BC Education - Core French 5 - 12

This Integrated Resource Package (IRP) provides basic information teachers will require in order to implement the Core French 5 to 12 curriculum. This document supersedes the Core French 5 to 12 Integrated Resource Package. The information contained in this IRP is also available via the Ministry web site: http://www.bced.gov.bc.ca/irp/irp.htm . The following paragraphs provide brief descriptions about each section of the IRP.

The Introduction provides general information about Core French 5 to 12, including special features and requirements. It also provides a rationale for teaching Core French 5 to 12 in BC schools.

The provincially prescribed curriculum for Core French 5 to 12 is structured in terms of curriculum organizers. The main body of this IRP consists of four columns of information for each organizer. These columns describe:

Learning outcome statements are content standards for the provincial education system. Prescribed learning outcomes set out the knowledge, enduring ideas, issues, concepts, skills, and attitudes for each subject. They are statements of what students are expected to know and be able to do in each grade. Learning outcomes are clearly stated and expressed in observable terms. All learning outcomes complete the stem: "It is expected that students will . . . . ". Outcome statements have been written to enable teachers to use their experience and professional judgment when planning and evaluating. The outcomes are benchmarks that will permit the use of criterion-referenced performance standards. It is expected that actual student performance will vary. Evaluation, reporting, and student placement with respect to these outcomes depend on the professional judgment of teachers, guided by provincial policy.

Instruction involves the use of techniques, activities, and methods that can be employed to meet diverse student needs and to deliver the prescribed curriculum. Teachers are free to adapt the suggested instructional strategies or substitute others that will enable their students to achieve the prescribed learning outcomes. These strategies have been developed by specialist and generalist teachers to assist their colleagues; they are suggestions only.

The assessment strategies suggest a variety of ways to gather information about student performance. Some assessment strategies relate to specific activities; others are general. These strategies have been developed by specialist and generalist teachers to assist their colleagues; they are suggestions only.

Provincially recommended learning resources are materials that have been reviewed and evaluated by BC educators in collaboration with the Ministry of Education according to a stringent set of criteria. These resources are organized as Grade Collections. A Grade Collection is the format used to organize the provincially recommended learning resources by grade and by curriculum organizer. It can be regarded as a "starter set" of basic resources to deliver the curriculum. These resources are typically materials suitable for student use, but they may also include information primarily intended for teachers. Teachers and school districts are encouraged to select those resources that they find most relevant and useful for their students, and to supplement these with locally approved materials and resources to meet specific
local needs.

The recommended resources listed in the main body (fourth column) of this IRP are those that either present comprehensive coverage of the learning outcomes of the particular curriculum organizer or provide unique support to specific topics. Further information about these recommended learning resources is found in Appendix B.

A series of appendices provides additional information about the curriculum, and further support for the teacher.

Explanation of Section

Curriculum Organizer as seen on the World Wide Web

Grade and
Curriculum Organizer

Grade 5 - Communicating

This organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

Internal links to each
section of the document

Prescribed Learning Outcomes

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

ask and respond to simple questions
identify greetings and expressions of politeness
communicate likes, dislikes, wants, and needs
respond to classroom instructions

Suggested Instructional Strategies

SUGGESTED INSTRUCTIONAL STRATEGIES

For many students, this is their first exposure to a second language. Because Grade 5 sets the stage for years to come, it is important that the experience be non-threatening, rewarding, and enjoyable. Give students every opportunity to hear, repeat, and "play" with the language. Routinely give classroom instructions in French instead of English. Encourage students to use drawings and other visual aids as well as non-verbal gestures to extend communication.

Provide opportunities for students to hear greetings and expressions of politeness (e.g., begin lessons with Bonjour, comment ça va?)
Have students prepare posters of greetings and expressions of politeness for display around the room.
Have students interview partners to obtain information such as name, age, likes, dislikes, etc. Students then use the information to introduce their partners to the class, using the following format:
- Je vous présente
- Il/Elle s'appelle
- Il/Elle habite
- Il/Elle aime(nourriture)
- Il/Elle n'aime pas
- Son sport préféré est
- Son passe-temps préféré est
Open each day with Calendar Time in French. Initially, ask students to respond to questions on the date, time, season, weather, temperature, and how they are feeling that day (e.g., Quelle est la date aujourd'hui? Quelle heure est-il? Quel temps fait-il? Quelle est la température aujourd'hui? Comment ça va?) Students may eventually take turns opening the day. Calendar Time also provides an opportunity for presenting seasonal poems and rhymes, as well as for celebrating birthdays.
Provide opportunities for students to follow routine classroom directions and instructions in French (e.g., Sortez votre crayon. Chantez avec la cassette. Formez une ligne à la porte.) Use gestures to clarify meaning.

Suggested Assessment Strategies

SUGGESTED ASSESSMENT STRATEGIES

At this level, students may feel awkward attempting to communicate in a new language.
In a supportive environment, they may begin to
feel more comfortable and gain satisfaction from exploring and demonstrating their new skills. Assessment should encourage risk-taking and participation, rather than emphasize correctness.

As students engage in communication activities, observe and note evidence that they:
- listen actively to follow instructions
- choose the appropriate expression from those they have practised
- approximate French pronunciation
- take risks to speak in French
- experiment with sounds and words
- participate willingly in classroom activities in French
- support and encourage each other
When students create posters, assess the extent to which they:
- reproduce key vocabulary accurately
- include supporting details in the form of illustrations, graphics, or symbols
After students have been introduced to new vocabulary and structures, have them demonstrate their learning by drawing pictures in response to oral directions (e.g., Dessinez l'hiver; un crayon.) They can also sketch, use pictures, or create computer graphics to show their understanding of a brief oral story or paragraph.

Provincially Recommended Learning Resources

RECOMMENDED LEARNING RESOURCES

Print Materials

Stoddart Colour Visual Dictionary French-English

Multimedia

Acti-Vie 1

Savoir faire: Visages 1

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Preface: Using This Integrated Resource Package

Grade 5 - Communicating

PRESCRIBED LEARNING OUTCOMES

Print Materials