Year 13 French Course Outline and Associated Materials
Bienvenue en Terminale, 2013
Contents
1. Year 13 French at a Glance
Page 2
2. 2013 Year Planner
Page 3
3. Assessments at a Glance
Page 4
4. Internal Assessments
Page 4
5. Year 13 Structures Check List
Page 5
6. NCEA Level 3 Vocabulary List for External Assessments
Page 6
7. Appendix I: Spoken Presentation – 3.2 (Optional)
Page 9
8. Appendix II: Interaction Portfolio – 3.3
Page 10
9. Appendix III: Writing Portfolio – 3.5
Page 12
10. Appendix IV: Scholarship – AS 93004
Page 14
11. Appendix V: Authenticity Statement
Page 15
1
Year 13 French Course Outline and Associated Materials
Year 13 French at a Glance
World Matters – Les Affaires Mondiales
Achievement Objectives at Curriculum Level 8
In Year 12, you began to explore and question the views of others and were able to share and justify your own views on
matters important to youth. Now you extend those skills so that you can explore, analyse, synthesise, evaluate, justify
and challenge a greater variety of ideas and perspectives in different situations to your own, that is, in society at large
and world-wide. This aligns with the extended abstract in Biggs and Collis’ SOLO Taxonomy.
Content
The Big Idea in Year 13 French is “World Matters,” the things that are essential to world health, wealth and peace.
Through the topics in our text, AQA A2 French, you will listen, read and view, as well as speak, write, present and
perform extended French.
AQA A2 French follows logically from AQA AS French and comes with the same online resource, Kerboodle. We
supplement these with Schaum’s Grammar and online resources such as Tex. We also use Language Perfect, TF1
news bulletins, Mary Glasgow magazines and some well-loved and well-known literature, such as Petit Prince and the
poetry of Prévert, Verlaine and Rimbaud. Topics include:
Term I: L’environnement
La pollution
L’énergie
La protection de la planète
Term II: La société multiculturelle
L’immigration
L’intégration
Le racisme
Term III: Les problèmes sociaux contemporains
Richesse et pauvreté
L’ordre publique
Sciences et technologie
Term IV:
External examination strategies and practice
Achievement Standards
In addition to the Listening, Speaking, Reading and Writing standards that you are familiar with, this year we add an
Interaction standard, which requires spontaneity and fluency. We also invite selected students to sit Scholarship.
Attendance and Homework
Attendance and homework are essential goals for all Year 13 students. As school leaders, many new pressures will be
placed upon you and if you don’t establish and maintain good habits, you will be overwhelmed. You need to be present
and you need to do your homework. If homework is not explicitly given by the teacher, then it is understood that you will
give it to yourself. You know what you personally need to achieve. Remember: a little often. School policy states that
you should spend approximately two hours homework per week per subject. Jobs and socialising take second place.
Stationery and Fees
You need a two-ring binder with refill and dividers (no exercise books please), $15.00 in total for six magazines,
earphones, and a 20 page clear file to store assessments. If you have a netbook, you might explore a paperless option.
Note that the school now provides your Language Perfect access.
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Year 13 French Course Outline and Associated Materials
Year Planner
Term III:
Term IV:
EA Readiness
Les problèmes sociaux contemporains
Term II:
La société multiculturelle
Term I:
L’environnement
Year 13 French 2013 (Draft Nov 2012) “Les Affaires Mondiales” (World Matters)
Week
1
2
3
4
5
6
7
8
9
10
11
Week
1
2
3
4
5
6
7
8
9
10
Week
1
2
3
4
5
6
7
8
9
Week
1
2
3
4
Date
4-8 Feb
11-15
18-22
25-1 Ma
4-8
11-15
18-22
25-29
1-5 Apr
8-12
15-19
Date
6-10 May
13-17
20-24
27-31
4-7 Jun (QB)
10-14
17-21
24-28
1-5 Jul
8-12
Date
29-2 Aug
5-9
12-16
19-23
26-30
2-6 Sep
9-13
16-20
23-27
Date
14-18 Oct
21-25
29-1 Nov (Labour)
4-8
Review
Topic
Assessment
Self-Assessment NCEA Levels 1 and 2
vocabulary and structures
L’environnement – la pollution,
l’énergie, la protection de la planète
NCEA IA: L’environnement –
Interaction & Writing
Le Petit Prince de Saint-Exupéry
Topic
Le Petit Prince (continued)
La société multiculturelle –
l’immigration, l’intégration, le racisme
Assessment
NCEA IA: Le PP Writing
MY Practice Assessment – Listening,
Reading
NCEA IA : La société multiculturelle –
Interaction & Writing
La poésie
NCEA IA : La poésie – Interaction
Topic
Les problèmes sociaux
contemporains – richesse et
pauvreté, l’ordre publique, sciences et
technologie
Assessment
NCEA IA : Les problèmes sociaux
contemporains – Presentation,
Interaction & Writing
Portfolio Conferences
EY Mock Externals followed by
Review and Reflection
EY Practice Assessment – Listening,
Reading followed by NCEA Readiness
Self-Assessment
Topic
Assessment
External Standards – Strategies and Practice NCEA Level 3 and Scholarship
Practice
examinations
3
Year 13 French Course Outline and Associated Materials
Assessments at a Glance
Level 3 NCEA Achievement Standards
3.1
5 credits External
Demonstrate understanding of a
variety of extended spoken French
texts.
3.2
3 credits
ExternalInternal
3.1
Give a clear spoken presentation in
French that communicates a critical
response to stimulus material.
Context
3.3
6 creditsInternal
Internal
3.2
Interact clearly using spoken French to
explore and justify varied ideas and
perspectives in different situations.
3.4
5 credits
Internal External
3.3
Demonstrate understanding of a
variety of extended written
and/or visual French texts.
3.5
5 creditsExternal
Internal3.4
Write a variety of text types in clear
French to explore and justify varied
ideas and perspectives.
Internal Assessments
As a result of winning an essay competition, you have been selected as a delegate to a United Nations Youth Congress to be held in Paris, October 2013. While you are there, you take part in
various summits on topics of interest to world youth.
Content
Choose one of the three sub-themes from each term’s major theme and complete the writing and interaction tasks according to the grid below and according to your personal preferences:
L’environnement:
Le PP
La société multiculturelle:
La poésie
Les problèmes sociaux contemporains
 La pollution
 L’immigration
 Richesse et pauvreté
 L’énergie
 L’intégration
 L’ordre public
 La protection de la planète
 Le racisme
 Sciences et technologie: avances ou régression?




Writing




Interaction

Presentation
Text Types
Writing Portfolio
 Compete in an essay competition to win representation at
the UN Youth Congress (outline, justify, present
hypotheses, recommend)
 Design and develop a web page introducing an aspect of
France’s literary heritage that has significance for young
people world-wide (review, compose, construct, convince )
 Write a letter of protest at another nation’s behaviour (use
evidence, criticise, challenge)
 Create promotional material for fundraising to assist a
developing nation (argue, justify, persuade, promote)
Interaction Portfolio
 Take part in a panel discussion (use facts, figures and trends
to support and challenge ideas and opinions)
 Using the stories of individuals as evidence, argue for change
(recount, predict , argue and justify)
 Select a poem from an anthology and discuss why you chose
it and how much it has challenged, influenced or persuaded
you (analyse, compare, evaluate, explain, justify)
 Make and counter controversial statements on contentious
issues (generalise, prove, debate)
4
Optional Presentation
 You have been selected from
amongst the youth delegates to speak
to the Model Youth Assembly on a
social concern that you feel strongly
about. Use our class resources (text,
image, video, song etc) as a starting
point for your presentation. (defend,
use evidence, explain, justify,
hypothesise, recommend)
Year 13 French Course Outline and Associated Materials
Year 13 Structures Check List
Adjectives
 Irregular forms
 That change meaning with position
 Compound adjectives of colour
Adverbs
 How to form
 Position of adverbs with infinitive
 Comparatives of adverbs
 Superlatives of adverbs
 La plupart (most) and bien (many)
Articles
 Definite article with time expressions
 Definite article with prices and speed
 Definite article with parts of the body
 Definite article with titles
 C’est or il est?
Conjunctions
 C’est-à-dire, d’une part…d’autre part, en revanche, par contre, tout compte fait,
alors que, même si…
 Those followed by the subjunctive
Negation
 Ne… aucun/aucune, ne…pas du tout, ne… ni… ni, ne… guère, ne… nulle part,
 Ne… plus rien, plus jamais, jamais rien, jamais personne
Prepositions
 On level 3 vocab list
 Dimensions
Pronouns
 Possessives : mine, yours, hers etc
 Relative pronouns with prepositions
 Dont, ce dont, celui/celle dont
 Tout ce qui, tout ce que
 Lequel/laquelle/lesquels/lesquelles
Verbs:
 Present
 Perfect
 Pluperfect
 Imperfect
 Simple future
 Conditional
 Future perfect/future anterior
 Conditional perfect
 After having (après avoir/être)
 Present subjunctive (and irregulars, when to use it, avoiding it)
 Past historic
 Past perfect subjunctive
 Plaire à
 Causative
 Passive voice and how to avoid it
 Reflexive/reciprocal verbs
 Infinitive as a subject
 Reported/indirect speech
 Verb + infinitive
5
Self-Assessment Traffic Lights
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Year 13 French Course Outline and Associated Materials
NCEA Level 3 Vocabulary List for External Examinations
In addition to the vocabulary already learned at Levels 1 and 2, the following list is required learning at Level 3.
However, for the purpose of external assessments, the NCEA Examiner will not be restricted by the list. You may be asked to
make informed guesses about unfamiliar words using context and prior knowledge. You are expected to be able to recognise:
• where a noun, adverb, or adjective can be constructed from the verb
• cognates and loan words
• word families
• the opposite of a word, e.g. égal, inégal.
6
Year 13 French Course Outline and Associated Materials
7
Year 13 French Course Outline and Associated Materials
8
Year 13 French Course Outline and Associated Materials
Appendix 1: Spoken Presentation – 3.2 (Optional)
AS 91544, Version 1, 3 credits
Standard
Give a clear spoken presentation in French that communicates a critical response to stimulus material.
Context and Task
You enter an essay competition and are selected as a delegate to a United Nations Youth Congress to be held in Paris, October
2013. While you are there, you take part in various summits on topics of interest to world youth. You are further selected from
amongst the youth delegates to speak to the Model Youth Assembly on a social concern that you feel strongly about. Use our
class resources or any of your own resources (text, image, video, song etc) as stimulus material for your presentation.
Conditions of Assessment
 The presentation will be about 2-3 minutes long. At all times, quality is more important than length.
 Digital video evidence will be collected as evidence.
 Communication is the focus but you may have prepared notes, cue cards, props, other supporting material,
including a copy of the text but you must not read it. These aids should not detract from the presentation.
 The audience will be the teacher and the class.
 No reassessment opportunities will be offered.
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence



Give a clear spoken presentation
in French that communicates a
critical response to stimulus
material.
Give a clear, convincing spoken
presentation in French that
communicates a critical response
to stimulus material.
Give a clear, effective spoken
presentation in French that
communicates a critical response
to stimulus material.
This involves: explaining and
justifying a viewpoint in culturally
appropriate spoken French.
This involves: explaining and
justifying a viewpoint, in French that is
generally credible and connected.
This involves: explaining and
justifying a viewpoint, in French that is
controlled and integrated.
Communication is achieved overall
despite inconsistencies in, for
instance: language features,
pronunciation, intonation, gesture,
rhythm patterns, delivery speed or
audibility, stress patterns, tones.
A range of language and language
features are selected and used that
are fit for purpose and audience.
A range of language and language
features are capably selected and
successfully used that are fit for
purpose and audience.
Communication is not significantly
hindered by inconsistencies.
Communication is not hindered by
inconsistencies.
Explanatory Notes
 Clear refers to language that gives no doubt as to intended meaning.
 Critical response refers to a presentation which includes analysis, interpretation, or evaluation of stimulus
material.
 Stimulus material refers to any linguistically and culturally appropriate material used as a starting point for a
spoken presentation, such as text, poster, music video, lyrics, literature, TV, film, personal experience and the
observation of cultural practices. Contexts may be concrete or abstract. The stimulus material may either be
chosen by the student or provided by the teacher.
Authenticity
See Authenticity Statement in Appendix V, p15.
9
Year 13 French Course Outline and Associated Materials
Appendix 2: Interaction Portfolio – 3.3
AS 91545, Version 1, 6 credits
Standard
Interact clearly using spoken French to explore and justify varied ideas and perspectives in different situations.
Context
As a result of taking part in an essay competition, you have been selected as a delegate to a United Nations Youth Congress to be
held in Paris, October 2013. While you are there, you take part in various summits on topics of interest to world youth. Choose
one of the three sub-themes from each term’s major theme and complete the interaction tasks according to your personal
preferences. You might also choose the poetry option.
1. L’environnement
Task: Take part in a
panel discussion on one
of the following:
 La pollution
 L’énergie
 La protection de
la planète
Text Type: Panel
Discussion
Communicative
Purpose: use facts,
figures and trends to
support and challenge
ideas and opinions
2. La société
multiculturelle
Task: Using the stories of
and give advice on one of
the following:
 L’immigration
 L’intégration
Text Type: Literary
 Le racisme
Criticism
4. Les problèmes sociaux
contemporains
Task: Make and counter
controversial statements on one of
the following contentious issues:
 Richesse et pauvreté
 L’ordre public
 Sciences et technologie:
avances ou régression? (to
debate)
Text Type: Storytelling
Text Type: Informal debate
individuals as evidence,
argue for change and seek
Communicative
Purpose: to recount,
predict, argue, justify and
elicit and give advice
3. La poésie
Task: Select a poem from
an anthology and discuss
why you chose it and how
much it has challenged,
influenced or persuaded
your thinking.
Communicative
Purpose: To select and
justify selection,
analyse, compare,
evaluate, explain, and
justify opinions
Communicative Purpose: To
generalise, prove, and argue the
pros and cons
Conditions of Assessment
 The length of the interaction will vary according to the communicative purpose of the task. At all times quality is
more important than quantity.
 Where an interaction involves more than one person being assessed, each person will be assessed individually.
 Evidence will be collected by video recording. The evidence is to attest that you are working at Level 8
reasonably consistently rather than accidentally and occasionally.
 Evidence can include your own collections of digital video recording.
 You may add to your portfolio any prepared or impromptu evidence collected from contexts outside the
classroom e.g. tasks completed at home or with native speakers in the street.
 Reassessment does not apply to this standard.
10
Year 13 French Course Outline and Associated Materials
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
 Interact clearly using spoken
 Interact clearly using convincing
French to explore and justify varied
spoken French to explore and
ideas and perspectives in different
justify varied ideas and
situations.
perspectives in different situations.
 Interact clearly using effective
spoken French to explore and
justify varied ideas and
perspectives in different situations.
This involves: Taking an active part
in discussion with a degree of fluency
and spontaneity. This may be
demonstrated by accounting for and
sustaining own views. Spontaneity
refers to the ability to maintain and
sustain an interaction without previous
rehearsal.
This involves interaction showing:
Successful use of a range of language
that is consistently fit for purpose and
audience
Interaction may be hindered in some
places by inconsistencies in, for
instance: language features,
pronunciation, intonation, rhythm
patterns, delivery speed or audibility,
stress patterns, tones.
This involves interaction showing:
Use of a range of language that is fit
for purpose and audience
Generally successful selection from a
repertoire of language features and
strategies to maintain the interaction.
Interaction is not significantly hindered
by inconsistencies.
Skilful selection from a repertoire of
language features and strategies to
maintain the interaction.
Interaction is not hindered by
inconsistencies.
Explanatory Notes
 Clearly refers to language that gives no doubt as to intended meaning.
 Explore and justify varied ideas and perspectives involves finding out about, evaluating, and giving explanations
or evidence to support or challenge the ideas and perspectives of others.
 Different situations refers to a range of culturally appropriate contexts in spoken French e.g. informal and
formal, social, conversational, cultural, familiar and impromptu or unrehearsed contexts. Interactions may be
face-to-face or technologically facilitated.
 Interactions are characterised by: a genuine purpose, negotiating meaning, initiating and maintaining,
participating and contributing, contextually appropriate language, use of cultural conventions e.g. courtesies,
gestures, use of interactive strategies, such as fillers, questioning, interrupting, recognising cues, agreeing and
disagreeing, thanking, encouraging, apologising, pausing, prompting, seeking clarification. Not all
characteristics may be evident in one interaction.
 The quality of the selection of interactions, considered as a whole, is more important than the length.
Authenticity
See Authenticity Statement in Appendix V, p15.
11
Year 13 French Course Outline and Associated Materials
Appendix III: Writing Portfolio – 3.5
AS 91547, Version 1, 5 credits
Standard
Write a variety of text types in clear French to explore and justify varied ideas and perspectives
Context
You compete in and win an essay competition and as a result are selected as a delegate to a United Nations Youth Congress to be
held in Paris, October 2013. While you are there, you take part in various summits on topics of interest to world youth. Choose
one of the three sub-themes from each term’s major theme and complete the writing tasks according to the grid below and
according to your personal preferences. You might also like to choose a literature option.
1. L’environnement:
2. Le Petit Prince
Task: Compete in a
competition to write an
essay on one of the
following topics:
 La pollution
 L’énergie
 La protection de la
planète
Task: Design and develop a
Text Type: Essay
3. La société
multiculturelle
Task: Write a letter of
protest at another nation’s
behaviour as it pertains to
one of the following:
 L’immigration
 L’intégration
 Le racisme
web page introducing an
aspect of France’s literary
heritage that has significance
for young people world-wide
Text Type: Web page
Communicative Purpose:
Text Type: Protest Letter
review, compose, construct,
convince, celebrate
Communicative Purpose:
use evidence, criticise,
challenge, suggest
Communicative Purpose:
outline, use evidence, justify,
present hypotheses,
recommend
4. Les problèmes sociaux
contemporains
Task: Create promotional
material for fundraising to
assist a developing nation
by emphasising one of the
following:
 Richesse et
pauvreté
 L’ordre public
 Sciences et
technologie:
avances ou
régression?
Text Type: Promotional
material of any sort (song,
brochure, flyer, blog,
newspaper classified etc)
Communicative Purpose :
argue, inform and
persuade, justify, promote,
Conditions of Assessment
 A range of commonly used resources may be used to support drafting and reworking. These include search
engines, word lists, spell and grammar checkers, pamphlets, dictionaries, text books, grammar notes, people –
friends, family, native speakers. You need to write texts to fulfil communicative intents that are as realistic as
possible.
 The amount of writing may vary according to the communicative purpose of the task. At all times quality is more
important than quantity.
 Evidence of at least three text types must be collected to ensure sufficient evidence of working at the specified
level reasonably consistently rather than accidentally and occasionally.
 You select the evidence and present it at the portfolio conference in Term III.
 The final selection is considered as a whole for grade allocation.
 The quality of the texts, considered as a whole, is more important than length.
 Reassessment does not apply to this standard.
12
Year 13 French Course Outline and Associated Materials
Achievement Criteria
Achievement
Achievement with Merit


Write a variety of text types in
clear French to explore and justify
varied ideas and perspectives.
Write a variety of text types in clear
French involves organising text in a
linguistically and culturally appropriate
format and style, and organising
informed content which is fit for
purpose and audience.
Achievement with Excellence
Write a variety of text types in

clear convincing French to explore
and justify varied ideas and
perspectives.
Write a variety of text types in clear
convincing French involves
developing ideas and perspectives in
French which is generally credible and
connected.
A range of language and language
features are selected and used that
are fit for purpose and audience.
Communication is achieved overall,
despite inconsistencies such as:
format, spelling, lexical choice, level of
formality, language conventions and
Communication is not significantly
language features.
hindered by inconsistencies.
Write a variety of text types in
clear effective French to explore
and justify varied ideas and
perspectives.
Write a variety of text types in clear
effective French involves developing
ideas and perspectives in French
which is controlled and integrated.
Language and language features are
capably selected and successfully
used that are fit for purpose and
audience.
Communication is not hindered by
inconsistencies.
Explanatory Notes
 Variety of text types refers to a range of different text types which have been created for different audiences and
purposes.
 Clear refers to language that gives no doubt as to intended meaning.
 Explore and justify varied ideas and perspectives involves evaluating and giving explanations or evidence to
support own ideas and perspectives as well as supporting or challenging those of others.
Authenticity
See Authenticity Statement in Appendix V, p15.
13
Year 13 French Course Outline and Associated Materials
Appendix IV: Scholarship French – AS 93004
The Standard and Content
The Scholarship performance standard requires that you “respond in speech and writing in French to complex written
and spoken stimulus material in French.” It uses and requires NZC Level 8 language, just as NCEA Level 3 does.
The Examination
Section One, Writing, has two questions, each worth 8 marks, and Section Two, Speaking, has two questions, each
worth 8 marks, that is, 32 marks in total. The question booklet contains stimulus material in the form of reading texts
and visual texts, as well as the questions and spaces to make notes. The spoken stimulus material is recorded and
supplied on a CD. There is a separate answer booklet. All instructions are in English, but all questions are in French.
You are required to deliver your spoken French evidence in a separate room.
Performance Descriptors
Performance Descriptor
1 Outstanding
The student will respond in
speech and writing, to complex
written and spoken stimulus
material to:
 extract information from
given material and use this
to express and develop
ideas in a coherent manner.
 communicate accurately
and fluently, using a wide
variety of complex
structures and vocabulary.
 sustain a high quality of
language throughout.
 use language with flexibility.
 communicate in a
convincing manner.
Performance Descriptor
2
The student will respond
in speech and writing, to
complex written and
spoken stimulus material
to:
 extract information
from given material
and use this to
express and develop
ideas in a coherent
manner.
 communicate
accurately and
fluently, using a wide
variety of complex
structures and
vocabulary.
Performance Descriptor
3
The student will respond
in speech OR writing, to
complex written and
spoken stimulus material
to:
 communicate
accurately and
fluently, using a wide
variety of complex
structures and
vocabulary.
 extract information
from given material
and use this to
express and develop
ideas in a coherent
manner.
Performance Descriptor
4
The student will respond
in speech OR writing, to
complex written and
spoken stimulus material
to:
 communicate, using
some complex
structures and
vocabulary.
 extract information
from given material
and use this to
express ideas.
Explanatory Notes
1
Respond refers to your ability to interpret the stimulus material and link this with your own ideas in the production
of speaking and writing.
2
Complex refers to language structures and vocabulary up to and including Level 8 of the French curriculum.
3
Coherent refers to logical, clear, concise, and relevant use of the language.
4
Accuracy in writing and speaking refers to language which is error free or almost error free and communication is
not hindered in any way. Native speaker correctness is not required. Neither should any attempt be made to
specify the number of errors allowable.
5
Fluency refers to the linking of ideas and appropriate pausing (in speaking).
6
Flexibility of language refers to using language up to and including Level 8 of the French curriculum in response
to unpredictable elements to express personal opinions, beliefs or viewpoints. It also includes using language
appropriately for different purposes (e.g. idiomatic expressions, proverbs, fillers).
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Convincing refers to the student’s ability to communicate with confidence, style and in a natural way. This may
include taking a fresh or original approach.
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Year 13 French Course Outline and Associated Materials
Appendix V: Authenticity Statement
NZQA says:


Unmodified extracts from any external source should not be included without acknowledgement of sources and
will not be considered for the final achievement judgement.
When considering the authenticity of the evidence: ‘the teacher’s knowledge of the student’s work and learning
enables the teacher to make judgments of the authenticity of the evidence’ (NZC pp 39 -41).
At Epsom Girls Grammar School, this means:

It is vital that you present only your own work.

You may use words and phrases from your resources but must be certain to adapt them. You may not reproduce whole
sentences or paragraphs from the resources, or from previously corrected work.

If the teacher suspects that you have used work that is not your own, you may be asked questions to test your level of
understanding.

Where evidence indicates work presented is not your own work, ‘Not Achieved’ will be awarded.
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