French

Discipline-based study

Courses aligned to the Years 9 to 12 Curriculum Framework belong to one of the five focus areas of Discipline-based study, Transdisciplinary projects, Professional studies, Work-based learning and Personal futures.

French Level 2 is a Discipline-based study course.

Discipline-based study includes content, core concepts and big ideas; enabling deep knowledge and understanding of the content and the application of what is learned. Learners consider accepted key disciplinary knowledge, apply distinctive ways of thinking and become increasingly independent learners. They use methodologies specific to the discipline to explore and strengthen their understanding of key concepts and develop deep knowledge, skills and understanding.

Discipline-based study courses have three key features that guide teaching and learning:

• specialist knowledge
• theories and concepts and
• methodology and terminology.

In this course learners will do this by:

• using the three module concepts of identity, responsibility and legacy  to learn vocabulary and structures for reading, writing, speaking, viewing and listening to French language: specialist knowledge
• applying grammar structures to convey meaning in spoken and written language: theories
• exploring aspects of culture through the concepts for each module and reflecting on similarities and differences between their own cultures and those of French-speaking countries and regions: concepts
• building strategies for learning a language so that they become independent learners: methodology
• using appropriate terms to discuss their own language and the French language: terminology.

French Level 2 enables personal empowerment and intercultural understanding. It allows learners to develop the ability to communicate in an additional language and provides them with opportunities to reflect on their own first language, culture and heritage. French is spoken and taught on every continent and is a major language required for employment in many international organisations. Learning French extends Tasmanian learners’ intercultural competence and develops knowledge, skills and understandings that will allow them to function successfully in the ever-changing world of the twenty-first century. The study of French promotes and contributes to a socially cohesive society that values, respects and appreciates different points of view. It encourages a better understanding and acceptance of cultural, social, linguistic and religious diversity in Tasmania, in the wider Australian community and globally.

The course provides access to French Level 3 and also gives learners the opportunity to develop metacognitive and metalinguistic skills. The significant shared origins of French and English can help Tasmanian learners improve their literacy skills. The skills learned in French can also be transferred to all other languages offered as part of Years 9 to 12 Education.

Learners who are able to communicate in French and engage with French culture will be able to contribute to Tasmanian society and the economy through such areas as the arts, business, foreign affairs, sector-specific European Union trade, viticulture, technology, hospitality and tourism in coming decades. These skills may provide learners with a range of opportunities for personal, vocational and professional growth.

The purpose of Years 9 to 12 Education is to enable all learners to achieve their potential through Years 9 to 12 and beyond in further study, training or employment.

Years 9 to 12 Education enables personal empowerment, cultural transmission, preparation for citizenship and preparation for work.

This course is built on the principles of access, agency, excellence, balance, support and achievement as part of a range of programs that enables learners to access a diverse and flexible range of learning opportunities suited to their level of readiness, interests and aspirations.

On successful completion of this course, learners will be able to:

1. analyse and respond to spoken texts presented in basic French
2. communicate in basic spoken French to exchange information, opinions, ideas and experiences
3. analyse and respond to written texts presented in basic French
4. communicate in basic written French to express information, opinions, ideas and experiences
5. analyse and integrate information from spoken, visual and written sources in basic French to create mono- and multimodal responses in English and basic French that demonstrate an awareness of language as a system
6. use strategies to engage with the concept of identity through the use of basic French language, self-management skills and intercultural understanding
7. use strategies to engage with the concept of responsibility through the use of basic French language, self-management skills and intercultural understanding
8. use strategies to engage with the concept of legacy through the use of basic French language, self-management skills and intercultural understanding.

Pathways in: The French Level 2 course provides an entry point to learning French and also enables learning continuity for learners who have limited or inconsistent prior learning experiences from Australian Curriculum: French.

Pathways out: The French Level 2 course provides a pathway to the French Level 3 course.

The general capabilities addressed specifically in this course are:

• Intercultural understanding
• Literacy

This course has a complexity level of 2. 

For a full description of courses at a complexity level of 2, please refer to the Levels of Complexity - Tasmanian Senior Secondary Education document.

This course has a size value of 15. Upon successful completion of this course (i.e., a Preliminary Achievement (PA) award or higher), a learner will gain 15 credit points at Level 2 towards the Participation Standard of the Tasmanian Certificate of Education (TCE).

This course consists of three 50-hour modules.

Module 1: Identity

Module 2: Responsibility

Access

No prior knowledge of French is required for participation in this course. Access to the course is restricted to learners for whom French is an additional language. 

Resource requirements

There are no resource requirements for this course.

Module 1 - Identity

The concept of identity deals with topics related to the student’s world, for example, a sense of self, personal values, opinions, ideas, aspirations and relationships with others, individuality and group affiliation in the community as well as global perspectives of Australian and French society.

• In this course, the topics of Self, Family relationships and Friendship will be used to explore the concept of identity.
• Learners will share personal, community and global perspectives of identity through the exploration of French language and culture.
• Appendix 6 contains all relevant language structures for this module.

Module 1 learning outcomes

The following learning outcomes are a focus of this module:

1. analyse and respond to spoken texts presented in basic French
2. communicate in basic spoken French to exchange information, opinions, ideas and experiences
3. analyse and respond to written texts presented in basic French 
4. communicate in basic written French to express information, opinions, ideas and experiences
5. analyse and integrate information from spoken, visual and written sources in basic French to create mono- and multimodal responses in English and basic French that demonstrate and an awareness of language as a system
6. use strategies to engage with the concept of identity through the use of basic French language, self-management skills and intercultural understanding.

Module 1 content

Learners will work with vocabulary and structures that will allow them to explore topics related to their personal world, their family and friends, as well as exploring the personal world of their peers in French speaking communities. Learners will reflect on their own and others’ cultural and linguistic identity, interact with others and communicate about themselves in culturally and linguistically appropriate ways.

Learners will be supported to understand that:

• communication in an additional language requires the capacity to critically apply knowledge and skills in culturally, linguistically and ethically appropriate ways
• all languages have similarities and differences in the way they are structured
• culture plays an integral role when communicating in an additional language
• culturally appropriate titles, forms of address and the use of specific language show respect in interpersonal communications.

Key knowledge: 

• appropriate terms for family members
• adjectives for personal descriptions
• first, second and third person singular possessive constructions
• present tense of relevant verb constructions: common irregular constructions as vocabulary items as necessary
• negative construction of relevant present tense forms
• formulaic expressions as vocabulary items
• culturally relevant language and structures.

Key skills: 

• describe themselves: name, age, where they live, describe personality, personal details etc
• use elements of the language to communicate with and about their friends
• inquire about such information
• analyse, understand and respond to such information
• explain information about their peers in French-speaking cultures, especially name, age, where they live, personality, appearance
• enquire about aspects of peers’ personal lives, family and friends
• use elements of the language to demonstrate their understanding of the role of culture in shaping French language.

Learners will develop key knowledge, skills and understandings through using spoken, written and visual texts, role play and opportunities, where possible, to engage with other speakers of French, both in and outside the classroom.

Module 1 work requirements

This module includes the following work requirements:

• one set of short responses
• one extended response.

See Appendix 3 for the full specifications of the work requirements of this course.

Module 1 assessment

This module has a focus on criteria 1, 2, 3, 4, 5 and 6.

Module 2 - Responsibility

Module 2 assumes a knowledge of the vocabulary and language structures identified in Module 1.

The concept of responsibility deals with how people manage social responsibilities and influence decisions that affect individuals or groups within society. This may include, but is not limited to family and community responsibilities, education commitments and obligations as a part-time employee for both Australian learners and their peers in French-speaking cultures.

• In this course, the topics of Home life and Daily routine, Community, Education and Part-time employment will be used to explore the concept of responsibility.
• Learners will share personal, community and global perspectives of responsibility through the exploration of French language and culture.
• Appendix 6 contains all relevant language structures for this module.

Module 2 learning outcomes

The following learning outcomes are a focus of this module:

1. analyse and respond to spoken texts presented in basic French
2. communicate in basic spoken French to exchange information, opinions, ideas and experiences
3. analyse and respond to written texts presented in basic French 
4. communicate in basic written French to express information, opinions, ideas and experiences
5. analyse and integrate information from spoken, visual and written sources in basic French to create mono- and multimodal responses in English and basic French that demonstrate an awareness of language as a system
7. use strategies to engage with the concept of responsibility through the use of basic French language, self-management skills and intercultural understanding.

Module 2 content

Learners will work with vocabulary and structures to explore topics related to their roles and obligations in daily life and as members of the family unit as well as their roles and responsibilities within the wider community. This includes the learner’s role at school, in community groups and in part-time employment. Learners will explore opportunities for education and part-time employment for their peers in France and French-speaking communities, compare and contrast experiences in culturally appropriate ways and reflect on their own and others’ opportunities and responsibilities. 

Learners will be supported to understand that:

• communication about responsibility in an additional language requires the capacity to apply knowledge and skills in culturally, linguistically and socially appropriate ways
• culture plays a significant role when communicating about responsibility in an additional language
• family, community and school roles and expectations in their own and others’ cultures may vary
• cultural influences shape the value placed on education in different communities and cultures
• the nature, expectations and obligations of part-time employment for young people in Australia and for their peers in French-speaking countries and communities may vary significantly.

Key knowledge:

• vocabulary for family activities, including daily routine, roles and responsibilities
• vocabulary and phrases to talk about the local community
• vocabulary and phrases to talk about school and learning
• vocabulary and phrases to talk about part-time employment
• comparative structures
• present tense of relevant verb constructions: relevant irregular constructions as vocabulary items as necessary
• formulaic expressions as vocabulary items.

Key skills:

• describe duties within the family
• describe routine considerations of daily life, including food and weather
• describe their physical community and their engagement in the community
• explain responsibilities at school, attitudes to aspects of education and learning etc
• describe and use language about part-time employment
• enquire about such information
• make comparisons about family activities, daily routine, school and part-time employment
• enquire about and share information about their peers in French-speaking communities, especially duties and roles within the family, education, the community and part-time employment
• analyse and respond to information about family, daily life, education and part-time employment.

Learners will develop key knowledge, skills and understandings through using spoken, written and visual texts, role play and opportunities, where possible, to engage with other speakers of French, both in and outside the classroom.

Module 2 work requirements

• This module includes the following work requirements:
  one set of short responses
• two extended responses.

See Appendix 3 for the full specifications of the work requirements of this course.

Module 2 assessment

This module has a focus on criteria 1, 2, 3, 4, 5 and 7.

Module 3 - Legacy

Module 3 assumes a knowledge of the vocabulary and language structures identified in Modules 1 and 2. 

The concept of legacy considers how people and events influence change, and how individuals and communities respond to opportunities and challenges; contributions, achievements and influence of French-speaking individuals or groups in society.

• In this course, the topics of Leisure time, the Arts, Entertainment, Media, Sport and Travel will be used to explore the concept of legacy.
• Learners will share personal, community and global perspectives of legacy through the exploration of French language and culture.
• Appendix 6 contains all relevant language structures for this module.

Module 3 learning outcomes

The following learning outcomes are a focus of this module:

1. analyse and respond to spoken texts presented in basic French
2. communicate in basic spoken French to exchange information, opinions, ideas and experiences
3. analyse and respond to written texts presented in basic French
4. communicate in basic written French to express information, opinions, ideas and experiences
5. analyse and integrate information from spoken, visual and written sources in basic French to create mono- and multimodal responses in English and basic French that demonstrate and an awareness of language as a system
8. use strategies to engage with the concept of legacy through the use of basic French language, self-management skills and intercultural understanding.

Module 3 content

Learners will work with vocabulary and structures that will allow them to explore topics related to past and future personal experiences and public events. Learners will also develop the knowledge and skills to explain their involvement with, and opinions of, the arts, entertainment, media, sport and travel, and have the opportunity to reflect on the role of culture in the development and appreciation of these aspects of daily life.

Learners will be supported to understand that:

• communication about legacy in an additional language requires the capacity to apply knowledge and skills in culturally, linguistically and socially appropriate ways
• culture plays an integral part when communicating about legacy in an additional language
• different languages and cultures express the notion of time and ordering of events in different ways
• languages have formal mechanisms for seeking and conveying opinions
• the role and nature of leisure varies across cultures
• culture influences the arts, entertainment and media and shapes the role that they play in young people’s lives
• attitudes to travel and the benefits that young people may glean from travelling vary from one culture and language group to the next.

Key knowledge: 

• structures to talk about themselves and other people, places and events in the past
• structures to talk about themselves and other people, places and events in the future
• structures to enquire about and express opinions
• structures to make comparisons
• structures to facilitate the formation of complex sentences; for example, conjunctions
• formulaic expressions as vocabulary items.

Key skills: 

• discuss leisure time activities such as sports and hobbies, options, commitments, conditions, comparisons etc
• enquire about others’ leisure time activities 
• convey information about travel and transport and make plans for travelling
• discuss entertainment, media and the arts, expressing likes and dislikes, preferences and opinions
• enquire about others’ views of entertainment, media and the arts
• enquire about and share information about leisure time, entertainment, travel and transport for their peers in French-speaking communities
• analyse and respond to information about leisure time activities, entertainment, media and the arts, sports and hobbies, travel and transport.

Learners will develop key knowledge, skills and understandings through using spoken, written and visual texts, role play and opportunities, where possible, to engage with other speakers of French, both in and outside the classroom. 

Module 3 work requirements 

This module includes the following work requirement:

• one folio consisting of an integrated task, a set of short responses and an extended response.

See Appendix 3 for the full specifications of the work requirements of this course.

Module 3 assessment

This module has a focus on criteria 1, 2, 3, 4, 5 and 8.

Criterion-based assessment is a form of outcomes assessment that identifies the extent of learner achievement at an appropriate endpoint of study. Although assessment as part of the learning program is continuous, much of it is formative, and is done to help learners identify what they need to do to attain the maximum benefit from their study of the course. Therefore, assessment for summative reporting to TASC will focus on what both teacher and learner understand to reflect end-point achievement.

The standard of achievement each learner attains on each criterion is recorded as a rating ‘A’, ‘B’, or ‘C’, according to the outcomes specified in the standards section of the course.

A ‘t’ notation must be used where a learner demonstrates any achievement against a criterion less than the standard specified for the ‘C’ rating.

A ‘z’ notation is to be used where a learner provides no evidence of achievement at all.

Internal assessment of all criteria will be made by the provider. Providers will report the learner’s rating for each criterion to TASC.

The following processes will be facilitated by TASC to ensure there is:

• a match between the standards of achievement specified in the course and the skills and knowledge demonstrated by individual learners
• community confidence in the integrity and meaning of the qualification.

Process

TASC will verify that the provider’s course delivery and assessment meet the course requirements and community expectations for fairness, integrity and validity of qualifications TASC issues. This will involve checking:

• Provider standard 1: scope and sequence documentation:
  • course delivery plan
  • course assessment plan: assessment matrix
• Provider standard 2: student attendance records
• Provider standard 3: examples of assessments tools and instruments and associated rubrics and marking guides
• Provider standard 1 and 3: examples of student work including that related to any work requirements articulated in the course document
• Provider standard 4: class records of assessment

This process will be scheduled by TASC using a risk-based approach.

The assessment for French Level 2 will be based on the degree to which the learner can:

1. analyse and respond to basic spoken French
2. communicate in basic spoken French
3. analyse and respond to basic written French
4. communicate in basic written French
5. analyse and integrate information in basic French from multiple texts to create written responses
6. use strategies to engage with basic French language and culture in the context of identity
7. use strategies to engage with basic French language and culture in the context of responsibility
8. use strategies to engage with basic French language and culture in the context of legacy.

French Level 2 (with the award of):

EXCEPTIONAL ACHIEVEMENT

HIGH ACHIEVEMENT

COMMENDABLE ACHIEVEMENT

SATISFACTORY ACHIEVEMENT

PRELIMINARY ACHIEVEMENT

The final award will be determined by the Office of Tasmanian Assessment, Standards and Certification from eight ratings.

The minimum requirements for an award in French Level 2 are as follows:

EXCEPTIONAL ACHIEVEMENT (EA)
6 ‘A’ ratings, 2 ‘B’ ratings

HIGH ACHIEVEMENT (HA)
3 ‘A’ ratings, 4 ‘B’ ratings, 1 ‘C’ rating

COMMENDABLE ACHIEVEMENT (CA)
4 ‘B’ ratings, 3 ‘C’ ratings

SATISFACTORY ACHIEVEMENT (SA)
6 ‘C’ ratings

PRELIMINARY ACHIEVEMENT (PA)
4 ‘C’ ratings

A learner who otherwise achieves the rating for a CA (Commendable Achievement) or SA (Satisfactory Achievement) award but who fails to show any evidence of achievement in one or more criteria (‘z’ notation) will be issued with a PA (Preliminary Achievement) award.

Version 1

Accredited on 8 December 2021 for use from 1 January 2023 to 31 December 2027. This course replaced French - Foundation Level 2 (FRN215114) which expired on 31 December 2022.

Line of sight

Alignment to curriculum frameworks

French Level 2 draws on the following aspects of the Combined Curriculum and Assessment Framework for Languages (CCAFL) 2021:

• Concepts: identity, responsibility, legacy (topics developed from these concepts to meet the needs of the Tasmanian beginning language student)
• Perspectives: personal, community, global
• Course objectives: interact in [Language]†, analyse [Language], create meaning in [Language]
• Knowledge and skills to be assessed: reading, writing, speaking, viewing and listening to [Language].
• Content: learning [Language], using [Language] and mediating between [Language]-speaking communities and Australian cultural contexts
• the interrelationship between language and culture and the importance of the link between culture and effective communication
• the development of the capacity for ongoing reflection about languages and cultures, including the learner’s own and those of others
• the development of an understanding of language as a system and reflection on how language is used in different contexts and may vary between different individuals and groups.

†The use of [Language] is taken directly from the CCAFL. It is a national framework which does not refer to individual languages. Where these aspects of the alignment appear elsewhere in the body of this course document, they have been identified in relation to the relevant language: French.

Work requirements

The work requirements of a course are processes, products or performances that provide a significant demonstration of achievement that is measurable against the course’s standards. Work requirements need not be the sole form of assessment for a module.

Module 1 work requirements specifications 

Work requirement 1 of 2

Title of work requirement: Identity – personal, community and global aspects of the individual

Mode or format: short responses

Description: The teacher leads a conversation in French with the learner about themselves, their family and friends. The conversation is intended as a natural interaction. Images may be used to prompt responses. The teacher varies questions as appropriate for individual learners and reacts to the learner’s responses.

Size: ten short responses

Timing: any appropriate time during the module.

External agencies: NA

Relevant criterion:

• Criterion 2: all elements

Work requirement 2 of 2

Title of work requirement: Identity – self, family and friends

Mode or format: extended response 

Description: The teacher identifies one of the Module 1 topics as the focus for this work requirement. Using this topic, the learner chooses authentic materials as appropriate, to research and prepare a multimodal response in French and English to compare and contrast their own situation with that of their peers in French-speaking communities and countries. The teacher provides questions in written or oral form, in French or English as appropriate, to inspire the learner’s findings and reflections.

Size: extended response – 2-3 minutes of multimodal presentation plus 2-3 minutes for follow-up questions and maximum 300 words in English with examples in French.

Timing: appropriate time during the module.

External agencies: NA

Relevant criteria:

• Criterion 5: all elements
• Criterion 6: all elements

Module 2 work requirements specifications 

The teacher and learners may negotiate which topic to use for each of the following three work requirements, ensuring there is a different topic for each.

Work requirement 1 of 3

Title of work requirement: Responsibility – daily life, community, education or part-time employment

Mode or format: short responses; for example, short question, table filling, true, false and justification, gap filling, information matching

Description: The teacher provides a set of at least two sources of information in French, authentic as appropriate. At least two sources must each be a different mode. Modes are visual, written and multimodal. The sources of information all address one topic from the concept of responsibility, with a set of short response tasks in English to assess learners’ understanding of language and culture.

Size: approximately 10 short responses 

Timing: any appropriate time during the module. 

External agencies: NA

Relevant criterion:

• Criterion 3: all elements

Work requirement 2 of 3

Title of work requirement: Responsibility – daily life, community, education or part-time employment

Mode or format: extended response

Description: The teacher provides a stimulus or stimuli, authentic as appropriate, consisting of written, spoken and visual modes in French and English, to highlight or contrast one of the topics from the concept of responsibility from either personal, community or global perspectives, or a combination of perspectives. Learners analyse and respond to the prepared scenario requiring extraction of fact, interpretation of cultural elements and reflection on the learner’s language and French. The task will include at least two modes or could be all three, but they must have a shared focus. Texts will provide opportunities for learners to explore cultural aspects of the material they are analysing.

Stimuli maximum sizes: total of 300 words, 1minute 30 seconds spoken text and, or 3 minutes multimodal sources.

Size: learner response: 

• approximately 100 words total in French 
• approximately 250 words in English and with examples in French
• visual text, illustrations and diagrams, as appropriate. 

Timing: any appropriate time during the module.

External agencies: NA

Relevant criteria:

• Criterion 5: all elements
• Criterion 7: all elements

Work requirement 3 of 3

Title of work requirement: Responsibility – daily life, community, education or part-time employment

Mode or format: extended response

Description: The teacher provides a choice of two stimuli outlining a task that requires the learner to create written French addressing the negotiated topic allocated to this work requirement. The stimulus will be a written question or statement in French and English and may include visual elements to support understanding and generation of ideas. The learner chooses which of the stimuli they will use to create a response in French.

Stimulus approximately 30 words.

Size: approximately 100 words.

Timing: any time during the module.

External agencies: NA

Relevant criterion:

• Criterion 4: all elements

Module 3 work requirements specifications 

Work requirement 1 of 1

Title of work requirement: Legacy – personal, community and global perspectives

Mode or format: folio containing 3 components: 

Description:

1. Extended response: integrated task

• a prepared, extended response in multimodal format and including the use of French language either written or spoken
• a comparison of at least two items, events or occurrences from the world of the Arts, Entertainment, Media or Sport for the target language and cultures. Stimuli may be drawn from the same or different topics, provided they offer sufficient opportunity for comparison and reflection
• a concluding conversation with the teacher in which the learner reflects on their research. The majority of the conversation can be conducted in English, but discussion must include consideration of the French language that the learner has engaged with during the research process. A presentation to a group is not a requirement of this task.

2. a set of short responses to an audio stimulus in French– to be completed under test conditions. Teacher and learners may negotiate at the beginning of the module which remaining topic will be used for each of components 2 and 3 of the folio: Leisure time and Travel.

3. an extended response demonstrating the learner’s capacity to create meaning in written French to convey information, ideas and opinions about events in the past, as well as a reflection in English. Teacher and learners may negotiate at the beginning of the module which remaining topic will be used for each of the element’s components 2 and 3: Leisure time and Travel, plus a reflection in English.

Size:

• extended response: integrated task in multimodal format, including reflections: Maximum 5 minutes
• short responses: Maximum 10 responses, approximately 150 words in English
• extended response in written French: Maximum 150 words plus a reflection of maximum 300 words in English with examples in French.

Timing: any appropriate times during the module. As this is a folio, individual components can be done at different times.

External agencies: NA 

Relevant criteria: 

• Criterion 1: all elements
• Criterion 4: all elements
• Criterion 5: all elements
• Criterion 8: all elements

General capabilities and cross-curriculum priorities

Learning across the curriculum content, including the cross-curriculum priorities and general capabilities, assists students to achieve the broad learning outcomes defined in the Alice Springs (Mparntwe) Education Declaration (December 2019).

General capabilities:

The general capabilities play a significant role in the Australian Curriculum in equipping young Australians to live and work successfully in the twenty-first century.

In the Australian Curriculum, capability encompasses knowledge, skills, behaviours and dispositions. Students develop capability when they apply knowledge and skills confidently, effectively and appropriately in complex and changing circumstances, in their learning at school and in their lives outside school.

The general capabilities include:

• Critical and creative thinking
• Ethical understanding
• Information and communication technology capability
• Intercultural understanding
• Literacy
• Numeracy
• Personal and social capability

Cross-curriculum priorities:

Cross-curriculum priorities enable students to develop understanding about and address the contemporary issues they face, for their own benefit and for the benefit of Australia as a whole. The priorities provide national, regional and global dimensions which will enrich the curriculum through development of considered and focused content that fits naturally within learning areas. Incorporation of the priorities will encourage conversations between students, teachers and the wider community.

The cross-curriculum priorities include:

• Aboriginal and Torres Strait Islander histories and cultures
• Asia and Australia’s engagement with Asia
• Sustainability

Glossary

analyse

Dissect to ascertain and examine constituent parts and their relationships; break down or examine in order to identify the essential elements, features, components or structure; determine the logic and reasonableness of information; examine or consider something in order to explain and interpret it, for the purpose of finding meaning or relationships and identifying patterns, similarities and differences.

Australian Curriculum, Assessment and Reporting Authority (ACARA)

Under the ACARA Act, ACARA’s functions include: developing and administer a national school curriculum; developing and administering national assessments; collecting, managing and analysing student assessment data and other data relating to schools and comparative school performance; facilitating information sharing arrangements between Australian government bodies in relation to school data; and publishing information relating to school education, including information relating to comparative school performance.

audience

The audience is the intended group of readers, listeners or viewers for the task.

authentic

Texts or materials produced for ‘real-life’ purposes and contexts as opposed to being created specifically for learning tasks or language practice.

Combined Curriculum and Assessment Framework for Languages (CCAFL)

The CCAFL Framework (2021) provides the structure and elements that will be common to all Australian CCAFL for students who have typically already studied the language for approximately 200 hours. It represents the foundation for the development of language-specific materials and state-based curriculum and assessment for these CCAFL Languages.

complex sentence

A sentence with more than one clause. In the following examples, the subordinate clauses are indicated by square brackets: I took my umbrella [because it was raining]; The man [who came to dinner] is my brother.

complex or structure

(A grammar structure that is) compound, composite, characterised by an involved combination of parts: He has eaten his cake already.

context

A real, simulated, or imaginary situation. Knowledge of the language as a system and the relationship between language and culture will inform the language used in any given context.

create meaning in [Language]

Creating meaning in [Language] refers to any language that students generate themselves in spoken, visual or written form. When creating meaning in [Language], students present information, experiences, opinions and ideas through a range of interactions, text types, styles of writing and media. Creating meaning in [Language] is not limited to particular contexts, purposes or audiences, and includes language for all student products. 

culture

Culture is understood as a framework in which things come to be seen as having meaning. It involves the lens through which:

• people see, think, interpret the world and experiences
• make assumptions about self and others
• understand and represent individual and community identity.

Culture involves understandings about norms and expectations, which shape perspectives and attitudes. It can be defined as social practices, patterns of behaviour, and organisational processes and perspectives associated with the values, beliefs and understandings shared by members of a community or cultural group. Language, culture and identity are understood to be closely interrelated and involved in the shaping and expression of each other. The intercultural orientation to language teaching and learning is informed by this understanding.
Concept that influences all interaction, analysis and creation in the language learned in this course.

cultural conventions

Common set of norms and established standards shared by members of a group, to which each person is expected to conform. 

cultural values

Common set of beliefs and principles shared by a group. 

digital texts

Audio, visual or multimodal texts produced through digital or electronic technology. They may be interactive and include animations or hyperlinks. Examples of digital texts include DVDs, websites and e-literature.

familiar

Well-acquainted; thoroughly conversant with; well-known from long or close association; often encountered or experienced; common; of materials, texts, skills or circumstances, having been the focus of learning experiences or previously encountered in prior learning activities.

formulaic language

Words or expressions which are commonly used in fixed patterns and learned as such without grammatical analysis. For example, J’ai dix-sept ans. Comment vas-tu?

Identity

Topics related to the student’s personal world, for example, a sense of self, personal values, opinions, ideas, aspirations and relationships with others, individuality and group affiliation as well as aspects of Australian and target language society.

insightful

Showing a clear and usually original understanding of a complicated problem or situation.

intercultural competence

The ability to think, behave and create meaning to communicate effectively with people across cultures.

language systems

Elements that organise how a language works, including the systems of signs and rules such as phonological, syntactic, semantic and pragmatic that underpin language use. These systems have to be internalised for effective communication and comprehension.

Legacy

Consideration of how people and events influence change, and how people respond to opportunities and challenges; contributions, achievements and Influence of target-language speaking individuals or groups in society.

metalanguage

A vocabulary used to discuss language conventions and use; for example, language used to talk about grammatical terms such as sentence, clause, conjunction; or about the social and cultural nature of language, such as face, reciprocating, register.

mediate between languages

To move between different linguistic and cultural systems, referencing own first languages and cultures while learning to use and to understand those of the target language.

multimodal text

A text which involves two or more communication modes; for example, the combining of print, image and spoken text in film or computer presentations.

purpose

The reason for undertaking the task and the aims for communication in a particular context.

Responsibility

How people manage social responsibilities and influence decisions that affect individuals or groups within society.

Language

Module 1 - Identity

Vocabulary

Category:

• animals
• numbers
• colours
• body parts as appropriate e.g., hair, eyes 
• talking about family
• days of the week
• date
• greetings, leave-taking

Language structures

Module 2 - Responsibility

Vocabulary

Category:

• time including the 24-hour clock
• school, school subjects and school items
• daily routine
• part-time employment
• means of transport.
• seasons and common weather expressions 
• food
• places around the local community

Language structures

Module 3 – Legacy

Vocabulary

Category:

• names of regions, countries, cities
• sports and hobbies
• entertainment and media
• the arts
• places including city, countryside, mountains, sea, beach, etc
• directions
• travel

Language structures:

† incidental use for recognition 

Further guidance: text types, styles of writing and dictionary use

Text types

The following text types apply to all modules of French Level 2. Teachers will select text types for each module based on the knowledge, skills, experience and interests of learners. Learners will be expected to be able to use the text types listed below in assessment tasks.

• Blog post
• Email
• Invitation
• Journal / diary entry
• Message/note
• Brochure
• Script of a speech
• Transcript of an interview
• Informal letter

Styles of writing

Teacher-developed tasks for Criterion 4 and Criterion 5:

• will include purpose, context, process, product and audience
• may be personal, informative, descriptive, either individually or in combination.

Dictionaries

Learners are encouraged to use monolingual and or bilingual dictionaries. Use of dictionaries is part of a range of strategies that learners can apply in order to:

• learn to mediate between languages
• reflect on language use
• understand the context for language use
• understand language as a system
• understand the limitations of resources and technologies.

Successful use of dictionaries and translation technologies requires students to understand the characteristics of vocabulary in [Language]† and how [Language] is presented in reference texts. Effective dictionary use is a skill that assists students to develop critical thinking skills, strategies for accurately confirming meaning and creating interest to engage an audience. It is expected that teachers will help students to develop the necessary skills and confidence to use dictionaries effectively. (CCAFL 2021).

†The use of [Language] is taken directly from the CCAFL. It is a national framework which does not refer to individual languages. Where these aspects of the alignment appear elsewhere in the body of this course document, they have been identified in relation to the relevant language: French