Work Program

French Ab Initio

2013 Syllabus

This work program is applicable to all students, including International Students at

the Queensland Academy for Science,

Mathematics and Technology.

Table of Contents TABLE OF CONTENTS .................................................................................................................................... 2

COURSE ORGANISATION AND ASSESSMENT PLAN ................................................................................ 3

COVERAGE MAP ............................................................................................................................................. 6

DETERMINING LEVELS OF ACHIEVEMENT ............................................................................................... 14

TERM 4, YEAR 10 .......................................................................................................................................... 14 TERM 1, YEAR 11 .......................................................................................................................................... 14 TERM 2, YEAR 11 .......................................................................................................................................... 14 TERM 3, YEAR 11 .......................................................................................................................................... 14 TERM 4, YEAR 11 .......................................................................................................................................... 14 TERM 1, YEAR 12 & PRELIMINARY PREDICTED #1 .......................................................................................... 14 TERM 2, YEAR 12 & PRELIMINARY PREDICTED #2 .......................................................................................... 14 TERM 3, YEAR 12 .......................................................................................................................................... 14 PREDICTED DATA FOR IBIS ........................................................................................................................... 15

Course Organisation and Assessment Plan

Sem / Item #

Unit Title Time (hrs)

Key concepts & Key ideas (This is the syllabus objectives that will be

covered)

Assessment

Category (Assignment, IA, Exam, Portfolio)

Technique, Description& Conditions

Ye

ar

10

(Te

rm 1

)

Pre

-IB

Introduction 27.5 hrs

Alphabet, Numbers, Personal details – appearance and character, Relationships, La Francophonie

Exams Term 1 Exam

Ye

ar

10

(Te

rm 2

)

Pre

-IB

School 27.5 hrs

School – subjects, timetables, objects, Animals, Further descriptions, Food

Exams

Speaking Examination Term 2 Exam

Ye

ar

10

(Te

rm 3

)

Pre

-IB

City Life 27.5 hrs

Town and Services, Directions, Shopping

Exams

Term 3 Exam

Ye

ar

10

(Te

rm 4

)

IB

Welcome 27.5 hrs

Personal details – appearance and character, Relationships, Shopping, Education, Daily Routine, Food and Drink, Town and Services, Sport, Weather

Exams

Speaking Exam Term 4 Exam (Part A and B)

Ye

ar

11

(Se

m I

)

IB At Home and

Holidays 27.5 hrs

Personal details – appearance and character, Relationships, Daily Routine, Entertainment, Holidays

Exams

Speaking Exam Paper 2

Weekend! 27.5 hrs

Entertainment,Transport, Neighbourhood,Physical geography, Food and Drink

Exams

Paper 1 Paper 2

Ye

ar

11

(S

em

II)

IB

Healthy Living 27.5 hrs

Physical health, Physical description – appearance Food and drink, Employment, Global issues

Exams

Speaking

IB

The World 27.5 hrs

Environmental concerns, Global issues, Technology, Media, Holidays, Physical description – appearance and character

Exams

Written Assignment Draft Paper 1

Sem / Item #

Unit Title Time (hrs)

Key concepts & Key ideas (This is the syllabus objectives that will be

covered)

Assessment

Category (Assignment, IA, Exam, Portfolio)

Technique, Description& Conditions

Ye

ar

12

(S

em

I) IB

In the city and country

27.5 hrs

Town and services, Holidays, Exams Paper 1 : IA: Written Assignment

IB

Life 27.5 hrs

Daily routine, Education, Employment, Media, Technology

Exams Individual Oral: Paper 2:

Ye

ar

12

(S

em

II)

IB Healthy Living

and IA 27.5 hrs

Physical health Exams Paper 1 – 30% Paper 2 – 25% FROM TERM 2: WA & IO

IB Revision -

overview 27.5 hrs

All Exams IB EXAMS

Coverage Map

Context / Unit

Syllabus Objectives

Individual and Society Leisure and Work Urban and Environment

Daily

Rou

tin

e

Ed

uca

tio

n

Fo

od

an

d

dri

nk

Pers

onal

dea

tila

s

app

ea

rance

and

ch

ara

cte

r

Ph

ysic

al

he

alth

Rela

tionship

s

Sh

op

pin

g

Em

plo

ym

ent

Ente

rtain

ment

Holid

ays

Me

dia

Sp

ort

Technolo

gy

Tra

nsp

ort

Enviro

nm

enta

l

concers

Glo

ba

l

issu

es

Ne

igh

bou

rho

od

Ph

ysic

al

ge

og

rap

hy

To

wn a

nd

se

rvic

es

We

ath

er

Year 10 Term 1

Year 10 Term 2

Year 10 Term 3

Year 10 Term 4

Year 11 Term 1

Year 11 Term 2

Year 11 Term 3

Year 11 Term 4

Year 12 Term 1

Year 12 Term 2

Year 12 Term 3

Alternative Programme Revision

Group 2 French Ab Initio UNIT PLAN

Year Level: 10 Unit Title: Me Voici Duration: 6 Weeks

Unit Overview:

Students prepare a synthesis, Voici ma vie, which involves written tasks on given familiar topics and an oral presentation..

Theory of Knowledge:

Theory of knowledge is an integral part of the introductory unit on French. Students will be asked to think about the cognitive processes they go through when learning a new language, how they store, retrieve and use the information they learn. Students will be taught techniques that will help them memorise new vocabulary. Students will be taught about aspects of the French culture and history and will be encouraged to compare the Australian culture and history to what they learn about France and French culture. StStudents will be able to critically reflect and analyse different way of knowing and will take a close look at metacognitive processes involved in acquiring a new language and getting familiar with a new culture.

IB Learner Profile: Select aspects of the IB Learner Profile that will be implicit and explicit in the delivery of this unit. Indicate how these aspects of the profile will be addressed.

Inquirers Explicit- students will be asked to think about how they store and retrieve information in a number of situation and to analyse the techniques they use to do so effectively.

Open-minded Explicit- students will have to understand and respect that different people think in different ways. Students will develop an understanding of different cultures and traditions. They will explicitly challenge some of their stereotypes.

Knowledgeable Explicit-Students will explore how concepts and ideas might be different in different cultures. Students will have to take into consideration that history, culture differences in environment affect how we think.

Caring Implicit- Students will talk about topics such as family, health and some social issues when learning about France. Students will be encouraged to discuss how they could make a difference.

Thinkers Explicit-Students will actively apply their ability to analyse and approach new texts to understand them. Students will be asked to think about how they can establish links and comparisons between the different languages they know.

Risk-takers Explicit- Students will be encouraged to explore new roles and ideas and to take risks in expression. They will be asked to express their beliefs in a new language and asked to consider differences in cultures and ways of living of different groups of individuals.

Communicators Explicit- Students will learn how to communicate their thoughts and emotions in French. Authentic (pertinent, 'real life') communication is the fundamenta approach used in language learning pedagogy.

Balanced Explicit- Students will understand the importance of achieving intellectual, physical and emotional balance when discussing sports, culture or other topics like food and health.

Principled Implicit- Students will learn about issues of fairness, justice and respect of individual rights when studying aspects of French history and culture.

Reflective Explicit- Students will be encouraged to constantly reflect on the techniques they use to learn a new language and change and adapt them when needed.

Syllabus Objectives (Overview):

Student Assessment (Overview):

Students will have regular formative tests.

Students will have three to four summative pieces of assessments per term in the skills of speaking, writing, reading and listening.

Accommodations for Differentiated Learning

Gifted Student:

Students are provided with a range of texts during the unit, some of which vary in level of difficulty. Gifted students are encouraged to work on the harder texts (reading). When completing writing tasks, gifted students are encourgaed to write more than the minimum word limits and to use a dictionary to extend the vocabulary they learn in class. Students are encouraged to carry out speaking tests without using palmcards (where applicable.) Students are provided with online resources and are encouraged to use the web to accelarate and expand their learning and cultural references. Students do a lot of pair work in class; gifted students are encouraged to enhance their expression by working with peers of similar abilities or to consolidate their knowledge through peer tutoring.

English as a Second Language (ESL) Student:

In the French Ab Initio course all students will be more or less on an equal basis as all students will have little or no prior knowledge of the French language. Students will be taught explicit aspects of English grammar as well as French grammar and syntax. ESL students benefit from English grammar lessons and gain a reinforced understanding of both the French and English language. Students are taught techniques to help them learn new vocabulary. Learning another language helps ESL students strengthen their prior knowledge and understanding of English.

Students with Special Needs:

In pair work students with special needs are paired up by the teacher to facilitate an effective collaboration. Students are provided with clear and explicit step by step instruction as to what they need to do and assessments may be scaffolded. Students are presented with a wide range of materials (audio, visual, etc) and the teacher can cater for kinesthetic learners. Units will be presented in a way where all learning styles will be catered for and students with special needs will benefit from working collaboratively with their peers. Students are encouraged to attend tutorials offered before school on a needs basis. In some instances students are provided with varying difficulty level written texts and students with special needs are with provided modified tasks where applicable. Learners with auditory problems are seated at the front of the class and the teacher ensures they can do the listening assessment in the best possible environment. Students with visual impairements are provided with bigger print texts allowed to work on their tablets at all times.

Materials and Resources

Technology – Hardware Technology – Software Printed Materials Other

Laptops

Data Projectors

Digital Camera

Television

VCR / DVD

MP3 Player

Database / Spreadsheet

Desktop Publishing

Email Software

Editing Software

Internet / Web Browser

Multi-media

Text book

Work book

Note book

Task sheet and criteria

Reference materials

Other

Blackboard (course materials posted)

Respondus / Quizzes (online)

Studymate

Wikis & Blogs

Other

Mobile technology

PDA

Video Camera

Other

Animation Software

Web page development

Word Processing

Other

Professional Learning

Teachers maintain top level of native or native-like French proficiency and current understanding of the French language and culture. Teachers will attend IB professional training courses.

Command Terms: Glossary Terms:

Scope and Sequence Time (hrs)

Focus Topic Key Concepts / Key Ideas

(From syllabus) Learning Experiences Resources Required Assessment

6 weeks

. '

t

6 weeks

--Chez moi --Donner / suivre des directions -Expressing opinions (uniform; music) -Sports and hobbies -La BD: Tintin

Voici ma vie: task (oral and written) -imperative --une invitation -ir and –re verbs -syntax: parce que; mais; aussi; quand -prepositions - Verbs: sortir; dire; écrire

- Students are presented with a wide range of reading texts and related activities. -Students research aspects of French culture; some famous French people. -Students are explicitly taught aspects of the French grammar and syntax through exercises. -Students practice their speaking skills in pair or group work. -Students listen to audio recordings, discuss them and complete comprehension exercises . -Set writing tasks are to be completed in class or as homework. -Students access authentic resources and online materials to reinforce their learning -Students learn French songs and poems.

-Tapis Volant 1 Unités 11-16 -Tapis Volant 1 online revision: http://www.tapis.com.au/studentbook1/index.html -French songs -Internet resources

Reading Assessment – 30% Writing Assessment – 30% Speaking Assessment – 20% Cumulative tests throughout term / homework – 20%

Reflections:

Group 2 French Ab Initio UNIT PLAN

Year Level: 11 Unit Title: Ma semaine et les voyages Duration: 10 weeks

Unit Overview:

Etre capable de parler des événements passés et à venir; des activités sociales et culturelles; des sorties; de planifier un itinéraire à Paris.

Theory of Knowledge:

Exploration of the nature of language eg. strategies of communication and signifiers. Understanding of social and cultural perspectives in relation to the topics.

IB Learner Profile: Select aspects of the IB Learner Profile that will be implicit and explicit in the delivery of this unit. Indicate how these aspects of the profile will be addressed.

Inquirers Activités de recherche Open-minded Considérer d'autres points de vue . Knowledgeable Acquisition de connaissances relatives aux thèmes Caring Respect des opinions des autres Thinkers Réflexion personnelle Risk-takers Osez la prise de parole.. Communicators Stratégies et situations de communication Balanced . Principled La politesse des formes de discussion et de débat Reflective Former et exprimer des points de vue personnels relatifs aux

thèmes.

Syllabus Objectives (Overview):

Etre capable de comprendre, décrire et discuter sur les thèmes.

Student Assessment (Overview):

School-based assessment of the four skills, listening, speaking, writing and listening.

Accommodations for Differentiated Learning

Gifted Student:

Additional research; reading; media access; argumentation and expression development.

English as a Second Language (ESL) Student:

To teach comprehension strategies which help students try to figure out words they encounter while reading.

New concepts, especially abstract words, will not be taught by definition alone. Teachers will provide examples.

Flash cards + PowerPointPresentations

Beside this ESL students should always be enforced to take notes in their mother tongue as well

Students with Special Needs:

By asking questions, forming theories, and taking risks, high-ability students acknowledge their participation in the process of second language learning and can, therefore, make it a more meaningful experience. The high level of intellectual curiosity typically observed in gifted students should be encouraged to serve as a catalyst to gain deeper understandings of the process of language learning and the general structure of languages. An explicit focus on linguistic structure and rule patterns can prove highly effective in motivating talented individuals by providing an intellectual understanding of the system. The grammatical structure of the target language can become automatized in gifted students while providing them with content that promotes comparisons and connections to their native language. Teaching communication strategies allows students to be successful despite their impoverished language systems. These strategies can provide gifted students with perfectionist tendencies with the skills necessary to circumvent their weaknesses and inhibitions. Gifted learners can be inspired to resist underachievement by participating in meaningful real-life learning

activities.

Materials and Resources

Technology – Hardware Technology – Software Printed Materials Other

Laptops

Data Projectors

Digital Camera

Television

VCR / DVD

MP3 Player

Mobile technology

PDA

Video Camera

Other

Database / Spreadsheet

Desktop Publishing

Email Software

Editing Software

Internet / Web Browser

Multi-media

Animation Software

Web page development

Word Processing

Other audacity (oral recording)

Text book

Work book

Note book

Task sheet and criteria

Reference materials

Other

Blackboard (course materials posted)

Respondus / Quizzes (online)

Studymate

Wikis & Blogs

Other onenote

Professional Learning

What PD will teachers require in order to be able to effectively deliver this unit? Is there unique pedagogical knowledge / equipment knowledge etc. that is required?

Command Terms: Glossary Terms: What key command terms must student be able to know and understand after completing this unit?

What key terms must students be able to know and understand after completing this unit?

Scope and Sequence Time (hrs)

Focus Topic Key Concepts / Key Ideas

(From syllabus) Learning Experiences Resources Required Assessment

10 wks Révision Une famille 'idéale' Projets de vacances

Révision Une famille 'idéale' Chez moi Routine quotidienne Tâches ménagères Ma semaine

Les activités de révison de l'année passée - les étudiants devraient être capable de se décrire, parler de leur famille, de l'école and devraient avoir une connaissance de la francophonie. Une famille idéale: Chez moi - les élèves apprenent comment décrire leur

Tapis Volant 2, Unité 1 & 2. Tous à bord Chanson 'Drôle de

Reading (Paper 1 style) – 30% Writing (Paper 2 style) – 30% Writing (Written Assignment practice) – 20%

Destination Paris Projets de vacances ville et services voyages et transport Destination Paris

maison, ce qu'ils font à la maision et comment ils s'entendent avec leur famille. Les étudiants apprennent à décrire leur semaine - la routine quotidienne. Apprendre à conjuguer les verbes réflexives au présent de l'indicatif Projets de vacances: Enseigner les pronoms objets directs -comment les identifier -comment les remplacer Comment faire réservation a l'hôtel, planifier une itinéraire Planifier un voyage à Paris - les hôtels, les activités, etc apprendre les verbes irréguliers: venir;savoir, connaître, partir, sortir, vouloir, pouvoir,voir, écrire, lire Les étudeints vont écrire un Blog de leur journal intime. Chaque semaine ils vont ajouter une autre entrée.

poupée' Cumulative tests throughout the term / homework – 20%

Reflections: What aspects of this unit did students seem to enjoy / struggle with? Were there aspects that required more time / less time etc?

Sample Student Profile A B C D E

Year 10 Term 4

Reading Assessment – 50%

Writing Assessment – 50%

Overall comment:

Term 1, Year 11

Reading Assessment – 30%

Writing Assessment – 70%

Overall comment:

Term 2, Year 11

Reading/ Writing Assessment – 75%

Speaking Assessment – 25%

Overall comment:

Term 3, Year 11

Reading Assessment – 50%

Writing Assessment – 50%

Overall comment:

Term 4 , Year 11

Reading Assessment – 75%

Speaking Assessment – 25%

Overall comment

Term 1, Year 12

Paper 1 – 60%

Individual Oral –20%

Written Assignment (progress grade) – 20%

Overall comment:

Term 2, Year 12

Paper 1 – 55%

Individual Oral –25%

Written Assignment – 20%

Term 3, Year 12

Paper 1 – 30%

Paper 2 – 25%

Individual Oral (from T2) –20%

Written Assignment (from T2) – 20%

Overall comment:

Determining levels of Achievement

Term 4, Year 10 Reading Assessment – 50% Writing Assessment – 50%

Term 1, Year 11 Reading Assessment – 30% Writing Assessment – 70%

Term 2, Year 11 Reading/ Writing Assessment – 75% Speaking Assessment – 25%

Term 3, Year 11 Reading Assessment – 50% Writing Assessment – 50%

Term 4, Year 11 Reading (Paper 1 transition) – 75% Speaking – 25%

Term 1, Year 12 & Preliminary Predicted #1 Paper 1 – 60% Written Assignment (progress grade) – 20% Speaking (Individual Oral practice) – 20%

Term 2, Year 12 & Preliminary Predicted #2 Paper 1 – 55% IA: Written Assignment – 20% IA: Individual Oral – 25%

Term 3, Year 12 Individual Oral (from T2) – 25% Written Assignment (from T2) – 20% Paper 1 – 30% Paper 2 – 25%

Predicted Data for IBIS

French: Mock Paper 1 (T3) Paper 2 (T3) IA: Written Assignment (T2) Individual Oral (T2)

30% 25% 20% 25%