-u’ (tu), ‘-r’ (très vite) and ‘-ion’ (attention)
- Elaboration becoming familiar with the vowel system in French, including nasalised vowels such as plein, bon, and semi-vowels such as famille, oui
- Elaboration experimenting with pronunciation of consonant-vowel combinations, for example, using virelangues such as un chasseur sachant chasser …, six cent six saucissons suisses …
- Elaboration recognising differences in intonation and rhythm between statements, questions and commands such as Vous écoutez la chanson. Vous écoutez la chanson? Écoutez la chanson!
- Elaboration using appropriate intonation for common fillers, interjections and responses such as hein?, ah bon, eh beh …, n’est-ce pas? Oh là là!, Aïe!, Youpi! Ça alors …
- Elaboration recognising commonly used morphemes, suffixes and prefixes, for example, la camionette, désordre, désagréable, irrégulier, inacceptable, la danseuse and collecting groups of words that share a common stem, for example, la bouche, la bouchée; le jardin, jardiner, le jardinage
- Elaboration recognising the impact of non-verbal elements of French expression such as hand gestures for c’est nul, ça suffit!, quoi encore? to replace words or sounds Oh là là! Aïe! T’as fait quoi? and facial expressions to reinforce spoken language
Content descriptorAC9LF8EU02 Understanding language and culture
develop knowledge of, and use structures and features of, the French grammatical and writing systems to understand and create spoken, written and multimodal texts
Elaborations (13)
- Elaboration understanding and using masculine and feminine nouns (the grammatical gender) as core elements of sentence structure
- Elaboration using indefinite and definite articles (un, une, des; le, la, l’, les), including the regular plural forms (le chien/les chiens, une femme/des femmes), some irregular plural forms (l’œil/les yeux, le nez/les nez) and understanding partitive articles (je prends du café/de l'eau)
- Elaboration understanding and using the main conjugations for present tense regular verbs ‘-er’, and the irregular present tense conjugations of commonly used irregular verbs être, avoir, aller, faire, venir and sortir
- Elaboration recognising irregular verbs such as avoir, être and faire in expressions such as avoir faim, avoir 13 ans and faire beau, and avoir and être as auxiliary verb forms je suis arrivé, nous avons mangé
- Elaboration understanding subject pronouns je, tu, il, elle, nous, vous, ils and elles, and how they determine verb conjugations and substitute for noun subjects, for example, Voilà le frère de Michel; Il est beau, n’est-ce pas?
- Elaboration understanding that adjectives agree in number and gender with the noun, for example, des élèves intelligents, de bonnes étudiantes and that des changes to de if the adjective precedes the noun
- Elaboration understanding that while most adjectives in French follow the noun, for example, un élève intelligent, un match extraordinaire, some precede the noun, for example, une bonne étudiante, une grande maison
- Elaboration recognising and using locative prepositions à, en, au, aux and dans when describing where people live, for example, Jean-François habite à Montréal au Canada, ma copine Juliette habite aux Philippines, la famille Maréchal habite dans une ferme, J’habite en Australie.
- Elaboration using the negative ne ... pas in simple statements, questions and commands, for example, Je n’aime pas l’histoire, tu n’aimes pas le bifteck? Ne recommence pas!
- Elaboration recognising substitution of the indefinite article with de in negative sentences, for example, Non, je n’ai pas de frère. J’ai une sœur.
- Elaboration understanding 3 ways of forming a question: a simple declarative sentence with rising intonation Tu as un animal chez toi?, inverting the verb form As-tu un animal chez toi? and using est-ce que before a declarative sentence Est-ce que tu as un animal chez toi?
- Elaboration using the imperative verb mood, for example, Mes enfants, soyez sages! Va demander à ta mère.
- Elaboration expressing ownership through the use of singular and plural possessive articles, for example, mes yeux, ses cheveux, ta mère, ses copains
They comment on aspects of French and English language structures and features, using metalanguage.
Content descriptorAC9LF8EU03 Understanding language and culture
compare French language structures and features with English, using familiar metalanguage
Elaborations (5)
- Elaboration discussing aspects of grammar using metalanguage in English or French, for example, noun/nom, verb/verbe, adjective/adjectif, pronoun/pronon, article/article, subject/sujet, object/objet, tense/temps
- Elaboration describing the differences in word order using correct grammatical terms (inverted word order for questions, placement of adjectives, subject+verb+object)
- Elaboration comparing expressions of formality in French and English such as names, titles, familiar or formal terms of address such as Salut, Leila, ça va? Bonjour, Madame Michou, comment allez-vous?
- Elaboration explaining language used online, la langue texto (SMS language), for example, MDR = mort de rire, koi 2 9? = Quoi de neuf?
- Elaboration comparing language from a variety of sources (music, video clips, articles, books, etc.) to explore differences in communicative style and expression between social groups (les ados, les profs, les tout-petits, etc.)
They demonstrate awareness that the French language is connected with culture and identity, and that this is reflected in their own language(s), culture(s) and identity.
Content descriptorAC9LF8EU04 Understanding language and culture
recognise how identity is shaped by language(s), culture(s), beliefs, attitudes and values
Elaborations (6)
- Elaboration noticing how French speakers communicate in different contexts that reflect cultural attitudes, using language associated with politeness or feelings, for example, Je vous en prie. Pardon. Je suis désolé(e).
- Elaboration noticing how people think and talk about themselves and others by comparing ways of addressing adults or strangers which reflect respect and perceived status, for example, Madame la Directrice, Monsieur le Président, merci docteur, bonjour Madame
- Elaboration accepting different beliefs, attitudes and values held by people, for example, those reflected through celebrating festivals such as Harmony Day, Semaine de la Francophonie and researching their origins
- Elaboration examining how First Nations Australians’ languages have strong connections to Country/Place and how these can be compared to language variation across French-speaking countries and regions
- Elaboration reflecting on their own tastes, interests and language use that have been shaped by intercultural influences (graphic novel/BD, social media, fusion food, etc.)
- Elaboration recognising how learning to speak French and learning about the diversity of the French-speaking communities have impacted on their own perception of language, culture and identity
This achievement standard describes the expected learning for Years 7 to 8 French · Years 7 to 10 sequence. Use it to plan teaching and assessment with the Australian Curriculum v9.
At a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Communicating meaning in French | Interacting in French | 3 | 18 |
| Communicating meaning in French | Mediating meaning in and between languages | 2 | 15 |
| Communicating meaning in French | Creating text in French | 1 | 10 |
| Understanding language and culture | Understanding systems of language | 3 | 28 |
| Understanding language and culture | Understanding the interrelationship of language and culture | 1 | 6 |
| Total | 10 | 77 | |
Frequently Asked Questions
What should students know by the end of Years 7 to 8 French?
By the end of Year 8, students use French language to interact and collaborate with others, and to share information and plan activities in familiar contexts. They respond to others’ contributions, and recognise familiar gestures, questions and instructions in exchanges. Read the full standard
How many Content Descriptors support this standard?
10 Content Descriptors support this Achievement Standard (Communicating meaning in French: 6, Understanding language and culture: 4).
Is this from the latest Australian Curriculum?
Yes, this Achievement Standard is from the Australian Curriculum version 9.0 (AC v9), the most current version published by ACARA.