In NSW primary schools, the study of a language is optional.
Language study allows students to develop communication skills, learn about languages as systems and explore the relationship between language and culture. Students engage with the linguistic and cultural diversity of societies and reflect on their understanding of social interactions.
We do not currently have a French program at HHPS.
STAGE STATEMENTS
Early Stage 1
By the end of Early Stage 1, students interact in French with their peers and teacher through action-related talk and play-based activities. They exchange greetings and respond to simple instructions, question cues and spoken and visual texts with actions, gestures, single words or phrases, including formulaic phrases. They participate in shared listening or viewing of texts such as Big Book stories, using pictures and contextual clues to help make meaning, and responding through actions, gestures, drawing or singing. They identify key words in spoken texts, such as names of people or objects, and match simple words to pictures, for example labelling classroom objects in French and English. They compose their own spoken texts with teacher support, using scaffolds and visual support to convey simple information about objects or images.
Students recognise that French sounds different to English, and mimic French pronunciation, approximating sounds. They recognise the difference between statements, questions and commands. They understand that there are different kinds of texts, such as songs, labels and captions, and recognise French in the written form. They understand that some French and English words are similar. They understand that French is used in France and other places in the world, and explore different languages that are used by their peers or family, or in their local community. Students have a growing awareness of the culture of French-speaking communities, and identify some French cultural practices that are similar or different to their own.
Students with prior learning and/or experience:
Students with prior learning and/or experience of French have more developed communicative skills, and knowledge and understanding of language and culture. They interact in French with their peers and teacher by exchanging greetings, responding to questions and instructions and taking turns in class activities. They identify key words and specific information in simple spoken and visual texts, and share information, using illustrations and gestures to support meaning. They compose simple spoken and visual texts, using illustrations and actions, and create bilingual word lists and labels for the classroom.
Students use features of the French sound system, including pitch, accent, rhythm and intonation, and understand that the sounds of French are represented in words and symbols. They identify the function of statements, questions and commands. They describe aspects of self and their family background, and their own prior learning and/or experience of French.
Stage 1
By the end of Stage 1, students interact in French with their peers and teacher to exchange greetings and simple information. They use French in play-based learning contexts and classroom routines, using modelled language. They identify key words and information in simple texts, such as charts, songs and rhymes, and respond to texts, using key words, phrases, gestures, objects and other supports. They compose simple texts in French using rehearsed language, and create bilingual labels and captions for objects and visual texts.
Students reproduce the sounds and rhythms of spoken French, and understand how sounds are represented in French. They recognise language patterns in simple statements, questions and commands. They identify features of familiar texts, such as greeting cards, and variations in language use when greeting and addressing different people. They recognise that French and English borrow words and expressions from each other and other languages. Students understand that the ways in which people use language reflect their culture, and relate to where and how they live and what is important to them. They reflect on similarities and differences between French and their own language and culture.
Students with prior learning and/or experience:
Students with prior learning and/or experience of French have more developed communicative skills, and knowledge and understanding of language and culture. They interact in French with their peers and teacher to exchange personal information, and participate in classroom routines and guided activities by responding to questions, following instructions and seeking permission. They locate and organise key points of information from simple spoken, written, digital and visual texts, and respond to texts in English or by using modelled sentence structures in French. They compose simple texts, using modelled language and illustrations to support meaning, and texts in English or by using modelled sentence structures in French. They compose simple texts, using modelled language and illustrations to support meaning, and create simple bilingual texts in print or digital form, such as word lists, labels or captions for the classroom.
Students apply pronunciation and intonation patterns, including pronunciation of loan words and punctuation. They understand that texts are a form of communication and recognise parts of speech and basic word order in simple sentences. They reflect on the role of French language and culture in their own lives.
Stage 2
By the end of Stage 2, students interact with others in French to share information and participate in guided classroom activities that involve following instructions and collaborating with peers. They locate and classify information in texts, such as recipes or menus, and respond to texts, using modelled language and graphic, visual or digital supports. They compose texts in French, using familiar words, formulaic expressions and modelled language, and create bilingual texts, such as descriptions and signs for the classroom.
Students recognise and reproduce pronunciation and intonation patterns, and identify sound–writing relationships. They write simple texts and identify basic elements of grammar in familiar language patterns. They recognise structure and language features in familiar texts, and variations in language use according to context and relationships between participants. They recognise frequently used loan words from English and other languages, comparing pronunciation. They recognise that French is a global language used by communities in many parts of the world. Students identify terms and expressions in French that reflect cultural practices, and make comparisons with their own and other communities. They understand that ways of communicating and behaving reflect aspects of personal identity.
Students with prior learning and/or experience:
Students with prior learning and/or experience of French have more developed communicative skills, and knowledge and understanding of language and culture. They interact with others in French to share information, experiences and feelings, and participate in tasks and activities that involve collaborative planning and simple transactions. They locate and organise information from spoken, written, digital and visual texts, and respond to texts, using English or modelled language in French, in spoken, written and digital modes. They compose texts using formulaic expressions, modelled language and visual supports, and create bilingual texts such as signs or notices, digital picture dictionaries or word banks for the classroom and school community.
Students use intonation and phrasing patterns of spoken French. They apply their knowledge of grammatical elements to describe actions, people and objects. They recognise that French is a global language used by communities in many parts of the world. Students reflect on their experiences when interacting in French and English-speaking contexts, identifying similarities and differences in language use and behaviours.
Stage 3
By the end of Stage 3, students interact with others in French to exchange information and opinions. They engage in classroom activities and participate with peers in a group activity or shared event. They obtain and organise information from written, spoken and digital texts, using contextual and other clues to elicit meaning, and respond to texts in French or English, using a range of formats. They compose informative and imaginative texts, linking ideas in a series of sentences, and using familiar modelled language and scaffolds. They create bilingual texts, such as signs, notices, games, displays, websites or word banks, for the school community.
Students use key features of pronunciation and intonation and recognise the relationship between sounds, words and meaning. They recognise the systematic nature of French grammar rules, and use basic grammatical structures to present information. They identify how texts vary according to purpose and audience, and recognise variations in language use according to context and relationships between participants. They explore the influence of French language and culture on other languages. Students describe aspects of their own identity, making comparisons between their own cultural practices and language use and those of French-speaking communities, and considering how this affects intercultural communication.
Students with prior learning and/or experience:
Students with prior learning and/or experience of French have more developed communicative skills, and knowledge and understanding of language and culture. They initiate interactions in French with others to exchange information, ideas and opinions, and collaborate with peers to make choices and arrangements, organise events and complete transactions. They locate and classify information from a range of written, spoken and digital texts, and respond to texts in French or English, using a range of formats for different audiences. They compose informative and imaginative texts for a variety of purposes and audiences, and create bilingual texts and resources for their own language learning and the school community.
Students apply the French sound system, including variations in tone, stress and phrasing. They apply basic structures and features of French grammar to present information and elaborate on meaning. They reflect on their experiences in French and English-speaking contexts, discussing adjustments made when moving from English to French and vice versa.