Page 22 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

THE ONTARIO CURRICULUM | French as a Second Language
• A course that is a prerequisite for another course in the secondary curriculum may be offered as two half-credit courses, but students must successfully complete both parts of the course to fulfil the prerequisite. (Students are not required to complete both parts unless the course is a prerequisite for another course they wish to take.)
• The title of each half-credit course must include the designation Part 1 or Part 2. A half credit (0.5) will be recorded in the credit-value column of both the report card and the Ontario Student Transcript.
Boards will ensure that all half-credit courses comply with the conditions described above, and will report all half-credit courses to the ministry annually in the School October Report.
CURRICULUM EXPECTATIONS
The expectations identified for each course describe the knowledge and skills that students are expected to develop and demonstrate in their class work, on tests, and in various other activities on which their achievement is assessed and evaluated.
Two sets of expectations – overall expectations and specific expectations – are listed for each strand, or broad area of the curriculum. (The strands are numbered A, B, C, and D.) Taken together, the overall and specific expectations represent the mandated curriculum.
The overall expectations describe in general terms the knowledge and skills that students are expected to demonstrate by the end of each course.
The specific expectations describe the expected knowledge and skills in greater detail. The specific expectations are grouped under numbered subheadings, each of which indicates the strand and the overall expectation to which the group of specific expectations corresponds (e.g., “B2” indicates that the group relates to overall expectation 2 in strand B). This organization is not meant to imply that the expectations in any one group are achieved independently of the expectations in the other groups. The subheadings are used merely to help teachers focus on particular aspects of knowledge and skills as they plan learning activities for their students.
Most specific expectations are accompanied by examples, teacher prompts, and instructional tips, as requested by educators. All of these elements reflect the progression in knowledge and skills from grade to grade. The examples, given in parentheses, are meant to clarify the requirement specified in the expectation, illustrating the kind of knowledge or skill, the specific area of learning, the depth of learning, and/or the level of complexity that the expectation entails. The teacher prompts are meant to illustrate the kinds of questions teachers might pose to students in relation to the requirement specified in the expectation. The instructional tips suggest instructional strategies and authentic contexts for the effective modelling, practice, and application of language in real-world situations.
The examples, teacher prompts, and instructional tips have been developed to model appropriate practice for the course and are meant to serve as illustrations for teachers. They are intended as suggestions for teachers rather than as exhaustive or mandatory
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