BRAMPTON CENTENNIAL SECONDARY SCHOOL

Course Outline

Program Area: Languages Course Code: FSF 1P0

Course Name: Grade 9 Applied French as a Second Language

Course Description: This course provides opportunities for students to communicate and interact in French
with increasing independence, with a focus on familiar topics related to their daily lives. Students will develop
their skills in listening, speaking, reading, and writing by using language learning strategies introduced in the
elementary Core French program, and will apply creative and critical thinking skills in various ways. They will
also enhance their understanding and appreciation of diverse French-speaking communities, and will develop
skills necessary for lifelong language learning.

Units of Study:
Unit Possible Summative Evaluations Learning Goals
The student will be able to…
Unit #1 – : Le - country case study - through the lens of the Winter Olympics, students will
monde et sport - athlete profile further examine, seek out, and interpret information from
Timeline: 3-4 - written tests and quizzes francophone sources about the success of Canada and
weeks other nations at the games.

Unit 2 - oral presentations - describe who they are, what activities they like to do, and
Timeline : 3-4 - vlog about your interests express their opinions on a variety of subjects.
weeks - written tests and quizzes
Unit 3 : La - creative production - examine popular French music and culture in order to
musique et - presentation of a francophone artist express preferences and opinions that one holds on the
culture - written tests and quizzes subject.
Timeline : 3-4
weeks
Unit 4 : La - case study and presentation of a - describe, compare and contrast Francophone countries
Francophonie member country from around the world.
Timeline: 3-4 -written tests and quizzes
weeks
Exam - spontaneous oral production of - demonstrate their learning acquired through the course.
Component prompted ideas
Timeline : 1 week - analysis of a text; reading
comprehension
- written composition
- oral comprehension verification

Assessment and Evaluation Guidelines

The purpose of student assessment is to improve student learning.

Assessment and evaluation are based on the expectations and levels of achievement outlined in the provincial curriculum document
for each subject. A wide range of assessment and evaluation opportunities allows students to demonstrate their learning in a
variety of ways. This information provides the basis for reporting student grades on the Provincial Report Card. A final mark will be
calculated using the following categories:
 Communication
(30%)
 Expression & Organization of
ideas & Information in oral,
visual & written forms
 Communicating for different
audiences and purposes
(self/peers/community; to
interact, discuss, inform, raise
awareness, persuade, express
feelings)
 Use of conventions,
vocabulary & terminology
(elements of style;
punctuation; social/cultural
contexts)
Knowledge & Understanding
(15%)
 Vocabulary & expressions
 Language conventions
 Aspects of culture
 Language structures &
strategies
 Characteristics of texts
Thinking
(25%)
 Planning skills: establishing
a focus; formulating
questions; organizing
research; elaborating on
ideas
 Processing skills:
predicting, inferring,
interpreting, evaluating,
defending an argument,
revising & restructuring
 Critical/creative thinking;
problem-solving strategies;
prioritizing; critiquing;
hypothesizing; using
language learning; forming
& justifying conclusions
Application
(30%)
 Application of knowledge &
skills (strategies, concepts,
processes) in familiar
contexts
 Transfer of knowledge &
skills to new contexts
 Making connections
between various contexts
(personal/global/cultural/hi
storical/environmental;
French & other languages;
school & social contexts)

As part of the learning process, students will receive ongoing formative assessment which may not be assigned a mark.

Determining the Grade

Teachers determine students’ report card grades by using their professional judgment. They interpret student evidence of learning
and look at the student’s most consistent level of achievement over time and give special consideration to more recent evidence
demonstrated by the student. Student evidence of learning includes evidence gathered from observations, conversations and
student products collected over a period of time (triangulation of data).
Final Mark = 70% term + 30% Final Evaluation
Learning Skills and Work Habits:
Learning Skills and Work Habits allow students to know how to learn more effectively, develop their potential as independent and
autonomous learners and to take ownership over their own learning. While strong Learning Skills and Work Habits do contribute to a
student’s ability to be successful at school, they are evaluated separately from student achievement of course expectations.

Learning Skills and

The student:
Work Habits
 fulfils responsibilities and commitments within the learning environment;
Responsibility  completes and submits class work, homework, and assignments according to agreed-upon timelines;
 takes responsibility for and manages own behaviour.
 devises and follows a plan and process for completing work and tasks;
Organization  establishes priorities and manages time to complete tasks and achieve goals;
 identifies, gathers, evaluates, and uses information, technology, and resources to complete tasks.
 independently monitors, assesses, and revises plans to complete tasks and meet goals;
Independent  uses class time appropriately to complete tasks;
Work  follows instructions with minimal supervision
 accepts various roles and an equitable share of work in a group;
 responds positively to the ideas, opinions, values, and traditions of others;
Collaboration  builds healthy peer-to-peer relationships through personal and media-assisted interactions;
 works with others to resolve conflicts and build consensus to achieve group goals;
 shares information, resources, and expertise and promotes critical thinking to solve problems and make decisions.
 looks for and acts on new ideas and opportunities for learning;
 demonstrates the capacity for innovation and a willingness to take risks;
Initiative  demonstrates curiosity and interest in learning;
 approaches new tasks with a positive attitude;
 recognizes and advocates appropriately for the rights of self and others.
 sets own individual goals and monitors progress towards achieving them;
Self-Regulation  seeks clarification or assistance when needed;
 assesses and reflects critically on own strengths, needs, and interests;
  identifies learning opportunities, choices, and strategies to meet personal
 needs and achieve goals;
 perseveres and makes an effort when responding to challenges.

Missed Summative Assessments – Term

Students who know ahead of time that they will miss an assessment are to discuss the situation beforehand with the subject
teacher. Students should be prepared to complete any missed assessment on the first day of return to school or as negotiated with
the teacher. Students who are absent on the day of the assessment for reasons such as illness, field trip or suspension are
responsible for:
 The work covered and assigned during the class
 The handing in of assignments at a time previously negotiated with a teacher
 The writing of any missed tests at a time previously negotiated with the teacher.

After a legitimate prolonged absence (more than two days) the student is to make arrangements with the subject teacher
immediately upon returning to school for an alternative date for the missed assessment. Students who miss an in-class summative
assessment for an unauthorized reason may lose the opportunity to complete the task. At reporting time, the teacher will use
professional judgment to determine if the student has missed key evaluations or too many evaluations. If there is insufficient
evidence of achievement to validate a passing grade, the credit will be in jeopardy.

Please review and sign the “Course Outline Verification Slip” and return it to your teacher.