Year 13 French Course Outline and Associated...

Year 13 French Course Outline and Associated Materials

Bienvenue en Terminale, 2013


Contents

1. Year 13 French at a Glance Page 22. 2013 Year Planner Page 33. Assessments at a Glance 4. Internal Assessments Page 45. Year 13 Structures Check List Page 5


6. NCEA Level 3 Vocabulary List for External Assessments Page 67. Appendix I: Spoken Presentation – 3.2 (Optional) Page 98. Appendix II: Interaction Portfolio – 3.3 Page 109. Appendix III: Writing Portfolio – 3.5 Page 1210. Appendix IV: Scholarship – AS 93004 Page 1411. Appendix V: Authenticity Statement Page 15


Year 13 French at a GlanceWorld Matters – Les Affaires Mondiales

Achievement Objectives at Curriculum Level 8In Year 12, you began to explore and question the views of others and were able to share and justify your own views on matters important to youth. Now you extend those skills so that you can explore, analyse, synthesise, evaluate, justify and challenge a greater variety of ideas and perspectives in different situations to your own, that is, in society at large and world-wide. This aligns with the extended abstract in Biggs and Collis’ SOLO Taxonomy.


ContentThe Big Idea in Year 13 French is “World Matters,” the things that are essential to world health, wealth and peace. Through the topics in our text, AQA A2 French, you will listen, read and view, as well as speak, write, present and perform extended French.

AQA A2 French follows logically from AQA AS French and comes with the same online resource, Kerboodle. We supplement these with Schaum’s Grammar and online resources such as Tex. We also use Language Perfect, TF1 news bulletins, Mary Glasgow magazines and some well-loved and well-known literature, such as Petit Prince and the poetry of Prévert, Verlaine and Rimbaud. Topics include:

Term I: L’environnementLa pollution


L’énergieLa protection de la planète

Term II: La société multiculturelleL’immigrationL’intégrationLe racisme

Term III: Les problèmes sociaux contemporainsRichesse et pauvretéL’ordre publiqueSciences et technologie

Term IV:External examination strategies and practice


Achievement StandardsIn addition to the Listening, Speaking, Reading and Writing standards that you are familiar with, this year we add an Interaction standard, which requires spontaneity and fluency. We also invite selected students to sit Scholarship. Attendance and HomeworkAttendance and homework are essential goals for all Year 13 students. As school leaders, many new pressures will be placed upon you and if you don’t establish and maintain good habits, you will be overwhelmed. You need to be present and you need to do your homework. If homework is not explicitly given by the teacher, then it is understood that you will give it to yourself. You know what you personally need to achieve. Remember: a little often. School policy states that you should spend approximately two hours homework per week per subject. Jobs and socialising take second place.


Stationery and Fees You need a two-ring binder with refill and dividers (no exercise books please), $15.00 in total for six magazines, earphones, and a 20 page clear file to store assessments. If you have a netbook, you might explore a paperless option. Note that the school now provides your Language Perfect access.

Year PlannerYear 13 French 2013 (Draft Nov 2012) “Les Affaires Mondiales” (World Matters)

Year 13 French Course Outline and Associated MaterialsTe

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Week

Date Topic Assessment

1 4-8 Feb Review Self-Assessment NCEA Levels 1 and 2 vocabulary and structures

NCEA IA: L’environnement –Interaction & Writing

2 11-153 18-224 25-1 Ma L’environnement – la pollution,

l’énergie, la protection de la planète5 4-86 11-157 18-228 25-299 1-5 Apr


10 8-12 Le Petit Prince de Saint-Exupéry11 15-19

Term

II:

La s

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ultic

ultu

relle

Week


1 6-10 May Le Petit Prince (continued) NCEA IA: Le PP Writing

MY Practice Assessment – Listening, Reading

NCEA IA : La société multiculturelle –Interaction & Writing

2 13-17 La société multiculturelle – l’immigration, l’intégration, le racisme3 20-24

4 27-315 4-7 Jun (QB)6 10-147 17-21


NCEA IA : La poésie – Interaction8 24-28 La poésie9 1-5 Jul10 8-12

Term

III:

Les

pro

blèm

es s

ocia

ux Wee

kDate Topic Assessment

1 29-2 Aug Les problèmes sociaux contemporains – richesse et pauvreté, l’ordre publique, sciences et technologie

NCEA IA : Les problèmes sociaux contemporains – Presentation, Interaction & Writing

Portfolio Conferences

2 5-93 12-164 19-235 26-306 2-6 Sep


contemporains

EY Practice Assessment – Listening, Reading followed by NCEA Readiness Self-Assessment

7 9-13 EY Mock Externals followed byReview and Reflection8 16-20

9 23-27

Term

IV:

EA R

eadi

ness

Week


1 14-18 Oct External Standards – Strategies and Practice

Practice NCEA Level 3 and Scholarship examinations2 21-25

3 29-1 Nov (Labour)4 4-8


Assessments at a GlanceLevel 3 NCEA Achievement Standards

3.1 5 credits ExternalExternalDemonstrate understanding of a variety of extended spoken French

3.2 3 credits InternalInternalGive a clear spoken presentation in French that communicates a critical

3.3 6 credits Internal

Interact clearly using spoken French to explore and justify varied ideas and

3.4 5 credits External

Demonstrate understanding of a

3.5 5 credits Internal

Write a variety of text types in clear French to explore and justify varied


texts. response to stimulus material. perspectives in different situations. variety of extended written and/or visual French texts.

ideas and perspectives.

Internal AssessmentsContextAs a result of winning an essay competition, you have been selected as a delegate to a United Nations Youth Congress to be held in Paris, October 2013. While you are there, you take part in various summits on topics of interest to world youth.


Content Choose one of the three sub-themes from each term’s major theme and complete the writing and interaction tasks according to the grid below and according to your personal preferences:

L’environnement: La pollution L’énergie La protection de la planète

Le PP La société multiculturelle: L’immigration L’intégration Le racisme

La poésie Les problèmes sociaux contemporains Richesse et pauvreté L’ordre public Sciences et technologie: avances ou régression?

Writing Interaction


Presentation

Text TypesWriting Portfolio

Compete in an essay competition to win representation at the UN Youth Congress (outline, justify, present hypotheses, recommend)

Design and develop a web page introducing an aspect of

Interaction Portfolio Take part in a panel discussion (use facts, figures and trends

to support and challenge ideas and opinions) Using the stories of individuals as evidence, argue for change

(recount, predict , argue and justify)

Optional Presentation You have been selected from

amongst the youth delegates to speak to the Model Youth Assembly on a social concern that you feel strongly


France’s literary heritage that has significance for young people world-wide (review, compose, construct, convince )

Write a letter of protest at another nation’s behaviour (use evidence, criticise, challenge)

Create promotional material for fundraising to assist a developing nation (argue, justify, persuade, promote)

Select a poem from an anthology and discuss why you chose it and how much it has challenged, influenced or persuaded you (analyse, compare, evaluate, explain, justify)

Make and counter controversial statements on contentious issues (generalise, prove, debate)

about. Use our class resources (text, image, video, song etc) as a starting point for your presentation. (defend, use evidence, explain, justify, hypothesise, recommend)


Year 13 Structures Check List

Adjectives Self-Assessment Traffic Lights Irregular forms That change meaning with position Compound adjectives of colour

Adverbs How to form Position of adverbs with infinitive Comparatives of adverbs Superlatives of adverbs


La plupart (most) and bien (many) Articles

Definite article with time expressions Definite article with prices and speed Definite article with parts of the body Definite article with titles C’est or il est?

Conjunctions C’est-à-dire, d’une part…d’autre part, en revanche, par contre, tout compte fait,

alors que, même si… Those followed by the subjunctive

Negation Ne… aucun/aucune, ne…pas du tout, ne… ni… ni, ne… guère, ne… nulle part,


Ne… plus rien, plus jamais, jamais rien, jamais personne Prepositions

On level 3 vocab list Dimensions

Pronouns Possessives : mine, yours, hers etc Relative pronouns with prepositions Dont, ce dont, celui/celle dont Tout ce qui, tout ce que Lequel/laquelle/lesquels/lesquelles

Verbs: Present Perfect


Pluperfect Imperfect Simple future Conditional Future perfect/future anterior Conditional perfect After having (après avoir/être) Present subjunctive (and irregulars, when to use it, avoiding it) Past historic Past perfect subjunctive Plaire à Causative Passive voice and how to avoid it


Reflexive/reciprocal verbs Infinitive as a subject Reported/indirect speech Verb + infinitive

NCEA Level 3 Vocabulary List for External Examinations

In addition to the vocabulary already learned at Levels 1 and 2, the following list is required learning at Level 3. However, for the purpose of external assessments, the NCEA Examiner will not be restricted by the list. You may be asked to make informed guesses about unfamiliar words using context and prior knowledge. You are expected to be able to recognise:


• where a noun, adverb, or adjective can be constructed from the verb• cognates and loan words• word families• the opposite of a word, e.g. égal, inégal.


Appendix 1: Spoken Presentation – 3.2 (Optional)AS 91544, Version 1, 3 credits

Standard Give a clear spoken presentation in French that communicates a critical response to stimulus material.

Context and Task You enter an essay competition and are selected as a delegate to a United Nations Youth Congress to be held in Paris, October 2013. While you are there, you take part in various summits on topics of interest to world youth. You are further selected from amongst the youth delegates to speak to the Model Youth Assembly on a social concern that you feel strongly about. Use our class resources or any of your own resources (text, image, video, song etc) as stimulus material for your presentation.


Conditions of Assessment The presentation will be about 2-3 minutes long. At all times, quality is more important than length. Digital video evidence will be collected as evidence. Communication is the focus but you may have prepared notes, cue cards, props, other supporting material,

including a copy of the text but you must not read it. These aids should not detract from the presentation. The audience will be the teacher and the class. No reassessment opportunities will be offered.

Achievement Criteria


Achievement Achievement with Merit Achievement with Excellence

Give a clear spoken presentation in French that communicates a critical response to stimulus material.

Give a clear, convincing spoken presentation in French that communicates a critical response to stimulus material.

Give a clear, effective spoken presentation in French that communicates a critical response to stimulus material.


Achievement Achievement with Merit Achievement with Excellence

This involves: explaining and justifying a viewpoint in culturally appropriate spoken French.Communication is achieved overall despite inconsistencies in, for instance: language features, pronunciation, intonation, gesture, rhythm patterns, delivery speed or audibility, stress patterns, tones.

This involves: explaining and justifying a viewpoint, in French that is generally credible and connected.A range of language and language features are selected and used that are fit for purpose and audience.Communication is not significantly hindered by inconsistencies.

This involves: explaining and justifying a viewpoint, in French that is controlled and integrated.A range of language and language features are capably selected and successfully used that are fit for purpose and audience.Communication is not hindered by inconsistencies.


Explanatory Notes Clear refers to language that gives no doubt as to intended meaning. Critical response refers to a presentation which includes analysis, interpretation, or evaluation of stimulus

material. Stimulus material refers to any linguistically and culturally appropriate material used as a starting point for a

spoken presentation, such as text, poster, music video, lyrics, literature, TV, film, personal experience and the observation of cultural practices. Contexts may be concrete or abstract. The stimulus material may either be chosen by the student or provided by the teacher.

Authenticity


See Authenticity Statement in Appendix V, p15.

Appendix 2: Interaction Portfolio – 3.3 AS 91545, Version 1, 6 credits

StandardInteract clearly using spoken French to explore and justify varied ideas and perspectives in different situations.

Context


As a result of taking part in an essay competition, you have been selected as a delegate to a United Nations Youth Congress to be held in Paris, October 2013. While you are there, you take part in various summits on topics of interest to world youth. Choose one of the three sub-themes from each term’s major theme and complete the interaction tasks according to your personal preferences. You might also choose the poetry option.

1. L’environnement 2. La société multiculturelle

3. La poésie 4. Les problèmes sociaux contemporains

Task: Take part in a panel discussion on one of the following:

La pollution L’énergie

Task: Using the stories of individuals as evidence, argue for change and seek and give advice on one of the following:

Task: Select a poem from an anthology and discuss why you chose it and how much it has challenged, influenced or persuaded

Task: Make and counter controversial statements on one of the following contentious issues:

Richesse et pauvreté L’ordre public


La protection de la planète

Text Type: Panel Discussion

Communicative Purpose: use facts, figures and trends to support and challenge ideas and opinions

L’immigration L’intégration Le racisme

Text Type: Storytelling

Communicative Purpose: to recount, predict, argue, justify and elicit and give advice

your thinking.

Text Type: Literary Criticism

Communicative Purpose: To select and justify selection, analyse, compare, evaluate, explain, and justify opinions

Sciences et technologie: avances ou régression? (to debate)

Text Type: Informal debate

Communicative Purpose: To generalise, prove, and argue the pros and cons


Conditions of Assessment The length of the interaction will vary according to the communicative purpose of the task. At all times quality is

more important than quantity. Where an interaction involves more than one person being assessed, each person will be assessed individually. Evidence will be collected by video recording. The evidence is to attest that you are working at Level 8

reasonably consistently rather than accidentally and occasionally. Evidence can include your own collections of digital video recording. You may add to your portfolio any prepared or impromptu evidence collected from contexts outside the

classroom e.g. tasks completed at home or with native speakers in the street.


Reassessment does not apply to this standard.


Achievement CriteriaAchievement Achievement with Merit Achievement with Excellence

Interact clearly using spoken French to explore and justify varied ideas and perspectives in different situations.

Interact clearly using convincing spoken French to explore and justify varied ideas and perspectives in different situations.

Interact clearly using effective spoken French to explore and justify varied ideas and perspectives in different situations.


Achievement Achievement with Merit Achievement with ExcellenceThis involves: Taking an active part in discussion with a degree of fluency and spontaneity. This may be demonstrated by accounting for and sustaining own views. Spontaneity refers to the ability to maintain and sustain an interaction without previous rehearsal.

Interaction may be hindered in some places by inconsistencies in, for

This involves interaction showing: Use of a range of language that is fit for purpose and audience

Generally successful selection from a repertoire of language features and strategies to maintain the interaction.

Interaction is not significantly hindered by inconsistencies.

This involves interaction showing: Successful use of a range of language that is consistently fit for purpose and audience

Skilful selection from a repertoire of language features and strategies to maintain the interaction.

Interaction is not hindered by inconsistencies.


Explanatory Notes Clearly refers to language that gives no doubt as to intended meaning. Explore and justify varied ideas and perspectives involves finding out about, evaluating, and giving explanations

or evidence to support or challenge the ideas and perspectives of others. Different situations refers to a range of culturally appropriate contexts in spoken French e.g. informal and

formal, social, conversational, cultural, familiar and impromptu or unrehearsed contexts. Interactions may be face-to-face or technologically facilitated.

Interactions are characterised by: a genuine purpose, negotiating meaning, initiating and maintaining, participating and contributing, contextually appropriate language, use of cultural conventions e.g. courtesies, gestures, use of interactive strategies, such as fillers, questioning, interrupting, recognising cues, agreeing and


disagreeing, thanking, encouraging, apologising, pausing, prompting, seeking clarification. Not all characteristics may be evident in one interaction.

The quality of the selection of interactions, considered as a whole, is more important than the length.

AuthenticitySee Authenticity Statement in Appendix V, p15.


Appendix III: Writing Portfolio – 3.5AS 91547, Version 1, 5 credits

StandardWrite a variety of text types in clear French to explore and justify varied ideas and perspectives

ContextYou compete in and win an essay competition and as a result are selected as a delegate to a United Nations Youth Congress to be held in Paris, October 2013. While you are there, you take part in various summits on topics of interest to world youth. Choose one of the three sub-themes from each term’s major theme and complete the writing tasks according to the grid below and according to your personal preferences. You might also like to choose a literature option.


1. L’environnement: 2. Le Petit Prince 3. La société multiculturelle

4. Les problèmes sociaux contemporains

Task: Compete in a competition to write an essay on one of the following topics:

La pollution L’énergie La protection de la

planète

Task: Design and develop a web page introducing an aspect of France’s literary heritage that has significance for young people world-wide

Text Type: Web page

Communicative Purpose:

Task: Write a letter of protest at another nation’s behaviour as it pertains to one of the following:

L’immigration L’intégration Le racisme

Task: Create promotional material for fundraising to assist a developing nation by emphasising one of the following:

Richesse et pauvreté

L’ordre public


Text Type: Essay

Communicative Purpose:outline, use evidence, justify, present hypotheses, recommend

review, compose, construct, convince, celebrate

Text Type: Protest Letter

Communicative Purpose: use evidence, criticise, challenge, suggest

Sciences et technologie: avances ou régression?

Text Type: Promotional material of any sort (song, brochure, flyer, blog, newspaper classified etc)

Communicative Purpose :


argue, inform and persuade, justify, promote,

Conditions of Assessment A range of commonly used resources may be used to support drafting and reworking. These include search

engines, word lists, spell and grammar checkers, pamphlets, dictionaries, text books, grammar notes, people – friends, family, native speakers. You need to write texts to fulfil communicative intents that are as realistic as possible.

The amount of writing may vary according to the communicative purpose of the task. At all times quality is more important than quantity.


Evidence of at least three text types must be collected to ensure sufficient evidence of working at the specified level reasonably consistently rather than accidentally and occasionally.

You select the evidence and present it at the portfolio conference in Term III. The final selection is considered as a whole for grade allocation. The quality of the texts, considered as a whole, is more important than length. Reassessment does not apply to this standard.


Achievement CriteriaAchievement Achievement with Merit Achievement with Excellence

Write a variety of text types in clear French to explore and justify varied ideas and perspectives.

Write a variety of text types in clear convincing French to explore and justify varied ideas and perspectives.

Write a variety of text types in clear effective French to explore and justify varied ideas and perspectives.


Achievement Achievement with Merit Achievement with ExcellenceWrite a variety of text types in clear French involves organising text in a linguistically and culturally appropriate format and style, and organising informed content which is fit for purpose and audience.

Communication is achieved overall, despite inconsistencies such as: format, spelling, lexical choice, level of formality, language conventions and

Write a variety of text types in clear convincing French involves developing ideas and perspectives in French which is generally credible and connected.

A range of language and language features are selected and used that are fit for purpose and audience.

Communication is not significantly

Write a variety of text types in clear effective French involves developing ideas and perspectives in French which is controlled and integrated.

Language and language features are capably selected and successfully used that are fit for purpose and audience.

Communication is not hindered by


Explanatory Notes Variety of text types refers to a range of different text types which have been created for different audiences and

purposes. Clear refers to language that gives no doubt as to intended meaning. Explore and justify varied ideas and perspectives involves evaluating and giving explanations or evidence to

support own ideas and perspectives as well as supporting or challenging those of others.

AuthenticitySee Authenticity Statement in Appendix V, p15.


Appendix IV: Scholarship French – AS 93004

The Standard and ContentThe Scholarship performance standard requires that you “respond in speech and writing in French to complex written and spoken stimulus material in French.” It uses and requires NZC Level 8 language, just as NCEA Level 3 does.

The Examination Section One, Writing, has two questions, each worth 8 marks, and Section Two, Speaking, has two questions, each worth 8 marks, that is, 32 marks in total. The question booklet contains stimulus material in the form of reading texts and visual texts, as well as the questions and spaces to make notes. The spoken stimulus material is recorded and


supplied on a CD. There is a separate answer booklet. All instructions are in English, but all questions are in French. You are required to deliver your spoken French evidence in a separate room.

Performance Descriptors


Performance Descriptor1 Outstanding

Performance Descriptor 2



The student will respond in speech and writing, to complex written and spoken stimulus material to: extract information from

given material and use this to express and develop ideas in a coherent manner.

communicate accurately

The student will respond in speech and writing, to complex written and spoken stimulus material to: extract information

from given material and use this to express and develop

The student will respond in speech OR writing, to complex written and spoken stimulus material to:

communicate accurately and fluently, using a wide variety of complex

The student will respond in speech OR writing, to complex written and spoken stimulus material to:

communicate, using some complex structures and vocabulary.


and fluently, using a wide variety of complex structures and vocabulary.

sustain a high quality of language throughout.

use language with flexibility. communicate in a

convincing manner.

ideas in a coherent manner.

communicate accurately and fluently, using a wide variety of complex structures and vocabulary.

structures and vocabulary.

extract information from given material and use this to express and develop ideas in a coherent manner.

extract information from given material and use this to express ideas.

Explanatory Notes


1 Respond refers to your ability to interpret the stimulus material and link this with your own ideas in the production of speaking and writing.

2 Complex refers to language structures and vocabulary up to and including Level 8 of the French curriculum.3 Coherent refers to logical, clear, concise, and relevant use of the language.4 Accuracy in writing and speaking refers to language which is error free or almost error free and communication is

not hindered in any way. Native speaker correctness is not required. Neither should any attempt be made to specify the number of errors allowable.

5 Fluency refers to the linking of ideas and appropriate pausing (in speaking).6 Flexibility of language refers to using language up to and including Level 8 of the French curriculum in response

to unpredictable elements to express personal opinions, beliefs or viewpoints. It also includes using language appropriately for different purposes (e.g. idiomatic expressions, proverbs, fillers).


7 Convincing refers to the student’s ability to communicate with confidence, style and in a natural way. This may include taking a fresh or original approach.

Appendix V: Authenticity Statement

NZQA says:

Unmodified extracts from any external source should not be included without acknowledgement of sources and will not be considered for the final achievement judgement.


When considering the authenticity of the evidence: ‘the teacher’s knowledge of the student’s work and learning enables the teacher to make judgments of the authenticity of the evidence’ (NZC pp 39 -41).

At Epsom Girls Grammar School, this means:

It is vital that you present only your own work.

You may use words and phrases from your resources but must be certain to adapt them. You may not reproduce whole sentences or paragraphs from the resources, or from previously corrected work.

If the teacher suspects that you have used work that is not your own, you may be asked questions to test your level of understanding.


Where evidence indicates work presented is not your own work, ‘Not Achieved’ will be awarded.

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