FSF4U – Core French Grade 12

Course Type: University

Credit: 1.0

Ontario Curriculum: FSF4U Core French Grade 12

FSF4U Prerequisite: FSF3U Core French , Grade 11

NCAA Approved Course

Earn your FSF4U credit online and enhance your fluency in Grade 12 Core French with OES. This course provides extensive opportunities to speak, listen, read, and write in French independently. Through interactive lessons and real-life scenarios, students will develop essential language learning strategies, critical thinking skills, and a deeper appreciation of Francophone cultures worldwide. Engage with diverse oral and written texts while refining your ability to communicate effectively. Whether preparing for university or lifelong language learning, FSF4U will strengthen your proficiency and confidence. Enroll today at OES and take your French to the next level!

UNITÉ 1: Textes courts et compétences en lecture et en écriture

In this unit, students will learn, practice and review vocabulary as they focus on key elements of literacy.  Students will analyze and reflect on a variety of media forms. Students will have the opportunity to compare and contrast different perspectives, and interpret meaning from both audio, video, and written texts, while expressing their thoughts and opinions. Students will finish an oral quiz in the form of a discussion with their teacher.  

UNITÉ 2: La Compétence médiatique

In this unit, students will learn, practice and review media literacy. Students will analyze and reflect on a variety of media forms, as well as compare and contrast different perspectives. Students will interpret and make inferences using both audio, video, and written texts.  Students will be asked to pick an ‘Article de Presse’ of their own to review and present.  

UNITÉ 3: La Francophonie et les cultures francophones

In this unit students will learn about the concept of francophonie, identity, the diversity of French speaking countries and the language itself. Students will have the opportunity to explore different ways of living, foods, music, and how it might be, to travel to different French speaking communities, globally. Students will also look at the global impact of the French language. Students will reflect on what it means to be francophone today, both in Canada and globally. Students will complete a presentation on a Francophone culture of their choice. 

UNITÉ 4: La Théâtre, et le musique francophones

In this unit students will explore both classic, and modern art forms in French such as Francophone music and theatre. Students will Analyze music, texts, and interpret body language to decipher meaning, and feelings. Students will dive deep into inferencing and making connections while practicing both oral and written communication.

Listening

      By the end of this course, students will:

A1. . Listening to Understand: determine meaning in a variety of authentic and adapted oral French texts,

using a range of listening strategies;

A2. interpret messages accurately while interacting in French for a variety of purposes and with diverse audiences; 

A3. Intercultural Understanding: demonstrate an understanding of information in oral French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

Speaking

          By the end of this course, students will:

B1. Speaking to Communicate: communicate information and ideas orally in French, using a variety

of speaking strategies, appropriate language structures, and language appropriate to the purpose

and audience;

B2. Speaking to Interact: participate in spoken interactions in French for a variety of purposes and with diverse audiences;

B3. Intercultural Understanding: in their spoken communications, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations

Reading

   By the end of this course, students will: 

C1. Reading Comprehension: determine meaning in a variety of authentic and adapted French texts, using a range of reading comprehension strategies;

C2. Purpose, Form, and Style: identify the purpose(s), characteristics, and aspects of style of a variety of authentic and adapted text forms in French, including fictional, informational, graphic, and media forms;

C3.  Intercultural Understanding: demonstrate an understanding of information in French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

Writing

By the end of this course, students will: 

D1. Purpose, Audience, and Form: write French texts for different purposes and audiences, using a variety of forms and knowledge of language structures and conventions of written French appropriate for this level;

D2. The Writing Process: use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their work effectively;

D3. Intercultural Understanding: in their written work, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

In this course, students will experience the following activities.

Presentations with embedded videos are utilized to outline concepts, explain theory with the
use of examples and practice questions, and incorporate multi-media opportunities for students
to learn more (e.g. online simulations, quizzes, etc.).

End of unit conversations and Poodlls are opportunities for students to express their ideas,
problem solving, and thought processes with a teacher who provides timely feedback.

Reflection is an opportunity for students to look back at concepts and theories with new eyes,
to relate theory to practice, and to align learning with their own values and beliefs.

Discussions with the instructor are facilitated through video conferencing, discussing the
concepts and skills being studied. This enables two-way communication between the student
and the instructor, to share ideas and ask questions in dialogue. This also helps to build a
relationship between the student and instructor.

Instructor demonstrations (research skills, etc.) are opportunities for the instructor to lead a
student through a concept or skill through video conferencing, videos, or emailing with the
student.

Discussion forums are an opportunity for students to summarize and share their ideas and
perspectives with their peers, which deepens understanding through expression. It also
provides an opportunity for peer-to-peer feedback.

Practical extension and application of knowledge are integrated throughout the course. The
goal is to help students make connections between what they learn in the classroom and how
they understand and relate to the world around them and their own lives. Learning becomes a
dynamic opportunity for students to be more aware that their learning is all around them and
enable them to create more meaning in their lives.

Individual activities/assignments assessments are completed individually at a student’s own
pace and are intended to expand and consolidate the learning in each lesson. Individual
activities allow the teacher to accommodate interests and needs and to assess the progress of
individual students. For this reason, students are encouraged to discuss IEPs (Individual
Education Plans) with their teacher and to ask to modify assessments if they have a unique
interest that they feel could be pursued in the assessment. The teacher plays an important role
in supporting these activities by providing ongoing feedback to students, both orally and in
writing.

Research is an opportunity to apply inquiry skills to a practical problem or question. Students
perform research to gather information, evaluate quality sources, analyze findings, evaluate
their analysis, and synthesize their findings into conclusions. Throughout, students apply both
creative thinking and critical thinking. New questions are also developed to further learning.

Writing as a learning tool helps students to think critically about course material while grasping,
organizing, and integrating prior knowledge with new concepts. Good communication skills are
important both in and out of the classroom.

Portfolios are a collection of student work that represents student learning and achievement
over a period of time. It allows students to relate learning artefacts into a whole in a meaningful
story.

Creating artefacts involves active learning with reflection and critical thinking. They provide
evidence of skill development as a basis for providing feedback to help students improve and
further develop knowledge and skills.

Reflective analysis and self-assessment is very important in this course. Concepts and
skills/techniques are modelled in examples (exemplars), which students can refer to and utilize
to further develop their own work. Students are encouraged to relate their work to real life
situations and their growth and learning over time.

Graphics/images are visual representations of ideas/concepts. Visuals are thought to promote
cognitive plasticity – meaning, they can help us change our minds or help us to remember an
idea.

As summarized in Growing Success 2010, the primary purpose of assessment and evaluation is to improve student learning. Information gathered through assessment helps teachers to determine students’ strengths and weaknesses in their achievement of the curriculum expectations in each course. This information also serves to guide teachers in adapting curriculum and instructional approaches to students’ needs and in assessing the overall effectiveness of programs and classroom practices. As part of assessment, teachers provide students with descriptive feedback that guides their efforts towards improvement.

Evaluation refers to the process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality. All curriculum expectations must be accounted for in instruction, but evaluation focuses on students’ achievement of the overall expectations. A students’ achievement of the overall expectations is evaluated on the basis of his or her achievement of related specific expectations. Teachers will use their professional judgement to determine which specific expectations should be used to evaluate achievement of overall expectations, and which ones will be covered in instruction and assessment but not necessarily evaluated.

In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers must use assessment and evaluation strategies that:

● Address both what students learn and how well they learn;
● Are based both on the categories of knowledge and skills and on the achievement level descriptions given in the achievement chart
● Are varied in nature, administered over a period of time, and designed to provide opportunities for students to demonstrate the full range of their learning;
● Are appropriate for the learning activities used, the purposes of instruction, and the needs and experiences of the students;
● Are fair to all students;
● Accommodate students with special education needs, consistent with the strategies outlined in their Individual Education Plan;
● Accommodate the needs of students who are learning the language of instruction;
● Ensure that each student is given clear directions for improvement;
● Promote students’ ability to assess their own learning and to set specific goals
● Include the use of samples of students’ work that provide evidence of their achievement;
● Are communicated clearly to students and parents at the beginning of the school year and at other appropriate points throughout the school year.

The final grade will be determined as follows:

❑ 70% of the grade will be based on evaluation conducted throughout the course. This
portion of the grade should reflect the student’s most consistent level of achievement
throughout the course, although special consideration will be given to more recent
evidence of achievement.

❑ 30% of the grade will be based on a final evaluation administered at or towards the end of
the course. This evaluation will be based on evidence from one or a combination of the
following: an examination, a performance, and/or another method of evaluation suitable to
the course content. The final evaluation allows the student an opportunity to demonstrate
comprehensive achievement of the overall expectations for the course.

(Growing Success: Assessment, Evaluation and Reporting in Ontario Schools. Ontario
Ministry of Education Publication, 2010 p.41)

All students can succeed. Some students are able, with certain accommodations, to participate in the regular course curriculum and to demonstrate learning independently. Accommodations allow access to the course without any changes to the knowledge and skills the student is expected to demonstrate. The accommodations required to facilitate the student’s learning can be identified by the teacher, but recommendations from a School Board generated Individual Education Plan (IEP) if available can also be consulted. Instruction based on principles of universal design and differentiated instruction focuses on the provision of accommodations to meet the diverse needs of learners.

Examples of accommodations (but not limited to) include:

• Adjustment and or extension of time required to complete assignments or summative tasks
• Providing alternative assignments or summative tasks
• Use of scribes and/or other assistive technologies
• Simplifying the language of instruction

To learn more go to our Individual Education Plan (IEP) page.

To learn more about this course including tests and exams please visit our FAQ page