Bishop Druitt College French Stage 4 Year 8 Scope & Sequence 2013
KIWeek:
TERM 1
11 weeks
2 units
TERM 2
8 weeks
1.5 units
TERM 3
10 weeks
2 units
TERM 4
8 weeks
1.5 units
1
2
3
4
5
6
7
8
9
10
11
Unit 1 – Introductions
Unit 2 – My family
Focus Outcomes: 4UL.1, 4UL.2, 4UL.4, 4MLC.2, 4MBC.1, 4.MBC.2
Focus Outcomes: 4UL.3, 4UL.4, 4MLC.2, 4MBC.1
CO: Greeting people, asking and saying names, describing people
CO:
Introducing family members, giving ages, describing
V:
Simple greetings, nationalities, numbers 1 – 20, adjectives
family members,
G:
The verb “to be”; basic sentence structure, definite article (le,la,les)
V:
family members, numbers 21 – 69, adjectives
CI:
Where is France? ; Forms of address
G:
possessive adjectives for my and your; what belongs to
P:
differences in pronunciation; a, oi, i, in, en/an
others; the verb “avoir”
A:
Voki to upload to Edmodo (week 3) (AFL, ICT)
CI:
Common French names; football
Listening, Reading, Writing Task Week 7 (AOL)
A:
Vocabulary quizzes (AFL)
Vocabulary quizzes (AFL)
Digital family album – oral task (AOL) due Wk 11
STUDY SKILLS – note-taking
STUDY SKILLS – vocabulary memorisation
Unit 3 – Pets
Unit 4 – School
Focus Outcomes: 4UL.1, 4.UL.2, 4UL.4, 4MLC.1
Focus Outcomes: 4UL.1, 4UL.4. 4MLC.2, 4.MBC.1, 4.MBC.2
CO: Talking about pets, describing things, talking about
CO: Talking about school subjects, teachers and timetables
preferences
V:
subjects, adjectives, days of week, times, alphabet
V:
animals, colours, adjectives
G:
Questions, -er verbs, use of on verbs être and avoir
G:
agreement of adjectives, negative sentences, questions;
CI:
School in France/Australia, film study
indefinite articles (un/une/des)
P:
“h”, “th”
CI:
Use of “tu” and “vous”
A:
Film study Etre et Avoir (AOL)
A:
“eau/au”, “qu”
In-class writing task – me and my school (AFL)
Animal poster (writing),
Listening/reading test & e-mail (writing) week 6 (AOL)
Continuation of Unit 4 (total 6
Unit 5 – A typical day
Unit 6 - Housework
weeks)
Focus Outcomes: 4UL.3, 4MLC.1, 4.MLC.2, 4.MBC.2
CO: Talking about when you do things, classroom talk
V:
Verbs for classroom commands, time, classroom objects,
hours & minutes
G:
The imperative form, use of tu/vous, -er verbs
CI:
formal and familiar registers, 24-hour time
P:
“u” vs “ou”
A:
Short film – a typical day at BDC. (AOL)
Unit 6 – Housework
Unit 7 – On the weekend
Focus Outcomes: 4UL.1, 4.UL.2,
Focus Outcomes: 4UL.2, 4UL.3, 4UL.4, 4MLC.1,
4.UL.4, 4MLC.2
4.MLC.2, 4.MBC.1
CO: Talking about household tasks,
CO: Talking about what you do and don’t do on
saying what you like doing
the weekend, talking about weather
V:
housework verbs, time
V:
Leisure activities, verbs, weather
G:
using infinitives, possessive adj
expressions
(son, sa, ses), quel, irr verb faire
G:
Impersonal use of il; irr verb aller, the future
P:
“r”, liaisons
proche
CI:
French recipes
CI:
Around Paris
A:
Listening, Reading, Writing
P:
“è” and “é”
(AOL)
A:
Postcard from France. (AFL)
CO = Communicative outcomes; V = Vocabulary, G = Grammar, CI = Culture Integration, P = Pronunciation, A = Assessment
Bishop Druitt College French Stage 4 Year 8 Scope & Sequence 2013
Cross-curriculum Content and Policies
Quality Teaching and Learning
The following dimensions and elements of the Quality Teaching and Learning documents have been incorporated into the programme and are
idenitified in the units of work using the following abbreviations:
Intellectual quality






Quality learning environment






Deep knowledge DK
Deep understanding DU
Problematic knowledge PK
Higher-order thinking HOT
Metalanguage M
Substantive communication SC
Significance






Explicit quality criteria EQC
Engagement E
High expectations HE
Social support SS
Students’ self-regulation SSR
Student direction SD
Background knowledge BK
Cultural knowledge CK
Knowledge integration KI
Inclusivity I
Connectedness C
Narrative N
Differentation
Wherever possible learning activities and assessment tasks have been differentiated within this programme. Tasks which have been designed
purposefully to allow for differentiation are identified with (D) under the Links column.
Assessment
Assessment Tasks have been integrated into each unit of work and classified as either Assessment For Learning (AFL) or Assessment Of Learning
(AOL). AFL tasks will be used by students to track their own progress and by teachers to inform future teaching, keep track of progress and contribute
to the class mark grading awarded at the end of the year. AOL tasks will be marked numerically, weighted and will be added up to give the final
grading, combined with the class mark, for the end of the course. The following table sets out the tasks that will go towards to the final course grade.
Table of Assessment Tasks and Weightings
Skill & Outcome
Listening 4.UL.1
Reading 4.UL.2
Speaking 4.UL.3
Writing 4.UL.4
Culture 4.MBC.1,2
Class work (all)
Task 1 T1W7
10%
Task 2 T1W11
10%
Task 3 T2W6
15%
Task 4 T3W3
10%
Task 5 T3W9
15%
Task 6 T4W4
20%
Ongoing
20%
TOTAL
100%
3
3
2
3
1
1
Bishop Druitt College French Stage 4 Year 8 Scope & Sequence 2013
Other Cross-Curriculum Content
This table sets out other skills and content that students will learn and develop through their 100 hours of mandatory language study:
Cross-curriculum
In the 100 hours mandatory study, the skills to be learnt and developed are:
content & policies
ICT
 Collecting and interpreting electronic information
 Demonstrating knowledge of ethics in regard to the use of technology to communicate information
Literacy
 Using metalanguage to describe structures and features of language
 Exploring grammatical systems to appreciate how languages work
 Recognising that grammatical concepts serve particular functions & represent part of system of language
 Identifying specific patterns and rules such as word construction, word order, tenses
 Using ICT such as word-processing to support the production of original text
Numeracy
 applying logical thinking to the development of ideas
Key Competencies
 Collecting, analysing and organising information through identifying the purpose in spoken and written
texts and distinguishing between main ideas and supporting detail
 Communicating ideas and information through developing the listening, reading, speaking and writing
skills necessary for communication
 Planning and organising activities through experimenting with linguistic patterns and structures to convey
information and express ideas
 Working with others and in teams through interaction between students for the acquisition of knowledge,
understanding, skills, values and attitudes
 Solving problems through analysing texts to comprehend meaning from context
 Using technology through collecting and interpreting electronic information
Civics &
 Understanding the importance of tradition to a sense of cultural identity
Citizenship
 Identifying and reflecting on representations of culture
Difference &
 recognising the importance of culture and cultural awareness
Diversity
 Recognising how culturally appropriate behaviour and language are used in diverse contexts
Multiculturalism
 identifying cultural values and practices in observing social interaction among members of the community
Anti-racism
 recognizing that language and behaviour reflect important aspects of culture
Gender
 identifying generalisations about women and men in French-speaking communities
 identifying and explaining features of traditional and contemporary lifestyles in relation to gender including
the roles and contributions of women and men
Work,
 recognising and identifying the contributions of French-speaking communities to the world of work
Employment &
 applying knowledge of French language and culture to work opportunities
Enterprise
Abbreviations
ICT
LIT
NUM
KC
C&C
D&D
MULT
GEN
WEE
Bishop Druitt College French Stage 4 Year 8 Scope & Sequence 2013
This document has been produced by K. Wyndham at Bishop Druitt College
with funds provided by the Australian Government through the School
Languages Program.