CoreFrenchAimGoals

__**Aim and Goals of the Core French Curriculum**__

//Source: Saskatchewan Core French Curriculum, grades 6,7,8, and 9//

The aim of the Saskatchewan Core French curriculum is to help students understand, use, and appreciate the French language. Students will use the language confidently and correctly in familiar contexts and authentic situations, develop the strategies that will help them acquire the language, and develop an appreciation of Francophone cultures. In Levels 6 to 9 of the Core French curriculum, students begin by developing a level of comfort by first becoming familiar with the oral aspects of the French language in experiential contexts before proceeding to using it in its written forms. Basic competence in learning French may lead to students’ desire to further their French language studies. The renewed Core French Curriculum uses a literacy based approach. In order to achieve the learning outcomes, students will learn a wide variety of language skills and strategies. Effective language teachers use a large range of instructional approaches to help students move from teacher-supported and guided lessons to independent learning. Teachers model and discuss key procedural and metacognitive strategies for language learning and thinking. Students need to learn how to select and use strategies before, during and after viewing, listening, reading, representing, speaking, and writing. In order to be successful, students need to learn and use thinking and learning skills and strategies on their own. In order to help students gain control over a repertoire of key skills and strategies, the skills and strategies need to be explicitly taught and practiced using a model such as the following: • Introduce and explain the purpose of the skill or strategy. • Demonstrate and model its use. • Provide guided practice for students to apply the skill or strategy with feedback. • Allow students to apply the skill or strategy independently and with others. • Reflect regularly on the appropriate uses of the skills or strategies and their effectiveness. • Assess the students’ ability to transfer the repertoire of skills and strategies with less and less teacher prompting over time. (Taken from Saskatchewan English Language Arts, 2010).