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French / Year 3 and 4 / Understanding / Role of language and culture
Curriculum content descriptions
Notice differences between French, Australian and other cultures’ practices and how these are reflected in language
[Key concepts: culture as process and practice, beliefs, values; Key processes: identifying, describing, discussing]
(ACLFRU036)
Elaborations
- identifying cultural symbols such as art forms, flags, national dishes or sporting emblems associated with different francophone countries and regions (for example, le tricolore in France, le Fleurdelisé in Québec, le Kanak in la Nouvelle Calédonie), and comparing with different Australian cultural expressions and symbols, for example, flags, sporting logos, national celebrations, and Aboriginal and Torres Strait Islander arts
- understanding that language carries information about the people who use it and that common expressions often reflect cultural values, for example, French terms of affection used with children often relate to either food or animals (mon petit chou, mon lapin)
- exploring how and why some languages have more words related to particular things than other languages do, for example, Australian-English words associated with surfing (‘bomb’, ‘barrel’, ‘tube’, ‘snaking’), or French words for different kinds of breads and cakes (une baguette, une ficelle, une religieuse, un mille-feuille)
- learning how to talk about culture and language, using terms such as ‘meaning’, ‘difference’ and ‘behaviour’, and thinking about values, ideas and traditions which sit inside language, for example, responding to prompts such as: What does it mean when…? What is the difference between…? Why do you think that people…?
General capabilities
Cross-curriculum priorities
ScOT terms
Attitudes, Australian culture, Regional culture, French language