| Curricular Competency |
Create artistic works collaboratively and as an individual, using ideas inspired by imagination, inquiry, experimentation, and purposeful play
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Arts Education 3 |
Exploring and creating |
| Keyword: purposeful play |
Elaboration: learning that uses real-life and/or imaginary situations to engage and challenge learners’ thinking. Through planned purposeful play, students express their natural curiosity while exploring the world around them. It also provides a means for high-level reasoning and problem solving in a variety of ways. Learning can be performed collaboratively in both solo and ensemble contexts.
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| Curricular Competency |
Choose elements, processes, materials, movements, technologies, tools, techniques, and environments of the arts |
Arts Education 3 |
Exploring and creating |
| Keyword: elements |
Elaboration: characteristics of dance, drama, music, and visual art |
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| Big Ideas |
Acquiring French allows us to explore diverse opportunities. |
Core French 10 |
No CCG |
| Keyword: opportunities |
Elaboration: for example, educational, personal, professional, social, and travel opportunities |
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| Big Ideas |
Acquiring French allows us to interact with the Francophone world. |
Core French 10 |
No CCG |
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| Big Ideas |
Cultural expression can take many different forms. |
Core French 10 |
No CCG |
| Keyword: Cultural expression |
Elaboration: Forms of cultural expression represent the experience of the people from whose culture they are drawn; for example, customs, folklore, language use, traditions, ways of celebrating, and creative works (e.g., architecture, dance, filmmaking, musical composition, painting, poetry and prose, sculpture, theatre). |
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| Big Ideas |
Acquiring a new language can shape our perspective and identity. |
Core French 10 |
No CCG |
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| Big Ideas |
Expressing ourselves and engaging in conversation in French involves courage, risk taking, and perseverance. |
Core French 10 |
No CCG |
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| Big Ideas |
Listening and viewing with intent supports our acquisition and understanding of French. |
Core French 10 |
No CCG |
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| Content |
ethics of cultural appropriation and plagiarism |
Core French 10 |
No CCG |
| Keyword: cultural appropriation |
Elaboration: use of a cultural motif, theme, “voice,” image, knowledge, story, song, or drama, shared without permission or without appropriate context or in a way that may misrepresent the real experience of the people from whose culture it is drawn |
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| Content |
lives of Francophone Canadians and their contributions to society |
Core French 10 |
No CCG |
| Keyword: Francophone Canadians |
Elaboration: including First Nations, Métis, and Inuit people; immigrants to Canada; and Canadians of diverse backgrounds |
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| Content |
idiomatic expressions from across la francophonie |
Core French 10 |
No CCG |
| Keyword: idiomatic expressions |
Elaboration: for example:expressions using avoir, faire, être (e.g., avoir besoin de, faire beau, être d’accord)expressions from l’argot (e.g., jaser for bavarder)other expressions (e.g., coûter les yeux de la tête, c’est dommage, un coup de foudre) |
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| Content |
common elements of stories |
Core French 10 |
No CCG |
| Keyword: common elements of stories |
Elaboration: for example, place, characters, setting, plot, problem and resolution |
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| Content |
elements of a variety of types of texts |
Core French 10 |
No CCG |
| Keyword: elements of a variety of types of texts |
Elaboration: for example, format (e.g., letter versus email message), language, context, audience, register (e.g., formal versus informal), purpose |
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| Content |
commonly used vocabulary and sentence structures for communication in past, present, and future time frames:- various types of questions
- sequences of events
- degrees of likes and dislikes
- hopes, dreams, desires, and ambitions
- opinions about familiar topics
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Core French 10 |
No CCG |
| Keyword: past, present, and future |
Elaboration: for example, J’ai étudié pour mon test hier soir; Il faisait des sports quand il était jeune; Elles ne sont pas à l’école aujourd’hui; Nous allons regarder un film demain |
| Keyword: questions |
Elaboration: for example:intonated questions (e.g., Tu as faim?)Est-ce que questions (e.g., Est-ce que tu as faim?)inversion questions (e.g., As-tu faim?)questions using different interrogative words (e.g., Comment…?; Où…?; Pourquoi…?) |
| Keyword: sequences |
Elaboration: using words that indicate sequence (e.g., premièrement, en premier, tout d’abord, deuxièmement, après, ensuite, troisièmement, finalement, dernièrement, enfin) |
| Keyword: likes and dislikes |
Elaboration: for example, J’aime…; J’aime bien…; J’adore…; Je n’aime pas…; Je n’aime pas du tout…; Je déteste… |
| Keyword: hopes, dreams, desires, and ambitions |
Elaboration: for example, Je veux…; J’aimerais…; Je vais…; J’aurai…; Je finirai… |
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| Curricular Competency |
Engage in experiences with Francophone communities and people |
Core French 10 |
Personal and social awareness |
| Keyword: Engage |
Elaboration: through, for example, blogs, classroom and school visits (including virtual/online visits), clubs, concerts, courses, exchanges, festivals, films, pen-pal letters, magazines, newspapers, plays, social media and other online resources, stores/restaurants with service in French |
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