Français de base

What's New

The redesigned Core French curriculum aligns the curriculum goals with the Big Ideas and learning standards through the following new features:

  • greater flexibility for teachers to use a wide range of approaches to language instruction
  • a more integrated approach to the development of required Content, Curricular Competencies, and transferable Big Ideas about language learning
  • an emphasis on the exploration of culture as a vehicle for acquiring deeper understanding of language, of others, and of one’s own identity
  • an expanded definition of text,1 which now includes an even wider range of text types
  • recognition of the important role that stories2 play in the sharing of knowledge, ideas, and feelings in a meaningful way
  • the infusion of Aboriginal content and perspectives

For more information on the new features listed above, please refer to Introduction to Core French.

The redesigned Core French curriculum retains the following important features of the existing curriculum:

  • a continued emphasis on the development of all of the language competencies — reading, writing, viewing, listening, speaking, and interacting
  • adherence to the principle that acquiring French includes learning about Francophone culture

  • the use of authentic documents, creative works, and tasks to support the development of communication proficiency

In addition, some of the skills and competencies expressed in the “can do” statements from the 2011 draft curriculum, which was based on the philosophies and principles of the Common European Framework of Reference (CEFR), have been woven into the Curricular Competencies of the redesigned Core French curriculum. The ministry remains supportive of teachers who wish to make use of the CEFR as a supporting tool in their Core French classroom. The ministry recognizes that the CEFR can be a valuable assessment tool for second-language learners and that a number of Core French teachers in the province are currently using it with their students and would like to continue doing so.


1Text is defined as any piece of oral, visual, or written communication. Texts may be delivered through many different modes, such as face-to-face communication, audio and video recordings, print materials, or digital media. Examples of texts include but are not limited to:

advertisements, articles, biographies, blogs, brochures, cartoons, charts, conversations, diagrams, emails, essays, films, First Peoples oral histories, forms, graphs, instructions, interviews, invitations, legends, letters, myths, narratives, news reports, novels, nursery rhymes, online profiles, paintings, photographs, picture books, poems, presentations, songs, speeches, stories, surveys, and text messages

Teachers are encouraged to use a wide range of grade-appropriate text types in their classrooms.

Teachers may choose to use authentic or adapted Francophone texts with their students. Purposes for using adapted texts include:

  • to increase student comprehension (e.g., by simplifying the text)
  • to increase student exposure to target vocabulary and patterns (e.g., by repeating key vocabulary or grammatical structures throughout a text)
  • to increase the saliency of high-frequency vocabulary and patterns (e.g., by underlining, bolding, or highlighting)

2Stories can be oral, written, or visual, and fictional or non-fictional (for example, a series of pictures, First Peoples oral histories, personal stories, skits, student-created stories).