OVERVIEW
The study of a language other than English contributes to the overall education of students, most particularly in the area of communication, but also in the areas of cross-cultural understanding, intercultural learning, cognitive development, literacy and general knowledge. It provides access to the culture of communities which use the language and promotes understanding of different attitudes and values within the wider Australian community and beyond.
The ability to communicate in another language, in conjunction with other skills, may provide opportunities for employment in the fields of interpreting, social services, ethnic affairs, the tourism and hospitality industries, international relations, the arts, commerce, technology, science and education.
This study is designed to enable students to:
CONTENT
UNITS 1 & 2
AREAS OF STUDY
The Individual
Personal identity and lifestyles
Relationships
Aspirations, education and careers
The French-Speaking Communities
The Francophone world
Historical perspectives
French cultural perspectives
The world around us
Global and contemporary society
Communication and media
Technology and science
Text Types
The student will be expected to be familiar with the various text types. The student is expected to be familiar with, and be able to produce, the following five kinds of writing: Personal, Imaginative, Persuasive, Informative and Evaluative.
LEVELS OF ACHIEVEMENT
Unit 1 and 2
Prerequisites
UNIT 3
AREAS OF STUDY
The three outcomes for Unit 3 are to:
UNIT 4
AREAS OF STUDY
The three outcomes for Unit 4 are to:
ASSESSMENT
LEVELS OF ACHIEVEMENT
Unit 3 & 4
School-assessed coursework and end-of-year examinations:
Prerequisites
BIBLICAL PERSPECTIVE
Competence in language, both written and oral, is of vital importance in communicating the gospel. The study of a LOTE should be more than simply memorizing words and structures, especially from a Christian perspective. Effective communication in a second language takes place when there is a relationship based on levels of empathy and feelings allowing social discussion to effectively take place. Being familiar with phrases, structures, text types and appropriate relationship building strategies, allows us to join communicatively in God’s big vision of impacting people and communities, and seeking and saving the lost.
The common worldwide issues we explore in VCE French include: relationships, personal opinions and values, lifestyles, customs and traditions, as well as social and environmental change. Studying these topics and themes will further increase our students’ understanding of our responsibility to God and others in His world.
ASSESSMENT
UNITS 1 & 2
Students will be expected to be familiar with various text types for written and oral assessment.
Text types will be selected from the following:
UNITS 1 & 2
|
Outcomes |
Assessment Tasks |
Marks Allocated* |
|
UNIT 1 Outcome 1 Exchange meaning in a spoken interaction in french.
Outcome 2 Interpret information from two texts on the same subtopic presented in french, and respond in writing in french and in english.
Outcome 3 Present information, concepts and ideas in writing in french on the selected subtopic and for a specific audience and purpose.
UNIT 2 Outcome 1 Respond in writing in french to spoken, written or visual texts presented in french.
Outcome 2 Analyse and use information from written, spoken or visual texts to produce an extended written response in french.
Outcome 3 Explain information, ideas and concepts orally in french to a specific audience about an aspect of culture within communities where french is spoken. |
• Participate in a conversation, interview or role-play or • Give a talk to the class about the selected subtopic, asking and answering questions. |
15 |
|
• Write a descriptive summary of a film including information from a review of the film or • Listen to a conversation and view a map to write directions or • Read an article and listen to an announcement to write instructions. |
10 |
|
|
• Create a written presentation which may include pictures; this may be supported by media such as Photo Story or PowerPoint or • Write an imaginative children’s story. |
10 |
|
|
• Write a personal answer to an email or • Write an informative blog in response to texts or • Respond in a written letter to a radio announcement or editorial. |
10 |
|
|
• Describe in writing an experience seen from different perspectives or • Write a reflective article on a cultural insight, such as the attitudes of French-speaking people in Australia and elsewhere to traditional customs or • Evaluate opposing arguments put forward on an issue, such as attitudes to health or the long-term impact of social media on society. |
10 |
|
|
• Narrate a life story, event or incident that highlights an aspect of culture or • Tell the class a personal or reflective story about a cultural event or • Present and explain an aspect of culture, referring to a portfolio or a PowerPoint presentation. |
15 |
|
|
End of Year Written examination |
30 |
|
|
TOTAL MARKS |
100 |
|
UNITS 3 & 4
|
Outcomes |
Assessment Tasks |
Marks Allocated* |
|
UNIT 3 Outcome 1 Participate in a spoken exchange in French to resolve a personal issue.
Outcome 2 Interpret information from texts and write responses in French.
Outcome 3 Express ideas in a personal, informative or imaginative piece of writing in French.
UNIT 4 Outcome 1 Share information, ideas and opinions in a spoken exchange in French.
Outcome 2 Analyse information from written, spoken and viewed texts for use in a written response in French.
Outcome 3 Present information, concepts and ideas in evaluative or persuasive writing on an issue in French.
UNITS 3 & 4 End of Year Oral examination End of Year Written examination |
A three- to four-minute role-play, focusing on negotiating a solution to a personal issue. |
20 |
|
A response to specific questions, messages or instructions, extracting and using the information requested |
15 |
|
|
An approximately 250-word personal, informative or imaginative piece of writing. |
15 |
|
|
A three- to four-minute interview providing information and responding to questions about a cultural product or practice. |
20 |
|
|
An approximately 250-word written response for a specific audience and purpose, incorporating information from three or more texts. |
15 |
|
|
An approximately 300-word evaluative or persuasive piece of writing |
15 |
|
|
Conversation Discussion |
12.5 |
|
|
SECTION 1 Part A – Listening and responding in English Part B – Listening and responding in French
SECTION 2 Part A – Reading, listening and responding in English Part B – Reading and responding in French
SECTION 3 Writing in French |
37.5
|
|
|
TOTAL MARKS |
100 |
|