Introduction
Rationale
This syllabus is intended for students who wish to study French as an additional language and who have studied the P-10 Australian Curriculum: French or equivalent. French is a general subject suitable for students interested in pathways outside school leading to tertiary studies, vocational education or work. For example, those who value the knowledge of an additional language and the intercultural understanding it encompasses, such as business, hospitality, law, science, technology, sociology and education.
Learning area structure
Course structure
Teaching and learning
- Syllabus objectives
- Underpinning factors
- Aboriginal perspectives and Torres Strait Islander perspectives
- Pedagogical and conceptual frameworks
- Subject matter
21st century skills – the attributes and skills students need to prepare them for higher education, work and engagement in a complex and rapidly changing world. These aspects of literacy knowledge and skills are embedded in the syllabus objectives, unit and subject objectives, and instrument-specific assessment guides (ISMGs) for French. These aspects of numeracy knowledge and skills are embedded in the syllabus objectives, the unit and subject objectives, and the ISMGs for French.
These elements of 21st century skills are embedded in the syllabus objectives, the unit and subject objectives, and the ISMGs for French. Where appropriate, Aboriginal and Torres Strait Islander perspectives are embedded in the subject matter. Although using a dictionary is not an assessable skill, dictionaries may be used for assessment if indicated in the syllabus.
It is specific to each unit during the course and provides a foundation for the students' learning experience. The texts that students read, listen to and watch should have a range and balance that embodies the interculturality of the language.
Assessment — general information
Formative assessments — Units 1 and 2
Summative assessments — Units 3 and 4
Assessment evidence of students' performance on each criterion is linked to a performance level descriptor, which describes the typical characteristics of students' work. If a student's response has characteristics of more than one performance level, a best-fit approach is used. When a performance level has a two-point range, a decision must be made as to whether the highest or lowest number of the range is the best fit.
Schools and teachers should have strategies in place to ensure that the work submitted for internal summative assessment is the student's own work.
Reporting standards
By responding to and creating texts in a variety of contexts, the student demonstrates fragmented understanding of information in French and fragmented application of knowledge of French linguistic elements, structures and textual conventions. They communicate their understanding and experiences of relationships through the use of information and ideas in texts and language, such as formal and informal spoken language, and develop a range of strategies to maintain communication. Students generate and compare information about their own and others' personal identities and the cultural values related to personal and wider community lifestyle, leisure and education.
The subject matter engages students with aspects of language and textual conventions - to communicate similarities and differences, and to develop opinions about the lives and interests of young people - in familiar and unfamiliar school and home environments.
Unit objectives
Topic 1: Family/carers and friends
Topic 2: Lifestyle and leisure
Topic 3: Education
Assessment guidance
In Unit 2, students move beyond their personal world to how they interact with the world. They do this by exploring options for personal travel and tourism in French-speaking countries and. Their study focuses on the increasingly central role and impact of technology and media in their own lives and the lives of French-speaking peers.
Students consider the ways in which French culture has contributed to the world, and reflect on their experiences, compare options, and express preferences while appreciating diverse cultural values. This provides the opportunity to develop knowledge and understanding of a range of language elements and text structures; to communicate.
Unit objectives
Topic 1: Travel
Topic 2: Technology and media
Topic 3: The contribution of French culture to the world
Assessment guidance
Unit description
Unit objectives
Topic 1: Roles and relationships
Topic 2: Socialising and connecting with my peers
Topic 3: Groups in society
Assessment
Summative internal assessment 1 (IA1): Examination —
The following table summarizes the criteria, assessment objectives and grading for the test - short answer.
Summative internal assessment 2 (IA2): Examination — combination
Unit objectives
In Unit 4, students focus on their last year of school and their future after school. This includes graduation parties, students' plans for their immediate future, and how these plans, responsibilities and aspirations compare to those of young French speakers. As students research and discuss and then create texts relevant to school students, they consolidate their knowledge and understanding of a range of language elements, structures and text types.
Students are offered opportunities to use the French language, to explore their perspectives on issues related to their future and the future of their peers, and to reflect on the end of their school life.
Topic 1: Finishing secondary school, plans and reflections
Topic 2: Responsibilities and moving on
Assessment
Summative internal assessment 3 (IA3): Extended response (30%)
Summative external assessment (EA): Examination — combination
Students respond in French to unseen French questions, scenarios, problems, and/or stimuli. short written responses, up to 100 words per item. short written responses of up to 100 words per item. written responses with extended responses of 200–300 words. No ISMG is provided for external assessment. performed highly trained or skilled in a particular activity; perfect in knowledge or training; expert. the condition or quality of being true, accurate, or correct; freedom from error or defect; accuracy or precision; correctness; in science, the degree to which a measurement result represents the quantity it is intended to measure; an accurate measurement result includes an estimate of the true value and an estimate of the uncertainty. accurate accurate and precise; straight to the point; in accordance with or exactly. in accordance with a known truth, standard, rule, pattern, convention or fact; without errors or defects; punctual; correct in all detail the additional process of language acquisition by which a language other than a person's native land. language is taught, including culturally appropriate communication skills; also referred to as "second language acquisition". skilled very/very skilled or good at something; adequate satisfactory or acceptable expert in quality or quantity equal to. decomposes to ascertain and examine its component parts and/or their relationships; dissect or examine in order to identify essential elements, features, components or structure; determine the logic and reasonableness of the information; to examine or consider something in order to explain and interpret it, in order to find meaning or relationships and to identify patterns, similarities and differences. acquisition and application of knowledge, understanding and skills in real world or life contexts which may include workplace, industry and community situations; it emphasizes learning by doing and incorporates theory and application of theory, linking subject knowledge and understanding with the development of practical skills. a subject whose main path is work and vocational education; emphasizes applied learning and community connections; a subject for which a syllabus has been developed by QCAA with the following characteristics: results from courses developed from applied syllabuses contribute to QCE; results can contribute to ATAR calculations. apply the use of knowledge and understanding in response to a given situation or circumstance; to perform or use a procedure in a given or particular situation. value estimate the value, importance or status of something; judge or consider a text or work. appraise know or make a judgment about the worth or value of something; fully understand; understand the full implications of. suitable acceptable; suitable or suitable for a purpose, circumstance, context, etc. suitable for the purpose or occasion; adaptation, appropriate study area a division of, or a section within a unit. argue give reasons for or against something; challenge or debate an issue or idea; convince, prove, or try to prove by giving reason aspect a particular part of a feature of something; an aspect, phase or part of. measure, determine, rate, evaluate, or make a judgment about the value, quality, results, outcomes, size, importance, nature, or extent of something. assessment is the deliberate and systematic collection of information about students. assessment instrument a tool or device used to collect information about student achievement. assessment objectives derived from unit objectives and contextualised to the requirements of the assessment instrument. see also 'curriculum objectives', 'unit objectives'). The culture of French culture that pertains to the French language and the communities in which the language is spoken, and not just to the country of France.
