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Core French 1 Foundations


Introduction Back to top

Time Allotment

The Saskatchewan Ministry of Education has established provincial guidelines for the amount of time that should be allocated to Core French instruction at each grade level. Because language learning is dependent on the amount of time and the intensity of the exposure (Anderson, B., Netten, J. & Germain, C., 2005), the minimum recommended time allotted for Core French in Levels 1 to 5 is as follows:

  • 120 minutes per week.

Curriculum Contents

This document provides the learning outcomes that students are expected to achieve in Core French by the end of the year. Indicators are included to demonstrate achievement of the outcomes. The Core French curriculum is defined by language levels and not by grade levels. Level 1 is the beginning level for Core French study, regardless of the actual grade level of students.

The learning experiences recommended for students will support student achievement of the provincial Goals of Education through attending to the Broad Areas of Learning for Saskatchewan and the Cross-Curricular Competencies described on the following pages.

The Core French curriculum provides:

  • direction for supporting student achievement of the Broad Areas of Learning and the Cross-Curricular Competencies;
  • the aim and goals for Core French in Saskatchewan;
  • characteristics of an effective Core French program;
  • outcomes and indicators;
  • connections to other areas of study.

Additional support materials and resources will be posted online at the Saskatchewan Ministry of Education website :http://www.progetudes.gov.sk.ca

Core Curriculum Back to top

Core Curriculum is intended to provide all Saskatchewan students with an education that will serve them well regardless of their choices after leaving school. Through its various components and initiatives, Core Curriculum supports the achievement of the Goals of Education for Saskatchewan. For current information regarding Core Curriculum, please refer to Core Curriculum: Principles, Time Allocations, and Credit Policy (2009) found on the Saskatchewan Ministry of Education website at http://www.education.gov.sk.ca/policy.

Broad Areas of Learning Back to top

There are three Broad Areas of Learning that reflect Saskatchewan’s Goals of Education. Levels 1-5 Core French contribute to the Goals of Education through helping students achieve knowledge, skills and attitudes related to these broad areas of learning.

Broad Areas of Learning

Lifelong Learners Back to top

Students are curious, observant, and reflective as they imagine, explore, and construct knowledge. They demonstrate the understandings, abilities, and dispositions necessary to learn from subject discipline studies, cultural experiences, and other ways of knowing the world. Such ways of knowing support students’ appreciation of First Nations worldviews and learning about, with, and from others. Students are able to engage in inquiry and collaborate in learning experiences that address the needs and interests of self and others. Through this engagement, students demonstrate a passion for lifelong learning.

Sense of Self, Community, and Place Back to top

Students possess a positive sense of identity and understand how it is shaped through interactions within natural and constructed environments. They are able to nurture meaningful relationships and appreciate diverse beliefs, languages, and practices from the First Peoples of Saskatchewan and from the diversity of cultures in our province. Through these relationships, students demonstrate empathy and a deep understanding of self, others, and the influence of place on identity. In striving to balance their intellectual, emotional, physical, and spiritual dimensions, students’ sense of self, community, and place is strengthened.

Engaged Citizens Back to top

Students demonstrate confidence, courage, and commitment in shaping positive change for the benefit of all. They contribute to the environmental, social, and economic sustainability of local and global communities. Their informed life, career, and consumer decisions support positive actions that recognize a broader relationship with, and responsibility for, natural and constructed environments. Along with this responsibility, students recognize and respect the mutual benefits of Charter, Treaty, and other constitutional rights and relationships. Through this recognition, students advocate for self and others, and act for the common good as engaged citizens.

Cross Curricular Competencies Back to top

The Cross-curricular Competencies are four interrelated areas containing understandings, values, skills, and processes which are considered important for learning in all areas of study. These competencies reflect the Common Essential Learnings and are intended to be addressed in each area of study at each grade level. The Core French program supports students in their attainment of these competencies.

Cross Curricular Competencies

Developing Thinking Back to top

Constructing knowledge (i.e., factual, conceptual, procedural, and metacognitive) is how people come to know and understand the world around them. Deep understanding develops through thinking and learning contextually, creatively, and critically in a variety of situations, both independently and with others.

Developing Indentity and Interdependence Back to top

Identity develops as an individual interacts with others and the environment, and learns from various life experiences. The development of a positive self-concept, the ability to live in harmony with others, and the capacity and aptitude to make responsible decisions about the natural and constructed world supports the concept of interdependence. The focus within this competency is to foster personal reflection and growth, care for others, and the ability to contribute to a sustainable future.

Developing Literacies Back to top

Literacies provide many ways to interpret the world and express understanding of it. Being literate involves applying interrelated knowledge, skills, and strategies to learn and communicate with others. Communication in a globalized world is increasingly multimodal. Communication and meaning making, therefore, require the use and understanding of multiple modes of representation. Each area of study develops disciplinary literacies (e.g., scientific, economic, physical, health, linguistic, numeric, aesthetic, technological, cultural) and requires the understanding and application of multiple literacies (i.e., the ability to understand, critically evaluate, and communicate in multiple meaning making systems) in order for students to participate fully in a constantly changing world.

Developing Social Responsibility Back to top

Social responsibility is the ability of people to contribute positively to their physical, social, and cultural environments. It requires an awareness of unique gifts and challenges among individuals and communities and the resulting opportunities that can arise. It also requires participation with others in creating an ethical space to engage in dialogue, address mutual concerns, and accomplish shared goals.

Assessment and Evaluation Back to top

Assessment and evaluation require thoughtful planning and implementation to support the learning process and to inform teaching. All assessment and evaluation of student achievement must be based on the outcomes in the provincial curriculum.

Assessment involves the systematic collection of information about student learning with respect to:

  • achievement of provincial curricular outcomes;
  • effectiveness of teaching strategies employed;
  • student self-reflection on learning.

Evaluation compares assessment information against criteria based on curriculum outcomes for the purpose of communicating to students, teachers, parents or caregivers, and others about student progress and to make informed decisions about the teaching and learning process. Reporting of student achievement must be based on the achievement of curriculum outcomes. There are three interrelated purposes of student achievement. Each type of assessment, systematically implemented, contributes to an overall picture of an individual student’s achievement.

Assessment Evaluation
Assessment for Learning Assessment as Learning Assessment of Learning
Assessment for Learning involves the use of information about student progress to support and improve student learning, inform instructional practices, and: Assessment as Learning actively involves student reflection on learning and monitoring of his or her own progress and: Assessment of Learning involves teachers’ use of evidence of student learning to make judgments about student achievements and:
  • is teacher-driven for student, teacher, and parent use;
  • occurs throughout the teaching and learning process, using a variety of tools;
  • engages teachers in providing differentiated instruction, feedback to students to enhance their learning, and information to parents in support of learning;
  • is formative in nature.
  • is student-driven with teacher guidance;
  • supports students in critically analyzing learning related to curricular outcomes;
  • involves goal setting by students for further learning, both short-term and long-term;
  • occurs throughout the learning process;
  • is formative in nature.
  • is teacher-driven for student and parent use;
  • provides opportunities to report evidence of achievement related to curricular outcomes;
  • occurs at the end of a learning cycle, using a variety of tools;
  • provides the foundation for discussion on placement or promotion;
  • is summative in nature.


Teaching for Deep Understanding Back to top

Inquiry Learning Back to top

Inquiry learning is a philosophical teaching and learning approach which encourages deep understanding. It is based on research and constructivist models, allowing the teacher to broach new concepts and content via the students experiences, interests, and their natural curiosity about the world that surrounds them. Inquiry learning facilitates active student engagement in a personal, collaborative and collective process, while simultaneously developing personal responsibility and independence. It provides opportunities for students to:

  • develop lifelong learning competencies;
  • tackle complex problems without predetermined solutions;
  • question their understandings; and
  • deepen their exploration of the world around them.

In inquiry learning, students experience a recursive process between their perceptions and the construction of new understandings. They take the time to reflect on what they did, how they did it, and how their new understandings will be useful to them in other learning situations as well as for practical real-world applications.

An Inquiry Model Back to top

Inquiry is a research process that structures the organization of teaching and learning. This process has many non-linear phases with varying beginning and ending points: planning, information gathering, data analysis, product creation, communication of understandings, and evaluation. Compelling questions for various topics, problems, or challenges relating to concepts and content launch the inquiry process.

A compelling question:

  • is inspired by students’ lived experiences, interests and curiosity;
  • launches a pertinent investigation of important ideas and main themes;
  • gives rise to animated and reflective discussions, sustained engagement, new understandings, and the emergence of new questions;
  • leads to the consideration of new perspectives, critical examination of the facts, support of ideas, and justification of answers;
  • results in the constant and essential re-examination of key ideas, hypotheses, and prior knowledge; and
  • promotes the establishment of links between new understandings, personal experiences, retrieval of memorized information, and transfers to other contexts and subjects.

During the inquiry process, students participate actively in the generation of compelling questions. Using various formats, they track their questioning, reflections, answers, and different perspectives. This information can serve as a means of evaluating both the students’ learning and the learning process. Documentation such as this enables a deeper understanding of what the student knows, understands, and is able to do.

Technology Integration Back to top

Technology contributes to the learning of a wide range of literacy and learning outcomes, and enables students to explore and create a variety of messages for multiple audiences. The use of multiple technologies in the Core French classroom:

  • encourages student engagement with novelty and challenge;
  • facilitates more collaboration and interaction with other students, not just in the classroom, but elsewhere;
  • increases the use of outside resources;
  • improves audience awareness of other students’ products and presentations;
  • responds to student diversity; and
  • improves technical skills.
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