3. General objectives By the conclusion of the course, students should be able to communicate in French. Communication in Years 11 and 12 is receptive, involving listening and reading, as well as productive, involving speaking and writing. Receptive and productive are used in this syllabus in the sense that is similar to comprehending (listening and reading) and composing (speaking and writing) used in Key Learning Area (KLA) Years 4–10 syllabuses. While language is experienced and developed through the macroskills — Listening, Reading, Speaking and Writing — which often occur concurrently, proficiency in each of the macroskills may not evolve at exactly the same rate. Thus, the objectives are stated in terms of the macroskills, and each will be assessed separately. The four macroskills should be developed interdependently, integrating the themes and topics, functions, grammar and cultural understandings in the syllabus. Comprehension (receptive communication) These objectives are expressed in terms of Listening and . Listening By the conclusion of the course, students should: know and understand familiar and complex spoken language reason and respond to speakers’ attitudes, purposes, intentions and cultural meanings. By the conclusion of the course, students should: know and understand familiar and complex written language reason and respond to writers’ perspectives, purposes, intentions and cultural meanings. Conveying meaning (productive communication) These objectives are expressed in terms of Speaking and Writing. Speaking By the conclusion of the course, students should: know and use features of the French language create spoken language in French and respond in situations relevant to their communication needs. Writing By the conclusion of the course, students should: know and use features of the French language create written French language and respond in a manner suitable for the setting, audience and text type. Attitudes and values
Table 1: Themes and suggested topics Theme 1 Family and community Topics personal description, personality, relationships, health care, fitness family life, home, domestic routines festivals, celebrations and special occasions customs and appropriate ways of behaving services — shopping, banking, transport and travel, post, telephone, health, police, government Theme 2 Leisure, recreation and human creativity Topics sport, hobbies, interests TV, films, newspapers, magazines, advertising music, art, poetry, short stories, extracts from plays and novels holiday planning and itineraries, tourist offices accommodation — hotels, hostels, campsites geography, climate, landscapes, cityscapes history — people and events science — inventions, medicine, space exploration information technology — DVDs, internet, emails, mobile phones/PDAs and other digital media Theme 3 School and post-school options Topics school student exchanges, school visits future plans further study tourism and hospitality part-time work and work experience business and industry other professions and occupations Theme 4 Social issues Topics current affairs environment health adolescence government consumerism, advertising world peace and aid prejudice, discrimination, stereotyping, equity unemployment in society the family unit values, ethics Notes 1. Teachers have the flexibility to use topics as the focus of discussion or to prepare students for direct experience in these areas. 2. Teachers may select topics not specified in the table above.
For Year 11, particular standards descriptors may be selected from the matrix and/or adapted to suit the task. These standards are used to inform the teaching and learning process. For Year 12 tasks, students should be provided with opportunities to understand and become familiar with the expectations for exit. The exit standards are applied to the summative body of work selected for exit. The seven key competencies* referred to in the rationale are embedded in the descriptors in the standards matrix. The descriptors refer mainly to aspects of Listening, , Speaking, and Writing. When standards have been determined in each of the macroskills of Listening, , Speaking, and Writing, the following is used to award exit levels of achievement, where A represents the highest standard and E the lowest. The table indicates the minimum combination of standards across the criteria for each level. Awarding exit levels of achievement VHA Standard A in any two macroskills and no less than a B in the remaining macroskills HA Standard B in any two macroskills and no less than a C in the remaining macroskills SA Standard C in any three macroskills and no less than a D in the remaining macroskill LA At Standard D in any three macroskills VLA Standard E in the four macroskills