Course Outline: FSF1D

The following document is the course outline for the FSF1D course offered by Christian Virtual School. It contains the course description, unit outline, teaching & learning strategies, and the curriculum expectations addressed. This outline can also be viewed as a PDF using the download link provided.

Core French, Grade 9, Academic

Course Code: FSF1D

Grade: 9

Course Type: Academic

Credit Value: 1.0 

Prerequisite(s): Minimum of 600 hours of French instruction, or equivalent

Curriculum Document: French as a Second Language, Revised (2014)

Developed By: Caroline Kozarichuk

Department: French as a Second Language

Development Date: November 2021

Most Recent Revision Date: November 2021

Teacher(s):

Melanie Gagnon B.A. (Hon), B. Ed., OCT, MTS

Course Description:

This course provides opportunities for students to communicate and interact in French with increasing independence, with a focus on familiar topics related to their daily lives. Students will develop their skills in listening, speaking, reading, and writing by using language learning strategies introduced in the elementary Core French program, and will apply creative and critical thinking skills in various ways. They will also enhance their understanding and appreciation of diverse French-speaking communities, and will develop skills necessary for lifelong language learning.

Overall Curriculum Expectations

Listening

  1. Listening to Understand: determine meaning in a variety of authentic and adapted oral French texts, using a range of listening strategies;
  2. Listening to Interact: interpret messages accurately while interacting in French for a variety of purposes and with diverse audiences;
  3. Intercultural Understanding: demonstrate an understanding of information in oral French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

        Speaking

        1. Speaking to Communicate: communicate information and ideas orally in French, using a variety of speaking strategies, appropriate language structures, and language appropriate to the purpose and audience;
        2. Speaking to Interact: participate in spoken interactions in French for a variety of purposes and with diverse audiences;
        3. Intercultural Understanding: in their spoken communications, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations

                  Reading

                  1. Reading Comprehension: determine meaning in a variety of authentic and adapted French texts, using a range of reading comprehension strategies;
                  2. Intercultural Understanding: demonstrate an understanding of information in French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities
                  3. Intercultural Understanding: demonstrate an understanding of information in French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

                          Writing

                          1. Purpose, Audience, and Form: write French texts for different purposes and audiences, using a variety of forms and knowledge of language structures and conventions of written French appropriate for this level;
                          2. The Writing Process: use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their work effectively;
                          3. Intercultural Understanding: in their written work, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

                              Resources Required:

                              This course is entirely online and does not require nor rely on any textbook. The materials required for the course are:

                              • A smart phone, camera, or similar device to record video and sound,
                              • Speakers to listen to audio in courses
                              • The ability to type French accents

                              Teaching and Learning Strategies:

                              The aim of the Core French program is to provide students with fundamental communication skills in French and an understanding of the nature of the language and its culture. Core French offers students the chance to develop a usable command of the French language that can be expanded through further study or through contact with French-speaking people.

                              This French as a Second Language course has been designed to present French language structures in engaging communicative contexts (oral communication, speaking, and writing.) Students are supported to practice these skills in a risk-free environment, and to build confidence, before any formal assessment occurs. The teacher of the course will support individual learners’ needs by providing timely, detailed, clear, feedback.

                              Assessment and Evaluation Strategies of Student Performance:

                              Every student attending Christian Virtual School is unique. We believe each student must have the opportunities to achieve success according to their own interests, abilities, and goals. Like the Ministry of Education, we have defined high expectations and standards for graduation, while introducing a range of options that allow students to learn in ways that suit them best and enable them to earn their diplomas. Christian Virtual School’s Assessment, Evaluation, and Reporting Policy is based on seven fundamental principles, as outlined in the Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools document.

                              When these seven principles are fully understood and observed by all teachers, they guide the collection of meaningful information that helps inform instructional decisions, promote student engagement, and improve student learning. At Christian Virtual School, teachers use practices and procedures that:

                              1. are fair, transparent, and equitable for all students;
                              2. support all students, including those with special education needs, those who are learning English, and those who are First Nation, Métis, or Inuit;
                              3. are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students;
                              4. are communicated clearly to students and parents or guardians at the beginning of the school year or course and at other appropriate points throughout the school year or course;
                              5. are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning;
                              6. provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement; and
                              7. develop students’ self-assessment skills to enable them to access their own learning, set specific goals, and plan next steps for their learning.

                              For more information on our assessment and evaluation strategies, refer to Section 6, Student Achievement, in the Course Calendar.

                              Program Planning Considerations: