FSF1D French Grade 9


Academy of Distance Education

Core French, Grade 9, Academic (FSF1D)

Grade 9French Course Outline

School Name: Academy of Distance Education

Department: Department of Languages

Curriculum policy document: The Ontario Curriculum, Grade, 9 and 10, French 1999.

Course Developer: Department of French

Course Development Date: August 16, 2011


Course Title: Core French

Course Type: Academic

Course Level: Grade 9

Course Code: FSF1D

Credit Value: 1.0

Duration: 110 hours


Course Origin: This course is developed at the Academy of Distance Education
from the Ontario curriculum document:  "Ontario curriculum, Grades 9 and 10,
French As a Second Language –Core, Extended,and Immersion French 1999"

Course Description:

This course emphasizes the further development of oral communication, reading,
and writing skills. Students will build on and apply their knowledge of French while
exploring a variety of themes, such as relationships, social trends, and careers.
Thematic readings, which include a selection of short stories, articles, and poems,
will serve as stepping stones to oral and written activities.


Curricular Expectations

Strand 1: Oral Communication
Overall Expectations

By the end of this course, students will:
• listen and respond to short, structured spoken texts;
• listen and respond to a variety of short, simple, non-structured media works;
• express ideas and opinions in short conversations and teacher-guided discussions;
• make oral presentations on a variety of topics;
• use appropriate language conventions during oral communication activities.

Strand 2:                      Reading
Overall Expectations

By the end of this course, students will:
• read and demonstrate an understanding of a variety of simple texts;
• read a range of simple texts to gather information and to expand their
knowledge of the French language;
• identify and understand language conventions used in their reading materials.

Strand 3:                            Writing
Overall Expectations

By the end of this course, students will:
• express ideas and opinions in short written texts;
• create short written texts in structured and open-ended situations;
• identify and use appropriate language conventions in their written work.


Course Content

Units, Unit titles, sequence of Delivery and duration

Unit 1

Oral Communication


35 hours

Unit 2


30 hours

Unit 3


30 hours

Unit 4 Independent Study 15 hours
Total hours   110 hours


Teaching and Learning Strategies and Tools

Because the course the nature of the teaching strategies of the course is electronic
delivery, media for conveying learning will be either synchronous or asynchronous.
Academy of Distance Education is dedicated to maximize possibility of establishing

“comfort zone” for students while opportunities for learning successfully are continuously
explored. For that reason, both of the mediums of electronic delivery mentioned above are
equally utilized as per the need and suitability
of each one in different situations.

Examples E- Teaching/ E-Learning Strategies in the course/courses:

  • Lectures/handouts/note taking (through on-line vehicles both synchronously and asynchronously)
  • Case Studies (both synchronously and asynchronously)
  • Brainstorming (in virtual class discussions as well as in face book or other social sites used for
    the purpose of e-learning and e-teaching)
  • Writing (research, essays, poems)
  • Homework, class work, assignments
  • Labs and demonstrations (mainly computer simulations to accommodate distance learning)
  • Small/large group discussions (virtual classes or one-on-one virtual situations)
  • Multimedia presentations (all on-line)
  • Guest speeches

Teaching/Learning Tools: (all designed to meet the requirements of e-schooling)

  • Overhead projector, screen, electronic writing devices like the electronic pen pad and transparencies
  • Online software, CDs, DVDs, videos/films
  • Chart paper,
  • Posters
  • Online educational activities and games
  • Relevant scientific sites & magazines & articles

Assessment & Evaluation;

Assessment and evaluation at the Academy of Distance Education is based heavily on dividing the
assessment strategies equally between comprehensive, on-site and supervised assessments and
assessments conducted by the student alone and sent electronically or through other means by
the student. The latter will include instances where the student does access-controlled on-line
testing and quizzing where possibilities of extra-personal efforts are eliminated completely making
sure that the student does the work. Other opportunities will allow for students meeting assessment
requirements while seeking help from any source but making sure knowledge has been gained
by the student through the help provided to him/her. All these systems are designed the benefits of e-learning and
e-teaching are maximized and not diminished by factors that could be brought forth by the introduction of
non-traditional classrooms.

In general, Assessment is a continuous process of gathering evidence to facilitate and enhance student learning,
provide feedback, and improve instructional strategies. Evaluation is the process of judging the quality of student
work in an assessment, on the basis of established criteria, and the assigning of a value to represent that quality.
The purpose of evaluation is to summarize student progress at a given point in time.

In the 2010/2011 and beyond, Numerous and varied assessment opportunities will be given to students and various
strategies and tools will be employed throughout the course in order to achieve maximum precision and fairness in
assessing how well students learned the curricular expectations of each strand and the course. This will be an attempt
meet ministry of education guidelines introduced for the 2010 and effective successive years until further notice of change.   
Diagnostic assessments
will be used to determine prior learning, students’ strengths and for planning purposes and
therefore will not be used to determine term or final grades for report cards. Formative assessments will be used regularly
as a learning tool and feedback mechanism to improve student learning and instructional strategies. Summative assessments
assessment for learning
, feedback mechanisms meant to enhance student learning (formative and diagnostic);
assessment as learning
, self assessment and  peer assessment tools done led and /or teachers in which students learn
how to independently assess the level of their own learning (diagnostic , formative)’ and assessment of learning will be used
to provide final professional judgment and evaluation of student learning of curricular expectations and therefore will be used
to evaluate term work and the final assessment for reporting purposes. When planning assessments, the curricular expectations
will be reviewed and linked to the achievement categories to which they relate. This is to ensure that all the expectations are
accounted for in instruction, and that achievement of the expectations is assessed within the appropriate categories. All three
types of assessments are still further regrouped into three parts: (summative only), which is led by the teacher alone and is used
for purposes of evaluation and reporting of student achievement to parents and other stake holders.

Assessment Methods: The means through which student learning may be assessed (i.e., written, spoken, or done). In this
course, students will use all three methods to demonstrate their learning: oral work (debates, discussions, presentations, skits),
written work (tests, quizzes, reports, essays), and performances (labs, models, pamphlets, charts).

Assessment Strategies: The actual assessment instruments used as the  process used for assessing student learning and the
level of their achievement of meeting curricular expectations (e.g. journal). ADE will use conduct assessments both synchronously
and asynchronously throughout the course. Below is a list of the most commonly used assessment strategies for this course:

  • Tests/Quizzes (done both on-line and a designated site with supervision)
  • Interviews/Conferences  (Virtual class discussions)
  • Examinations (done only comprehensively at a site with supervision)
  • Multimedia Presentations (virtual class presentation synchronously
  • Assignments, Research Projects/Reports (on-line)

Assessment Tools: An instrument that is used to initiate or guide the assessment strategy or to track, monitor or record the
assessment data (e.g. rubric). Below is a list of the most commonly used assessment tools for this course:

  • Check lists (learning skills, homework check, completion of a task, basically to check absence or presence of a concept,
    process, skill, or attitude)
  • Marking Scheme (tests/quizzes, assignments, worksheets, to quantify student response; value based tasks)
  • Rating Scales (to assess frequency of achieving a task or quality of task)
  • Rubrics  (performances, written reports, presentations, labs, complex projects/tasks)
  • Anecdotal Comments (learning skills, group work, independent work, presentations,

Course Evaluation

In this course, two parts make up the evaluation of student achievement through the different assessment strategies mentioned above.

a)      The term work accounts for 70% of the overall grade for the course. Assessments for this portion are spread throughout the
course and will terminate approximately 3-4 weeks before the end of the study term.

b) The final evaluation will account for 30% of the overall grade for the course.  It is a comprehensive assessment that will commence
within approximately the last 3-4 weeks of the study term. It will be in the form of a final examination encompassing the concepts and
skills taught throughout the year with emphasis on the latter portions of the course.


The final assessment covers what students have been learning the length of the course with more emphasis on the more recent parts. 
It will be managed within the last 6 Weeks in full course (through the year) and the last three weeks in half credit course (Sept to Jan)
and accounts for 30% of the overall grades that will appear in the “final” box of the report card.  The final evaluation will be administered
as follows:

Final Examination                                                                                                       20%

Mid-Term Examination                                                                                                10%

Total for final evaluation                                                                                              30%

Overall Grade mark 70+30 = 100%


Main Text:

Teacher-provided handouts