Years 9 to 10
Languages
ASLANFRE7_10Y910
Years 9 to 10 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 10, students initiate and sustain French language to exchange and compare ideas and experiences about their own and others’ personal world. They communicate using non-verbal, spoken and written language to collaborate, plan and reflect on activities and events. They interpret and analyse information and ideas in texts and demonstrate understanding of different perspectives. They synthesise information and respond in French or English, adjusting language to convey meaning and to suit context, purpose and audience. They use structures and features of spoken and written French to create texts.
Students apply features of the French sound system to enhance fluency and demonstrate understanding of the sound system in spoken exchanges. They select and apply knowledge of language conventions, structures and features to interact, make meaning and create texts. They support discussion of structures and features of texts, using metalanguage. They reflect on their own language use and cultural identity, and draw on their experience of learning French, to discuss how this learning influences their ideas and ways of communicating.
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 10, students initiate and sustain French language to exchange and compare ideas and experiences about their own and others’ personal world.
Content descriptorAC9LF10EC01 Communicating meaning in French
initiate and sustain interactions in familiar and some unfamiliar contexts to exchange ideas, experiences and opinions about their own and others’ personal world
Elaborations (5)
- Elaboration initiating and sustaining conversation through active listening strategies, for example, turn-taking cues and non-verbal and verbal responses ah bon? pas vrai! et si on …? and using appropriate protocols such as forms of politeness and respect, for example, Enchanté, je vous en prie, pourriez-vous m’excuser. Je suis ravi (e) de vous rencontrer.
- Elaboration contributing to discussions with young people in French-speaking contexts, comparing aspects of school and home life such as le stress, le sport, l’étude des langues
- Elaboration explaining or justifying a position in relation to personal and social issues such as les études, la santé, l’avenir, les passe-temps
- Elaboration building topic-specific vocabulary and rhetorical strategies such as emphasis and repetition, for example, Au contraire! à mon avis …, je ne suis pas d’accord, après tout …, il faut le dire …, encore une fois …
- Elaboration using descriptive and expressive language to exchange views on global issues such as diversity, le changement climatique, les médias sociaux, l’avenir des jeunes, la pollution
Content descriptorAC9LF10EC02 Communicating meaning in French
use French language in exchanges to question, offer opinions and compare and discuss ideas
Elaborations (5)
- Elaboration discussing aspects of daily life with young people from French-speaking communities, for example, protocols at mealtimes, opinions about schooling, pastimes, celebrating significant events
- Elaboration engaging in a social interaction with peers and teachers, for example, accepting and declining invitations, making excuses and apologising to French speakers, using appropriate protocols such as forms of politeness and respect
- Elaboration discussing concern or support for social or environmental issues such as les SDF
- Elaboration exchanging opinions about significant French dates or events such as le 14 juillet, le voyage, la fête de la Musique, la gastronomie francophone
- Elaboration finding connections between French language and culture and areas of the curriculum such as History, Music, Science, Health and Physical Education or The Arts, for example, finding connections in le ballet, Marcel Marceau, Zaz, Zinedine Zidane, le Tour de France, Louis Pasteur, and debating particular contributions or achievements
They communicate using non-verbal, spoken and written language to collaborate, plan and reflect on activities and events.
Content descriptorAC9LF10EC02 Communicating meaning in French
use French language in exchanges to question, offer opinions and compare and discuss ideas
Elaborations (5)
- Elaboration discussing aspects of daily life with young people from French-speaking communities, for example, protocols at mealtimes, opinions about schooling, pastimes, celebrating significant events
- Elaboration engaging in a social interaction with peers and teachers, for example, accepting and declining invitations, making excuses and apologising to French speakers, using appropriate protocols such as forms of politeness and respect
- Elaboration discussing concern or support for social or environmental issues such as les SDF
- Elaboration exchanging opinions about significant French dates or events such as le 14 juillet, le voyage, la fête de la Musique, la gastronomie francophone
- Elaboration finding connections between French language and culture and areas of the curriculum such as History, Music, Science, Health and Physical Education or The Arts, for example, finding connections in le ballet, Marcel Marceau, Zaz, Zinedine Zidane, le Tour de France, Louis Pasteur, and debating particular contributions or achievements
Content descriptorAC9LF10EC03 Communicating meaning in French
use non-verbal, spoken and written exchanges to discuss, plan and reflect on activities, events and experiences with peers
Elaborations (8)
- Elaboration interacting in classroom activities and discussions to manage shared learning experiences, report on each other’s contributions and consider each other’s views, opinions and preferences, for example, C’est à qui? Moi, je vais mettre cette image là; Qu’est que tu vas faire avec celle-là? Voilà — c’est fait. Qui va faire …? C’est bien réussi.
- Elaboration planning how to work collaboratively on an assignment, using evaluative and comparative language to discuss different learning resources (textbooks, websites, electronic dictionaries, etc.), for example, Ils sont utiles/intéressants/trop complexes; Je préfère lire le texte moi-même ...; Je trouve mieux ...
- Elaboration sharing with peers their reflections on their experience of learning French, discussing progress, challenges and achievements, for example, Je sais compter/écrire/communiquer en français; J’ai un bon accent; Je parle assez couramment; J’aime bien les gestes; Je trouve que le meilleur …
- Elaboration participating in visites virtuelles, for example, virtually visiting Musée du Quai Branly, le Tour de France, la Martinique, la Nouvelle-Calédonie, and sharing responsibility for individual elements of a report that highlights key features of the experience
- Elaboration organising an interview with a local celebrity or significant person from a French-speaking community, researching the person’s achievements and discussing with peers the appropriate questions to ask
- Elaboration participating in an online or face-to-face discussion to find a solution to a problem, debating options or working out the logistics for solving the issue
- Elaboration reflecting on the success of a planned school activity promoting the French language and culture, and discussing improvements for future events
- Elaboration planning and making shared arrangements for real or imagined French visitors to the school or a homestay, for example, preparing print or digital informative materials, preparing welcome speeches or conducting school tours
They interpret and analyse information and ideas in texts and demonstrate understanding of different perspectives.
Content descriptorAC9LF10EC04 Communicating meaning in French
interpret information, ideas and perspectives in a wide range of spoken, written and multimodal texts and respond appropriately to cultural context, purpose and audience
Elaborations (6)
- Elaboration examining information obtained from different sites and sources to compare how young people are represented in the media, for example, comparing letters to the editor about young people with postings on blogs conducted by young people
- Elaboration listening to, and viewing short informative texts such as documentaries or news reports, listing key words and points of information to be reused in their own newsflash or roman-photo, and considering how emphasis or perspective can reflect culture and context
- Elaboration conducting surveys or structured interviews with classmates or online French-speaking contacts, comparing opinions and perspectives on community or personal issues, and identifying social or cultural variations and reporting findings back to class
- Elaboration listening to or reading a First Nations Australian’s stories and discussing their opinions and ideas, and, in French, presenting their personal profile to the class
- Elaboration listening to, reading or viewing excerpts from interviews with public figures such as activists, politicians, sports stars, musicians or actors, noting how vocabulary, phrases or gestures are used to emphasise or clarify key points of information and collating new phrases and expressions
- Elaboration listening to popular French songs or viewing music videos and summarising key ideas or messages and comparing these with songs and music videos that appeal to young people in Australia
They synthesise information and respond in French or English, adjusting language to convey meaning and to suit context, purpose and audience.
Content descriptorAC9LF10EC04 Communicating meaning in French
interpret information, ideas and perspectives in a wide range of spoken, written and multimodal texts and respond appropriately to cultural context, purpose and audience
Elaborations (6)
- Elaboration examining information obtained from different sites and sources to compare how young people are represented in the media, for example, comparing letters to the editor about young people with postings on blogs conducted by young people
- Elaboration listening to, and viewing short informative texts such as documentaries or news reports, listing key words and points of information to be reused in their own newsflash or roman-photo, and considering how emphasis or perspective can reflect culture and context
- Elaboration conducting surveys or structured interviews with classmates or online French-speaking contacts, comparing opinions and perspectives on community or personal issues, and identifying social or cultural variations and reporting findings back to class
- Elaboration listening to or reading a First Nations Australian’s stories and discussing their opinions and ideas, and, in French, presenting their personal profile to the class
- Elaboration listening to, reading or viewing excerpts from interviews with public figures such as activists, politicians, sports stars, musicians or actors, noting how vocabulary, phrases or gestures are used to emphasise or clarify key points of information and collating new phrases and expressions
- Elaboration listening to popular French songs or viewing music videos and summarising key ideas or messages and comparing these with songs and music videos that appeal to young people in Australia
Content descriptorAC9LF10EC05 Communicating meaning in French
apply strategies to interpret and translate non-verbal, spoken and written interactions and texts to convey meaning and intercultural understanding in familiar and unfamiliar contexts
Elaborations (9)
- Elaboration experimenting with the translation of popular French expressions or idioms, for example, être bien dans sa peau; ne pas être dans son assiette; and explaining the potential for misunderstanding
- Elaboration experimenting with various resources (bilingual and monolingual dictionaries, electronic translators, encyclopedias and other reference materials, etc.) to assist in translation, for example, comparing translations, back-translating and swapping useful references
- Elaboration analysing translations of familiar texts such as children’s stories or advertisements, considering the context in which they are produced, and whether meaning is sometimes changed or lost in the process
- Elaboration finding examples of expressions in Australian English that do not translate easily into French, for example, ‘mad as a cut snake’, ‘the bush’, ‘a formal’, ‘schoolies’, explaining reasons for the lack of equivalence, and why this may be the case, referencing sources of information that would help French learners understand or appreciate the context of use
- Elaboration viewing excerpts of French/English subtitled films and evaluating the effectiveness of the translations (literal translation, non-translation, adapted translation)
- Elaboration comparing contemporary French and Australian music by reading music magazines, viewing video clips and listening to music radio/television stations, identifying similarities and differences in expression, themes and styles of performance
- Elaboration reviewing examples of French humour (le mime, les blagues, les humoristes, les dessins animés, les films, les publicités, etc.) across different times and contexts, considering similar changes in Australian expressions of humour according to era and context
- Elaboration comparing treatment of particular themes (romance, adventure, family, etc.) in a range of texts created at different times (les fables, les contes, les dessins animés, la science fiction, etc.) and presenting a report identifying changes in values and perspectives over time
- Elaboration reflecting on imaginative, performative and expressive texts that they have enjoyed such as songs, poems, cartoons and films, cross-referencing titles, genres, themes and values, and giving explanations for similarities or differences
They use structures and features of spoken and written French to create texts.
Content descriptorAC9LF10EC06 Communicating meaning in French
create spoken, written and multimodal, informative and imaginative texts, selecting vocabulary, expressions, grammatical structures and textual conventions for familiar and some unfamiliar contexts and purposes, to engage different audiences
Elaborations (12)
- Elaboration creating an imaginary persona or avatar in a French-speaking fantasy world, incorporating the communicative styles and social behaviours observed in French texts
- Elaboration creating a storyboard outline that transposes familiar characters to French-speaking contexts such as Harry Potter débarque à Paris, and providing a glossary of key vocabulary and expressions
- Elaboration composing and performing short songs for imagined occasions such as les anniversaires, le départ en voyage, experimenting with vocal and non-verbal expression
- Elaboration writing a journal entry, or contributing to a school newsletter in French reflecting on the impact of a visit to a significant cultural location on a First Nations Country/Place, and, with permission, referring to cultural knowledge of the site
- Elaboration creating characters and contexts for simple unscripted interactions (explorers on an expedition, participants in a television reality show, etc.), and providing sample descriptors and language, for example, courageux, dynamique, plein d’initative: du courage! Allez les gars! timide, paresseux; toujours fatigué: pas encore! Ah non, c’est trop …
- Elaboration presenting information in different formats for different audiences (potential consumers, voters, etc.), matching language and structure to context and content such as digital images and catchy by-lines in advertisements or persuasive language in election speeches
- Elaboration explaining to others a procedure, game or practice, using simple language and supporting graphics, materials and gestures, for example, explaining how to: play la pétanque, cook a crêpe, house-train a puppy, play an online game
- Elaboration creating the text to post on a website for young French travellers looking for work in Australia, indicating different regional employment possibilities and providing key points of information about each region such as les vendanges, au pair à la ferme, l’intérieur du pays, la côte
- Elaboration providing vocabulary lists and annotated cultural explanations for French-speaking visitors at events such as Australian sports days, swimming carnivals or family barbecues, explaining elements such as abbreviated language or team barracking
- Elaboration creating a blog (following safety and privacy guidelines) with a group of French-speaking students, posting news items, comments and questions in both French and English
- Elaboration conveying information and ideas by aligning choice of language and text structure to topics and themes, using emotive images and captions to highlight issues such as la faim or l’anti-discrimination, or rap rhythms and slogans to provoke reactions or to entertain
- Elaboration designing posters or presentations that include images and expressions to invite concern or support for social or environmental issues such as le commerce équitable, le développement durable
Students apply features of the French sound system to enhance fluency and demonstrate understanding of the sound system in spoken exchanges.
Content descriptorAC9LF10EU01 Understanding language and culture
apply features of the French sound system, including pitch, rhythm, stress, pronunciation and intonation, and show how these are represented in familiar and some unfamiliar contexts
Elaborations (8)
- Elaboration recognising and reproducing rhythms in more complex sentences, for example, Qu’est-ce que tu fais là? Un, deux, trois - voilà, using pauses and intonation to signal clause sequence and emphasis
- Elaboration using tone and intonation to indicate emphasis or emotion, for example, Elle a fait quoi? Il est tellement doué!
- Elaboration using words and expressions with more complex syllable combinations such as la magnitude, les augmentations, qu’est-ce que c’est que ça?
- Elaboration building fluency and accuracy in relation to pitch, stress and rhythm
- Elaboration understanding the patterns of liaisons and silent ‘h’ forms in maintaining speech flow, for example, L’Hôtel Splendide est situé au bord du lac; c’est en effet un hôtel splendide!
- Elaboration recognising the role of pronunciation, rhythm and pace in creating effects and suggesting relationships in oral texts such as storytelling, reciting poems, songs and conversations
- Elaboration understanding the function of the linking ‘t’ in inverted interrogative phrases and some expressions such as Parle-t-elle le français? Que va-t-elle faire? Va-t-en!
- Elaboration recording accents from different French-speaking countries (Canada, Belgium, etc.) and French regions (l'accent du Sud, l'accent parisien, etc.) and presenting them in a portfolio, noting the difference in the sound system, accent and vocabulary
They select and apply knowledge of language conventions, structures and features to interact, make meaning and create texts.
Content descriptorAC9LF10EU02 Understanding language and culture
select and use structures and features of the French grammatical and writing systems to enhance meaning and create spoken, written and multimodal texts
Elaborations (9)
- Elaboration understanding and using additional negative forms such as ne … plus, ne … rien, ne … jamais, ne … que, ne …personne
- Elaboration understanding comparative and superlative forms of adverbs and adjectives such as vite, plus vite, le plus vite; moins jolie, la moins jolie; bon, meilleur, le meilleur
- Elaboration extending knowledge of passé composé, understanding that verbs conjugated with être require agreement of the past participle with the subject, for example, elles sont parties hier soir, and that verbs conjugated with avoir require agreement between the past participle and preceding direct object, for example, les fleurs que tu as achetées sont si belles.
- Elaboration using imparfait, and understanding how to distinguish between a completed and a continuing action in the past, for example, nous étions déjà au lit quand il est arrivé.
- Elaboration understanding the use of relative pronouns (qui, que), emphatic pronouns (moi, elle, eux), direct and indirect object pronouns (le, la, lui, nous, vous, les, leur) and exposure to ‘y’, ‘en’
- Elaboration understanding the form and function of pronominal verbs (se laver, se lever, se présenter), including the use of être and agreements in passé composé
- Elaboration understanding impersonal expressions such as il faut, on peut, on doit …
- Elaboration gaining awareness of simple and compound tenses, using le passé composé to recount events that occurred in the past and le futur proche to describe immediate future events, for example, il a regardé la télé; il va regarder la télé.
- Elaboration recognising the subjunctive/subjonctif verb forms in set, modelled phrases, for example, il faut que tu partes, il faut que je finisse mes devoirs.
They support discussion of structures and features of texts, using metalanguage.
Content descriptorAC9LF10EU03 Understanding language and culture
reflect on and evaluate French texts, using metalanguage to discuss language structures and features
Elaborations (5)
- Elaboration using metalanguage in English or French to identify the grammatical differences between the languages such as word order, verb moods, tenses–present perfect/passé composé, possessive pronouns/articles possessifs, agreements of adjectives and participles/accord des adjectifs et du participe passé, auxiliary verbs, direct/indirect object pronouns
- Elaboration discussing grammatical structures using metalanguage, for example, using relative clauses, relative pronouns and demonstrative adjectives in order to be able to choose between qui/que/dont
- Elaboration recognising how grammatical choices shade meaning and establish register such as the use of tu or vous to distinguish relationship; use of nous to suggest inclusivity or shared identity; use of on which may suggest distance
- Elaboration recognising specific French language structures such as the impersonal verb falloir
- Elaboration comparing spoken and written texts such as apologies or invitations to identify how differences in grammar and text features determine the nature of formal and informal interactions, for example, Je t’invite! Nous serions très heureux de vous accueillir chez nous.
They reflect on their own language use and cultural identity, and draw on their experience of learning French, to discuss how this learning influences their ideas and ways of communicating.
Content descriptorAC9LF10EU04 Understanding language and culture
reflect on and explain how identity is shaped by language(s), culture(s), beliefs, attitudes and values and how these affect ways of communicating
Elaborations (10)
- Elaboration examining how changes to the French language reflect changes in some cultural practices and attitudes, for example, le fastfood, la fin de semaine/le weekend, la pub/le pub
- Elaboration considering how language marks respect, values and attitudes, for example, the (changing) gendered nature of some professional titles in French such as un médecin, un chef, une professeure, une ministre
- Elaboration developing language for thinking and talking about cultural representation and expression such as perspectives, values, images, stereotypes, inclusions and exclusions, for example, vous les autres … nous les jeunes …
- Elaboration reflecting on and explaining the protocols required to authentically co-create an Acknowledgement of Country/Place with a First Nations Australian, to present in French to a group of French-speaking visitors at a school assembly
- Elaboration exploring the reciprocal nature of communication, the 2-way process of noticing and responding to differences in perceptions, understandings or behaviours such as gestures, body language, attitudes to interruptions, personal space and physical contact, and degree of formality or directness, in relation to a specific context
- Elaboration using personal journals and group discussions to reflect on and evaluate how learning French has had an impact on their own assumptions about French language, culture and identity
- Elaboration sharing ideas about how culture ‘works’ as a combination of beliefs, values and practices, and examining their own personal and community cultural frames of reference and how and why these change over time
- Elaboration recognising how diversity of expression and language forms reflects the diversity of individual and community perspectives and experience
- Elaboration considering how the experience of learning a new language has had an impact on awareness of their own communicative and cultural behaviours and how these may be interpreted by others
- Elaboration reflecting on the power of language in relation to their own and others’ experience such as winning an argument, working out the meaning of unfamiliar French words, being locked out of conversations or being a newcomer/an outsider in a social group
This achievement standard describes the expected learning for Years 9 to 10 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 | 12 |
| Understanding language and culture | Understanding systems of language | 3 | 22 |
| Understanding language and culture | Understanding the interrelationship of language and culture | 1 | 10 |
| Total | 10 | 77 | |
Frequently Asked Questions
What should students know by the end of Years 9 to 10 French?
By the end of Year 10, students initiate and sustain French language to exchange and compare ideas and experiences about their own and others’ personal world. They communicate using non-verbal, spoken and written language to collaborate, plan and reflect on activities and events. 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).
How does this compare to Years 7 to 8?
The Years 7 to 8 French standard (ASLANFRE7_10Y78) covers the preceding curriculum level. Standards build progressively, with Years 9 to 10 expectations extending what was introduced in Years 7 to 8.
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.