Board Endorsed December 2014 amended February 2015
Advanced French
T
Type 2
Written under the
Languages 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
Course Adoption Form for Accredited T Courses
B S S S
AUSTRALIAN CAPITAL TERRITORY
College:
Course Title: Advanced French
Classification: T
Framework: Languages Framework2013 Edition
Course Area: 5013
Course Code:
Dates of Course Accreditation:
From
to
2015
2019
Identify units to be adopted by ticking the check boxes
Adopt
Unit Title
Value
(1.0/0.5)
Length

The Individual’s Experience
1.0
S

Personal World
0.5
Q

Education and Aspirations
0.5
Q

Society and Community
1.0
S

Tourism and Urban Living
0.5
Q

Cultural Perspectives
0.5
Q

The World Around Us
1.0
S

Social Issues
0.5
Q

Work and Technology
0.5
Q

Lifestyle and Traditions
1.0
S

Popular Culture
0.5
Q

The Arts
0.5
Q

Work and Popular Culture
1.0
S

Education and Urban Living
1.0
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:
/
/20
BSSS Office Use
Entered into database:
/
/20
College Board Chair:
3
/
/20
Board Endorsed December 2014 amended February 2015
Table of Contents
Course Adoption Form for Accredited T Courses .....................................................................................3
Course Name
.....................................................................................6
Course Classification
.....................................................................................6
Course Framework
.....................................................................................6
Course Developers
.....................................................................................6
Evaluation of Previous Course
.....................................................................................7
Course Length and Composition
.....................................................................................7
Implementation Guidelines
.....................................................................................8
Duplication of Content
.....................................................................................8
Subject Rationale
...................................................................................10
Goals
...................................................................................11
Table - Suggested Integrated Themes
...................................................................................14
Teaching and Learning Strategies
...................................................................................16
Assessment
...................................................................................17
General Capabilities
...................................................................................20
Unit Grades
...................................................................................22
Moderation
...................................................................................25
Resources
...................................................................................26
Physical Resources
...................................................................................26
Internet based resources
...................................................................................26
Proposed Evaluation Procedures
...................................................................................29
The Individual’s Experience
Value: 1.0...................................................................30
Personal World
Value: 0.5...................................................................32
Education and Aspirations
Value: 0.5...................................................................34
Society and Community
Value: 1.0...................................................................36
Tourism and Urban Living
Value: 0.5...................................................................38
Cultural Perspectives
Value: 0.5...................................................................40
The World Around Us
Value: 1.0...................................................................42
Social Issues
Value: 0.5...................................................................44
Work and Technology
Value: 0.5...................................................................46
Lifestyles and Traditions
Value: 1.0...................................................................48
Popular Culture
Value: 0.5...................................................................50
The Arts
Value: 0.5...................................................................52
Work and Popular Culture
Value: 1.0...................................................................54
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Board Endorsed December 2014 amended February 2015
Education and Urban Living
Value: 1.0...................................................................56
Appendix A - Grammatical Checklist
...................................................................................58
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
Course Name
Advanced French
Course Classification
T
Course Framework
This course is presented under the Languages Course Framework 2013 Edition.
Course Developers
Name
Qualifications
College
Bobbie Dawson
BA (Hons) Psychology
PGCE
Daramalan College
Gaëlle Tregoning
Dip Ed
BA Philosophy and German, MA German,
Masters German and French (Medieval
studies)
Daramalan College
Jennifer Vuillemot
Dip Teach/ Grad Cert LOTE/ Post Grad Dip
Canberra Girls’
Grammar School
Kate Lofthouse
BA Hons Combined Languages
PGCE
Marist College
Ludivine Le-Gal
Bachelor of English (language, literature and
civilisation)
PGCE
Masters in Didactics of French as a Foreign
and Second Language
Marist College
Natalie O’Toole
PGCE England
Master in International law
Narrabundah College
Dianne Lefebvre
BPHE (Honours) Minor in French
Bachelor of Education
Masters of Educational Leadership
Highly Proficient Teacher (ISTAA)
Radford College
Anne Aldis
BA Dip Ed; M. Ed Leadership
St Edmund’s College
This group gratefully acknowledges the work of previous developers.
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Board Endorsed December 2014 amended February 2015
Evaluation of Previous Course
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.
Course Length and Composition
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
0.5
Education and Aspirations
0.5
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
Lifestyle and Traditions
1.0
Popular Culture
0.5
The Arts
0.5
Work and Popular Culture
1.0
Work and Technology
0.5
Popular Culture
0.5
Education and Urban Living
1.0
Education and Aspirations
0.5
Tourism and Urban Tourism
0.5
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Board Endorsed December 2014 amended February 2015
Available course pattern
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
Number of standard units to meet course requirements
Minor
Minimum of 2 units
Major
Minimum of 3.5 units
Major Minor
Minimum of 5.5 units
Double Major
Minimum of 7 units
Implementation Guidelines
Compulsory units
There are no compulsory BSSS accredited units in this course.
Prerequisites for the course or units within the 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.
Duplication of Content
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.
Duplication of Units
Nil
Units from other courses
Nil
Relationship to other courses
There is duplication of content with other BSSS course. Refer to Appendix D.
Students who complete this Advanced French course as a major will be sufficiently prepared to sit
the International Baccalaureate French B exams at higher level.
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Board Endorsed December 2014 amended February 2015
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Board Endorsed December 2014 amended February 2015
Suggested Implementation Patterns
Implementation Pattern
Units
Semester 1, Year 11
The Individual’s Experience 1.0
Personal World 0.5
Education and Aspirations 0.5
Semester 2 , Year 11
Society and Community 1.0
Tourism and Urban Living 0.5
Cultural Perspectives 0.5
Semester 1, Year 12
The World Around Us 1.0
Social Issues 0.5
Work and Technology 0.5
Semester 2, Year 12
Lifestyles and Traditions 1.0
Popular Culture 0.5
The Arts 0.5
Subject Rationale
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.
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. It is the most widely learned foreign language in the
world after English.
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Board Endorsed December 2014 amended February 2015
Goals
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
Language courses at Advanced level should also enable students to:
 analyse and respond to literature and global issues in the target language.
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
1
The developers acknowledge the ACARA Languages Shape Paper in the development of the goals
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
Student Group
Refer to the Languages Eligibility Enrolment Form (www.bsss.act.edu.au/curriculum).
Content
Concepts, Knowledge and Skills
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
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 intercultural 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
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 intercultural
 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.
Vocational Courses
There are no vocational courses under this Course Framework.
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Board Endorsed December 2014 amended February 2015
Table - Suggested Integrated Themes
The Individual’s
Experience
Theme
Advanced
Personal World
 Parents and children
 Relationships and problems
 Gender and identity
 Stereotypes
 Bullying and Harassment
 Language register (slang,
informal language, dialects)
 Career choices
Education and
Aspirations
 Technology revolution
 Future aspirations
Society and
Community
Tourism and Urban
Living
 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
Cultural Perspectives
 Historical/regional/Francophon
e perspectives
(industrialisation)
 Multiculturalism (national
identity, human rights, racial
issues)
 The justice system & social
reform
The World
Around Us
 Environment (recycling)
Social Issues
 Unionism
 Migration, population explosion
War and Conflict
 Genetic engineering
 Health crisis (e.g. euthanasia,
anorexia)
Work and Technology
 Media (censorship,
propaganda, globalisation)
 Social effects of technology
 Power of media and impact on
society
 Environment (new energies)
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Board Endorsed December 2014 amended February 2015
Lifestyles and
Traditions
 French traditions and customs
Popular Culture
 French festivals and cuisine
 Literature
 Cinema
 Visual Arts: painting, sculpture
The Arts
 Performing Arts: dance, theatre
 Comics (Bandes Dessinées)
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Board Endorsed December 2014 amended February 2015
Teaching and Learning Strategies
Teaching Strategies
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:
Review prior learning
 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)
Introduce new material
 setting the context (e.g. time, place, culture)
 exposure to quality visual imagery/materials through a variety of media
Provide demonstration, guided practice and application
 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
Promote independent practice and application
 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
Link to next task or skill area
 links with the wider communities through excursions and field trips
 cross curriculum activities
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Board Endorsed December 2014 amended February 2015
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.
Assessment
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.
Board requirements
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.
General Assessment Criteria
Students will be assessed in speaking, writing and responding tasks on the degree to which they
demonstrate:
 communicating
 understanding.
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Board Endorsed December 2014 amended February 2015
Assessment Task Types for Advanced Language Course
Strand
Communicating
Understanding
Task Type
Speaking
Writing
Mandatory
Items
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
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
Must be
one item
with the
minimum
mandatory
weighting
as shown
below.
Minimum time limit:
10 minutes
Responding
Critical analysis through
Listening AND reading tasks
leading to increasingly
sophisticated student
responses in the target
language and/or English*
Over the course of two 0.5
units, both reading and
listening must be assessed.
Suggested task: letter,
newspaper article,
critique, speech, poetry,
essay
300 – 400 words
*comprehensive testing of
listening and reading skills are
required
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
 Essay
 Close textual analysis of
Weightings
in A/T 1.0
Units
25-40%
25-40%
Weightings
in A/T 0.5
Units
25-40%
Minimum
for
Mandatory
Optional






language
Listening comprehension
Reading comprehension
Written/visual response to
a variety of text types
Creative response and
written rationale
Summary
Short response
25-40%
60-75%
Language courses at Advanced level should enable students to analyse and respond to literature and
global issues in the target language.
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Board Endorsed December 2014 amended February 2015
Assessment Requirements
 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.
Achievement Standards
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.
Board Recommendations
The Board recommends 3 - 5 assessment tasks per standard unit (1.0) and 2 - 3 per half standard unit
(0.5).
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Board Endorsed December 2014 amended February 2015
General Capabilities
Creative and critical thinkers
Students of Advanced 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.
Enterprising problem-solvers
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.
Skilled and empathetic communicators
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.
Informed and ethical decision-makers
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.
Environmentally and culturally aware citizens
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.
Confident and capable users of technologies
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.
Independent and self-managing learners
Students will be encouraged to plan and organise their time efficiently to successfully complete
learning tasks. The Advanced 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.
Collaborative team members
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
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Board Endorsed December 2014 amended February 2015
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.
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
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Board Endorsed December 2014 amended February 2015
• 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, 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.
Unit Grades
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.
22
Communicating
Understanding
Unit Grade Descriptors for Advanced T Courses – Year 12
A student who achieves an A grade
typically
 critically analyses particular
linguistic, cultural and stylistic
features of authentic texts
A student who achieves a B grade
typically
 analyses particular linguistic,
cultural and stylistic features of
authentic texts
A student who achieves a C grade
typically
 explains some linguistic, cultural
and stylistic features of authentic
texts
A student who achieves a D grade
typically
 describes linguistic, cultural and
stylistic features of authentic
texts
A student who achieves an E grade
typically
 identifies some linguistic, cultural
and stylistic features of authentic
texts
 evaluates language and culture in a
wide range of authentic and
unfamiliar contexts
 analyses language and culture in
range of authentic and unfamiliar
contexts
 explains language and culture in a
range of authentic and unfamiliar
contexts
 describes some language and
culture in authentic and
unfamiliar contexts
 identifies some features of
language and culture in authentic
and unfamiliar contexts
 analyses and synthesises complex
interconnections between own
values, beliefs, practices, and ideas
represented or expressed in
authentic and/ or extended texts
 explains and compares and
contrasts complex interconnections
between own values, beliefs,
practices, and ideas represented or
expressed in authentic and/ or
extended texts
 explains interconnections
between own values, beliefs,
practices, and ideas represented
or expressed in authentic and/ or
extended texts
 describes interconnections
between own beliefs, practices,
and ideas represented or
expressed in authentic and/ or
extended texts
 identifies some interconnections
between own beliefs, practices, and
ideas represented or expressed in
authentic and/ or extended texts
 evaluates concepts and
perspectives represented in a range
of texts from literature and the
media
 analyses concepts and perspectives
represented in texts from literature
and the media
 explains concepts and
perspectives represented in texts
from literature and the media
 describes concepts and
perspectives represented in
texts from literature and the
media
 identifies concepts and
perspectives represented in texts
from literature and the media
 creates insightful texts displaying
independence, depth and breadth
in the treatment of the topic,
substantiates decisions and
constructs conclusions
 creates complex texts displaying
breadth and some depth and
independence in the treatment of
the topic and constructs conclusions
 creates texts displaying breadth in
the treatment of the topic and
constructs conclusions
 creates texts displaying some
breadth in the treatment of the
topic and constructs conclusions
 creates texts displaying some
knowledge of the topic
 displays clear and thorough
knowledge and understanding of
the target language as a system and
responds with a high degree of
confidence and sensitivity
 displays thorough knowledge and
understanding of the target
language as a system and responds
appropriately and with a good
degree of confidence and sensitivity
 displays knowledge and
understanding of the target
language as a system and
responds with confidence and
sensitivity
 displays knowledge of the target
language and responds with
some confidence and/ or
sensitivity
 displays little or no confidence and/
or sensitivity in responses to
knowledge of the target language
 applies to a high degree
conventions of texts and takes risks
to represent ideas and experiences
appropriate to audience and
purpose
 applies conventions of texts and
takes some risks to represent ideas
and experiences appropriate to
audience and purpose
 applies conventions of texts to
represent experiences
appropriate to audience and
purpose
 applies some conventions of
texts to represent experiences
appropriate to audience and
purpose
 applies few conventions of texts to
represent experiences appropriate
to audience and purpose
 displays versatility and accurate
language use, clarity of expression
and a wide range of vocabulary and
grammar both orally and in writing
 displays a degree of versatility and
accurate language use and a wide
range of vocabulary and grammar
both orally and in writing
 displays some versatility and
accurate language use and a
range of vocabulary and grammar
both orally and in writing
 displays a range of vocabulary
and uses grammar with some
accuracy both orally and in
writing in a sustained text
 displays a range of vocabulary and
uses grammar with limited accuracy
both orally and in writing in
disjointed texts
23
Communicating
Understanding
Unit Grade Descriptors for Advanced T Courses – Year 11
A student who achieves an A grade
typically
 analyses particular linguistic,
cultural and stylistic features of
authentic texts
A student who achieves a B grade
typically
 explains some linguistic, cultural
and stylistic features of authentic
texts
A student who achieves a C grade
typically
 describes linguistic, cultural and
stylistic features of authentic texts
A student who achieves a D grade
typically
 identifies some linguistic,
cultural and stylistic features of
authentic texts
A student who achieves an E grade
typically
 identifies some linguistic, and
cultural features of authentic
texts
 analyses language and culture in
range of authentic and unfamiliar
contexts
 explains language and culture in a
range of authentic and unfamiliar
contexts
 describes some language and
culture in authentic and
unfamiliar contexts
 identifies some features of
language and culture in
authentic and unfamiliar
contexts
 identifies few or no features of
language and culture in authentic
and unfamiliar contexts
 explains or compares and contrasts
complex interconnections between
own values, beliefs, practices, and
ideas represented or expressed in
authentic and/ or extended texts
 explains interconnections between
own values, beliefs, practices, and
ideas represented or expressed in
authentic and/ or extended texts
 describes interconnections
between own beliefs, practices,
and ideas represented or
expressed in authentic and/ or
extended texts
 identifies some
interconnections between own
beliefs, practices, and ideas
represented or expressed in
authentic and/ or extended
texts
 identifies few or no
interconnections between own
beliefs, practices, and ideas
represented or expressed in
authentic and/ or extended texts
 analyses concepts and perspectives
represented in texts from literature
and the media
 explains concepts and perspectives
represented in texts from literature
and the media
 describes concepts and
perspectives represented in texts
from literature and the media
 identifies some concepts and
perspectives represented in
texts from literature and the
media
 identifies few or no concepts and
perspectives represented in texts
from literature and the media
 creates texts displaying
independence, depth and breadth
in the treatment of the topic,
substantiates decisions and
constructs conclusions
 creates complex texts displaying
breadth and some depth and
independence in the treatment of
the topic and constructs conclusions
 creates texts displaying breadth in
the treatment of the topic and
constructs conclusions
 creates texts displaying some
breadth in the treatment of the
topic and constructs conclusions
 creates texts displaying some
knowledge of the topic
 displays thorough knowledge and
understanding of the target
language as a system and responds
with sustained confidence and
sensitivity
 displays thorough knowledge and
understanding of the target
language as a system and responds
with examples of sustained
confidence and sensitivity
 displays knowledge and
understanding of the target
language as a system and
responds with occasional
confidence and sensitivity
 displays knowledge of the target
language; however lacks
confidence and/ or sensitivity in
responses
 displays little or no confidence or
sensitivity in responses to
knowledge of the target
language
 applies to a high degree
conventions of texts and takes risks
to represent ideas and experiences
appropriate to audience and
purpose
 applies conventions of texts and
takes some risks to represent ideas
and experiences appropriate to
audience and purpose
 applies conventions of texts to
represent experiences
appropriate to audience and
purpose
 applies some conventions of
texts to represent experiences
appropriate to audience and
purpose
 applies few conventions of texts
to represent experiences
appropriate to audience and
purpose.
 displays versatility and accurate
language use, clarity of expression
and a wide range of vocabulary and
grammar both orally and in writing
 displays a degree of versatility and
accurate language use and a wide
range of vocabulary and grammar
both orally and in writing
 displays some versatility and
accurate language use and a
range of vocabulary and grammar
both orally and in writing
 displays a range of vocabulary
and uses grammar with some
accuracy both orally and in
writing in a sustained text
 displays a range of vocabulary
and uses grammar with limited
accuracy both orally and in
writing in disjointed texts
24
Moderation
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.
The Moderation Model
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.
Moderation by Structured, Consensus-based Peer Review
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.
Preparation for Structured, Consensus-based Peer Review
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 College Course Presentation
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
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.
Evidence for judgements made about oral assessment
(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 Assessment Task
Types table, page 18).
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.
Resources
See each individual unit for specific resources.
Organisations
 Contact with Embassies and High Commissions
 Alliance Française
 Modern Language Teachers’ Association (for URLs, see below).
Physical Resources
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
Internet based resources
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/
http://www.education.vic.gov.au/languagesonline/french/french.htm
26
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/
27
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
28
Proposed Evaluation Procedures
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?
29
The Individual’s Experience
Value: 1.0
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 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 their personal views about interpersonal relationships
 analyse a variety of media relating to relationships, friends, family and identity
 analyse youth concerns on the prescribed topics
 discuss their personal views about future aspirations and career choices, and predict possible
choices
 analyse a variety of media relating to the world of work and lifestyle choices
 analyse issues concerning future aspirations and career choices, and predict the possible
impact of the technological revolution on these
Content
Students study the individual’s experience.
Suggested topics
 parents and children
 relationships and problems
 gender and identity
 stereotypes
 bullying and harassment
 language register (slang, dialects)
 future aspirations
 career choices
 technology revolution
In this unit students will reflect on and discuss relationships and problems with parents, friends,
people in general, aspirations, future decisions and personal career paths. They will study characters
and sort out relationship problems. They will discuss issues arising around bullying, harassment and
stereotypes. They will consider issues related to love and marriage, gender identity, job choices,
study and their vision of the world in the future. Students will study the impact of technological
advances on their career development. They will have the opportunity to compare and contrast
their personal experiences with those of their peers in French-speaking countries. They will study a
30
variety of language registers, including the use and development of slang. 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 14.
Assessment
Refer to page 16
General Capabilities
Evidence could be in:
Student Capabilities
Teaching and
Learning
Assessment
literacy


numeracy


ethical behaviour


intercultural understanding


collaborative team members


information and communication
technology (ICT) capability
Goals
Content

critical and creative thinking
personal and social capability

Resources
Refer to page 23.
31

Personal World
Value: 0.5
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:
 analyse their personal views about interpersonal relationships
 analyse a variety of media relating to relationships, friends, family and identity
 analyse youth concerns on the prescribed topics
Content
Students study the personal world.
Suggested topics
 parents and children
 relationships and problems
 gender and identity
 stereotypes
 bullying and harassment
 language register (slang, dialects)
In this unit students will reflect on and discuss relationships and problems with parents, friends, and
people in general. They will study characters and sort out relationship problems. They will discuss
issues arising around bullying, harassment and stereotypes. They will consider issues related to love
and marriage, and gender identity. They will have the opportunity to compare and contrast their
personal experiences with those of their peers in French-speaking countries. They will study a
variety of language registers, including the use and development of slang.
Teaching and Learning Strategies
Refer to page 14.
Assessment
Refer to page 16
32
General Capabilities
Evidence could be in:
Student Capabilities
Teaching and
Learning
Assessment
literacy


numeracy


ethical behaviour


intercultural understanding


collaborative team members


information and communication
technology (ICT) capability
Goals
Content

critical and creative thinking
personal and social capability

Resources
Refer to page 23
33

Education and Aspirations
Value: 0.5
This half unit (0.5) combines with Personal World (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 their personal views about future aspirations and career choices, and predict
 analyse a variety of media relating to the world of work and lifestyle choices
 analyse issues concerning future aspirations and career choices, and predict the possible
impact of the technological revolution on these
Content
Students study education and aspirations.
Suggested topics
 future aspirations
 career choices
 technology revolution
In this unit students will reflect on and discuss aspirations, future decisions and personal career
paths. They will consider issues related to job choices, study and their vision of the world in the
future. Students will study the impact of technological advances on their career development. They
will have the opportunity to compare and contrast their personal experiences with those of their
peers in French-speaking countries.
Teaching and Learning Strategies
Refer to page 14.
Assessment
Refer to page 16
34
General Capabilities
Evidence could be in:
Student Capabilities
Teaching and
Learning
Assessment
literacy


numeracy


ethical behaviour


intercultural understanding


collaborative team members


information and communication
technology (ICT) capability
Goals
Content

critical and creative thinking
personal and social capability

Resources
Refer to page 23.
35

Society and Community
Value: 1.0
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 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 consumerism, eco-tourism, community services, genetic engineering, health crises
 analyse a variety of visual and oral stimuli related to the above topics
 analyse current social issues and produce a variety of creative responses, such as oral
presentations, emails, written articles
 analyse community and social issues referring to French literature, magazines, articles, journals
relating to community services, health and sport
 analyse multiculturalism in the French society
 analyse data and report on current social issues
 discuss, compare and contrast issues relating to the prescribed topics
 examine the French justice system and evaluate its weaknesses and strengths
Content
Students study society and community.
Suggested topics
 eco-tourism
 consumerism
 community services (e.g. help line, overcoming personal crises)
 role models (e.g. sports personalities, youth of the year)
 drugs and sports
 historical/regional/francophone (e.g. industrialisation and unionism)
 multiculturalism (e.g. national identity, human rights, racial issues)
 the justice system and social reform.
In this unit students will discuss the emergence of eco-tourism and consider the impacts of modern
consumerism. Students will also investigate the availability of various community services as well as
the influence of role models, drugs and sports on students’ lifestyles. They will consider ideas related
to health, community services and their vision of themselves as members of society. Students will
reflect on and discuss the historical development of French-speaking regions, colonies past and
present, and issues relating to the justice system. They will have the opportunity to compare and
36
contrast their personal experiences with those of their peers in French-speaking countries and the
history of Australia past and present with the history of French-speaking countries.
Teaching and Learning Strategies
Refer to page 14.
Assessment
Refer to page 16
General Capabilities
Evidence could be in:
Student Capabilities
Teaching and
Learning
Assessment
literacy


numeracy


ethical behaviour


intercultural understanding


collaborative team members


information and communication
technology (ICT) capability
Goals
Content

critical and creative thinking
personal and social capability

Resources
Refer to page 23.
37

Tourism and Urban Living
Value: 0.5
This half unit (0.5) combines with Cultural Perspectives 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.
Theme: Society and Community
Prerequisites
Nil.
Duplication of Content Rules
Refer to page 8.
Specific Unit Goals
This unit should enable students to:
 analyse consumerism, eco-tourism, community services, genetic engineering, health crises
 analyse a variety of visual and oral stimuli related to the above topics
 analyse current social issues and produce a variety of creative responses, such as oral
presentations, emails, written articles
 analyse community and social issues referring to French literature, magazines, articles, journals
relating to community services, health and sport
Content
Students study tourism and urban living.
Suggested topics
 consumerism
 community services (eg. help line, overcoming personal crises)
 genetic engineering
 health crises (eg euthanasia, anorexia)
 role models (eg sports personalities, youth of the year)
 drugs and sports
In this unit students will discuss the emergence of eco-tourism and consider the impacts of modern
consumerism. Students will also investigate the availability of various community services as well as
the influence of role models, drugs and sports on students’ lifestyles. They will consider ideas related
to health, community services and their vision of themselves as members of society
38
Teaching and Learning Strategies
Refer to page 14.
Assessment
Refer to page 16
General Capabilities
Evidence could be in:
Student Capabilities
Teaching and
Learning
Assessment
literacy


numeracy


ethical behaviour


intercultural understanding


collaborative team members


information and communication
technology (ICT) capability
Goals
Content

critical and creative thinking
personal and social capability

Resources
Refer to page 23.
39

Cultural Perspectives
Value: 0.5
This half unit (0.5) combines with Tourism and Urban Living 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
Theme: Society and Community
Prerequisites
Nil
Duplication of Content Rules
Refer to page 8.
Specific Unit Goals
This unit should enable students to:
 analyse multiculturalism in the French society
 analyse data and report on current social issues
 discuss, compare and contrast issues relating to the prescribed topics
 examine the French justice system and evaluate its weaknesses and strengths
Content
Students study cultural perspectives.
Suggested topics
 historical/regional/francophone perspectives (e.g. industrialisation and unionism)
 multiculturalism (e.g. national identity, human rights, racial issues)
 the justice system and social reform
 the French-speaking world
In this unit students will reflect on and discuss the historical development of French-speaking
regions, colonies past and present, and issues relating to the justice system. They will have the
opportunity to compare and contrast their personal experiences with those of their peers in Frenchspeaking countries and the history of Australia past and present with the history of French-speaking
countries.
Teaching and Learning Strategies
Refer to page 14.
Assessment
Refer to page 16
40
General Capabilities
Evidence could be in:
Student Capabilities
Teaching and
Learning
Assessment
literacy


numeracy


ethical behaviour


intercultural understanding


collaborative team members


information and communication
technology (ICT) capability
Goals
Content

critical and creative thinking
personal and social capability

Resources
Refer to page 23.
41

The World Around Us
Value: 1.0
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 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 synthesise and evaluate crucial questions pertaining to our modern society
 analyse issues related to the Environment, Health Crises, War and Population Explosion and
Unionism
 argue, predict and extrapolate from their personal experiences with those of their peers in
French-speaking countries
 analyse issues pertaining to Media, Social effects of technology and Environment
 analyse advertising and the language of propaganda and they will analyse a range of items
from print, aural and visual media
 discuss the impact of technological development on modern society
Content
Student study the world around us.
Suggested topics
 environment (recycling)
 migration, population explosion war and conflict
 genetic engineering
 health crisis (e.g. euthanasia, anorexia)
 media (censorship, propaganda, globalisation)
 social effects of technology
 power of the media and its impact on society
 environment (new energies).
In this unit students will analyse, synthesise and evaluate crucial questions pertaining to our modern
society. They will reflect on issues related to the Environment, Health Crises, War and Population
Explosion and Unionism. They will have the opportunity to argue, predict and extrapolate from their
personal experiences with those of their peers in French-speaking countries. Students will reflect on
and discuss crucial questions pertaining to Media, Social effects of technology and Environment.
They will consider the effect of advertising and the language of propaganda and they will analyse a
range of items from print, aural and visual media. Students will investigate, discuss and debate the
impact of technological development on modern society. They will have the opportunity to compare
and contrast their personal experiences with those of their peers in French-speaking countries.
42
Teaching and Learning Strategies
Refer to page 14.
Assessment
Refer to page 16
General Capabilities
Evidence could be in:
Student Capabilities
Teaching and
Learning
Assessment
literacy


numeracy


ethical behaviour


intercultural understanding


collaborative team members


information and communication
technology (ICT) capability
Goals
Content

critical and creative thinking
personal and social capability

Resources
Refer to page 23.
43

Social Issues
Value: 0.5
This half unit (0.5) combines with Work and Technology (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:
 analyse, synthesise and evaluate crucial questions pertaining to our modern society
 analyse issues related to the Environment, Health Crises, War and Population Explosion and
Unionism
 argue, predict and extrapolate from their personal experiences with those of their peers in
French-speaking countries
Content
Students study social issues.
Suggested topics
 environment (recycling)
 migration, population explosion war and conflict
 genetic engineering
 health crisis (e.g. euthanasia, anorexia).
In this unit students will analyse, synthesise and evaluate crucial questions pertaining to our modern
society. They will reflect on issues related to the Environment, Health Crises, War and Population
Explosion and Unionism. They will have the opportunity to argue, predict and extrapolate from their
personal experiences with those of their peers in French-speaking countries. They will have the
opportunity to compare and contrast their personal experiences with those of their peers in Frenchspeaking countries.
Teaching and Learning Strategies
Refer to page 14.
Assessment
Refer to page 16
44
General Capabilities
Evidence could be in:
Student Capabilities
Teaching and
Learning
Assessment
literacy


numeracy


ethical behaviour


intercultural understanding


collaborative team members


information and communication
technology (ICT) capability
Goals
Content

critical and creative thinking
personal and social capability

Resources
Refer to page 23
45

Work and Technology
Value: 0.5
This half unit (0.5) combines with Social Issues (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:
 analyse issues pertaining to Media, Social effects of technology and Environment
 analyse advertising and the language of propaganda and they will analyse a range of items
from print, aural and visual media

discuss the impact of technological development on modern society
 analyse solutions and produce a variety of creative responses, such as oral presentations,
emails, written articles etc
Content
Students study work and technology.
Suggested topics
 media (censorship, propaganda, globalisation)
 social effects of technology
 power of the media and its impact on society
 environment (new energies)
In this unit students will reflect on and discuss crucial questions pertaining to Media, Social effects of
technology and Environment. They will consider the effect of advertising and the language of
propaganda and they will analyse a range of items from print, aural and visual media. Students will
investigate, discuss and debate the impact of technological development on modern society. They
will have the opportunity to compare and contrast their personal experiences with those of their
peers in French-speaking countries
Teaching and Learning Strategies
Refer to page 14.
Assessment
Refer to page 16
46
General Capabilities
Evidence could be in:
Student Capabilities
Teaching and
Learning
Assessment
literacy


numeracy


ethical behaviour


intercultural understanding


collaborative team members


information and communication
technology (ICT) capability
Goals
Content

critical and creative thinking
personal and social capability

Resources
Refer to page 23.
47

Lifestyles and Traditions
Value: 1.0
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 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 traditions, customs, festivals and cuisines of French-speaking countries
 compare personal views about French cinema and literature
 analyse French literature, magazines, articles, journals etc relating to French traditions,
customs and cuisine
 analyse French Visual and Performing Arts
 analyse French literature, magazines, articles, journals relating to Visual and Performing Arts
 analyse issues concerning cartoons and comics
Content
Students study lifestyles and traditions.
Suggested topics
 French traditions and customs
 French festivals and cuisine
 literature
 cinema
 visual Arts
 performing Arts
 cartoons and comics
In this unit students will reflect on and discuss aspects of culture in a traditional and modern context.
They will research and analyse beliefs, customs and art forms of France. Students will investigate
local traditions, customs and festivals of French-speaking countries. They will have the opportunity
to compare and contrast their personal experiences with those of their peers in French-speaking
countries. Students will discuss and explain various viewpoints about French Visual and Performing
Arts. They will also have the opportunity to analyse and respond to French literature, including
cartoons and comics.
48
Teaching and Learning Strategies
Refer to page 14.
Assessment
Refer to page 16
General Capabilities
Evidence could be in:
Student Capabilities
Teaching and
Learning
Assessment
literacy


numeracy


ethical behaviour


intercultural understanding


collaborative team members


information and communication
technology (ICT) capability
Goals
Content

critical and creative thinking
personal and social capability

Resources
Refer to page 23.
49

Popular Culture
Value: 0.5
This half unit (0.5) combines with The Arts (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:
 analyse traditions, customs, festivals and cuisines of French-speaking countries
 compare personal views about French cinema and literature
 analyse French literature, magazines, articles, journals etc relating to French traditions,
customs and cuisine
Content
Students study Popular Culture.
Suggested topics
 French traditions and customs
 French festivals and cuisine
 literature
 cinema
In this unit students will reflect on and discuss aspects of culture in a traditional and modern context.
They will research and analyse beliefs, customs and art forms of France. Students will investigate
local traditions, customs and festivals of French-speaking countries. They will have the opportunity
to compare and contrast their personal experiences with those of their peers in French-speaking
countries.
Teaching and Learning Strategies
Refer to page 14.
Assessment
Refer to page 16
50
General Capabilities
Evidence could be in:
Student Capabilities
Teaching and
Learning
Assessment
literacy


numeracy


ethical behaviour


intercultural understanding


collaborative team members


information and communication
technology (ICT) capability
Goals
Content

critical and creative thinking
personal and social capability

Resources
Refer to page 23.
51

The Arts
Value: 0.5
This half unit (0.5) combines with 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
Nil
Duplication of Content Rules
Refer to page 8.
Specific Unit Goals
This unit should enable students to:
 discuss, explain and compare personal views about French Visual and Performing Arts
 analyse to French literature, magazines, articles, journals relating to Visual and Performing Arts
 analyse issues concerning cartoons and comics
 analyse French Visual and Performing Arts
Content
In this unit students will reflect on and discuss aspects of culture in a traditional and modern context.
They will discuss and explain various viewpoints about French Visual Art and Performing Arts.
Students will also have the opportunity to analyse and respond to French literature, including bande
dessinée. They will have the opportunity to compare and contrast their personal experiences with
those of their peers in French-speaking countries.
Suggested topics
 visual arts: painting, sculpture
 performing arts: music, dance, theatre
 cartoons and comics
Teaching and Learning Strategies
Refer to page 14.
Assessment
Refer to page 16
52
General Capabilities
Evidence could be in:
Student Capabilities
Teaching and
Learning
Assessment
literacy


numeracy


ethical behaviour


intercultural understanding


collaborative team members


information and communication
technology (ICT) capability
Goals
Content

critical and creative thinking
personal and social capability

Resources
Refer to page 23
53

Work and Popular Culture
Value: 1.0
This unit combines Work and Technology 0.5 with Popular Culture 0.5.
Prerequisites
Nil
Duplication of Content Rules
Refer to page 8
Specific Unit Goals
This unit should enable students to:
 analyse issues pertaining to Media, Social effects of technology and Environment
 analyse advertising and the language of propaganda and they will analyse a range of items
from print, aural and visual media

discuss the impact of technological development on modern society
 analyse solutions and produce a variety of creative responses, such as oral presentations,
emails, written articles etc
 analyse traditions, customs, festivals and cuisines of French-speaking countries
 compare personal views about French cinema and literature
 analyse French literature, magazines, articles, journals etc relating to French traditions,
customs and cuisine
Content
Suggested topics




Media (censorship, propaganda, globalisation)
Social effects of technology
Power of the media and its impact on society
Environment (new energies)

French traditions and customs

French festivals and cuisine

Literature and cinema

French traditions and customs

French festivals and cuisine

literature

cinema
54
In this unit students will reflect on and discuss crucial questions pertaining to Media, Social effects of
technology and Environment. They will consider the effect of advertising and the language of
propaganda and they will analyse a range of items from print, aural and visual media. Students will
investigate, discuss and debate the impact of technological development on modern society.
Students will investigate local traditions, customs and festivals of French-speaking countries. They
will have the opportunity to compare and contrast their personal experiences with those of their
peers in French-speaking countries.
Teaching and Learning Strategies
Refer to page 14
Assessment
Refer to page 16.
General Capabilities
Evidence could be in:
Student Capabilities
Teaching and
Learning
Assessment
literacy


numeracy


ethical behaviour


intercultural understanding


collaborative team members


information and communication
technology (ICT) capability
Goals
Content

critical and creative thinking
personal and social capability

Resources
Refer to page 23.
55

Education and Urban Living
Value: 1.0
This unit combines Education and Aspirations 0.5 with Tourism and Urban Living 0.5.
Prerequisites
Nil
Duplication of Content Rules
Refer to page 8
Specific Unit Goals
This unit should enable students to:
 discuss their personal views about future aspirations and career choices, and predict
 analyse a variety of media relating to the world of work and lifestyle choices
 analyse issues concerning future aspirations and career choices, and predict the possible
impact of the technological revolution on these
 analyse consumerism, eco-tourism, community services, genetic engineering, health crises
 analyse a variety of visual and oral stimuli related to the above topics
 analyse current social issues and produce a variety of creative responses, such as oral
presentations, emails, written articles
 analyse community and social issues referring to French literature, magazines, articles, journals
relating to community services, health and sport
Content
Students study the education and urban living.
Suggested topics
 future aspirations
 career choices
 technology revolution
 consumerism
 community services (e.g. help line, overcoming personal crises)
 genetic engineering
 health crises (e.g. euthanasia, anorexia)
 role models (e.g. sports personalities, youth of the year)
 drugs and sports
In this unit students will reflect on and discuss aspirations, future decisions and personal career
paths. They will consider issues related to job choices, study and their vision of the world in the
future. Students will study the impact of technological advances on their career development. They
will have the opportunity to compare and contrast their personal experiences with those of their
56
peers in French-speaking countries. Students will discuss the emergence of eco-tourism and consider
the impacts of modern consumerism. Students will also investigate the availability of various
community services as well as the influence of role models, drugs and sports on students’ lifestyles.
They will consider ideas related to health, community services and their vision of themselves as
members of society
Teaching and Learning Strategies
Refer to page 14.
Assessment
Refer to page 16.
General Capabilities
Evidence could be in:
Student Capabilities
Teaching and
Learning
Assessment
literacy


numeracy


ethical behaviour


intercultural understanding


collaborative team members


information and communication
technology (ICT) capability
Goals
Content

critical and creative thinking
personal and social capability

Resources
Refer to page 23.
57

Appendix A - Grammatical Checklist
Suggested sequence of grammar to be covered in Years 11 & 12
YEAR 11
YEAR 12
Semester 1
Semester 1
Verbs
 revision/extension of present tense,
regular & irregular, imperatives
 use of depuis with present tense
 use of venir de with present tense
 verbs used reflexively
 revision of futur proche
 revision/extension of passé composé
 negation
 modal verbs with infinitive
 introduction of imparfait
Verbs
 revision of tenses taught thus far
 introduction of plus-que-parfait
 use of causative faire
 present participle
Pronouns
 consolidation of personal pronouns
 relative, demonstrative, interrogative and
possessive pronouns
Interrogatives
 revision/extension of question forms &
sentence structure
Pronouns
 revision/extension of use of direct and
possibly indirect pronouns
Semester 2
Semester 2
Verbs
Verbs
 introduction/extension of futur simple
 passive voice
 introduction of conditionnel
 past historic (for recognition)
 extension of imparfait and appropriate use
 subjunctive (most common usage)
of imparfait and passé composé
 verbs followed by à, de etc
Pronouns
 use of indirect pronouns, y and en
 position and order of pronouns in a
sentence
58
Appendix B - Some suggested text types
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
59
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
Appendix C – Common Curriculum Elements
Common curriculum elements assist in the development of high quality assessment tasks by
encouraging breadth and depth and discrimination in levels of achievement.
Organisers
create, compose
and apply
analyse,
synthesise and
evaluate
organise,
sequence and
explain
identify,
summarise and
plan
Elements
Examples
apply
ideas and procedures in unfamiliar situations, content and processes in
non-routine settings
compose
oral, written and multimodal texts, music, visual images, responses to
complex topics, new outcomes
represent
images, symbols or signs
create
creative thinking to identify areas for change, growth and innovation,
recognise opportunities, experiment to achieve innovative solutions,
construct objects, imagine alternatives
manipulate
images, text, data, points of view
justify
arguments, points of view, phenomena, choices
hypothesise
statement/theory that can be tested by data
extrapolate
trends, cause/effect, impact of a decision
predict
data, trends, inferences
evaluate
text, images, points of view, solutions, phenomenon, graphics
test
validity of assumptions, ideas, procedures, strategies
argue
trends, cause/effect, strengths and weaknesses
reflect
on strengths and weaknesses
synthesise
data and knowledge, points of view from several sources
analyse
text, images, graphs, data, points of view
examine
data, visual images, arguments, points of view
investigate
issues, problems
sequence
text, data, relationships, arguments, patterns
visualise
trends, futures, patterns, cause and effect
compare/contrast
data, visual images, arguments, points of view
discuss
issues, data, relationships, choices/options
interpret
symbols, text, images, graphs
explain
explicit/implicit assumptions, bias, themes/arguments, cause/effect,
strengths/weaknesses
translate
data, visual images, arguments, points of view
assess
probabilities, choices/options
select
main points, words, ideas in text
reproduce
information, data, words, images, graphics
respond
data, visual images, arguments, points of view
relate
events, processes, situations
demonstrate
probabilities, choices/options
describe
data, visual images, arguments, points of view
plan
strategies, ideas in text, arguments
classify
information, data, words, images
identify
spatial relationships, patterns, interrelationships
summarise
main points, words, ideas in text, review, draft and edit
Appendix C – Common Curriculum Elements
Glossary of Verbs
Verbs
Definition
Analyse
Consider in detail for the purpose of finding meaning or relationships, and identifying patterns,
similarities and differences
Apply
Use, utilise or employ in a particular situation
Argue
Give reasons for or against something
Assess
Make a Judgement about the value of
Classify
Arrange into named categories in order to sort, group or identify
Compare
Estimate, measure or note how things are similar or dissimilar
Compose
The activity that occurs when students produce written, spoken, or visual texts
Contrast
Compare in such a way as to emphasise differences
Create
Bring into existence, to originate
Demonstrate
Give a practical exhibition an explanation
Describe
Give an account of characteristics or features
Discuss
Talk or write about a topic, taking into account different issues or ideas
Evaluate
Examine and judge the merit or significance of something
Examine
Determine the nature or condition of
Explain
Provide additional information that demonstrates understanding of reasoning and /or application
Extrapolate
Infer from what is known
Hypothesise
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
Identify
Recognise and name
Interpret
Draw meaning from
Investigate
Plan, inquire into and draw conclusions about
Justify
Show how argument or conclusion is right or reasonable
Manipulate
Adapt or change
Plan
Strategies, develop a series of steps, processes
Predict
Suggest what might happen in the future or as a consequence of something
Reflect
The thought process by which students develop an understanding and appreciation of their own
learning. This process draws on both cognitive and affective experience
Relate
Tell or report about happenings, events or circumstances
Represent
Use words, images, symbols or signs to convey meaning
Reproduce
Copy or make close imitation
Respond
React to a person or text
Select
Choose in preference to another or others
Sequence
Arrange in order
Summarise
Give a brief statement of the main points
Synthesise
Combine elements (information/ideas/components) into a coherent whole
Test
Examine qualities or abilities
Translate
Express in another language or form, or in simpler terms
Visualise
The ability to decode, interpret, create, question, challenge and evaluate texts that communicate with
visual images as well as, or rather than, words
Appendix D - Table - Suggested Integrated Themes
Theme
Personal World
Beginning

The Individual’s Experience


Education and
Aspirations


Society and Community
Tourism and
Urban Living





Cultural
Perspectives

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
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



Travel and tourism
Cooking
Emerging Economies
La Francophonie
Hotel reservations, eating out







Fashion

Historical/regional
perspectives


The World Around Us
Social Issues
Work and
Technology
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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
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Media
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Lifestyles and Traditions
Popular Culture
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The Arts
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Festivals and traditions, special
dishes, recipes,
Comics (Bande dessinée) and cinema,
fairy tales
Arts in regions of France and Frenchspeaking countries
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Visual arts: painting, sculpture
Performing Arts: music, dance,
theatre
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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
Future plans and
aspirations
Essential services, banks, post office
Historical/Regional Perspectives
Advanced
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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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)
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