Band: EARLY YEARS
Module title:
Purpose/rationale:
Year level(s): R - 2
FRENCH
Pathway: 1A
Unit of work:
Working towards Curriculum Standard 1 Outcomes
Duration:
Learning Considerations
The following Key Ideas and Outcomes are addressed in this unit of work.
The following specific kinds of learnings, related to each Essential Learning
Communication
identified below, are integrated into the range of tasks in this unit.
Listening • Children listen and respond to words, phrases and texts to recognise
Futures …………………………………………………………………………………………..
meaning. They learn about the language by identifying patterns and connections within …………………………….…...…….……….. …………………………….……….…………..
and between language systems. Outcome: makes connections between words and
Identity …………………………………………………………………………………………...
phrases and their meanings in spoken texts
…………………………….…...…….……….. …………………………….……….…………..
Speaking • Children engage in action-related talk to share meaning. They learn to use
Interdependence ……………………………………………………………………………….
the language in the context of everyday experience and routines. Outcome: Uses
words or phrases to identify or name objects, in social interaction and action-related
…………………………….…...…….……….. …………………………….……….…………..
talk
Thinking ………………………………………………………………………………………….
Reading • Children view, read and interact with multimodal texts to recognise and
…………………………….…...…….……….. …………………………….……….…………..
make meaning. They learn about the language by identifying patterns and connections
Communication ………………………………………………………………………………...
within and between language systems. Outcome: Makes connections between words
and phrases and their meanings in written texts
…………………………….…...…….……….. …………………………….……….…………..
Writing • Children develop writing skills, moving from tracing or copying to selfconstructed writing of key words or phrases to share meaning. Outcome: Shares
Links to other Learning Areas
meaning by selecting words and phrases to create a text
Understanding Language: Children interact with each other using language to
…………………………………………………………………………………………………..
understand that meaningful language learning and use develops through questioning
and recognising patterns and relationships in language. They learn to appreciate that
……………………………………………………………………………………………………
diversity exists between language systems. Outcome: Recognises key features of the
language system, and connections between languages
……………………………………………………………………………………………………
Understanding Culture: Children analyse specific cultural practices and values, and
how to relate learning to their own experience. They develop self-awareness and a
…………………………………………………………………………………………………..
sense of self-worth and potential, and appreciate the diversity of cultures to which
people belong. Outcome: Identifies specific cultural practices and values in
communities and recognises patterns across cultures in relation to own experience
Equity and cross-curriculum perspectives
Vocational Learning
Key Competencies
Enterprise education

Aboriginal and TSI peoples’ perspectives

KC1 Collecting, organising, analysing info.

Career education

Multicultural perspectives

KC2 Communicating ideas and info.

Work-based learning

Socio-economic perspectives

KC3 Planning and organising activities

Community-based learning

Gender perspectives

KC4 Working with others and in teams

Perspectives
Disability and Learning Difficulty perspectives

KC5 Using mathematical ideas and techniques 
Literacy

Rural and Isolated perspectives

KC6 Solving problems

Numeracy

KC7 Using technology

ICT

Learning Activities (*) indicates assessment task
Listening
Speaking
Reading
Understanding Language
Understanding Culture
Vocabulary
Resources
Grammar Structures
Evaluation of Unit
Writing