AC9LF10EC06 Year 9 Languages

This Content Descriptor from Year 9 Languages provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

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

• 1 creating an imaginary persona or avatar in a French-speaking fantasy world, incorporating the communicative styles and social behaviours observed in French texts
• 2

  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

• 3

  composing and performing short songs for imagined occasions such as les anniversaires, le départ en voyage, experimenting with vocal and non-verbal expression

• 4 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
• 5

  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 …

• 6 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
• 7

  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

• 8

  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

• 9 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
• 10 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
• 11

  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

• 12

  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

Related Achievement Standards