Foundation
Languages
ASLANFREF10FY
Foundation French Achievement Standard
3 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 the Foundation year, students use play and imagination to interact and create French texts, with support. They identify that French and English look and sound different. They recognise that there are languages and cultures as well as their own, and that aspects of language and culture contribute to their own and others’ cultural identity.
Foundation to Year 10 sequence
The 3 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 the Foundation year, students use play and imagination to interact and create French texts, with support.
Content descriptorAC9LFF01
with support, recognise and communicate meaning in French
Elaborations (10)
- Elaboration introducing themselves and responding to greetings, for example, Comment t’appelles-tu? Je m’appelle … Ça va, Émilie? Ça va (bien), merci.
- Elaboration using formulaic French phrases for everyday interactions such as thanking, apologising and offering wishes or congratulations, for example, Merci! Oh, pardon! Bon appétit; Bonne fête! Bravo!
- Elaboration singing rhymes, action songs and raps such as Tourne, tourne petit moulin; lullabies, Fais do-do and counting songs, Un éléphant qui se balançait
- Elaboration using French for everyday routines such as roll call and for opening and closing lessons, for example, singing Bonjour, mes amis/Au revoir, mes amis; Présent(e)!
- Elaboration responding to instructions or directions through actions, gestures or verbal responses, for example, On fait un grand cercle; Lève-toi, Regardez-moi, Écoutez, Doucement!
- Elaboration listening for key words in stories, rhymes or songs, using intonation and visual cues such as gestures and facial expressions to assist understanding
- Elaboration performing songs, rhymes and action stories using non-verbal forms of expression such as clapping, gestures and facial expressions to support the making of meaning
- Elaboration using some French words and expressions in English conversation when it feels appropriate, for example, ah bon …, voilà, pardon, merci, attention! and noticing changes in their behaviour, voice or body language when speaking French
- Elaboration sharing and interpreting simple expressions and songs with friends and family, for example, singing Joyeux anniversaire and using appropriate greetings such as Salut, Bonsoir or Félicitations! for different times or occasions
- Elaboration drawing and/or labelling classroom objects and aspects of daily school routines such as la récréation and le sport, and tracing captions or attaching word bubbles to the pictures
They identify that French and English look and sound different.
Content descriptorAC9LFF02
explore, with support, language features of French noticing similarities and differences between French and English
Elaborations (8)
- Elaboration singing French alphabet and number songs and noticing that French has the same alphabet as English, but the letters have different sounds
- Elaboration reproducing the sounds and rhythms of French by reciting, repeating after, and imitating the teacher, chants and rhymes
- Elaboration exploring the intonation patterns and understanding the difference between statements, questions and exclamations
- Elaboration using French versions of spontaneous exclamations or interactions such as Aïe! instead of ouch! and the language for play with friends, Vas-y! Bravo! Cours! À moi!
- Elaboration exploring the facial movements involved with making sound blends in English and French
- Elaboration exploring and comparing familiar onomatopoeia such as animal sounds ouaf ouaf (woof woof) and groin groin (oink oink)
- Elaboration noticing that different kinds of language are used in different situations with different people, for example, noticing exchanges between children and parents, Un bisou, papa! Je t’aime ma puce and exchanges with unfamiliar adults, Bonjour, Madame, comment allez-vous?
- Elaboration recognising that some French words are used in English such as menu, chef, ballet, croissant, chauffeur
They recognise that there are languages and cultures as well as their own, and that aspects of language and culture contribute to their own and others’ cultural identity.
Content descriptorAC9LFF03
explore connections between language and culture
Elaborations (9)
- Elaboration sharing ideas and experiences of learning the French language
- Elaboration noticing that French is spoken in many different places in the world apart from France
- Elaboration placing France and French-speaking countries on a world map and adding the countries represented in the class
- Elaboration using the Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS) map of the languages of Australia to notice the language(s) of First Nations Australians in their local area and/or across Australia
- Elaboration noticing how local names of streets, places and landmarks can have their origins in language(s) of First Nations Australians
- Elaboration comparing aspects of Australian and French children’s lifestyles (playing games, buying and eating food, interacting with family members, etc.) such as school canteen meals or daily greetings in the family
- Elaboration noticing their own use of words, expressions or behaviours that make them who they are, including words from different languages, ways of celebrating or talking that may not be familiar to other people
- Elaboration exchanging ideas, feelings and understandings of language and culture through play-based experiences such as dress-ups, puppets, and pretend cafes, French shops such as la boulangerie and market stands
- Elaboration playing and engaging with cultural items such as Euros, postcards and realia from French-speaking countries
This achievement standard describes the expected learning for Foundation French · Foundation to Year 10 sequence. Use it to plan teaching and assessment with the Australian Curriculum v9.
At a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Foundation French | — | 3 | 27 |
| Total | 3 | 27 | |
Frequently Asked Questions
What should students know by the end of Foundation French?
By the end of the Foundation year, students use play and imagination to interact and create French texts, with support. They identify that French and English look and sound different. Read the full standard
How many Content Descriptors support this standard?
3 Content Descriptors support this Achievement Standard (Foundation French: 3).
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.