French as a Second Language
Core French, Grades 4-8
Extended French, Grades 4-8
French Immersion, Grades 1-8
Fall 2013/Winter 2014

2

1.
To increase awareness of how curriculum review has evolved and how Ministry policies and priorities are reflected in revised curriculum as a result of the curriculum review process
2.
To deepen understanding of the Vision, Goals, and
Enduring Ideas underlying the FSL curriculum
3.
Share information about major changes to FSL curriculum for Core French, Extended French, and French Immersion
4.
Provide opportunities for meaningful dialogue regarding effective strategies to implement revised curriculum
3

• Questions for Reflection
• Curriculum Review Process
• What Did We Hear?
• Features of the Revised Curriculum
• Exploring the Revised Curriculum
– Preface, Introduction, Vision and Goals
– Enduring Ideas
4

1. Why is French as a Second Language an important part of the Ontario curriculum?
2. How does learning French prepare students for living in today's world?
5

• 1000’s of people have “touched” the draft document throughout the revision process
6

7

2008-2009
• Research, technical analysis, focus groups, consultation, synthesis of recommendations
• initial revision summer writing of Core French program
Fall and
Winter 2009
• Initial feedback consultation for Core French, revisions based on feedback
Spring and
Summer
2010
• synthesis of recommendations for French Immersion, initial revision summer writing of French Immersion program
• editing of Core French document begins
8

2010-2011
• Initial feedback consultation for French Immersion, grades 1 – 12
(Academic/University)
• revisions based on feedback
• editing of French Immersion
2011-2012
• synthesis of recommendations for Extended French
• initial summer writing of Extended French program
• revision of Secondary French Immersion (Applied/Open)
• revisions based on feedback
2012-2013
• editing of French Immersion and Extended French
• anticipated release of revised documents
• training for implementation
9

SHIFT FROM
Passive acquisition
Grammarbased
Isolated
Concepts
SHIFT TO
Active Interaction
Literacy-based and
Language Rich
Contextualized
Learning
10

 Strengthen the vision of the French language learner in the 21st century
 Base changes on the key components of a quality
French program by…
 Focusing on the acquisition of a strong oral foundational base
 Emphasizing that oral communication cannot occur without effective listening
 Highlighting the importance of valuing and learning another language
11

 Consistent goals and vision across all grades and programs from Grades 1 to 12
 Expanded examples, teacher prompts and instructional tips
 Focus on communication (production, reception and interaction) in authentic contexts
 Inclusion of different types of interaction and talk
 Emphasis on action-oriented communicative approaches
 Emphasis on development of student metacognition skills
 Inclusion of intercultural understanding
 Inclusion of media literacy
12

• Preface and Introduction
• The Program
• Assessment and Evaluation of
Student Achievement
• Some Considerations for Program
Planning
13

• Schools in the 21 st century
• Supporting students’ well-being and ability to learn
• The Role of Mental Health
14

• provides an overview of the goals and key elements of the approach and pedagogy in the subject
• roles of teachers, parents, students, principals, and the community
15

• All three FSL Programs share the same vision and goals
• Core French, Extended French, and
French Immersion are all housed in one document
16

Vision and Goals of the
French as a Second Language Curriculum
17

Enduring Ideas
Enduring Ideas are fundamental concepts which focus on the development of skills that are necessary for life-long language learning.
The emphasis on the 7 Enduring
Ideas encourages students to apply their knowledge of French and communicate ideas, information, and opinions for authentic purposes, to different audiences in a variety of real-life situations.
18

Enduring Ideas
Authentic Oral Communication:
Reception, Production, and
Interaction:
• Read enduring idea on page 9 and pages 19 - 20
• Think-Pair-Share
• Answer questions on Placemat
19

Enduring Ideas
Listening, Speaking,
Reading, and Writing:
Interconnected but distinct
• Read section on page 9 and pages 20-21
• Reflect on statement:
“If students hear it, they can say it. If students can say it, they can read it. And if students can read it, they can write it.”
• Discuss: What implications does this statement have on teaching and learning?
20

Enduring Ideas
Development of
Language Learning
Strategies:
• Read section on pages 9-10
• Refer to sample anchor charts for the strategies. Select strategies for one of the strands.
• Discuss how you would introduce the strategies
21

Enduring Ideas
Interdependence of
Language and Culture:
• Read section on page 10
• In groups of four, number off, 1-4.
• Person 1 shares a statement based on reading
• Person 2 shares a comment
• Person 3 asks a question
• Person 4 asks a question
• Whole table discussion
22

Emphasis on Critical and
Creative Thinking Skills:
• Read section on page 10
• Examine the
Adolescent Literacy
Guide p. 16-21
• Discuss your findings with a partner
23

Goal Setting and Reflection:
• Read section on page 11
• Refer to pages 22-27 in the
Adolescent Literacy Guide
• Consult A Guide to
Reflective Practice for
Core French Teachers —
Module 6
• Refer to the Faire croître le succès handout
• What kind of opportunities can we provide for students to set goals and reflect on their progress?
24

Making Real-World
Connections:
• Read section on page 11
• Refer to Module 3-
Action-Oriented
Approach of the
Guide to Reflective
Practice for Core
French Teachers
• Select a program and a grade
• What kind of realworld connections can be made for this grade?
25

1. How are the seven enduring ideas linked to the curriculum expectations?
2. How do they support students learning of
French?
3. How do the enduring ideas connect to learning across the curriculum? 26

• 3-2-1
• 3 things from the work of our session so far that you are excited about
• 2 things that you want to explore further (e.g., with someone in the room, with someone in your board – today, tomorrow, next week)
• 1 thing that you are wondering about
27

28

Jour 2
29

• Exploring the Revised Curriculum
– Assessment and Evaluation of Student
Achievement
• Considerations for Program Planning
• Making Connections with Key Policies, Programs and
Strategies
• Making Real World Connections
• Subject/Division Association Supports for FSL
• Other Resources
• Board Team Consolidation
30

Front Matter -
Assessment and Evaluation of Student
Achievement
• Considerations aligned with Growing Success policy and the achievement charts for the subject
The Achievement Chart is the standard province wide evaluation tool.
31

Considerations for Program Planning in FSL 1 to 8
• Instructional Approaches (pages
32-34)
• Cross-curricular and Integrated
Learning (pages 34-35)
• Planning for Students with Special
Education Needs (pages 35-37)
• Considerations for English
Language Learners (pages 37-40)
• Environmental Education (pages
40-41)
• Healthy Relationships (pages 41-
42)
• Equity and Inclusive Education
(pages 42-43)
• Financial Literacy (pages 43-44)
• Literacy, Mathematical Literacy, and
Inquiry (pages 44-46)
• Critical Thinking and Critical Literacy
(pages 46-47)
• The Role of the School Library
(pages 47-48)
• The Role of Information and
Communications Technology (page
49)
• Education and Career/Life Planning
(pages 49-50)
• Health and Safety (pages 50-51)
32

33

34

In your board teams, divide the Curriculum Connections document
Action
•
Examine the sample curriculum expectations with links to:
– Equity and Inclusive Education
– Environmental Education
– First Nations, Métis and Inuit Framework
– Financial Literacy
– Mental Health
– 21 st Century Learning
– A Framework for French as a Second Language in Ontario Schools
• Consider connections to relevant policies, programs, strategies and resources.
• Make connections to relevant sections in the front matter of a recently revised curriculum document. 35

• Break into program groups(Core, Extended, Immersion)
• Find table with the grade/division of interest
• Complete placemat to plan an authentic task involving all four strands
36

37

• Share with your program/division/grade groups
38

• OMLTA/AOPLV
• MLC/CLM
39

• Ministry Resources:
• EduGAINS
– Differentiated Instruction: Teaching Learning Examples
(Grade 7 Immersion/Extended, Grade 8 Core French,
Grade 9 Applied Core French) to come soon
– Adolescent Literacy
– AER GAINS
– Curriculum GAINS
– Financial Literacy GAINS
40

• A Framework for French as a
Second Language in Ontario
Schools, Kindergarten to Grade
12, 2013
• Transforming FSL, Curriculum
Services Canada:
– Prologue,
– Guides to Reflective Practice,
– On est capable,
– CEFR resources available at www.curriculum.org/fsl
41

As a Board Team, discuss and record on your graphic organizer:
1. Implementation strategies for system and school levels
2. Links to other board and ministry priorities
3. Discuss resources needed and timelines for implementation of revised curriculum
42

• What opportunities for enhanced student support, achievement and engagement do you see with the revised French as a
Second Language curriculum?
43

• What challenges do you face with supporting the effective implementation of the revised French as a Second Language curriculum in your board?
44

• What are some next steps that you, as part of a board team, or you, as an individual, can take to begin the implementation process of the revised
French as a Second Language curriculum in your board?
45

• 3-2-1
• Three things I have learned
• Two things I will try
• One thing I am still wondering about/ want to explore further
46

1.
To increase awareness of how curriculum review has evolved and how Ministry policies and priorities are reflected in revised curriculum as a result of the curriculum review process
2.
To deepen understanding of the Vision, Goals, and
Enduring Ideas underlying the FSL curriculum
3.
Share information about major changes to FSL curriculum for Core French, Extended French, and French Immersion
4.
Provide opportunities for meaningful dialogue regarding effective strategies to implement revised curriculum
47

48