Years 5 to 6
Languages
ASLANFREF10Y56
Years 5 to 6 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 6, students initiate and use strategies to maintain interactions in French language that are related to their immediate environment. They use appropriate sound combinations, intonation and rhythm in spoken texts. They collaborate in spoken and written activities that involve the language of planning and problem-solving to share information, ideas and preferences. They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in French or English, adjusting their response to context, purpose and audience. They create texts, selecting and using a variety of vocabulary and sentence structures to suit context. They sequence information and ideas, and use conventions appropriate to text type.
Students apply rules for pronunciation and intonation, spelling and punctuation, and modelled structures, when creating and responding in French. They compare language structures and features in French and English, using some metalanguage. They show understanding of how some language reflects cultural practices and consider how this is reflected in their own language(s), culture(s) and identity.
Foundation to Year 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 6, students initiate and use strategies to maintain interactions in French language that are related to their immediate environment.
Content descriptorAC9LF6C01 Communicating meaning in French
initiate and sustain modelled exchanges in familiar contexts related to students’ personal world and school environment
Elaborations (9)
- Elaboration communicating with the teacher and students regarding activities, for example, Tu as fini? Tu comprends? Fini! Madame/Monsieur Je ne comprends pas. C’est fini? Pas encore, bientôt …; Tu comprends, toi?
- Elaboration using communication strategies such as active listening skills and turn-taking cues to support the exchange of ideas and information, for example, supporting a conversation using Ah oui? C’est vrai? C’est intéressant … dis-moi … Pardon! Mon pauvre! Désolé(e)!
- Elaboration exchanging personal information and opinions with classmates, for example, Excuse-moi, Sophie, mais … à mon avis; selon moi …; je pense que …; bien sûr …, d’accord …, au contraire … et toi, que penses-tu?
- Elaboration sharing information about routines, interests and favourite activities using language associated with time, sequence and location, for example, J’arrive à l’école à 8h 30; le samedi je fais du cheval; le soir, je fais mes devoirs et je joue aux jeux vidéos, après je me brosse les dents.
- Elaboration exchanging information about friends or family members using simple descriptive and expressive language, for example, C’est mon frère, il est sympa! C’est ma tante Lilianne, je l’adore! C’est mon grand-père, il est très vieux.
- Elaboration expressing concern, sympathy, apologies or gratitude to friends and family members, for example, Pardon, excuse-moi; je suis désolé(e); fais bien attention! mon pauvre ami …; merci pour le merveilleux cadeau; merci à vous tous pour la fête surprise.
- Elaboration exchanging information about their local area or school environment, and accompanying spoken texts with appropriate gestures, facial expressions, body language and formulaic expressions that are culturally based, for example, Mon quartier … Il y a un court de tennis, de grands parcs. En Australie les écoles ont des espaces verts…
- Elaboration exchanging print or digital greeting cards for significant occasions such as anniversaries, or responding to an email from a new penfriend in a French-speaking country
- Elaboration participating in a school blog with other students who are learning French to exchange experiences of learning French, asking for assistance from older students and providing advice to younger students learning French
They use appropriate sound combinations, intonation and rhythm in spoken texts.
Content descriptorAC9LF6C04 Communicating meaning in French
apply strategies to interpret and convey meaning in French language in familiar non-verbal, spoken and written cultural contexts
Elaborations (7)
- Elaboration creating a word bank or glossary for words and expressions that do not easily translate from French to English such as Quelle porcherie! C’est la pagaille ta chambre!
- Elaboration finding signage from their local area and interpreting and comparing it to signage in a French-speaking country, for example, comparing traffic and road signs or signs in public places
- Elaboration using bilingual print or digital dictionaries and translation tools to translate a simple French text into English, comparing results and discussing difficulties associated with translation in conveying certain words or concepts
- Elaboration using bilingual dictionaries and electronic translation tools to compose bilingual texts such as captions, menus or school timetables, comparing results and noticing any problems associated with translation
- Elaboration interpreting and explaining the meaning of words and expressions associated with celebrations in French-speaking regions of the world such as le poisson d’avril, la bûche de Noël, La Toussaint, la fête de la Musique
- Elaboration creating French versions of Australian school signs and notices, considering why some words or expressions, such as the swimming pool, the sports oval, the tuck shop, the library, the office, require freer translation than others
- Elaboration singing and interpreting French songs, following along with lyrics and using actions to demonstrate understanding
They collaborate in spoken and written activities that involve the language of planning and problem-solving to share information, ideas and preferences.
Content descriptorAC9LF6C02 Communicating meaning in French
participate in activities that involve planning and negotiating with others, using language that expresses information, preferences and ideas
Elaborations (7)
- Elaboration planning and organising activities (outings, performances, etc.), using expressions related to place, time and numbers, for example, Quelle date? Où? Quand? À quelle heure? Combien de …?
- Elaboration budgeting for imagined shopping expeditions, consulting online catalogues and websites, comparing prices and values, and discussing intended purchases, for example, Je vais acheter …, J’espère trouver … Qu’est-ce que tu cherches?
- Elaboration collaborating with peers to discuss and plan how to promote a French Cultural Day to the school community and to parents and friends by, for example, making a print or digital poster or brochure, or using the school website to post a video
- Elaboration allocating roles and organising class or school activities such as an appeal or fundraiser, creating timelines, schedules or programs
- Elaboration consulting each other when completing individual or group activities, for example, indicating understanding or asking for help using comments such as Oui, je comprends; Non, je ne comprends pas; C’est trop compliqué! C’est difficile! C’est quoi ça? asking C’est juste? Montre-moi; comme ça? Comment ça s’écrit?
- Elaboration negotiating tasks and shared activities, for example, working out preferences and allocating tasks Tu préfères lire ou écrire? Moi, je préfère travailler sur l’ordinateur. C’est juste? Montre-moi! Comme ça? Moi, je fais ça et toi tu prepares ça.
- Elaboration working collaboratively to organise displays, presentations or performances for family, friends or school community to showcase their progress in learning and using French
They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in French or English, adjusting their response to context, purpose and audience.
Content descriptorAC9LF6C03 Communicating meaning in French
locate and process information and ideas in a range of spoken, written and multimodal texts, and respond in different ways to suit purpose
Elaborations (10)
- Elaboration accessing information about important French celebrations and festivities and presenting a print or multimodal report
- Elaboration engaging with spoken and written texts concerning young people in France or French-speaking communities around the world, about their school routine, leisure time and lifestyle, and presenting the findings in a multimodal presentation
- Elaboration identifying the purpose, context and intended audience of a range of familiar texts (phone messages, sports reports, takeaway food orders, etc.) recognising differences between spoken and written texts, and noting that some types of text such as emails or text messages combine elements of each
- Elaboration listening to, or viewing First Nations Australian authors’ stories and responding to them using words, formulaic expressions and modelled sentences in French
- Elaboration recognising and describing key features of familiar texts such as advertisements, reports or letters from sources such as Astrapi, Le Petit Quotidien and Images Doc, and comparing with similar texts from Australian sources
- Elaboration extracting points of information from sources such as websites, books and magazines, and providing a summary of the key messages of the texts
- Elaboration drawing from a range of informative texts (videos, books, magazines, advertisements, websites, etc.) to collect and compare information on topics (family life, housing, schooling, etc.) in different cultural contexts such as la campagne, les villes, les appartements, en francophonie
- Elaboration using performative, narrative or graphic organisers to create a new character based on one or more characters in an imaginative text
- Elaboration watching different types of imaginative texts (puppet shows, stories, films, etc.) and then interviewing classmates about the characters, events, sets and costumes using modelled language to express ideas and reactions such as Il est comment? Il est fou! Pourquoi elle porte un panier? Parce que sa mamie est malade.
- Elaboration conducting surveys with peers and family members to report on social behaviours and preferred modes of communication (le téléphone, le courriel, les conversations face à face, les textos, etc.)
Content descriptorAC9LF6C04 Communicating meaning in French
apply strategies to interpret and convey meaning in French language in familiar non-verbal, spoken and written cultural contexts
Elaborations (7)
- Elaboration creating a word bank or glossary for words and expressions that do not easily translate from French to English such as Quelle porcherie! C’est la pagaille ta chambre!
- Elaboration finding signage from their local area and interpreting and comparing it to signage in a French-speaking country, for example, comparing traffic and road signs or signs in public places
- Elaboration using bilingual print or digital dictionaries and translation tools to translate a simple French text into English, comparing results and discussing difficulties associated with translation in conveying certain words or concepts
- Elaboration using bilingual dictionaries and electronic translation tools to compose bilingual texts such as captions, menus or school timetables, comparing results and noticing any problems associated with translation
- Elaboration interpreting and explaining the meaning of words and expressions associated with celebrations in French-speaking regions of the world such as le poisson d’avril, la bûche de Noël, La Toussaint, la fête de la Musique
- Elaboration creating French versions of Australian school signs and notices, considering why some words or expressions, such as the swimming pool, the sports oval, the tuck shop, the library, the office, require freer translation than others
- Elaboration singing and interpreting French songs, following along with lyrics and using actions to demonstrate understanding
They create texts, selecting and using a variety of vocabulary and sentence structures to suit context.
Content descriptorAC9LF6C05 Communicating meaning in French
create and present a range of informative and imaginative spoken, written and multimodal texts using a variety of modelled sentence structures to sequence information and ideas, and conventions appropriate to text type
Elaborations (10)
- Elaboration using digital tools (word processing software, etc.) to create information for a known contact group of French-speaking students, curating information about their own interests and experiences (les vacances, les amis, les sports, les médias, etc.) and using resources such as audio, video or graphics to highlight elements which may be unfamiliar to French students
- Elaboration creating an interactive display or performance as advocacy for the school language program, for example, informing younger children of the benefits of learning French, or creating puppet plays and skits of familiar French stories and rhymes
- Elaboration introducing, adapting and illustrating new elements or alternative versions of familiar stories, traditional tales and songs such as Nicolas in Le Petit Nicolas or a different ending to Les Trois Petits Cochons
- Elaboration creating a class print or digital poster, locating and describing, in French, a specific First Nations Country/Place location in a local or regional context, or elsewhere in Australia
- Elaboration writing the script for a fashion show to share with others, Je vous présente Émilie. Elle porte une belle jupe bleue. Très chic, alors!
- Elaboration using photo stills from a football match or le Tour de France to write and create some recorded commentary about the action taking place such as Il donne un coup de pied au ballon. Aïe! Il tombe! Ça fait mal!
- Elaboration creating a script of directions for an interactive GPS experience such as TomTom or Siri, for example, Siri, où est la gendarmerie? Siri, je veux aller au cinema. Siri, est-ce qu'il y a une toilette près d'ici? À cent metres tournez à droit.
- Elaboration composing the spoken, written or multimodal text for a vitual tour of the ideal French village using words such as devant, à côté de, à 500 mètres, trois étages
- Elaboration compiling lists of informal French and English expressions for everyday interactions with friends and family such as À tout à l’heure (See you later); Génial (Cool); Salut, ça va! (Good day!); Amuse-toi bien (Have fun); Bisous (Kiss or love at the end of an informal letter)
- Elaboration creating texts which reflect the use of colloquial or abbreviated language by young people in informal, written and technologically mediated contexts (G for j’ai, pa for pas, etc.) in text messages; using borrowed words from other languages (ciao, cool, super; and hybrid terms allez-bye!) or verb contractions in informal spoken language (chais pas for je ne sais pas, etc.)
They sequence information and ideas, and use conventions appropriate to text type.
Content descriptorAC9LF6C05 Communicating meaning in French
create and present a range of informative and imaginative spoken, written and multimodal texts using a variety of modelled sentence structures to sequence information and ideas, and conventions appropriate to text type
Elaborations (10)
- Elaboration using digital tools (word processing software, etc.) to create information for a known contact group of French-speaking students, curating information about their own interests and experiences (les vacances, les amis, les sports, les médias, etc.) and using resources such as audio, video or graphics to highlight elements which may be unfamiliar to French students
- Elaboration creating an interactive display or performance as advocacy for the school language program, for example, informing younger children of the benefits of learning French, or creating puppet plays and skits of familiar French stories and rhymes
- Elaboration introducing, adapting and illustrating new elements or alternative versions of familiar stories, traditional tales and songs such as Nicolas in Le Petit Nicolas or a different ending to Les Trois Petits Cochons
- Elaboration creating a class print or digital poster, locating and describing, in French, a specific First Nations Country/Place location in a local or regional context, or elsewhere in Australia
- Elaboration writing the script for a fashion show to share with others, Je vous présente Émilie. Elle porte une belle jupe bleue. Très chic, alors!
- Elaboration using photo stills from a football match or le Tour de France to write and create some recorded commentary about the action taking place such as Il donne un coup de pied au ballon. Aïe! Il tombe! Ça fait mal!
- Elaboration creating a script of directions for an interactive GPS experience such as TomTom or Siri, for example, Siri, où est la gendarmerie? Siri, je veux aller au cinema. Siri, est-ce qu'il y a une toilette près d'ici? À cent metres tournez à droit.
- Elaboration composing the spoken, written or multimodal text for a vitual tour of the ideal French village using words such as devant, à côté de, à 500 mètres, trois étages
- Elaboration compiling lists of informal French and English expressions for everyday interactions with friends and family such as À tout à l’heure (See you later); Génial (Cool); Salut, ça va! (Good day!); Amuse-toi bien (Have fun); Bisous (Kiss or love at the end of an informal letter)
- Elaboration creating texts which reflect the use of colloquial or abbreviated language by young people in informal, written and technologically mediated contexts (G for j’ai, pa for pas, etc.) in text messages; using borrowed words from other languages (ciao, cool, super; and hybrid terms allez-bye!) or verb contractions in informal spoken language (chais pas for je ne sais pas, etc.)
Students apply rules for pronunciation and intonation, spelling and punctuation, and modelled structures, when creating and responding in French.
Content descriptorAC9LF6U01 Understanding language and culture
apply knowledge of combinations of sounds, syllables, pronunciation and intonation patterns to develop fluency and rhythm to known words and phrases
Elaborations (6)
- Elaboration recognising and using liaisons such as les élèves, les petits enfants or joyeux anniversaire when appropriate
- Elaboration understanding that the aigu -é at the end of a word changes the pronunciation of -e without an accent, for example, le passé, je passe; le soufflé, je souffle; and that other accent marks also change the sound of a letter, for example, the cédille ‘ç’ softens the ‘c’ sound to ‘s’ in words such as le garçon, la façon, le français
- Elaboration recognising how pitch, stress and rhythm help to convey meaning even if individual words are unfamiliar, for example, J’ai eu très, très peur! D-o-u-c-e-m-e-n-t …
- Elaboration applying phonic and grammatical knowledge to spelling and writing unfamiliar words, for example, applying letter combinations such as ‘-eau’, ‘-eur’ or ‘-ette’
- Elaboration recognising words involving 2 or more distinct vowel sounds such as la voiture, important, le pompier, l’aspirateur, la ceinture
- Elaboration using exclamations to indicate agreement, disagreement, intention or understanding such as D’accord! Mais non! Bien sûr; voilà!
Content descriptorAC9LF6U02 Understanding language and culture
use knowledge of modelled grammatical structures and formulaic expressions to compose and respond to texts using appropriate punctuation and textual conventions
Elaborations (11)
- Elaboration beginning to use all forms of the present tense of regular ‘-er’, ‘-ir’ and ‘-re’ verbs and of high-frequency irregular verbs such as avoir, être, aller and faire
- Elaboration playing games such as ‘matching pairs’ to reinforce grammatical rules, for example, nouns and subject pronouns Jean travaille: il travaille; Marianne aime le fromage: elle aime le fromage; and pairing subject with a conjugated verb, nous parlons, tu manges, il finit
- Elaboration using the indicative plus the infinitive, for example, J’aime jouer au tennis, il sait conduire and le futur proche, for example, Je vais partir.
- Elaboration becoming familiar with and using, with support, le passé composé, for example, J’ai mangé trois biscuits; Elle a dormi sous les étoiles.
- Elaboration recognising l’imparfait denotes the past when encountered in familiar expressions and scaffolded language contexts, for example, Il était une fois …; C’était …; Il faisait chaud; Il avait 60 ans.
- Elaboration using a range of nouns including more unusual plural forms (les bureaux, les choux-fleurs, mes grands-parents, etc.) and more complex adjectives (beau, belle, beaux, belles, etc.) and possessive forms such as mon, ma, mes; ton, ta, tes; son, sa, ses
- Elaboration formulating questions using est-ce que …, the inverted form of the verb, or changed intonation, for example, Est-ce que tu as un chien? As-tu un chien? Tu as un chien?
- Elaboration understanding and using negative constructions such as Tu ne viens pas ce soir?, including recognition of the use of de after a negative verb form, for example, Je n’ai pas de photos, Je ne mange jamais de choux de Bruxelles.
- Elaboration developing a range of adverbs to elaborate or accentuate meaning using sentence builder charts, for example, Il parle si doucement; Moi j’écoute attentivement.
- Elaboration using knowledge of suffixes and prefixes to assist comprehension in texts, for example, agréable, désagréable, venir, revenir, cuisine, cuisinier, trembler, tremblement
- Elaboration using an increasing range of noun adjective agreements with support, including adjective agreements that come before the noun, such as adjectives of beauty, age, goodness, size (BAGS), for example, la belle maison
They compare language structures and features in French and English, using some metalanguage.
Content descriptorAC9LF6U03 Understanding language and culture
compare some French language structures and features with those of English, using some familiar metalanguage
Elaborations (5)
- Elaboration talking about grammar, using metalanguage such as ‘tenses’ and ‘personal pronouns’, identifying language elements, and talking about how they are used
- Elaboration comparing verb conjugations in English, French and other known languages and identifying patterns in conjugation, for example, understanding that regular verbs in English using the third singular personal pronoun he/she/it end with an 's'; however, in French verb endings follow a pattern and change according to the subject pronoun, for example, ‘-er’ verb endings j’écoute, tu écoutes, il/elle/on écoute, nous écoutons, vous écoutez, ils/elles écoutent
- Elaboration recognising faux amis and how they can lead to difficulty when learning French, for example, coin means ‘corner’, journée means ‘day’, actuellement means ‘currently’, joli means ‘pretty’, pain means ‘bread’, bras means ‘arm’
- Elaboration providing feedback to support peers using metalanguage, for example, editing each other's written or spoken texts and work samples and justifying reasons for editing or changing text
- Elaboration using metalanguage to discuss features of familiar texts, for example, a shopping list serves as a reminder, a role-play at a market involves interaction and negotiation, an email or text message to a friend involves interaction and an exchange of information
They show understanding of how some language reflects cultural practices and consider how this is reflected in their own language(s), culture(s) and identity.
Content descriptorAC9LF6U04 Understanding language and culture
recognise that language reflects cultural practices, values and identity, and that this impacts on non-verbal and verbal communication
Elaborations (6)
- Elaboration exploring the idea of generalisations associated with languages and identities, discussing how groups of people tend to think about themselves and others, and how stereotypes affect attitudes and communication and can be inaccurate
- Elaboration explaining Australian English vocabulary, expressions and practices to French speakers and other people from different language backgrounds, for example, explaining the meaning of ‘the bush’, ’fair go’, ‘she’ll be right’
- Elaboration noticing how children from French-speaking communities around the world use different words and expressions, for example, tchop for manger, chamboul for la chambre, n’damba for le football in Cameroun; le chum (tchomme) for le copain, and l’avant-midi for le matin in Québec; and considering why such variations exist
- Elaboration exploring how language and culture are expressed through First Nations Australians’ song, dance or artworks, considering similarities and differences with an aspect of the cultural expressions of French-speaking people or communities
- Elaboration using models such as Oops et Oh là là, involving one English-speaking and one French-speaking character and reflecting on instances of possible intercultural miscommunication
- Elaboration thinking about how family and community impact on identity and communication, for example, using more than one language, celebrating or expressing feelings in various ways
This achievement standard describes the expected learning for Years 5 to 6 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 |
|---|---|---|---|
| Communicating meaning in French | Interacting in French | 2 | 16 |
| Communicating meaning in French | Mediating meaning in and between languages | 2 | 17 |
| Communicating meaning in French | Creating text in French | 1 | 10 |
| Understanding language and culture | Understanding systems of language | 3 | 22 |
| Understanding language and culture | Understanding the interrelationship of language and culture | 1 | 6 |
| Total | 9 | 71 | |
Frequently Asked Questions
What should students know by the end of Years 5 to 6 French?
By the end of Year 6, students initiate and use strategies to maintain interactions in French language that are related to their immediate environment. They use appropriate sound combinations, intonation and rhythm in spoken texts. Read the full standard
How many Content Descriptors support this standard?
9 Content Descriptors support this Achievement Standard (Communicating meaning in French: 5, Understanding language and culture: 4).
How does this compare to Years 3 to 4?
The Years 3 to 4 French standard (ASLANFREF10Y34) covers the preceding curriculum level. Standards build progressively, with Years 5 to 6 expectations extending what was introduced in Years 3 to 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.