Board Endorsed December 2014 Amended February 2015
Written under the Language
Course Framework 2013
Edition
Accredited from:
January 2015 - December 2019
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Board Endorsed December 2014 Amended February 2015
Student Capabilities
All courses of study for the ACT Senior Secondary Certificate should enable students to develop essential capabilities for twenty-first century learners. These ‘capabilities’ comprise an integrated and interconnected set of knowledge, skills, behaviours and dispositions that students develop and use in their learning across the curriculum.
The capabilities include:

Literacy

Numeracy

Information and communication technology (ICT) capability

Critical and creative thinking

Personal and social capability

Ethical behaviour

Intercultural understanding.
Courses of study for the ACT Senior Secondary Certificate should be both relevant to the lives of students and incorporate the contemporary issues they face. Hence, courses address the following three priorities. These priorities are:

Aboriginal and Torres Strait Islander histories and cultures

Asia and Australia’s engagement with Asia

Sustainability.
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Board Endorsed December 2014 Amended February 2015
B S S S
AUSTRALIAN CAPITAL TERRITORY
College:
Course Title: Continuing French
Framework: Languages Framework 2013 Edition
Dates of Course Accreditation:
Classification: T
Course Area:
From 2015
Course Code: to 2019
Identify units to be adopted by ticking the check boxes
Adopt
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Unit Title
The Individual’s Experience
Personal World
Education and Aspirations
Society and Community
Tourism and Urban Living
Cultural Perspectives
The World Around Us
Social Issues
Work and Technology
Lifestyles and Traditions
Popular Culture
The Arts
Education and Urban Living
Work and Popular Culture
Value
(1.0/0.5)
1.0
0.5
0.5
1.0
0.5
0.5
1.0
0.5
0.5
1.0
0.5
0.5
1.0
1.0
Length
Q
Q
S
Q
S
Q
Q
S
Q
S
Q
Q
S
S
Adoption The course and units named above are consistent with the philosophy and goals of the college and the adopting college has the human and physical resources to implement the course.
Principal:
BSSS Office Use
Entered into database:
/ /20
/ /20
College Board Chair: / /20
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Board Endorsed December 2014 Amended February 2015
Table of Contents
Course Adoption Form for Tertiary Courses .......................................................................................... 3
Course Name .......................................................................................... 5
Course Classification
Course Framework
Course Developers
.......................................................................................... 5
.......................................................................................... 5
.......................................................................................... 5
Evaluation of Previous Course
Course Length and Composition
Implementation Guidelines
Duplication of Content
Subject Rationale
.......................................................................................... 6
.......................................................................................... 6
.......................................................................................... 7
.......................................................................................... 7
.......................................................................................... 9
Goals
Content
Teaching and Learning Strategies
Assessment
General Capabilities
Unit Grades
Moderation
Resources
Physical Resources
Internet based resources
.......................................................................................... 9
........................................................................................ 11
........................................................................................ 14
........................................................................................ 15
........................................................................................ 18
........................................................................................ 21
........................................................................................ 24
........................................................................................ 25
........................................................................................ 25
........................................................................................ 25
........................................................................................ 28
Value: 1.0 ....................................................................... 29
Proposed Evaluation Procedures
The Individual’s Experience
Personal World
Education and Aspirations
Society and Community
Social Issues
Work and Technology
Tourism and Urban Living
Cultural Perspectives
The World Around Us
Value: 0.5 ....................................................................... 31
Value: 0.5 ....................................................................... 33
Value: 1.0 ....................................................................... 35
Value: 0.5 ....................................................................... 37
Value: 0.5 ....................................................................... 39
Value: 1.0 ....................................................................... 41
Value: 0.5 ....................................................................... 43
Value: 0.5 ....................................................................... 45
Lifestyle and Traditions
Popular Culture
The Arts
Education and Urban Living
Work and Popular Culture
Value: 1.0 ....................................................................... 47
Value: 0.5 ....................................................................... 49
Value: 0.5 ....................................................................... 51
Value: 1.0 ....................................................................... 53
Value: 1.0 ....................................................................... 55
........................................................................................ 57 Appendix A - Grammatical Checklist
Appendix B - Some suggested text types ........................................................................................ 59
Appendix C – Common Curriculum Elements ........................................................................................ 60
Appendix D Table - Suggested Integrated Themes ................................................................................ 62
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Board Endorsed December 2014 Amended February 2015
Continuing French
T
This course is presented under the Languages Course Framework 2013 Edition.
Name Qualifications
Jennifer Vuillemot Dip Teach/ Grad Cert LOTE/ Post Grad Dip
Rhiannon Richards BA (Hons) French & German
P.G.C.E
MA Education
MSC Interpreting and Translation
Bobbie Dawson BA (Hons) Psychology
PGCE
Gaëlle Tregoning Dip Ed
BA Philosophy and German, MA German,
Masters German and French (Medieval studies)
Kate Lofthouse
Ludivine Le-Gal
Natalie O’Toole
Dianne Lefebvre
Anne Aldis
BA Hons Combined Languages
PGCE
Bachelor of English (language, literature and civilisation)
PGCE
Masters in Didactics of French as a Foreign and
Second Language
(+ Bachelor Degree in English Language,
Literature and Civilisation)
PGCE England
BPHE (Honours) Minor in French
Bachelor of Education
Masters of Educational Leadership
Highly Proficient Teacher (ISTAA)
BA Dip Ed (French, Italian, English)
M. Ed Leadership
This group gratefully acknowledges the work of previous developers.
College
Canberra Girls’
Grammar School
Canberra Girls’
Grammar School
Daramalan College
Daramalan College
Marist College
Marist College
Narrabundah College
Radford College
St Edmund’s College
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Board Endorsed December 2014 Amended February 2015
The previous course was found to be generally satisfactory, the content was appropriate and the needs of the students met. This course was amended to comply with the new Languages Framework.
Amendments were made to units to encourage greater student interest and to promote higher-order thinking.
Selection of content was adjusted to guarantee better alignment across other French courses.
The resources were updated in order to cater for the changes made to the course document.
Assessment tasks and teaching strategies were reviewed and amended to improve the delivery of content to students.
Unit grade descriptors were developed specific to T courses across all years and levels.
The following combinations of 0.5 units have been approved by the French Language Panel as having coherence of purpose and clarity. No other combinations of 0.5 units have been accredited.
Unit Titles Unit Value
The Individual’s Experience 1.0
Personal World
Education and Aspirations
Society and Community
Tourism and Urban Living
0.5
0.5
1.0
0.5
Cultural Perspectives
The World Around Us
Social Issues
Work and Technology
Lifestyles and Traditions
Popular Culture
The Arts
Education and Urban Living
Education
Tourism and Urban Living
Work and Popular Culture
Work and Technology
Popular Culture
1.0
0.5
0.5
0.5
1.0
0.5
0.5
0.5
1.0
0.5
0.5
1.0
0.5
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Board Endorsed December 2014 Amended February 2015
Available course patterns
A standard 1.0 value unit is delivered over at least 55 hours and can be as long as 63 hours. To receive a course, students must complete at least the minimum number of hours and units over the whole minor or major – both requirements must be met. The number of units may vary according to the school timetable.
Course
Minor
Major
Major Minor
Double Major
Number of standard units to meet course requirements
Minimum of 2 units
Minimum of 3.5 units
Minimum of 5.5 units
Minimum of 7 units
Compulsory units
There are no compulsory BSSS accredited units in this course.
Refer to the Languages Eligibility Enrolment Form ( www.bsss.act.edu.au/curriculum ).
Arrangements for students continuing study in this course
Students continuing in this course from the previous course must study units not previously undertaken. Please refer to Duplication of Content rules below.
Students cannot be given credit towards the requirements for a Senior Secondary Certificate for a unit that significantly duplicates content in a unit studied in another course. The responsibility for preventing undesirable overlap of content studied by a student rests with the principal and the teacher delivering the course. Substantial overlap of content is not permitted and students will only be given credit for covering the content once.
Students continuing with the Continuing Language course during the transition phase from Year 11 to
Year 12 must not cover the same content or grammar that has been taught in previous Continuing
French units. The grade descriptors in the Languages Framework reflect increased rigour between years and levels.
Nil
Refer to intermediate Type 2 Course.
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Board Endorsed December 2014 Amended February 2015
Grammar to be studied in these latter units is contained in the Year 11 section of the suggested grammar list in Appendix 1.
This course does duplicate content with other courses. Refer to the Integrated Themes Table at
Appendix D.
Students who complete the Continuing French T Course as a major will be sufficiently prepared to sit the International Baccalaureate French B exam in those colleges where the IB French is offered.
Suggested Implementation Patterns
Implementation Pattern
Semester 1, Year 11
Units
The Individual’s Experience 1.0
Personal World 0.5
Education and Aspirations 0.5
Semester 2 , Year 11
Semester 1, Year 12
Semester 2, Year 12
Society and Community 1.0
Tourism and Urban Living 0.5
Cultural Perspectives 0.5
The World Around Us 1.0
Social Issues 0.5
Work and Technology 0.5
Lifestyles and Traditions 1.0
Popular Culture 0.5
The Arts 0.5
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Board Endorsed December 2014 Amended February 2015
Learning additional languages widens horizons, broadens cognitive and cultural experience, and develops communicative and intercultural competence. It also opens up new perspectives for learners, not only in relation to other cultures and languages, but also in terms of their own language and cultural practices.
Learning French strengthens intellectual and analytical capability and enhances creative and critical thinking. Students develop an understanding of the nature of language (including linguistic and stylistic features), of culture, and of the process of communication. They develop understanding of how values and culture shape world view. Learning French extends the learner’s understanding of themselves, their heritage, values, culture, and identity. Students develop intercultural capability; they develop understanding of, and respect for, diversity and difference, and openness to different perspectives and experiences. Learning languages contributes to strengthening the community’s social, economic, and international development capabilities.
Students learn to reorganise their thinking to accommodate the structure of another language, they develop cognitive flexibility and problem-solving ability, which can be applied when problems and solutions are not evident, as well as when critical thinking and creative approaches are required.
Learning languages requires and improves intellectual disciplines and systematic study habits. These habits are characterised by effective planning and organisation, incorporating processes of selfmanagement and self-monitoring. 1
French is considered as a language of diplomacy and culture. It is spoken by more than 200 million people on the five continents and in the Pacific. One of the most widely learned foreign language in the world after
English.
All courses based on this Course should enable students to:
 enhance their capacity to communicate and interact effectively within and across languages and cultures, showing control over linguistic elements and an awareness of audience and purpose
 understand the interrelationship of language and culture, and the importance of intercultural competence
 acquire language learning strategies that can be applied in further studies
 expand their post school options and meet the growing needs of business and industry for language skills and intercultural understanding
 understand the variability of language use – how language changes with the context of situation and the context of culture (participants and their relationship, circumstances of communication)
 employ technology to enhance communication.
1
The developers acknowledge the Queensland Studies Authority Languages curriculum document in the development of the rationale and goals.
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Board Endorsed December 2014 Amended February 2015
Literacy in Languages
Learning languages develops overall literacy. It strengthens literacy- capabilities that are transferable across languages (for example, the language being learnt and the learner’s first language), across domains of use (for example, the academic domain and the domains of home language use), and across learning areas.
Learning languages makes accessible to students’ additional literacy experiences. It strengthens language awareness and helps to develop a metalanguage, a language for thinking and talking about how language works.
Numeracy in Languages
Students use and understand pattern, order and relationships, and develop understanding of concepts such as time, number and space in different cultures, as expressed through language.
Students become familiar with numbers, dates and terms for mathematical operations in the target
Language.
Students apply numeracy skills when they use tables or graphs to support an idea, opinion, or position when creating texts and interacting in the target language. 2
Student Group
Students enrolling in the Continuing French Course should have completed 2 to 3 years study of
French in high school or the equivalent or should have had in-country experience.
The T course is designed to prepare students for higher education.
N.B. refer to the Languages Eligibility Enrolment Form ( www.bsss.act.edu.au/curriculum )
2
The developers acknowledge the SACE Languages curriculum document in the development of literacy and numeracy skills
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Board Endorsed December 2014 Amended February 2015
Courses developed under this Framework provide details of course content through the component units of the course. While this content will differ according to the particular course, all content will be chosen to enable students to work towards the achievement of the common and agreed goals of the Framework.
Concepts and knowledge underpinning learning in the target language include:
 grammatical and systems knowledge (for example, phonology, graphology, vocabulary, morphology, syntax)
 textual knowledge (for example, cohesion and rhetorical organisation, text types)
 sociolinguistic knowledge and understanding (for example, varieties, registers, cultural references)
 cultural and intercultural knowledge and understanding (for example, how identity is constructed in intracultural and intercultural encounters and interactions)
 general knowledge such as concepts drawn from areas of interest to the learners as well as subject matter connected to learning areas across the curriculum.
Skills developed in language learning include:
 higher-order thinking skills including creating, synthesising, analysing, evaluating, interpreting, comparing and contrasting, explaining, elaborating, relating, judging, imagining, concluding, justifying, translating, connecting, engaging with multiple perspectives
 independent and collaborative learning
 problem solving
 strategies for decoding unfamiliar language
 intercultural sensitivity
 negotiation of meaning through the use of language, questioning assumptions, noticing how interaction works and how meaning is exchanged interculturally
 relationship between language and culture.
 listening, speaking, reading and writing skills in various combinations.
3
3
The developers acknowledge the ACARA Languages Shape paper in the development of concepts and skills
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Board Endorsed December 2014 Amended February 2015
Recommended content
Students completing a major must have studied all of the following topics:
 The Individual’s Experience
 Society and Community
 The World Around Us
 Lifestyles and Traditions.
There are no vocational courses under this Course Framework.
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Board Endorsed December 2014 Amended February 2015
Table - Suggested Integrated Themes
Theme
Personal World
Continuing

Personal details and qualities

Relationships with family and friends

Describing home and surroundings

Leisure activities

Daily routine
Education and Aspirations

School life and part-time jobs

Choosing a career

Future plans and aspirations
Tourism and Urban Living

Travel and tourism

Cooking

Emerging Economies

La Francophonie
Cultural Perspectives

Fashion

Historical/regional perspectives
Social Issues
Work and Technology
Popular Culture
The Arts

Health and fitness

Environmental Issues

Immigration

Gender Issues

Different types of work, vocational pathways

Technological and scientific innovations

Media issues

Cartoons

Advertising

Music

Film

Visual Arts

Literature
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Board Endorsed December 2014 Amended February 2015
Course developers are encouraged to outline teaching strategies that are grounded in the Learning
Principles and encompass quality teaching. Teaching strategies and assessment tasks should promote intellectual quality, establish a rich learning environment and generate relevant connections between learning and life experiences
Teaching strategies that are particularly relevant and effective in the study of Languages include, but are not limited to, the following techniques:
 communicative activities: recall, brainstorming, individual, pair and group work (e.g. think, pair, share)
 student reflection on relevant concepts and skills
 review of metalanguage (grammatical understanding; language as a system)
 setting the context (e.g. time, place, culture)
 exposure to quality visual imagery/materials through a variety of media

 teacher demonstration, modelling and joint construction
 scaffolding tasks to facilitate analysis of visual, spoken and written material including error recognition and correction
 strategies to access unfamiliar language
 sustained speaking and writing practice
 simulated real life situations and work scenarios engagement with guest speakers and demonstrators
 research strategies and time management
 production of sustained written and spoken texts
 manipulation of texts employing higher-order thinking strategies
 problem-solving strategies
 workshop and peer review
 discussions, debates and student presentations
 practice and reinforcement of learning by way of written and oral reflection and evaluation
 regular and meaningful feedback
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Board Endorsed December 2014 Amended February 2015
 links with the wider communities through excursions and field trips
 cross curriculum activities
For Modified courses, teaching strategies should be underpinned by the principles of the Disability
Discrimination Act and reflect contemporary pedagogical practices in meeting the needs of students with specific learning deficits or disabilities.
The identification of assessment task types, together with examples of tasks, provides a common and agreed basis for the collection of evidence of student achievement. This collection of evidence enables a comparison of achievement within and across colleges, through moderation processes.
This enables valid, fair and equitable reporting of student achievement on the Senior Secondary
Certificate.
 Assessment Tasks elicit responses that demonstrate the degree to which students have achieved the goals of a unit (and the course as a whole).
 Assessment Tasks in T courses require students to utilise the higher-order thinking skills that are the basis of the ACT Scaling Test.
 Assessment Task Types (with weightings) group assessment tasks in ways that reflect agreed shared practice in the subject area and facilitate the comparison of student work across different assessment tasks.
 Assessment Criteria (the dimensions of quality that teachers look for in evaluating student work) provide a common and agreed basis for judgement of performance against unit and course goals, within and across colleges. Over a course, teachers use all of these criteria to assess students’ performance, but do not necessarily use all criteria on each task. Assessment criteria are to be used holistically on a given task and in determining the unit grade.
 Assessment Rubrics are used to develop criteria for a task type and a continuum that indicates levels of student achievement against each criterion.
Students are expected to study the accredited semester 1.0 units unless enrolled in a 0.5 unit due to late entry or early exit in a semester.
Where a 1.0 unit is delivered as a combination of two 0.5 units, the same percentage weighting for task types should be used. If not, separate mark books must be maintained and the 0.5 units must be meshed with the 1.0 standard unit following documented meshing procedures. These meshing procedures must be provided to students as part of the Unit Outline.
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Board Endorsed December 2014 Amended February 2015
General Assessment Criteria (T)
Students will be assessed in speaking, writing and responding tasks on the degree to which they demonstrate:
 communicating
 understanding.
Assessment is to be differentiated for A and T courses. Assessment tasks in all courses need to be appropriate to the classification and cater for the needs of students. Creative, open-ended and rich learning tasks are recommended.
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Board Endorsed December 2014 Amended February 2015
Strand
Task Type
Mandatory
Items
Must be one item with the minimum mandatory weighting as shown below.
Communicating
Speaking
Unscripted interview/conversation in the target language, with teacher/native speaker comprised of unseen and open ended questions based on content covered in the unit presented on
CD, DVD or USB
Minimum time limit:
5 minutes
Writing
Sustained writing in the target language, producing increasingly complex texts in class under test conditions in a minimum of 45 minutes in response to an unseen question or visual stimulus based on content covered in the unit
Suggested task: letter, email, magazine article, blog, review, speech, poetry, essay
Year 11 200 -250 Words
Year 12 250 – 300 Words
Minimum for
Mandatory
Optional
25% of the unit total mark 25% of the unit total mark 25% of the unit total mark
The following options must include unscripted questions by teachers and/or peers in the target language:

Oral presentation

Role-play

Debate

Interview

Conversation

Discussion

Interpreting
Sustained writing piece in the target language may include:

A text in a variety of genres

Assignment under controlled conditions

Short response to an unseen visual stimulus/statistics

Translation

Survey

Creative written production
Understanding
Responding
Critical analysis through listening AND reading comprehension with questions and answers in
English and/or the target language*
Over the course of two 0.5 units, both reading and listening must be assessed.
*comprehensive testing of listening and reading skills are required

Close textual analysis of language

Listening comprehension

Reading comprehension

Written/visual response to a variety of text types

Creative response and written rationale

Summary

Short response
Weightings in A/T 1.0
Units
Weightings in A/T 0.5
Units
25-40%
25-40%
25-40%
60-75%
25-40%
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Board Endorsed December 2014 Amended February 2015
 For a standard unit (1.0), students must complete a minimum of three assessment tasks and a maximum of five.
 For a half standard unit (0.5), students must complete a minimum of two and a maximum of
three assessment tasks.
 Each standard (1.0) or half standard (0.5) unit must assess all Mandatory items.
 In a 0.5 unit, a Speaking task type must be included. Writing and Responding may be incorporated into the one assessment task with similar relevant weighting to the 1.0 unit.


Every task must enable students to demonstrate higher-order thinking skills.
 The Mandatory items must be one item with the minimum mandatory weighting as shown above.
 The complexity of the target language in the stimulus material and the response required should reflect the level of the course.
No assessment item may be less than 10%.
 It is recommended that students be provided with a choice of questions from which they select one for sustained writing.
 It is recommended that students produce a variety of text types over a course of study.
Student achievement in A, T and M units is reported based on system standards as an A-E grade.
Grade descriptors and standard work samples where available, provide a guide for teacher judgement of students’ achievement over the unit.
Grades are awarded on the proviso that the assessment requirements have been met. Teachers will consider, when allocating grades, the degree to which students demonstrate their ability to complete and submit tasks within a specified time frame.
The Board recommends 3 - 5 assessment tasks per standard unit (1.0) and 2 - 3 per half standard unit
(0.5).
Students of Continuing French will develop their creative and research skills throughout the course.
The ability to reflect, understand and apply different thinking strategies will be encouraged through various activities in speaking, writing and responding tasks.
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Board Endorsed December 2014 Amended February 2015
Students throughout this course will develop skills that encourage them to be resourceful and to show initiative. Speaking, writing and responding activities will encourage independent and collaborative work, will develop them as confident users of the language and develop their lateral thinking.
Tasks students undertake will assist them to develop their oral and written skills in French. Oral activities will enhance their accuracy of communication across French culture and further develop their understanding of purpose and context.
Study of the French culture will raise an awareness of students’ cultural sensitivity when presenting tasks. These tasks will encourage students to critically examine their own values and beliefs and those of others.
This French course will promote an awareness of environmental issues through the responsible use and re-use of resources. Students will have the opportunity to explore social and environmental issues through texts studied. They will gain an understanding and appreciation of cultural groups and historical perspectives through the study of various French speaking countries and peoples.
Students will be encouraged to utilise the wide range of information technologies in order to access and evaluate information. Multimedia, such as, CDs, DVD, videos, Powerpoint presentations, internet and intranet, and other technologies will be used to support creative activities.
Students will be encouraged to plan and organise their time efficiently to successfully complete learning tasks. The Continuing French course will encourage students to work independently and to adopt a flexible approach in understanding the different linguistic and cultural contexts across various French speaking communities.
Students will have the opportunity to contribute to group work in both spoken and written tasks.
Through these activities they will be able to foster cooperation and respect for others within the group.
Representation of Cross-curriculum
Aboriginal and Torres Strait Islander histories and cultures
Aboriginal and Torres Strait Islander communities are strong, rich, and diverse. Aboriginal and Torres
Strait Islander identity is central to this priority. It is intrinsically linked to living and learning in
Aboriginal and Torres Strait Islander communities, deep knowledge traditions and holistic world view.
A conceptual framework based on Aboriginal and Torres Strait Islander Peoples’ unique sense of
Identity has been developed as a tool for embedding Aboriginal and Torres Strait Islander histories and cultures within the Australian curriculum. This sense of identity is approached through the interconnected concepts of Country/Place, people, and culture. Embracing these elements enhances all areas of the curriculum.
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Board Endorsed December 2014 Amended February 2015
The Aboriginal and Torres Strait Islander priority provides opportunities for all learners to deepen their knowledge of Australia by engaging with the world’s oldest continuous living cultures. This knowledge and understanding will enrich their ability to participate positively in the evolving history of Australia.
A direct way of learning about and engaging with diverse Aboriginal and Torres Strait Islander communities is to learn an Aboriginal language and/or a Torres Strait Islander language. There is an inseparable connection between Aboriginal languages and Torres Strait Islander languages and land/sea, Country and Place, the environment, fauna, and flora. Aboriginal and Torres Strait Islander histories and cultures are an integral part of the learning of Aboriginal languages and Torres Strait
Islander languages.
In learning all languages there is scope for making inter–linguistic and intercultural comparisons across languages, including Aboriginal and Torres Strait Islander languages, to develop understanding of concepts related to the linguistic landscape of Australia and to the concepts of language and culture in general.
Asia and Australia’s engagement with Asia
In the Australian Curriculum: Languages, the cross–curriculum priority of Asia and Australia’s engagement with Asia enables the development of rich and engaging content and contexts for developing students’ capabilities to engage with the languages and cultures of Asia and of people of
Asian heritage within Australia.
The Australian Curriculum: Languages enables students to learn the languages of the Asian region, learning to communicate and interact in interculturally appropriate ways, exploring concepts, experiences, and perspectives from within and across Asian cultures.
In the Languages learning area, students develop an appreciation for the place of Australia within the
Asian region, including the interconnections of languages and cultures, peoples and communities, histories and economies. Students learn how Australia is situated within the Asian region, how our national linguistic and cultural identity is continuously evolving both locally, regionally and within an international context.
Sustainability
In the Australian Curriculum: Languages, the priority of sustainability provides a context for developing students’ capability to communicate ideas, understanding, and perspectives on issues and concepts related to the environment.
The Australian Curriculum: Languages contributes to students’ capabilities to investigate, analyse, and communicate concepts and understandings related to sustainability in broad contexts, and to advocate, generate and evaluate actions for sustainable futures. Within each language, students engage with a range of texts focused on concepts related to sustainability.
These include:
• the environment
• conservation
• social and political change
• linguistic and cultural ecologies
• change, both within the target language and culture, and across languages and cultures in general.
In this way, students develop knowledge, skills, and understanding about sustainability within particular cultural contexts. This is crucial in the context of national and international concerns about,
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Board Endorsed December 2014 Amended February 2015 for example, climate change, food shortages, and alternative ways of caring for land and agriculture.
Through developing a capability to interact with others, negotiating meaning and mutual understanding respectfully and reflecting on communication, students learn to live and work in ways that are both productive and sustainable.
Learning Aboriginal languages and Torres Strait Islander languages contributes to the global effort to exchange knowledge among people with varied practices in caring for the land. It also contributes to the reconciliation process in Australia and goals for language revival.
Grade descriptors provide a guide for teacher judgement of students’ achievement, based on the assessment criteria, over a unit of work in this subject. Grades are organised on an A-E basis and represent standards of achievement.
Grades are awarded on the proviso that the assessment requirements have been met. When allocating grades, teachers will consider the degree to which students demonstrate their ability to complete and submit tasks within a specified time frame.
The following descriptors are consistent with the system grade descriptors, which describe generic standards of student achievement across all courses.
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Board Endorsed December 2014 Amended February 2015

A student who achieves an A grade typically critically analyses particular linguistic, cultural and stylistic features
 evaluates language and culture in familiar and unfamiliar contexts
 analyses complex interconnections between own values, beliefs and practices, and ideas represented or expressed in texts

 evaluates concepts and perspectives represented in texts
 produces insightful texts displaying independence, depth and breadth in the treatment of the topic, substantiates decisions and constructs logical conclusions displays clear and thorough knowledge and understanding of the target language as a system and responds appropriately and with sensitivity
 applies appropriate conventions of texts and takes risks to represent ideas and experiences appropriate to audience and purpose
 displays accurate language use, clarity of expression and a wide range of vocabulary and grammar both orally and in writing


 explains complex interconnections between own values, beliefs and practices, and ideas represented or expressed in texts
 analyses concepts and perspectives represented in texts

 produces complex texts displaying breadth and some depth and independence in the treatment of the topic and constructs logical conclusions displays thorough knowledge and understanding of the target language as a system and responds appropriately and with sensitivity
 explains interconnections between own values, beliefs and practices, and ideas represented or expressed in texts

 explains concepts and perspectives represented in texts produces texts displaying breadth in the treatment of the topic and constructs conclusions
 describes interconnections between own beliefs and practices, and ideas represented or expressed in texts
 describe concepts and perspectives represented in texts
 produces texts displaying some detail in the treatment of the topic
 displays knowledge and understanding of the target language as a system and responds appropriately
 displays knowledge of the target language and responds appropriately
 applies conventions of texts and takes some risks to represent ideas and experiences appropriate to audience and purpose

A student who achieves a B grade typically
analyses particular linguistic, cultural and stylistic features analyses language and culture in familiar and unfamiliar contexts displays accurate language use and a wide range of vocabulary and grammar both orally and in writing


A student who achieves a C grade typically explains some linguistic, cultural and stylistic features explains language and culture in familiar and unfamiliar contexts
 applies some conventions of texts to represent experiences appropriate to audience and purpose
 displays a wide vocabulary and uses grammar with some accuracy both orally and in writing
A student who achieves a D grade typically


 applies few conventions of texts to represent experiences appropriate to audience and purpose
 describes linguistic, cultural and stylistic features describes language and culture in familiar contexts displays some vocabulary of the language both orally and in writing



A student who achieves an E grade typically identifies some linguistic, cultural and stylistic features
 identifies concepts and perspectives represented in texts
 produces texts displaying some knowledge of the topic
 identifies some features of language and culture in familiar contexts identifies some interconnections between own beliefs and practices, and ideas represented or expressed in texts displays some knowledge of the target language
 applies limited or no conventions of texts
 displays limited or no vocabulary of the language both orally and in writing
22

Board Endorsed December 2014 Amended February 2015
A student who achieves an A grade typically
 critically analyses particular linguistic, cultural and stylistic features
 analyses language and culture in familiar and unfamiliar contexts

 analyses interconnections between own values, beliefs, practices, and ideas represented or expressed in texts analyses concepts and perspectives represented in texts
A student who achieves a B grade typically

analyses linguistic, cultural and stylistic features


 analyses language and culture in familiar contexts explains interconnections between own values, beliefs, practices, and ideas represented or expressed in texts analyses perspectives represented in texts
A student who achieves a C grade typically
 explains linguistic, cultural and stylistic features
 produces comprehensive texts displaying depth and breadth in the treatment of the topic and constructs logical and structured texts
 applies appropriate conventions of texts and takes risks to represent ideas and experiences appropriate to audience and purpose
 displays accurate language use, clarity of expression and a wide range of vocabulary and grammar both orally and in writing
 produces comprehensive texts displaying breadth in the treatment of the topic and constructs logical and structured texts
 applies conventions of texts and takes some risks to represent ideas and experiences appropriate to audience and purpose
 displays accurate language use and a wide range of vocabulary and grammar both orally and in writing
 produces texts displaying detailed knowledge of the topic and constructs logical and structured texts
 applies some conventions of texts to represent experiences appropriate to audience and purpose
 displays a wide vocabulary and uses grammar with some accuracy both orally and in writing
A student who achieves a D grade typically
 identifies linguistic, cultural and stylistic features

 explains some interconnections between own values, beliefs, practices, and ideas represented or expressed in texts
 describes language and culture in familiar contexts explains perspectives represented in texts
 identifies language and culture in familiar contexts

 identifies perspectives represented in texts
 identifies interconnections between own beliefs, practices, and ideas represented or expressed in texts produces texts displaying some knowledge of the topic
 identifies some features of language and culture in familiar contexts
 identifies some interconnections between own beliefs, practices, and ideas represented or expressed in texts
 identifies aspects of the perspectives represented in texts
 produces texts displaying little or no understanding of the topic
 applies few conventions of texts to represent experiences appropriate to audience and purpose
 displays some vocabulary of the language both orally and in writing
A student who achieves an E grade typically
 identifies some linguistic, cultural and stylistic features
 applies limited or no conventions of texts
 displays limited or no vocabulary of the language both orally and in writing
23

Moderation is a system designed and implemented to:
 provide comparability in the system of school-based assessment
 form the basis for valid and reliable assessment in senior secondary schools
 involve the ACT Board of Senior Secondary Studies and colleges in cooperation and partnership
 maintain the quality of school-based assessment and the credibility, validity and acceptability of Board certificates.
Moderation commences within individual colleges. Teachers develop assessment programs and instruments, apply assessment criteria, and allocate Unit Grades, according to the relevant Course
Framework. Teachers within course teaching groups conduct consensus discussions to moderate marking or grading of individual assessment instruments and unit grade decisions.
Moderation within the ACT encompasses structured, consensus-based peer review of Unit Grades for all accredited courses, as well as statistical moderation of course scores, including small group procedures, for T courses.
Review is a subcategory of moderation, comprising the review of standards and the validation of Unit
Grades. In the review process, Unit Grades, determined for Year 11 and Year 12 student assessment portfolios that have been assessed in schools by teachers under accredited courses, are moderated by peer review against system wide criteria and standards. This is done by matching student performance with the criteria and standards outlined in the unit grade descriptors as stated in the
Course Framework. Advice is then given to colleges to assist teachers with, and/or reassure them on, their judgments.
Each year, teachers teaching a Year 11 class are asked to retain originals or copies of student work completed in Semester 2. Similarly, teachers teaching a Year 12 class should retain originals or copies of student work completed in Semester 1. Assessment and other documentation required by the Office of the Board of Senior Secondary Studies should also be kept. Year 11 work from Semester
2 of the previous year is presented for review at Moderation Day 1 in March, and Year 12 work from
Semester 1 is presented for review at Moderation Day 2 in August.
In the lead up to Moderation Day, a College Course Presentation (comprised of a document folder and a set of student portfolios) is prepared for each A, M and T course/units offered by the school, and is sent in to the Office of the Board of Senior Secondary Studies.
The package of materials (College Course Presentation) presented by a college for review on moderation days in each course area will comprise the following:
 a folder containing supporting documentation as requested by the Office of the Board through memoranda to colleges
 a set of student portfolios containing marked and/or graded written and non-written assessment responses and completed criteria and standards feedback forms. Evidence of all

Board Endorsed December 2014 Amended February 2015 assessment responses on which the unit grade decision has been made is to be included in the student review portfolios.
Specific requirements for subject areas and types of evidence to be presented for each Moderation
Day will be outlined by the Board Secretariat through memoranda and Information Papers.
(also refer to BSSS Website Guidelines)
It is a requirement that schools’ judgements of standards to the mandatory, oral assessment item
(A/T/M) be supported by auditory evidence as a minimum requirement (refer to page 17)
All other practical performances may be supported by visual evidence (still photos or video).
Teachers should consult the BSSS guidelines at http://www.bsss.act.edu.au/grade_moderation/information_for_teachers when preparing photographic evidence.
See each individual unit for specific resources.
 Contact with Embassies and High Commissions
 Alliance Française
 Modern Language Teachers’ Association (for URLs, see below)
The following are desirable physical resources for the development and implementation of courses within this subject area:
 A variety of text types
 Video recorder/camera
 Access to computer and the internet
 CD/DVD player
 MP3 player
 Satellite/cable television which allows access to current TV programs in the target language
 Students will have the opportunity to interact with native speakers of French
 Contact with community and ethnic associations
See also specific references cited for each unit.
Websites
The Ashcombe School - Videos and quizzes to support students of French http://www.ashcombe.surrey.sch.uk/Curriculum/modlang/videos.htm www.bbc.co.uk/languages/french/mafrance http://www.bonjourdefrance.com/
25

Board Endorsed December 2014 Amended February 2015 http://www.education.vic.gov.au/languagesonline/french/french.htm www.Edufle.net http://www.ezwebsite.org/Page.asp?PID=910 www.Fle.fr http://www.francophonie.org
France Interactif http://www.laits.utexas.edu/fi/ www.languagesonline.org.uk www.languageperfect.com http://www.quia.com/shared/french/ www.quizlet.com http://resources.mhs.vic.edu.au/french/resources.htm http://www.tes.co.uk/french-secondary-teaching-resources/ http://www.tv5.org/ www.utm.edu/departments/french/french.html
(Tennessee Bob’s famous French links) http://voila.fr/ http://www.zut.org.uk/
National Statement for Languages Education in Australian Schools http://www.mceetya.edu.au/pdf/languageeducation.pdf www.acara.edu.au
Personal www.ados.fr http://www.immeublesenfete.com/ www.jcomjeune.com www.prenoms.com http://www.testcouleur.com/
Education http://www.education.gouv.fr/ http://www.education.gouv.fr/pid29865/vie-lyceenne.html http://www.immeublesenfete.com/ http://www.jeunesplus.org/
Professional association
MLTA of the ACT: http://www.mltaact.asn.au
AFMLTA: http://afmlta.asn.au
FIPLV (International Federation of Language Teacher Associations / Fédération Internationale des
Professeurs de Langues Vivantes): http://www.fiplv.org/
26

Board Endorsed December 2014 Amended February 2015
French language information http://french.about.com
(Laura K. Lawless) - an excellent compendium of resources for learners and teachers of French - particularly for the Beginning and Continuing courses http://www.francaisfacile.com
- this site, with the byline "Cours de français 100% gratuits", provides a wide range of useful resources http://www.laits.utexas.edu/tex/gr - tex's french grammar (yes really, no capitals) - introduced with tex's index: la grammaire de l'absurde - and http://www.laits.utexas.edu/fi - Français interactif
French current affairs and cultural information http://www.france24.com/fr/ - "L'actualité internationale 24H/24" http://www.lepoint.fr/ (tabs for actualité, politique, santé, culture etc) http://www.lemonde.fr/ (tabs similar to above) http://www.lefigaro.fr/
Books
Armstrong, Briggs et al. 2008, AQA French AS, Nelson Thornes, Cheltenham, U.K.
Armstrong, Deane et al. 2000, Au Point Nouvelle Edition, Nelson Thornes, Cheltenham, U.K.
Baylis, R. Salvador, C. & Swain, T.2008 Edexcel French for A Level, Hodder, London.
Chamberlain, A. & Zemero, J. 2008, Tapis Volant Senior, Nelson Cenage, Melbourne, Australia
Mascie-Taylor, H. & Honnor, S. 2001, Tricolore 4 Nouvelle Edition, Nelson Thornes, Cheltenham, U.K.
McLachlan, A. 2000, Zenith, Heinemann, Oxford, U.K.
Rice, A. 2003, Cinema for French Conversation, Focus Publishing, Massachusetts, U.S.A
Swain, T & Salvador, C. 2002, Tout Terrain, Hodder Murray, Oxford, U.K.
Vallantin, P., Griffiths, J., Brown A., 2002, Ça y est, Heinemann, Singapore
Audio Visual Materials
Films: Jean de Florette, Manon des Sources, La Gloire de mon Père, Le Château de ma Mère, Amélie,
Un Cœur en Hiver, L’Élégance du Hérisson, Le Grand Meaulnes, Entre les Murs, Avoir et Être, les
Choristes
YouTube: Drôle d’Animal : Calgero, Papaoutai : Stromae, Les Voyages en Train : Grand Corps
Malade, Roméo Kiffe Juliette : Grand Corps Malade
Magazines
Okapi
ELI magazines
27

Board Endorsed December 2014 Amended February 2015
Course evaluation will be a continuous process. Teachers will meet regularly to discuss the content of the course and any requirements for modification of activities, teaching strategies and assessment instruments. The current trends and innovations in the teaching of Languages will be considered as teachers attend workshops, seminars and participate in discussion groups with other teachers such as on Moderation Day.
Teachers will monitor student performance and progress and student responses to various teaching, learning and assessment strategies. Students and teachers will complete evaluation questionnaires at the end of each unit. The results of these will be collated and reviewed from year to year. There will also be a continuous monitoring of student numbers between Years 11 and 12.
Informal discussions between teachers and students, past students, parents and other teachers will contribute to the evaluation of the course.
In the process of evaluation; students, teachers and others should, as appropriate, consider:
 Are the course and Course Framework still consistent?
 Were the goals achieved?
 Was the course content appropriate?
 Were the teaching strategies used successful?
 Was the assessment program appropriate?
 Have the needs of the students been met?
 Was the course relevant?
 How many students completed the course in each of the years of accreditation?
28

Board Endorsed December 2014 Amended February 2015
This unit combines Personal World 0.5 with Education and Aspirations 0.5.
Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to late entry or early exit in a semester
Prerequisites
Nil.
Duplication of Content Rules
Refer to page 8.
Specific Unit Goals
This unit should enable students to manipulate language to discuss the following topics:-
 reflect and investigate relationships amongst family, friends, home life and physical surroundings
 create texts relating to relationships, daily routine and leisure activities
 evaluate a variety of issues affecting young people
 discuss schooling, future hopes, aspirations and plans
 analyse issues relating to French education and schooling
 communicate with others in writing about experiences of school life
Content
Students study the individual’s experiences.
Suggested topics:
 personal details and qualities
 relationships with family and friends
 describing home and surroundings
 leisure activities
 daily routine
 school life and part-time jobs
 future plans and aspirations
 choosing a career
Students will learn how to communicate with others, discussing and describing their school life, parttime jobs and future aspirations. New language structures and vocabulary relating to the topics will be taught and practised to enable students to express themselves more clearly. Students will develop their skills and knowledge in order to understand and respond to spoken and written texts relating to the suggested topics.
There is a Grammatical Checklist in Appendix 1 and a list of suggested text types in Appendix 2.
29

Board Endorsed December 2014 Amended February 2015
Teaching and Learning Strategies
Refer to page 13.
Assessment
Refer to page 16.
General Capabilities
Student Capabilities literacy numeracy information and communication technology (ICT) capability critical and creative thinking personal and social capability ethical behaviour intercultural understanding collaborative team members
Evidence could be in:
Goals Content Teaching and
Learning



Assessment


 






Resources
Refer to page 22.
30

Board Endorsed December 2014 Amended February 2015
Theme: The Individual’s Experience
This half unit (0.5) combines with Education and Aspirations to equate to one standard unit – these should be delivered together as a semester unit. Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to late entry or early exit in a semester.
Prerequisites
Nil.
Duplication of Content Rules
Refer to page 8.
Specific Unit Goals
This unit should enable students to manipulate language to discuss the following topics:
 reflect upon and investigate relationships amongst family, friends, home life and physical surroundings
 create texts relating to relationships, daily routine and leisure activities
 evaluate of a variety of issues affecting young people
Content
Students study the personal world.
Suggested topics:
 personal details and qualities
 relationships with family and friends
 describing home and surroundings
 leisure activities
 daily routine.
Students will learn how to communicate with others, discussing and describing their personal world.
New language structures and vocabulary relating to the topics will be taught and practised to enable students to express themselves more clearly. Students will develop their skills and knowledge in order to understand and respond to spoken and written texts relating to the suggested topics.
There is a Grammatical Checklist in Appendix 1 and a list of suggested text types in Appendix 2.
Teaching and Learning Strategies
Refer to page 13.
Assessment
Refer to page 16.
31

Board Endorsed December 2014 Amended February 2015
General Capabilities
Student Capabilities literacy numeracy information and communication technology (ICT) capability critical and creative thinking personal and social capability ethical behaviour intercultural understanding collaborative team members
Evidence could be in:
Goals Content Teaching and
Learning



 



Assessment





Resources
Refer to page 22.
32

Board Endorsed December 2014 Amended February 2015
Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to late entry or early exit in a semester
Theme: The Individual’s Experience
Prerequisites
Nil
Duplication of Content Rules
Refer to page 8.
Specific Unit Goals
This unit should enable students to:
 discuss schooling, future hopes, aspirations and plans
 analyse issues relating to French education and schooling
 communicate with others in writing about experiences of school life
Content
Students Study the education and aspirations.
Suggested topics:
 school life and part-time jobs
 future plans and aspirations
 choosing a career.
Students will learn how to communicate with others, discussing and describing their school life, parttime jobs and future aspirations. New language structures and vocabulary relating to the topics will be taught and practised so as to enable students to express themselves more clearly. Students will develop their skills and knowledge in order to understand and respond to spoken and written texts relating to the suggested topics.
There is a Grammatical Checklist in Appendix 1 and a list of suggested text types in Appendix 2.
Teaching and Learning Strategies
Refer to page 13.
Assessment
Refer to page 16.
33

Board Endorsed December 2014 Amended February 2015
General Capabilities
Student Capabilities literacy numeracy information and communication technology (ICT) capability critical and creative thinking personal and social capability ethical behaviour intercultural understanding collaborative team members
Evidence could be in:
Goals Content Teaching and
Learning



 



Assessment





Resources
Refer to page 22.
34

Board Endorsed December 2014 Amended February 2015
This unit combines Tourism and Urban Living 0.5 with Cultural Perspectives 0.5.
.Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to late entry or early exit in a semester
Prerequisites
Nil.
Duplication of Content Rules
Refer to page 8.
Specific Unit Goals
This unit should enable students to:
 research and negotiate for goods and services whilst travelling in a French-speaking country
 demonstrate knowledge of France and other French-speaking countries , including emerging economies
 discuss lifestyles in a French-speaking country
 research, plan describe and assess travel in a French-speaking country
 analyse aspects of the culture of French-speaking countries relating to cooking, fashion, history etc
 analyse and reflect upon some aspects of the culture of French-speaking countries
 analyse information from a variety of text types relating to the culture of French-speaking countries, demonstrating appreciation of content
Content
Students study the society and community.
Suggested topics:
 travel and tourism
 shopping
 cooking
 fashion
 historical perspectives.
Students will learn how to communicate with others, discussing and describing cultural perspectives such as cooking, fashion, history. New language structures and vocabulary relating to the topics will be taught and practised so as to enable students to express themselves more clearly. Students will develop their skills and knowledge in order to understand and respond to spoken and written texts relating to the suggested topics.
There is a Grammatical Checklist in Appendix 1 and a list of suggested text types in Appendix 2.
35

Board Endorsed December 2014 Amended February 2015
Teaching and Learning Strategies
Refer to page 13.
Assessment
Refer to page 16.
General Capabilities
Student Capabilities
Evidence could be in:
Goals Content Teaching and
Learning



Assessment

 literacy numeracy information and communication technology (ICT) capability critical and creative thinking personal and social capability ethical behaviour intercultural understanding collaborative team members
Resources
Refer to page 22.
 






36

Board Endorsed December 2014 Amended February 2015
Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to late entry or early exit in a semester
Theme: Society and Community
Prerequisites
Nil.
Duplication of Content Rules
Refer to page 8.
Specific Unit Goals
This unit should enable students to:
 research and negotiate for goods and services whilst travelling in a French-speaking country
 demonstrate knowledge of France and other French-speaking countries , including emerging economies
 discuss lifestyles in a French-speaking country
 research, plan describe and assess travel in a French-speaking country.
Content
Students study the tourism and urban living.
Suggested topics:
 travel and tourism
 cooking
 shopping.
Students will learn how to communicate with others, discussing and describing lifestyles in Frenchspeaking countries. New language structures and vocabulary relating to the topics will be taught and practised so as to enable students to express themselves more clearly. Students will develop their skills and knowledge in order to understand and respond to spoken and written texts relating to the suggested topics.
There is a Grammatical Checklist in Appendix 1 and a list of suggested text types in Appendix 2.
Teaching and Learning Strategies
Refer to page 13.
Assessment
Refer to page 16.
37

Board Endorsed December 2014 Amended February 2015
General Capabilities
Student Capabilities literacy numeracy information and communication technology (ICT) capability critical and creative thinking personal and social capability ethical behaviour intercultural understanding collaborative team members
Evidence could be in:
Goals Content Teaching and
Learning



 



Assessment





Resources
Refer to page 22.
38

Board Endorsed December 2014 Amended February 2015
Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to late entry or early exit in a semester
Theme: Society and Community
Prerequisites
Nil.
Duplication of Content Rules
Refer to page 8.
Specific Unit Goals
This unit should enable students to:
 analyse aspects of the culture of French-speaking countries relating to cooking, fashion, history etc
 analyse and reflect upon some aspects of the culture of French-speaking countries
 analyse information from a variety of text types relating to the culture of French-speaking countries, demonstrating appreciation of content
Content
Students study the cultural perspectives.
Suggested topics:
 fashion
 historical perspectives.
Students will learn how to communicate with others, discussing and describing cultural perspectives such as cooking, fashion, history. New language structures and vocabulary relating to the topics will be taught and practised so as to enable students to express themselves more clearly. Students will develop their skills and knowledge in order to understand and respond to spoken and written texts relating to the suggested topics.
There is a Grammatical Checklist in Appendix 1 and a list of suggested text types in Appendix 2.
Teaching and Learning Strategies
Refer to page 13.
Assessment
Refer to page 16.
39

Board Endorsed December 2014 Amended February 2015
General Capabilities
Student Capabilities literacy numeracy information and communication technology (ICT) capability critical and creative thinking personal and social capability ethical behaviour intercultural understanding collaborative team members
Evidence could be in:
Goals Content Teaching and
Learning



 



Assessment





Resources
Refer to page 22.
40

Board Endorsed December 2014 Amended February 2015
This unit combines Social Issues 0.5 with Work and Technology 0.5.
Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to late entry or early exit in a semester
Prerequisites
Nil
Duplication of Content Rules
Refer to page 8.
Specific Unit Goals
This unit should enable students to:
 analyse social issues in French speaking countries
 respond to a variety of text types, giving information and/or opinions relating to a variety of social issues
 use argumentative/persuasive language
 analyse features of the world of work and technology
 respond to a variety of text types relating to the world of work and technology demonstrating appreciation of content and register.
Content
Students study the world around us.
Suggested topics:
 health and fitness
 environmental issues
 immigration
 gender issues
 different types of work
 vocational pathways
 technological and scientific innovations.
Students will learn how to communicate with others, discussing various social issues. New language structures and vocabulary relating to the topics will be taught and practised so as to enable students to express themselves more clearly. Students will develop their skills and knowledge in order to understand and respond to spoken and written texts relating to the suggested topics.
There is a Grammatical Checklist in Appendix 1 and a list of suggested text types in Appendix 2.
Teaching and Learning Strategies
Refer to page 13.
41

Board Endorsed December 2014 Amended February 2015
Assessment
Refer to page 16.
General Capabilities
Student Capabilities
Evidence could be in:
Goals Content Teaching and
Learning



Assessment

 literacy numeracy information and communication technology (ICT) capability critical and creative thinking personal and social capability ethical behaviour intercultural understanding collaborative team members
Resources
Refer to page 22.
 






42

Board Endorsed December 2014 Amended February 2015
Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to late entry or early exit in a semester
Theme: The World Around Us
Prerequisites
Nil.
Duplication of Content Rules
Refer to page 8.
Specific Unit Goals
This unit should enable students to:
 analyse social issues in French speaking countries
 respond to a variety of text types, giving information and/or opinions relating to a variety of social issues
 use argumentative/persuasive language
Content
Students study the social issues.
Suggested topics:
 health and fitness
 environmental issues
 immigration
 gender issues.
Students will learn how to communicate with others, discussing various social issues. New language structures and vocabulary relating to the topics will be taught and practised so as to enable students to express themselves more clearly. Students will develop their skills and knowledge in order to understand and respond to spoken and written texts relating to the suggested topics.
There is a Grammatical Checklist in Appendix 1 and a list of suggested text types in Appendix 2.
Teaching and Learning Strategies
Refer to page 13.
Assessment
Refer to page 16.
43

Board Endorsed December 2014 Amended February 2015
General Capabilities
Student Capabilities literacy numeracy information and communication technology (ICT) capability critical and creative thinking personal and social capability ethical behaviour intercultural understanding collaborative team members
Evidence could be in:
Goals Content Teaching and
Learning



 



Assessment





Resources
Refer to page 22.
44

Board Endorsed December 2014 Amended February 2015
Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to late entry or early exit in a semester
Theme: The World Around Us
Prerequisites
It is expected that students will have studied the previous unit Social Issues.
Duplication of Content Rules
Refer to page 8.
Specific Unit Goals
This unit should enable students to:
 analyse features of social issues in French speaking countries
 respond to a variety of text types relating to the world of work and technology demonstrating appreciation of content and register
Content
Students study the work and technology.
Suggested topics:
 different types of work
 vocational pathways
 technological and scientific innovations.
Students will learn how to communicate with others, discussing various work issues. New language structures and vocabulary relating to the topics will be taught and practised so as to enable students to express themselves more clearly. Students will develop their skills and knowledge in order to understand and respond to spoken and written texts relating to the suggested topics.
There is a Grammatical Checklist in Appendix 1 and a list of suggested text types in Appendix 2.
Teaching and Learning Strategies
Refer to page 13.
Assessment
Refer to page 16.
45

Board Endorsed December 2014 Amended February 2015
General Capabilities
Student Capabilities literacy numeracy information and communication technology (ICT) capability critical and creative thinking personal and social capability ethical behaviour intercultural understanding collaborative team members
Evidence could be in:
Goals Content Teaching and
Learning



 



Assessment





Resources
Refer to page 22.
46

Board Endorsed December 2014 Amended February 2015
This unit combines Popular Culture 0.5 with The Arts 0.5.
Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to late entry or early exit in a semester
Prerequisites
Nil.
Duplication of Content Rules
Refer to page 8.
Specific Unit Goals
This unit should enable students to:
 analyse popular culture of French speaking countries
 analyse popular culture of French speaking countries
 respond to text types relating to the popular culture of French speaking countries
 evaluate works of visual arts/literature in French speaking countries
 analyse life and work of an artist/writer/performer French speaking country
Content
Students study lifestyle and traditions.
Suggested topics:
 cartoons
 media
 music
 film
 visual arts
 literature.
Students will learn how to communicate with others, discussing and describing their personal response to and knowledge of various examples of the French speaking popular culture. New language structures and vocabulary relating to the topics will be taught and practised so as to enable students to express themselves more clearly. Students will develop their skills and knowledge in order to understand and respond to spoken and written texts relating to the suggested topics.
There is a Grammatical Checklist in Appendix 1 and a list of suggested text types in Appendix 2.
47

Board Endorsed December 2014 Amended February 2015
Teaching and Learning Strategies
Refer to page 13.
Assessment
Refer to page 16.
General Capabilities
Student Capabilities
Evidence could be in:
Goals Content Teaching and
Learning



Assessment

 literacy numeracy information and communication technology (ICT) capability critical and creative thinking personal and social capability ethical behaviour intercultural understanding collaborative team members
Resources
Refer to page 22.
 






48

Board Endorsed December 2014 Amended February 2015
Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to late entry or early exit in a semester
Theme: Lifestyle and Traditions
Prerequisites
It is expected that students will have completed the previous unit The Changing World.
Duplication of Content Rules
Refer to page 8.
Specific Unit Goals
This unit should enable students to:
 analyse popular culture of French speaking countries
 analyse popular culture of French speaking countries
 respond to text types relating to the popular culture of French speaking countries
Content
Students study popular culture.
Suggested topics:
 cartoons
 media
 music
 film.
Students will learn how to communicate with others, discussing and describing their personal response to and knowledge of various examples of French popular culture. New language structures and vocabulary relating to the topics will be taught and practised so as to enable students to express themselves more clearly. Students will develop their skills and knowledge in order to understand and respond to spoken and written texts relating to the suggested topics.
There is a Grammatical Checklist in Appendix 1 and a list of suggested text types in Appendix 2.
Teaching and Learning Strategies
Refer to page 13.
Assessment
Refer to page 16.
49

Board Endorsed December 2014 Amended February 2015
General Capabilities
Student Capabilities literacy numeracy information and communication technology (ICT) capability critical and creative thinking personal and social capability ethical behaviour intercultural understanding collaborative team members
Evidence could be in:
Goals Content Teaching and
Learning



 



Assessment





Resources
Refer to page 22.
50

Board Endorsed December 2014 Amended February 2015
Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to late entry or early exit in a semester
Theme: Lifestyle and Traditions
Prerequisites
It is expected that students will have completed the previous unit Popular Culture.
Duplication of Content Rules
Refer to page 8.
Specific Unit Goals
This unit should enable students to:
 evaluate works of visual arts/literature in French speaking countries
 analyse life and work of an artist/writer/performer French speaking country
Content
Students study the arts.
Suggested topics:
 visual arts
 literature
Students will learn how to communicate with others, discussing and describing their personal response to and knowledge of various examples of the arts. New language structures and vocabulary relating to the topics will be taught and practised so as to enable students to express themselves more clearly. Students will develop their skills and knowledge in order to understand and respond to spoken and written texts relating to the suggested topics.
There is a Grammatical Checklist in Appendix 1 and a list of suggested text types in Appendix 2.
Teaching and Learning Strategies
Refer to page 13.
Assessment
Refer to page 16.
51

Board Endorsed December 2014 Amended February 2015
General Capabilities
Student Capabilities literacy numeracy information and communication technology (ICT) capability critical and creative thinking personal and social capability ethical behaviour intercultural understanding collaborative team members
Evidence could be in:
Goals Content Teaching and
Learning



 



Assessment





Resources
Refer to page 22.
52

Board Endorsed December 2014 Amended February 2015
This unit combines with Education and Aspirations (0.5) and Tourism ad Urban Living (0.5) to equate to one standard unit – these should be delivered together as a semester unit. Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to late entry or early exit in a semester.
Prerequisites
Nil
Duplication of Content Rules
Refer to page 8.
Specific Unit Goals
This unit should enable students to:
 discuss schooling, future hopes, aspirations and plans
 analyse issues relating to French education and schooling
 communicate with others in writing about experiences of school life
 research and negotiate for goods and services whilst travelling in a French-speaking country
 demonstrate knowledge of France and other French-speaking countries , including emerging economies
 discuss lifestyles in a French-speaking country
 research, plan describe and assess travel in a French-speaking country.
Content
Students Study the education and urban living.
Suggested topics:
 school life and part-time jobs

 future plans and aspirations
 choosing a career
 travel and tourism
 cooking shopping
Students will learn how to communicate with others, discussing and describing their school life, parttime jobs and future aspirations. New language structures and vocabulary relating to the topics will be taught and practised so as to enable students to express themselves more clearly. Students will develop their skills and knowledge in order to understand and respond to spoken and written texts relating to the suggested topics.
There is a Grammatical Checklist in Appendix 1 and a list of suggested text types in Appendix 2.
53

Board Endorsed December 2014 Amended February 2015
Teaching and Learning Strategies
Refer to page 13.
Assessment
Refer to page 16.
General Capabilities
Student Capabilities
Evidence could be in:
Goals Content Teaching and
Learning



Assessment

 literacy numeracy information and communication technology (ICT) capability critical and creative thinking personal and social capability ethical behaviour intercultural understanding collaborative team members
Resources
Refer to page 22.
 






54

Board Endorsed December 2014 Amended February 2015
This unit combines with Work and Technology (0.5) and Popular Culture (0.5) to equate to one standard unit – these should be delivered together as a semester unit. Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to late entry or early exit in a semester.
Prerequisites
It is expected that students will have studied the previous unit Social Issues.
Duplication of Content Rules
Refer to page 8.
Specific Unit Goals
This unit should enable students to:
 analyse features of social issues in French speaking countries
 respond to a variety of text types relating to the world of work and technology demonstrating appreciation of content and register
 analyse popular culture of French speaking countries
 analyse popular culture of French speaking countries
 respond to text types relating to the popular culture of French speaking countries
Content
Students study the work and technology.
Suggested topics:
 different types of work
 vocational pathways
 technological and scientific innovations
 cartoons
 media
 music
 film.
55

Board Endorsed December 2014 Amended February 2015
Students will learn how to communicate with others, discussing various work issues. New language structures and vocabulary relating to the topics will be taught and practised so as to enable students to express themselves more clearly. Students will develop their skills and knowledge in order to understand and respond to spoken and written texts relating to the suggested topics. Students will learn how to communicate with others, discussing and describing their personal response to and knowledge of various examples of French popular culture. New language structures and vocabulary relating to the topics will be taught and practised so as to enable students to express themselves more clearly. Students will develop their skills and knowledge in order to understand and respond to spoken and written texts relating to the suggested topics.
There is a Grammatical Checklist in Appendix 1 and a list of suggested text types in Appendix 2.
Teaching and Learning Strategies
Refer to page 13.
Assessment
Refer to page 16.
General Capabilities
Student Capabilities
Evidence could be in:
Goals Content Teaching and
Learning



Assessment

 literacy numeracy information and communication technology (ICT) capability critical and creative thinking personal and social capability ethical behaviour intercultural understanding collaborative team members
Resources
Refer to page 22.
 






56

Board Endorsed December 2014 Amended February 2015
Suggested sequence of grammar to be covered in Years 11 & 12
YEAR 11
Semester 1
Verbs

Revision/extension of present tense, regular
& irregular, imperatives

Verbs used reflexively

Revision of futur proche

Revision/extension of passé compose

Introduction of imparfait

Si clauses-present/future

Après avoir/être structure

Use of depuis with present tense

Use of venir de with present tense

Use of pour/pendant/il y a

Negation

Modal verbs with infinitive
Interrogatives

Revision/extension of question forms & sentence structure
Pronouns

Revision/extension of use of direct and possibly indirect pronouns
YEAR 12
Semester 1
Verbs

Revision of tenses taught thus far

Introduction of plus-que-parfait

Use of causative faire

Present participle

Future perfect

Conditional perfect
Semester 2
Verbs

Introduction/extension of futur simple

Introduction of conditionnel

Extension of imparfait and appropriate use of imparfait and passé composé

Verbs followed by à, de etc

Present participles

Clauses with si + imparfait/conditionnel
Pronouns

Consolidation of personal pronouns

Relative, demonstrative, interrogative and possessive pronouns
Semester 2
Verbs

Passive voice

Past historic (for recognition)

Subjunctive (most common usage)
57

Board Endorsed December 2014 Amended February 2015
Pronouns

Use of indirect /indirect pronouns, y and en

Position and order of pronouns in a sentence
Adjectives

Demonstrative adjectives

Comparatives and superlatives

Lequel/laquelle
Adverbs
GRAMMAR TO BE REVISED/CONSOLIDATED/EXTENDED THROUGHOUT THE COURSE, AS
REQUIRED
Adjectives
 Position and agreement
 Comparative and superlative
 Possessive, demonstrative, and interrogative
Adverbs
 Formation and position
 Comparative and superlative
Articles
 Definite, indefinite, and partitive
 Special uses e.g.. days of the week, countries, parts of the body, professions
Nouns
 Gender and plural
Prepositions
 Location & direction, geographical names, modes of transportation, expressions of time
58

Board Endorsed December 2014 Amended February 2015
Announcement
Application
Article(newspaper, magazine)
Audio tape
Brochure
Cartoon
Chart/Table/Graph
Conversation
Debate
Discussion
Diary or Journal entry
Documentary
Editorial
Folk tale, myth or legend
Form/Invoice
Guide(TV, Tourist)
Horoscope
Instruction
Interview
Invitation([in]formal)
Itinerary
Labels
Letter([in]formal)
List
Map/chart
Menu
Movie
Music/Song
News item
Note/message/email
Photograph
Picture/painting
Poem
Postcard
Poster
PowerPoint presentation
Profile
Public Announcement
Public Notice
Questionnaire
Recipe
Report
Résumé
Script
Sketch
Speech/talk([in]formal)
Story(short story)
Summary
Survey
Telecast
Telephone calls
Tickets
Timetable
TV programs
Video/Visual images
Voice mail(answering machine)
Weather forecast
Web page
59

Board Endorsed December 2014 Amended February 2015
Common curriculum elements assist in the development of high quality assessment tasks by encouraging breadth and depth and discrimination in levels of achievement.
Organisers Elements Examples create, compose and apply analyse, synthesise and evaluate organise, sequence and explain identify, summarise and plan apply compose represent create translate assess select reproduce respond relate demonstrate describe plan classify identify summarise manipulate justify hypothesise extrapolate predict evaluate test argue reflect synthesise analyse examine investigate sequence visualise compare/contrast discuss interpret explain ideas and procedures in unfamiliar situations, content and processes in non-routine settings oral, written and multimodal texts, music, visual images, responses to complex topics, new outcomes images, symbols or signs creative thinking to identify areas for change, growth and innovation, recognise opportunities, experiment to achieve innovative solutions, construct objects, imagine alternatives images, text, data, points of view arguments, points of view, phenomena, choices statement/theory that can be tested by data trends, cause/effect, impact of a decision data, trends, inferences text, images, points of view, solutions, phenomenon, graphics validity of assumptions, ideas, procedures, strategies trends, cause/effect, strengths and weaknesses on strengths and weaknesses data and knowledge, points of view from several sources text, images, graphs, data, points of view data, visual images, arguments, points of view issues, problems text, data, relationships, arguments, patterns trends, futures, patterns, cause and effect data, visual images, arguments, points of view issues, data, relationships, choices/options symbols, text, images, graphs explicit/implicit assumptions, bias, themes/arguments, cause/effect, strengths/weaknesses data, visual images, arguments, points of view probabilities, choices/options main points, words, ideas in text information, data, words, images, graphics data, visual images, arguments, points of view events, processes, situations probabilities, choices/options data, visual images, arguments, points of view strategies, ideas in text, arguments information, data, words, images spatial relationships, patterns, interrelationships main points, words, ideas in text, review, draft and edit
60

Relate
Represent
Reproduce
Respond
Select
Sequence
Summarise
Synthesise
Test
Translate
Visualise
Apply
Argue
Assess
Classify
Compare
Compose
Contrast
Create
Demonstrate
Describe
Discuss
Evaluate
Examine
Explain
Extrapolate
Hypothesise
Verbs
Analyse
Identify
Interpret
Investigate
Justify
Manipulate
Plan
Predict
Reflect
Definition
Consider in detail for the purpose of finding meaning or relationships, and identifying patterns, similarities and differences
Use, utilise or employ in a particular situation
Give reasons for or against something
Make a Judgement about the value of
Arrange into named categories in order to sort, group or identify
Estimate, measure or note how things are similar or dissimilar
The activity that occurs when students produce written, spoken, or visual texts
Compare in such a way as to emphasise differences
Bring into existence, to originate
Give a practical exhibition an explanation
Give an account of characteristics or features
Talk or write about a topic, taking into account different issues or ideas
Examine and judge the merit or significance of something
Determine the nature or condition of
Provide additional information that demonstrates understanding of reasoning and /or application
Infer from what is known
Put forward a supposition or conjecture to account for certain facts and used as a basis for further investigation by which it may be proved or disproved
Recognise and name
Draw meaning from
Plan, inquire into and draw conclusions about
Show how argument or conclusion is right or reasonable
Adapt or change
Strategies, develop a series of steps, processes
Suggest what might happen in the future or as a consequence of something
The thought process by which students develop an understanding and appreciation of their own learning. This process draws on both cognitive and affective experience
Tell or report about happenings, events or circumstances
Use words, images, symbols or signs to convey meaning
Copy or make close imitation
React to a person or text
Choose in preference to another or others
Arrange in order
Give a brief statement of the main points
Combine elements (information/ideas/components) into a coherent whole
Examine qualities or abilities
Express in another language or form, or in simpler terms
The ability to decode, interpret, create, question, challenge and evaluate texts that communicate with visual images as well as, or rather than, words
61

Theme
Personal World
Education and
Aspirations
Tourism and
Urban Living
Beginning

Identification (age, nationality, address)

Family, relationships (peers and friends) Appearance (physical description, clothes and colours),
Character, Daily routine, time, home life

Weather

School life, types of school, facilities, classroom, extra- curricular activities, school calendar

Post school options, future ambitions

City life, transport, directions

Shopping for clothes, food and essentials

Being a tourist in the city

Essential services, banks, post office

Hotel reservations, eating out
Continuing

Personal details and qualities

Relationships with family and friends

Describing home and surroundings

Leisure activities

Daily routine

School life and part-time jobs

Choosing a career

Future plans and aspirations

Travel and tourism

Cooking

Emerging Economies

La Francophonie
Cultural
Perspectives
Social Issues
Work and
Technology
Popular Culture
The Arts

Historical/Regional Perspectives

Health and Lifestyles

Hobbies and entertainment

Health and fitness, emergencies
(medicines and prescriptions)

The future, professional choices, work skills, phone calls, emails, fax,
Internet, technological innovation

Media

Festivals and traditions, special dishes, recipes,

Comics (Bande dessinée) and cinema, fairy tales

Arts in regions of France and Frenchspeaking countries

Visual arts: painting, sculpture

Performing Arts: music, dance, theatre

Fashion

Historical/regional perspectives

Health and fitness

Environmental Issues

Immigration

Gender Issues

Different types of work, vocational pathways

Technological and scientific innovations

Media issues

Cartoons

Advertising

Music

Film

Visual Arts

Literature
Advanced

Parents and children

Relationships and problems

Gender and identity

Stereotypes

Bullying and Harassment

Language register (slang, informal language, dialects)

Career choices

Technology revolution

Future aspirations

Consumerism

Community Services (e.g. help line, overcoming personal crises)

Eco-tourism

Role models (e.g. sports personalities, youth of the year)

Drugs and Sports

Historical/regional/Francophone perspectives (industrialisation)

Multiculturalism (national identity, human rights, racial issues)

The justice system & social reform

Environment (recycling)

Unionism

Migration, population explosion War and Conflict

Genetic engineering

Health crisis (e.g. euthanasia, anorexia)

Media (censorship, propaganda, globalisation)

Social effects of technology

Power of media and impact on society

Environment (new energies)

French traditions and customs

French festivals and cuisine

Literature

Cinema

Visual Arts: painting, sculpture

Performing Arts: dance, theatre

Comics (Bandes Dessinées)
62