Policy Document: The Ontario Curriculum, Grades 9 to 12, French As a Second Language-Core Extended, and Immersion French, 2014 Ministry of Education of Ontario
This course provides extensive opportunities for students to speak and interact in French independently. Students will develop their listening, speaking, reading, and writing skills, apply language learning strategies in a wide variety of real-life situations, and develop their creative and critical thinking skills through responding to and interacting with a variety of oral and written texts. They will also enrich their understanding and appreciation of diverse French-speaking communities, and will develop skills necessary for lifelong language learning. (page 167)
Prerequisite: FSF3U – Grade 11 French, University Preparation
Summary of Units and Timelines
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 course profile.
Les medias et les sites internet
Les ordinateurs et les applications
La télévision d’aujourd’hui
Total: 110 hours
The curriculum expectations for all FSL programs are organized into three strands that correspond to the main areas of language use: oral communication, reading, and writing.
The development of strong oral communication skills provides the foundation for students to read and write effectively. Students should have numerous opportunities both to listen to and speak French for practical purposes in everyday situations. They should have an adequate “listening period” before they are expected to communicate in French.
By the end of this course, students will:
Reading is a complex process that provides a bridge between speech and writing. Reading skills and knowledge should allow students to seek out both explicit and implicit meaning in a range of texts, in a meaningful context that encourages students to think about what they are reading. Oral prereading activities build vocabulary, set a context, and relate texts to the students’ experience or prior knowledge of the topic. A well-balanced reading program will provide students with opportunities to consolidate language learned orally, build vocabulary, and develop comprehension skills.
By the end of this course, students will:
From their experience with oral communication and reading, students acquire the skills they need to become good writers who are able to communicate ideas and opinions with ease and clarity. At this level, students should be comfortable with varying their sentence structure, their organizational approach and their voice in their writing. Students’ writing activities, in turn, support and reinforce their oral language skills. Writing activities that are seen by students as meaningful and that challenge them to think critically and creatively will help them achieve a fuller and more lasting mastery of the language.
By the end of this course, students will:
The aim of the course is to provide students with the necessary skills in all three strands of the French language. Students will develop their ability to read both authentic and abridged texts, write responses of varying lengths and express personal details and opinions orally. Students will be required to use proper sentence structure in order to demonstrate understanding of the various concepts and work they have covered throughout the course. Students will be exposed to new vocabulary corresponding to the different units, and will have multiple opportunities to listen and speak in French.
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 continuing to develop skills in a new language often requires a considerable expenditure of time and energy and a good deal of perseverance. Teachers will also encourage students to speak in French, and to use new vocabulary and language conventions when speaking.
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 express themselves in a new language and use these skills to diversify their capacities for future encounters and experiences with French culture.
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 an online environment with the use of online simulations, animations, videos, discussion forums, live chat and other interactive objects.
Online & Offline Components
The design of this course is intended to offer a rich balance between online and offline elements. The following is a summary of the course components and their delivery format. Please refer to the individual unit outlines for specific details.
Course content & instruction: online
Communication between teacher and students: online & offline
Collaboration between students: online
Assessment & evaluation: online & offline
Practise exercises, textbook work, readings etc: offline
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:
The achievement chart for French as a Second Language 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:
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:
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.
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