Years 9 to 10
Languages
ASLANFREF10Y910
Years 9 to 10 French Achievement Standard
11 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 contribute to and extend interactions in French language in increasingly unfamiliar contexts related to a wide range of interests and issues. They interpret texts by evaluating and synthesising information, ideas and perspectives. They show understanding of how features of language can be used to influence audience response. They create texts, selecting and manipulating language for a range of contexts, purposes and audiences. They apply and use complex sentences and structures to create and respond to spoken and written texts. They use a variety of tenses to sequence events and use language devices to enhance meaning and cohesion.
Students incorporate the features and conventions of spoken French to extend fluency. They demonstrate understanding of the conventions of spoken and written texts and the connections between them. They apply knowledge of language structures and features to make and predict meaning. They support analysis of French texts, using metalanguage. They reflect on their own cultural perspectives and identity, and draw on their experience of learning French, to evaluate how this learning influences their ideas and ways of communicating.
Foundation to Year 10 sequence
The 11 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 contribute to and extend interactions in French language in increasingly unfamiliar contexts related to a wide range of interests and issues.
Content descriptorAC9LF10C01 Communicating meaning in French
initiate, sustain and extend exchanges in familiar and unfamiliar contexts related to students’ own and others’ experiences of the world, adjusting their language in response to others
Elaborations (7)
- Elaboration initiating and sustaining conversation by introducing topics, inviting contributions or asking for clarification, for example, Qu’est-ce que vous en pensez? Je n’ai pas bien compris …, Si on parlait de …?
- Elaboration initiating and sustaining exchanges with others by acknowledging, asking and expanding questions, making excuses and apologising using forms of politeness and respect, for example, Pouvez-vous parler plus lentement, s’il vous plaȋt? Je n’ai pas compris. J’ai oublié. Je ne me souviens pas. Je vous en prie. Pourriez-vous m’excuser?
- Elaboration contributing to discussions with young people in French-speaking contexts, comparing aspects of school and home life such as les examens, le stress, les sports, les droits, les tâches ménagères, la vie quotidienne, habiter à la campagne ou en ville, les responsabilités civiques
- Elaboration using different forms of communication, including informal exchanges and formal debates, to discuss young people’s experience in contemporary culture such as la santé mentale des jeunes, la vie des banlieues, les relations parents-ados
- Elaboration using strategies to sustain interactions such as asking for clarification or confirmation, or providing suggestions, for example, Vraiment? C’est vrai? Pardon? Comment? Quand? Avec qui? Pourquoi? Vous disiez? Qu’est-ce que tu veux dire? Tu as raison! Je suis d’accord. Que penses-tu? Je te conseille de … Selon moi c’est une idée géniale.
- Elaboration participating in simulated role-plays such as job interviews or interviewing a celebrity
- Elaboration accepting an invitation or responding with reasons for declining or negotiating alternative arrangements, adjusting language to suit formal or informal contexts, for example, Je suis ravi(e) de vous rencontrer/d’accepter /l’invitation à la fête. Désolé(e) mais je dois dire non … C’est dommage, Ça te va dimanche? Je ne peux pas samedi. Malheureusement …
Content descriptorAC9LF10C02 Communicating meaning in French
contribute to discussions that involve diverse views to negotiate outcomes, address issues and compare experiences
Elaborations (8)
- Elaboration using digital communication (email, group chats, SMS, texts, community websites, etc.) implementing safe and ethical protocols, including responsible engagement with the audience, to plan events or activities such as la fête de la Musique, cahier/guide de recommandations pour visiter un pays francophone
- Elaboration planning a multimodal presentation for family and friends to showcase what they know and can do in French, using spoken and written texts including role-plays, chansons en français, explication des coutumes et habitudes différentes
- Elaboration organising real or simulated forums, protests or rallies to raise awareness of environmental, social or ethical issues such as le réchauffement de la planète, les droits des populations indigènes, le développement durable, les préjugés, la discrimination
- Elaboration creating a news segment, for school or a community television or radio station, using appropriate terms to introduce, identify and summarise en direct de … notre envoyé spécial … l’enquête de … les titres/en tête/à la une de cette édition …
- Elaboration negotiating for goods and services, considering concepts of value for money, availability, competition and ethics of production
- Elaboration organising and planning an occasion, for example, Si on allait au théâtre? Non, le théâtre ne m’intéresse pas. Je préfère aller … On se trouve à … Rendez-vous à la gare. On arrive à 18h chez mon frère.
- Elaboration preparing print or digital information in French for real or imagined French visitors to the school, for example, recording/filming an introduction to the school, preparing welcome speeches, conducting guided tours of the school
- Elaboration negotiating the elements of an ideal home with team members (how many bedrooms, types of shared spaces, outdoor areas, number of bathrooms, etc.) and using digital tools to design it, for example, Moi, je voudrais un jardin immense. Ah moi, je préfère une salle de bains à moi.
They interpret texts by evaluating and synthesising information, ideas and perspectives.
Content descriptorAC9LF10C02 Communicating meaning in French
contribute to discussions that involve diverse views to negotiate outcomes, address issues and compare experiences
Elaborations (8)
- Elaboration using digital communication (email, group chats, SMS, texts, community websites, etc.) implementing safe and ethical protocols, including responsible engagement with the audience, to plan events or activities such as la fête de la Musique, cahier/guide de recommandations pour visiter un pays francophone
- Elaboration planning a multimodal presentation for family and friends to showcase what they know and can do in French, using spoken and written texts including role-plays, chansons en français, explication des coutumes et habitudes différentes
- Elaboration organising real or simulated forums, protests or rallies to raise awareness of environmental, social or ethical issues such as le réchauffement de la planète, les droits des populations indigènes, le développement durable, les préjugés, la discrimination
- Elaboration creating a news segment, for school or a community television or radio station, using appropriate terms to introduce, identify and summarise en direct de … notre envoyé spécial … l’enquête de … les titres/en tête/à la une de cette édition …
- Elaboration negotiating for goods and services, considering concepts of value for money, availability, competition and ethics of production
- Elaboration organising and planning an occasion, for example, Si on allait au théâtre? Non, le théâtre ne m’intéresse pas. Je préfère aller … On se trouve à … Rendez-vous à la gare. On arrive à 18h chez mon frère.
- Elaboration preparing print or digital information in French for real or imagined French visitors to the school, for example, recording/filming an introduction to the school, preparing welcome speeches, conducting guided tours of the school
- Elaboration negotiating the elements of an ideal home with team members (how many bedrooms, types of shared spaces, outdoor areas, number of bathrooms, etc.) and using digital tools to design it, for example, Moi, je voudrais un jardin immense. Ah moi, je préfère une salle de bains à moi.
Content descriptorAC9LF10C03 Communicating meaning in French
evaluate and synthesise information, ideas and perspectives in a broad range of spoken, written and multimodal texts and respond appropriately to cultural context, purpose and audience
Elaborations (9)
- Elaboration summarising information from spoken, written or visual texts that reflect different aspects of culture related to topics such as entertainment, special occasions, health and lifestyle or fashion
- Elaboration comparing lyrics, themes and styles of popular French and English language songs, and tracking similarities and differences in ideas, referring to Eurovision, Victoires de la Musique/ARIA
- Elaboration listening to, reading, viewing extracts from expressive contemporary texts (tales, poems, songs, dance, street art, performances, including influences from minority groups and subcultures, etc.) and identifying and comparing elements of cultural traditions in Australia and the French-speaking world
- 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 obtaining information from a range of texts, including television weather reports, interviews and digital video clips and summarising main points and presenting key information in their own words
- Elaboration exploring how texts achieve different effects such as moving from generic terms les fleurs, to specific terms les violettes, les jonquilles for desired effect
- Elaboration summarising the key points from a range of texts such as media texts and interviews
- Elaboration identifying underlying values, cultural references of different texts such as an advertisement or article, and evaluating the effect on audience
- Elaboration evaluating language techniques (humour, imagery, hyperbole, etc.) used in contemporary drama, television programs, film and poetry
They show understanding of how features of language can be used to influence audience response.
Content descriptorAC9LF10C03 Communicating meaning in French
evaluate and synthesise information, ideas and perspectives in a broad range of spoken, written and multimodal texts and respond appropriately to cultural context, purpose and audience
Elaborations (9)
- Elaboration summarising information from spoken, written or visual texts that reflect different aspects of culture related to topics such as entertainment, special occasions, health and lifestyle or fashion
- Elaboration comparing lyrics, themes and styles of popular French and English language songs, and tracking similarities and differences in ideas, referring to Eurovision, Victoires de la Musique/ARIA
- Elaboration listening to, reading, viewing extracts from expressive contemporary texts (tales, poems, songs, dance, street art, performances, including influences from minority groups and subcultures, etc.) and identifying and comparing elements of cultural traditions in Australia and the French-speaking world
- 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 obtaining information from a range of texts, including television weather reports, interviews and digital video clips and summarising main points and presenting key information in their own words
- Elaboration exploring how texts achieve different effects such as moving from generic terms les fleurs, to specific terms les violettes, les jonquilles for desired effect
- Elaboration summarising the key points from a range of texts such as media texts and interviews
- Elaboration identifying underlying values, cultural references of different texts such as an advertisement or article, and evaluating the effect on audience
- Elaboration evaluating language techniques (humour, imagery, hyperbole, etc.) used in contemporary drama, television programs, film and poetry
Content descriptorAC9LF10C04 Communicating meaning in French
interpret and translate non-verbal, spoken and written interactions and texts to convey meaning and intercultural understanding in familiar and unfamiliar contexts
Elaborations (6)
- Elaboration identifying terms associated with particular elements of French lifestyles (la cuisine, la mode, les loisirs, la famille, etc.) noting the importance of the audience and how the vocabulary changes with context, for example, les recettes de grands chefs /La cuisine en cinq minutes, la famille traditionnelle/recomposée... - belle mère/beau père
- Elaboration translating familiar language such as argot and verlan into standard French
- Elaboration interpreting cultural differences, protocols and conventions in genres such as job application selection criteria, lettre de motivation, formules de politesse
- Elaboration interpreting textual conventions popular with young French speakers, such as contractions, abbreviations and acronyms used in text messaging, for example, bjr = bonjour; A+ = à plus; biz = bisous; 12C4 = un de ces quatre
- Elaboration interpreting gestures used by French speakers to signal meanings such as Parfait! J’ai du nez! C’est fini, and comparing with gestures used in Australian English and other known languages
- Elaboration finding examples of words, expressions and behaviours used in Australian English that do not translate literally into French, for example, ‘bush tucker’, ‘surf’s up’, ‘schoolies’, and providing cultural explanations for French speakers
They create texts, selecting and manipulating language for a range of contexts, purposes and audiences.
Content descriptorAC9LF10C05 Communicating meaning in French
create and present informative and imaginative texts for diverse contexts and purposes, selecting vocabulary, expressions, grammatical structures and a range of features and conventions to engage different audiences
Elaborations (11)
- Elaboration creating a multimodal profile, biography of or tribute to a prominent French-speaking person in the Australian community; outlining successes achieved, challenges overcome and goals and aspirations for the future
- Elaboration reading an instruction manual such as mode d’emploi pour l'installation d’un logiciel and advising a friend on the steps to take, using plain French
- Elaboration composing and illustrating a children's story book and reading it to younger children within the school or the community, using expressive French intonation, rhythm, pitch and appropriate gestures
- 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 making language choices that indicate values and attitudes when creating texts, for example, the placement of nouns and adjectives C’est un bon à rien; C’est un brave jeune homme/C’est un jeune homme brave; Ce sont des sans-papiers/Ce sont des réfugiés.
- Elaboration creating a real or simulated role-play using language for buying and selling goods and services such as ordering in a bakery, selling second-hand clothes, organising travel, considering using planes or trains for carbon footprint, and raising money for charities
- Elaboration creating the script for a talk to present their views on the pros and cons regarding a current issue of interest, such as animal welfare, climate change, anti-racism, explaining their reasons for agreeing or disagreeing, and applying strategies to convince their audience
- Elaboration composing and performing a poem, song, monologue or dialogue, adjusting the text and performance to suit the audience
- Elaboration using emotive language and images when creating texts such as reports on current issues, C’est émouvant, C’est troublant, C’est déraisonnable.
- Elaboration exploring the use of French colloquialisms, language codifié such as argot or verlan, for example, zyva – vas-y; ouf – fou; zarbi-bizarre and idioms, for example, tomber dans les pommes, les doigts dans le nez when creating texts for a young audience
- Elaboration making an entry in an imagined diary or journal about memorable past experiences or future plans and aspirations
They apply and use complex sentences and structures to create and respond to spoken and written texts.
Content descriptorAC9LF10C05 Communicating meaning in French
create and present informative and imaginative texts for diverse contexts and purposes, selecting vocabulary, expressions, grammatical structures and a range of features and conventions to engage different audiences
Elaborations (11)
- Elaboration creating a multimodal profile, biography of or tribute to a prominent French-speaking person in the Australian community; outlining successes achieved, challenges overcome and goals and aspirations for the future
- Elaboration reading an instruction manual such as mode d’emploi pour l'installation d’un logiciel and advising a friend on the steps to take, using plain French
- Elaboration composing and illustrating a children's story book and reading it to younger children within the school or the community, using expressive French intonation, rhythm, pitch and appropriate gestures
- 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 making language choices that indicate values and attitudes when creating texts, for example, the placement of nouns and adjectives C’est un bon à rien; C’est un brave jeune homme/C’est un jeune homme brave; Ce sont des sans-papiers/Ce sont des réfugiés.
- Elaboration creating a real or simulated role-play using language for buying and selling goods and services such as ordering in a bakery, selling second-hand clothes, organising travel, considering using planes or trains for carbon footprint, and raising money for charities
- Elaboration creating the script for a talk to present their views on the pros and cons regarding a current issue of interest, such as animal welfare, climate change, anti-racism, explaining their reasons for agreeing or disagreeing, and applying strategies to convince their audience
- Elaboration composing and performing a poem, song, monologue or dialogue, adjusting the text and performance to suit the audience
- Elaboration using emotive language and images when creating texts such as reports on current issues, C’est émouvant, C’est troublant, C’est déraisonnable.
- Elaboration exploring the use of French colloquialisms, language codifié such as argot or verlan, for example, zyva – vas-y; ouf – fou; zarbi-bizarre and idioms, for example, tomber dans les pommes, les doigts dans le nez when creating texts for a young audience
- Elaboration making an entry in an imagined diary or journal about memorable past experiences or future plans and aspirations
They use a variety of tenses to sequence events and use language devices to enhance meaning and cohesion.
Content descriptorAC9LF10C05 Communicating meaning in French
create and present informative and imaginative texts for diverse contexts and purposes, selecting vocabulary, expressions, grammatical structures and a range of features and conventions to engage different audiences
Elaborations (11)
- Elaboration creating a multimodal profile, biography of or tribute to a prominent French-speaking person in the Australian community; outlining successes achieved, challenges overcome and goals and aspirations for the future
- Elaboration reading an instruction manual such as mode d’emploi pour l'installation d’un logiciel and advising a friend on the steps to take, using plain French
- Elaboration composing and illustrating a children's story book and reading it to younger children within the school or the community, using expressive French intonation, rhythm, pitch and appropriate gestures
- 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 making language choices that indicate values and attitudes when creating texts, for example, the placement of nouns and adjectives C’est un bon à rien; C’est un brave jeune homme/C’est un jeune homme brave; Ce sont des sans-papiers/Ce sont des réfugiés.
- Elaboration creating a real or simulated role-play using language for buying and selling goods and services such as ordering in a bakery, selling second-hand clothes, organising travel, considering using planes or trains for carbon footprint, and raising money for charities
- Elaboration creating the script for a talk to present their views on the pros and cons regarding a current issue of interest, such as animal welfare, climate change, anti-racism, explaining their reasons for agreeing or disagreeing, and applying strategies to convince their audience
- Elaboration composing and performing a poem, song, monologue or dialogue, adjusting the text and performance to suit the audience
- Elaboration using emotive language and images when creating texts such as reports on current issues, C’est émouvant, C’est troublant, C’est déraisonnable.
- Elaboration exploring the use of French colloquialisms, language codifié such as argot or verlan, for example, zyva – vas-y; ouf – fou; zarbi-bizarre and idioms, for example, tomber dans les pommes, les doigts dans le nez when creating texts for a young audience
- Elaboration making an entry in an imagined diary or journal about memorable past experiences or future plans and aspirations
Students incorporate the features and conventions of spoken French to extend fluency.
Content descriptorAC9LF10U01 Understanding language and culture
apply features and conventions of spoken French to extend fluency in responding to and creating texts in familiar and unfamiliar contexts
Elaborations (8)
- Elaboration increasing fluency and accuracy, using appropriate rhythm, pitch and the use of connectives such as normalement … à vrai dire … and gestures to enhance communication
- Elaboration applying correct pronunciation to more complex syllable combinations, for example, la magnitude, les augmentations
- Elaboration recognising the fluid nature of spoken language, identifying features such as interactivity and the use of repetition, pauses, interruptions and contractions such as the dropping of ne in negative structures, je sais pas trop; incomplete sentences and reliance on non-verbal elements and vocal expression, Dis donc, t’es là? Je suis déjà là — t’es où toi?
- Elaboration recognising and responding to challenges associated with clarity and pace in audio texts such as station or airport announcements or recorded phone messages
- Elaboration recognising the diversity of spoken forms of French from region to region, such as les accents du Midi, l’accent parisien, toulousain, picard and from country to country le Québecois, la Réunion, considering concepts such as la norme, la diversité, l’intelligibilité and les élites in terms of how language variation can both reflect and shape social and cultural processes
- Elaboration applying appropriate pauses and pace of delivery to convey meaning, emphasis, feelings, emotion and create effects in spoken texts
- Elaboration using features and devices such as alliteration, onomatopoeia, repetition, simile and metaphor to extend and emphasis meaning in spoken texts
- Elaboration elongating the syllables to fit the words of a song with the notes in music
They demonstrate understanding of the conventions of spoken and written texts and the connections between them.
Content descriptorAC9LF10U01 Understanding language and culture
apply features and conventions of spoken French to extend fluency in responding to and creating texts in familiar and unfamiliar contexts
Elaborations (8)
- Elaboration increasing fluency and accuracy, using appropriate rhythm, pitch and the use of connectives such as normalement … à vrai dire … and gestures to enhance communication
- Elaboration applying correct pronunciation to more complex syllable combinations, for example, la magnitude, les augmentations
- Elaboration recognising the fluid nature of spoken language, identifying features such as interactivity and the use of repetition, pauses, interruptions and contractions such as the dropping of ne in negative structures, je sais pas trop; incomplete sentences and reliance on non-verbal elements and vocal expression, Dis donc, t’es là? Je suis déjà là — t’es où toi?
- Elaboration recognising and responding to challenges associated with clarity and pace in audio texts such as station or airport announcements or recorded phone messages
- Elaboration recognising the diversity of spoken forms of French from region to region, such as les accents du Midi, l’accent parisien, toulousain, picard and from country to country le Québecois, la Réunion, considering concepts such as la norme, la diversité, l’intelligibilité and les élites in terms of how language variation can both reflect and shape social and cultural processes
- Elaboration applying appropriate pauses and pace of delivery to convey meaning, emphasis, feelings, emotion and create effects in spoken texts
- Elaboration using features and devices such as alliteration, onomatopoeia, repetition, simile and metaphor to extend and emphasis meaning in spoken texts
- Elaboration elongating the syllables to fit the words of a song with the notes in music
Content descriptorAC9LF10U02 Understanding language and culture
apply knowledge of grammatical structures to predict meaning and compose texts that contain some complex structures and ideas
Elaborations (10)
- Elaboration noticing how grammatical choices indicate meaning, determine perspective and establish relationships, for example, imperative verb used to show authority or enthusiasm Arrêtez! Allons-y! Donnez-moi votre billet, Mademoiselle.
- Elaboration understanding the differences of use between l’imparfait and the passé composé to distinguish between a completed and a continuing action in the past, Nous étions déjà au lit quand Papa a téléphoné.
- Elaboration recognising that verbs conjugated with the auxiliary être (intransitive verbs, pronominal verbs and passive voice) involve agreement between subject and past participle, for example, Elles sont parties, Je me suis levée à sept heures. Nous nous sommes amusés. La pomme a été mangée par Pierre; as do past participles conjugated with the auxiliary verb avoir when preceded by the direct object pronoun, for example, J’ai acheté des fleurs, et je les ai données à ma mère.
- Elaboration understanding the use of the reflexive pronoun for reflexive verbs, for example, Je me réveille. Emma s'est lavée, and reciprocal verbs, for example, Nous nous parlons. Ils se disent bonjour.
- Elaboration understanding how to use relative pronouns (qui, que, dont), emphatic pronouns (moi, lui, eux), direct object pronouns (me, le, la, nous) and indirect object pronouns (me, lui, vous, leur)
- Elaboration understanding verb tenses plus-que-parfait, imparfait, passé composé, présent de l’ indicatif, futur proche-simple, conditionnel – Tu avais mangé. Tu mangeais. Tu as mangé. Tu manges. Tu vas manger. Tu mangeras. Tu mangerais.
- Elaboration understanding how to use the si clause to express intention, desire or regrets in the present or in the past through modelled examples in various tenses, for example, Si je m'étais levée à temps, je serais arrivée à l’heure. Si j’avais su, j’aurais révisé davantage.
- Elaboration being exposed to le subjonctif verb forms in set phrases such as il faut que tu partes, il faut que je finisse mes devoirs
- Elaboration considering the development of le franglais in communities of French speakers (il faut speeder, faire du shopping), and developing awareness of some aspects of current debates and discussions around its use
- Elaboration recognising ways in which written language is different from spoken language, for example, understanding that written language can be more crafted, precise, elaborated and complex, using interrelated clauses and support detail Le Pays de Galles a remporté, samedi, le Tournoi des VI Nations en corrigeant l’Angleterre, pourtant favourite, avec un score de 30 à 3 au Millennium Stadium de Cardiff.
They apply knowledge of language structures and features to make and predict meaning.
Content descriptorAC9LF10U02 Understanding language and culture
apply knowledge of grammatical structures to predict meaning and compose texts that contain some complex structures and ideas
Elaborations (10)
- Elaboration noticing how grammatical choices indicate meaning, determine perspective and establish relationships, for example, imperative verb used to show authority or enthusiasm Arrêtez! Allons-y! Donnez-moi votre billet, Mademoiselle.
- Elaboration understanding the differences of use between l’imparfait and the passé composé to distinguish between a completed and a continuing action in the past, Nous étions déjà au lit quand Papa a téléphoné.
- Elaboration recognising that verbs conjugated with the auxiliary être (intransitive verbs, pronominal verbs and passive voice) involve agreement between subject and past participle, for example, Elles sont parties, Je me suis levée à sept heures. Nous nous sommes amusés. La pomme a été mangée par Pierre; as do past participles conjugated with the auxiliary verb avoir when preceded by the direct object pronoun, for example, J’ai acheté des fleurs, et je les ai données à ma mère.
- Elaboration understanding the use of the reflexive pronoun for reflexive verbs, for example, Je me réveille. Emma s'est lavée, and reciprocal verbs, for example, Nous nous parlons. Ils se disent bonjour.
- Elaboration understanding how to use relative pronouns (qui, que, dont), emphatic pronouns (moi, lui, eux), direct object pronouns (me, le, la, nous) and indirect object pronouns (me, lui, vous, leur)
- Elaboration understanding verb tenses plus-que-parfait, imparfait, passé composé, présent de l’ indicatif, futur proche-simple, conditionnel – Tu avais mangé. Tu mangeais. Tu as mangé. Tu manges. Tu vas manger. Tu mangeras. Tu mangerais.
- Elaboration understanding how to use the si clause to express intention, desire or regrets in the present or in the past through modelled examples in various tenses, for example, Si je m'étais levée à temps, je serais arrivée à l’heure. Si j’avais su, j’aurais révisé davantage.
- Elaboration being exposed to le subjonctif verb forms in set phrases such as il faut que tu partes, il faut que je finisse mes devoirs
- Elaboration considering the development of le franglais in communities of French speakers (il faut speeder, faire du shopping), and developing awareness of some aspects of current debates and discussions around its use
- Elaboration recognising ways in which written language is different from spoken language, for example, understanding that written language can be more crafted, precise, elaborated and complex, using interrelated clauses and support detail Le Pays de Galles a remporté, samedi, le Tournoi des VI Nations en corrigeant l’Angleterre, pourtant favourite, avec un score de 30 à 3 au Millennium Stadium de Cardiff.
They support analysis of French texts, using metalanguage.
Content descriptorAC9LF10U03 Understanding language and culture
reflect on and evaluate French texts, using metalanguage to analyse language structures and features
Elaborations (8)
- Elaboration explaining grammatical forms (present perfect, conditional tense, relative and emphatic pronouns, impersonal expressions), using metalanguage
- Elaboration describing and explaining grammatical concepts using metalanguage, for example, futur simple and futur proche, understanding when to use le passé composé and l’imparfait, comparing with equivalent English terms
- Elaboration explaining the meaning of nature and content (le fond et la forme) of texts from different sources such as travel brochure, text about the venues combined with reviews by visitors
- Elaboration discussing the use of personal pronouns, imperative/interrogative verb moods and emotive language in advertisements, identifying how grammatical choices, words and images combine in a text to achieve particular intentions and effects
- Elaboration interpreting, explaining and using textual conventions popular with young French speakers, for example, the use of contractions, abbreviations and acronyms in text messaging, for example, ‘bjr’ for bonjour, ‘A+’ for à plus, ‘biz’ for bisous; the use of verlan, for example, la teuf, la meuf, ouf and slang, for example, la bagnole, la flotte, les flics
- Elaboration using metalanguage to compare French and English versions of a text with easily recognisable language features, for example, a love song, recipe or horoscope, recognising differences or similarities in imagery or focus that might be culturally significant
- Elaboration talking about how imaginative texts use structure, language and mood to build action, develop character and position the reader, using modelled descriptive and analytic language, for example, Les adjectifs et les adverbes sont très évocateurs; Il y a un rythme qui crée une atmosphère triste; La voix du narrateur calme le lecteur.
- Elaboration analysing how texts (advertisements, letters to the editor, dating apps, les petites annonces, etc.) use persuasive language techniques such as personal pronouns, emotive language, alliteration, the rule of 3, rhetorical questions, and images to achieve their purpose and suit the context
They reflect on their own cultural perspectives and identity, and draw on their experience of learning French, to evaluate how this learning influences their ideas and ways of communicating.
Content descriptorAC9LF10U04 Understanding language and culture
reflect on and evaluate how identity is shaped by language(s), culture(s), beliefs, attitudes and values and how these affect ways of communicating
Elaborations (9)
- Elaboration interpreting gestures used by French speakers to signal meanings Parfait! C’est fini comparing with gestures used in Australian English and other known languages, and incorporating some of them into their own language use
- Elaboration reflecting on the impact of regional and cultural diversity on French-speaking communities and how this is évident in expressions such as la France gastronomique: la choucroute d’Alsace, la quiche Lorraine, le bœuf bourguignon, la tapenade Provençale; la Polynésie: les cinq archipels, les ȋles et les atolls
- Elaboration shifting from the use of vous to tu to signal a closer relationship and using first name
- 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 for a group of French-speaking visitors at a school assembly
- Elaboration explaining to non-French speakers the expressions and cultural allusions encountered in French texts associated with historical, religious or civic events or traditions such as la Marianne, le tricolore, la Toussaint, le 1er mai
- Elaboration understanding the power of language to influence people’s actions and beliefs, for example, analysing language used in community appeals in response to natural disasters
- Elaboration understanding how language variation can reflect cultural and social identity, inclusion or exclusion, for example, inclusive language of political speeches, Nous les pères et les mères des futurs citoyens de notre belle France …
- Elaboration reflecting on how learning French has given them insight into the close connection between language and culture and evaluating how their own assumptions have changed
- Elaboration exploring intercultural communication, considering how their own cultural ways of thinking and behaving affect attitudes and influence other people’s responses or interpretations and how they change over time
This achievement standard describes the expected learning for Years 9 to 10 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 | 15 |
| Communicating meaning in French | Mediating meaning in and between languages | 2 | 15 |
| Communicating meaning in French | Creating text in French | 1 | 11 |
| Understanding language and culture | Understanding systems of language | 3 | 26 |
| Understanding language and culture | Understanding the interrelationship of language and culture | 1 | 9 |
| Total | 9 | 76 | |
Frequently Asked Questions
What should students know by the end of Years 9 to 10 French?
By the end of Year 10, students contribute to and extend interactions in French language in increasingly unfamiliar contexts related to a wide range of interests and issues. They interpret texts by evaluating and synthesising information, ideas and perspectives. 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 7 to 8?
The Years 7 to 8 French standard (ASLANFREF10Y78) 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.