French Stage 4 Year 8 Scope and Sequence

Bishop Druitt College French Stage 4 Year 8 Scope & Sequence 2013

KIWeek: / 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10 / 11
TERM 1
11 weeks
2 units / Unit 1 – Introductions
Focus Outcomes: 4UL.1, 4UL.2, 4UL.4, 4MLC.2, 4MBC.1, 4.MBC.2 / Unit 2 – My family
Focus Outcomes: 4UL.3, 4UL.4, 4MLC.2, 4MBC.1
CO:
V:
G:
CI:
P:
A: / Greeting people, asking and saying names, describing people
Simple greetings, nationalities, numbers 1 – 20, adjectives
The verb “to be”; basic sentence structure, definite article (le,la,les)
Where is France? ; Forms of address
differences in pronunciation; a, oi, i, in, en/an
Voki to upload to Edmodo (week 3) (AFL, ICT)
Listening, Reading, Writing Task Week 7 (AOL)
Vocabulary quizzes (AFL)
STUDY SKILLS – note-taking / CO:
V:
G:
CI:
A: / Introducing family members, giving ages, describing family members,
family members, numbers 21 – 69, adjectives
possessive adjectives for my and your; what belongs to others; the verb “avoir”
Common French names; football
Vocabulary quizzes (AFL)
Digital family album – oral task (AOL) due Wk 11
STUDY SKILLS –vocabulary memorisation
TERM 2
8 weeks
1.5 units / Unit 3 – Pets
Focus Outcomes: 4UL.1, 4.UL.2, 4UL.4, 4MLC.1 / Unit 4 – School
Focus Outcomes: 4UL.1, 4UL.4. 4MLC.2, 4.MBC.1, 4.MBC.2
CO:
V:
G:
CI:
A: / Talking about pets, describing things, talking about preferences
animals, colours, adjectives
agreement of adjectives, negative sentences, questions; indefinite articles (un/une/des)
Use of “tu” and “vous”
“eau/au”, “qu”
Animal poster (writing),
Listening/reading test & e-mail (writing) week 6 (AOL) / CO:
V:
G:
CI:
P:
A: / Talking about school subjects, teachers and timetables
subjects, adjectives, days of week, times, alphabet
Questions, -er verbs, use of on verbs être and avoir
School in France/Australia, film study
“h”, “th”
Film study Etre et Avoir (AOL)
In-class writing task – me and my school (AFL)
TERM 3
10 weeks
2 units / Continuation of Unit 4 (total 6 weeks) / Unit 5 – A typical day
Focus Outcomes: 4UL.3, 4MLC.1, 4.MLC.2, 4.MBC.2 / Unit 6 - Housework
CO:
V:
G:
CI:
P:
A: / Talking about when you do things, classroom talk
Verbs for classroom commands, time, classroom objects, hours & minutes
The imperative form, use of tu/vous, -er verbs
formal and familiar registers, 24-hour time
“u” vs “ou”
Short film – a typical day at BDC. (AOL)
TERM 4
8 weeks
1.5 units / Unit 6 – Housework
Focus Outcomes: 4UL.1, 4.UL.2, 4.UL.4, 4MLC.2 / Unit 7 – On the weekend
Focus Outcomes: 4UL.2, 4UL.3, 4UL.4, 4MLC.1, 4.MLC.2, 4.MBC.1
CO:
V:
G:
P:
CI:
A: / Talking about household tasks, saying what you like doing
housework verbs, time
using infinitives, possessive adj (son, sa, ses), quel, irr verb faire
“r”, liaisons
French recipes
Listening, Reading, Writing (AOL) / CO:
V:
G:
CI:
P:
A: / Talking about what you do and don’t do on the weekend, talking about weather
Leisure activities, verbs, weather expressions
Impersonal use of il; irr verb aller, the future proche
Around Paris
“è” and “é”
Postcard from France. (AFL)

CO = Communicative outcomes; V = Vocabulary, G = Grammar, CI = Culture Integration, P = Pronunciation, A = Assessment

Cross-curriculum Content and Policies

Quality Teaching and Learning

The following dimensions and elements of the Quality Teaching and Learning documents have been incorporated into the programme and are idenitified in the units of work using the following abbreviations:

Intellectual quality

Deep knowledge DK
Deep understanding DU
Problematic knowledge PK
Higher-order thinking HOT
Metalanguage M

Substantive communication SC

Quality learning environment

Explicit quality criteria EQC
Engagement E
High expectations HE
Social support SS
Students’ self-regulation SSR

Student direction SD

Significance

Background knowledge BK
Cultural knowledge CK
Knowledge integration KI
Inclusivity I
Connectedness C

Narrative N

Differentation

Wherever possible learning activities and assessment tasks have been differentiated within this programme. Tasks which have been designed purposefully to allow for differentiation are identified with (D) under the Links column.

Assessment

Assessment Tasks have been integrated into each unit of work and classified as either Assessment For Learning (AFL) or Assessment Of Learning (AOL). AFL tasks will be used by students to track their own progress and by teachers to inform future teaching, keep track of progress and contribute to the class mark grading awarded at the end of the year. AOL tasks will be marked numerically, weighted and will be added up to give the final grading, combined with the class mark, for the end of the course. The following table sets out the tasks that will go towards to the final course grade.

Table of Assessment Tasks and Weightings

Skill & Outcome / Task 1 T1W7 / Task 2 T1W11 / Task 3 T2W6 / Task 4 T3W3 / Task 5 T3W9 / Task 6 T4W4 / Ongoing / TOTAL
10% / 10% / 15% / 10% / 15% / 20% / 20% / 100%
Listening 4.UL.1 / ✔ / ✔ / ✔ / 3
Reading 4.UL.2 / ✔ / ✔ / ✔ / 3
Speaking 4.UL.3 / ✔ / ✔ / 2
Writing 4.UL.4 / ✔ / ✔ / ✔ / 3
Culture 4.MBC.1,2 / ✔ / 1
Class work (all) / ✔ / 1