FIF1D - Grade 9 French Immersion

Grade 9 French Immersion image
Course Code: FIF1D Course Type: Academic Format: Online School Course Prerequisite: grade eight early or late immersion Tuition Fee (CAD): $449 Demo Lesson

Course Description For FIF1D Grade 9 French Immersion Online Course

Grade 9 French Immersion allows students to enhance their French language skills through the study of 20th-century North American francophone literature and culture. Throughout this course, students will participate in oral communication, reading, and writing activities as they study various works, including novels, poetry, songs, and plays, from French-speaking parts of North America.

Summary Of Units And Timelines For Grade 9 French Immersion FIF1D

Below is the suggested sequence of course unit delivery as well as the recommended number of hours to complete the respective unit. For complete details of targeted expectations within each unit and activity, please see each Unit Overview found in the FIF1D course profile.

Unit OrderUnit NameSuggested Time
Unit 1Les Medias30 Hours
Unit 2La Litterature30 Hours
Mid Semester Point
Unit 3La Poesie23 Hours
Unit 4La Francophonie25 Hours
FINALLe point culminant2 Hours
Total110 Hours

Please be aware that, as per Ministry guidelines, OVS has a mandatory minimum requirement of 14 days enrollment for students to be eligible for a midterm report card and 28 days enrollment to be eligible for a final report card.

Teachers will bring enthusiasm and varied teaching and assessment approaches to the classroom, addressing individual students’ needs and ensuring sound learning opportunities for every student. The activities offered should enable students to relate and apply these concepts to the social, environmental, and economical conditions and concerns of the world in which they live. Opportunities to relate knowledge and skills to these wider contexts will motivate students to learn in a meaningful way and to become life-long learners. Teachers will help students understand that problem solving of any kind often requires a considerable expenditure of time and energy and a good deal of perseverance. Teachers also will encourage students to investigate, to reason, to explore alternative solutions and to take the risks necessary to become successful problem solvers. Effective instructional approaches and learning activities draw on students’ prior knowledge, capture their interest, and encourage meaningful practise both inside and outside the classroom. Students will be engaged when they are able to see the connection between the scientific concepts they are learning and their application in the world around them and in real-life situations. Due to its importance, students will have opportunities to learn in a variety of ways- individually, cooperatively, independently, with teacher direction, through hands-on experiences, and through examples followed by practice. The approaches and strategies teachers use will vary according to both the object of the learning and the needs of the students. Teachers will accomplish this in online environment with the use of: virtual labs, online simulations, animations, videos, discussion forums, live chat and other interactive objects.

As summarized in Growing Success 2010, the primary purpose of assessment and evaluation is to improve student learning. Information gathered through assessment helps teachers to determine students’ strengths and weaknesses in their achievement of the curriculum expectations in each course.

This information also serves to guide teachers in adapting curriculum and instructional approaches to students’ needs and in assessing the overall effectiveness of programs and classroom practices. As part of assessment, teachers provide students with descriptive feedback that guides their efforts towards improvement. Evaluation refers to the process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality. All curriculum expectations must be accounted for in instruction, but evaluation focuses on students’ achievement of the overall expectations.

A students’ achievement of the overall expectations is evaluated on the basis of his or her achievement of related specific expectations. Teachers will use their professional judgement to determine which specific expectations should be used to evaluate achievement of overall expectations, and which ones will be covered in instruction and assessment but not necessarily evaluated. In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers must use assessment and evaluation strategies that:

  • Address both what students learn and how well they learn
  • Are based both on the categories of knowledge and skills and on the achievement level descriptions given in the achievement chart
  • Are varied in nature, administered over a period of time, and designed to provide opportunities for students to demonstrate the full range of their learning
  • Are appropriate for the learning activities used, the purposes of instruction, and the needs and experiences of the students
  • Are fair to all students
  • Accommodate students with special education needs, consistent with the strategies outlined in their Individual Education Plan
  • Accommodate the needs of students who are learning the language of instruction
  • Ensure that each student is given clear directions for improvement
  • Promote students’ ability to assess their own learning and to set specific goals
  • Include the use of samples of students’ work that provide evidence of their achievement
  • Are communicated clearly to students and parents at the beginning of the school year and at other appropriate points throughout the school year.

The achievement chart outlines four categories of knowledge and skills. They include; knowledge and understanding, thinking, communication and application. Teachers will ensure that student work is assessed and/or evaluated in a balanced manner with respect to the four categories, and that achievement of particular expectations is considered within the appropriate categories. A final grade is recorded for this course, and a credit is granted and recorded for this course if the student’s grade is 50% or higher. The final grade for this course will be determined as follows:

  • Seventy percent of the grade will be based on evaluations conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.
  • Thirty percent of the grade will be based on a final evaluation and administered towards the end of the course.

All students can succeed. Some students are able, with certain accommodations, to participate in the regular course curriculum and to demonstrate learning independently. Accommodations allow access to the course without any changes to the knowledge and skills the student is expected to demonstrate. The accommodations required to facilitate the student’s learning can be identified by the teacher, but recommendations from a School Board generated Individual Education Plan (IEP) if available can also be consulted. Instruction based on principles of universal design and differentiated instruction focuses on the provision of accommodations to meet the diverse needs of learners.

Examples of accommodations (but not limited to) include:

  • Adjustment and or extension of time required to complete assignments or summative tasks
  • Providing alternative assignments or summative tasks
  • Use of scribes and/or other assistive technologies
  • Simplifying the language of instruction

Teachers will bring additional resources and teaching materials that provide a rich and diverse learning environment. Units in this course profile make specific reference to the intended textbook for this course but can be substituted for any relevant and approved text.

Reference: French as a Second Language, The Ontario Curriculum, Grades 9 to 12, 2014 (Revised) Ministry of Education of Ontario

Ontario Secondary School Diploma (OSSD) Requirements for all course.


Frequently Asked Questions

FIF1D is a Grade 9 French Immersion course at an Academic preparation level.

1D refers to the Grade level of the courses and the pathway. 1 means it is a grade 9 course and D means it is an academic preparation course.

Click here for more information on Course Coding System

At Ontario Virtual School (OVS) you can complete an online highschool credit courses as quickly as 4 weeks, or take as long as 12 months.

Student & Parent Recommendations

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Alex Taylor
I have taken several courses through OVS and each time it has been a very positive experience. The teachers and administrative support staff are always very quick to respond to any emails. The courses themselves are of the highest quality and the site is very user-friendly. I highly recommend OVS to anyone considering taking courses online.
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Liam Markhauser
I had an excellent time in this course! The teacher made things much easier for me by always responding to my emails within 24 hours. Usually it was within a few hours because he was so prompt. The layout of their website is also very easy to configure and it maintained where I left off at each slide, if I ever needed to go somewhere in a hurry.
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Matthew Criswick
I did not have much confidence doing this online course and was unsure of how well I was going to do in the time I had. I'm not very good at using my time productively, however this course taught me different. I was able to manage my time and learn to do things on my own! A very important life skill...initiative and responsibility :) The online teachers are very vocal and respond quickly with any questions you may have!! Thank you OVS!
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Musa Bilal
Ontario virtual school has gave me the opportunity to boost my grades. The teacher and staff is amazing the reach out to you in many ways to continue our learning. Thumbs up for my english teacher Robert Ford who helped me in my academic learning and was a understanding teacher i have never met such nice and keen teacher who always supports and help his students.?
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Nicholas3434
Excellent online course with great support from teachers. The concepts were easy to understand and I never felt that I was falling behind. I would definitely recommend this for student because you can work on your own pace and never feel overwhelmed.
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sasha samaroo
Ontario Virtual School provided clear and understanding lessons and also gave me the perfect opportunity to complete my course at a steady pace. Highly recommended