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Grade X
This content has been designed to meet a broad spectrum of learning opportunities while addressing the curriculum expectations, in an engaging and thoughtful manner. The teacher-facilitated learning activities encourage choice in demonstrating and extending learning. Rich multimedia, including interactive learning objects and video, provide students with a differentiated and personalized experience. Throughout the course, students are encouraged to actively engage in the learning and development of their transferable skills through authentic assessment opportunities and the responsible use of technology. Lessons are mindfully crafted to deliver an inclusive, equitable and non-discriminatory experience, vital to student development socially, personally, and academically. The course packs include TFO Idello videos throughout the learning activities that include a wide variation of French vocabulary. Educators are encouraged to use their professional judgement when including these videos and provide their students the supports they need.
For the Core French, French as a Second Language course packs, TVO has provided an integrated approach to the overall and specific expectations from the Listening, Speaking, Reading, and Writing Strands. In each Learning Activity, there are overall and specific expectations from at least two of the four strands in the Core French, French as a Second Language program.
Note to teachers: Students should be encouraged to record their thoughts, ideas, responses and reflections throughout this learning activity. Encourage them to record in a method of their choice, including (but not limited to): audio recording, personal notebook, online journal or folder for documents, through discussion with a partner (classmate or at home), a visual representation like a mind map or storyboard, interactive opportunities within the learning activity, or other organizer that they prefer. Explore digital tools supported by your district school board and in Ontario’s VLE.
In Ontario, spaces separate three-digit groups for large numbers (i.e. 10 000).
In support of accessibility, please note that commas are used rather than a space to ensure that large numbers are read properly by screen readers. As such, you may wish to use the following format when making edits to numbers within the content for screen readers to read numbers accurately:
In accordance with the Ontario curriculum document, please be sure to advise your students to record their large numbers using a space, not a comma.
In Ontario, the CEFR is a reference tool used to inform FSL teaching and evaluation. Several aspects of CEFR support skill and motivation, notably:
When it comes to teaching and evaluating second-language learners, the CEFR favours the action-oriented approach.
Putting these lessons into practice should reflect the action-oriented approach. This approach requires students to complete tasks in a wider social context. Students learn French as they concentrate on solving a problem, fulfilling an obligation, or reaching a goal while pursuing a significant task. Students are thus active participants in the learning process. A realistic and relevant situation puts the task in context and establishes a social relationship between students and other people involved in the interactions. Students thus develop French-language skills through significant communication activities linked to the task.
In other words, the language learner is seen as a social agent who must communicate to reach a goal or solve a problem in a social context (for example, going to the market). The student is given an authentic task to carry out. They reach the goal through strategic use of previous knowledge and individual skills.
