French (FSF 1D)

• Listening to Understand: determine meaning in a variety of authentic and adapted oral French texts, using a range of listening strategies;
• Listening to Interact: interpret messages accurately while interacting in French for a variety of purposes and with diverse audiences;
• 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 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;
•  Speaking to Interact: participate in spoken interactions in French for a variety of purposes and with diverse audiences;
• 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 Comprehension: determine meaning in a variety of authentic and adapted French texts, using a range of reading comprehension strategies;
• Purpose, Form, and Style: identify the purpose(s), characteristics, and aspects of style of a variety of authentic and adapted text forms in French, including fictional, informational, graphic, and media forms;
• 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.

• 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;
• 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;
• 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.

Enthusiastic teachers and instructors bring unique teaching and assessment methods to the classroom because students learn best when they are engaged in a range of different learning techniques. The activities allow students to apply learned concepts to current world social, economic, and environmental issues which impact daily life. 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. Instructors also inspire students to become successful problem solvers by investigating, providing alternative reasoning and solutions to problems as well as dedicating time and energy to the tasks at hand.

Effective instructional techniques utilize students’ existing knowledge and by capturing their interest and engaging in meaningful participation. Students will be engaged when they are able to see the correlation between the learned concepts and their ability to apply them to the world around them and in real-life situations. Students will have the chance to learn using a wide range of methods which include self-learning, cooperative learning as well as learning through teacher guidance as well has hands-on experiences. The methods and strategies teachers implement will be tailored to the learning requirements and the individual needs of the students. Teachers will achieve effective instruction in an online environment by using videos, interactive animations and virtual labs and discussion forums and video conferencing/live chat.

Our methodology for student assessment follows the Growing Success Assessment, Evaluation and Reporting in Ontario Schools First Edition, Covering Grades 1 to 12 (2010) manual published by the Ontario Ministry of Education. Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course. Assessment tools are designed to improve student learning which includes descriptive feedback, coaching, observations and self-assessments. In addition, student can be independent and set individual goals, monitor progress against these goals, determine next steps and reflect on their thinking and learning.

For a student with special education needs who requires modified or alternative expectations, assessment and evaluation of his or her achievement will be based on the modified curriculum expectations or alternative expectations outlined in the student’s Individual Education Plan (IEP). Accommodations required to facilitate the student’s learning may be identified by the teacher, however recommendations from a School Board generated in the form of an Individual Education Plan (IEP) should be used, if available. 

For a student with special education needs who requires “accommodations only”, as described in his or her IEP, assessment and evaluation of achievement will be based on the appropriate subject/ grade/course curriculum expectations and the achievement levels outlined in the curriculum documents.

A student’s Individual Education Plan (IEP) describes his or her educational program and any accommodations that may be required. The IEP specifies whether the student requires:
accommodations only; or
modified learning expectations, with the possibility of accommodations;

Assessment accommodations are changes in procedures that enable the student to demonstrate his
or her learning. These may include:
visual supports to clarify verbal instructions, assistive devices, or some form of human support;
alternative methods for the student to demonstrate his or her achievement of expectations (e.g., allowing the student to take tests orally) or the allowance of extra time to complete the assessment;
alternative settings that may be more suitable for the student to demonstrate his or her learning.

If accommodations are required to assess and evaluate student learning, the strategies to be used are outlined in the student’s IEP.
For further details about the different types of accommodations, modified learning expectation and alternative programs please refer to Growing Success Assessment, Evaluation and Reporting in Ontario Schools First Edition, Covering Grades 1 to 12 (2010)

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

Standard Computer Requirements for all courses:
-Processor speed of 2 GHz or faster
-Memory of 4 GB RAM or greater
-A high speed internet connection with a connection speed of 10 MB/s or better.
-Monitor and video card with 1024×768 or greater resolution
-Keyboard and Mouse is recommended
-Speakers/Headphones