Description

In this course we will work on your reading, writing, grammar, and oral communication skills, all in a French language context. Each student will build on prior knowledge and learning.

Expectations and Goals

Over the course of the secondary school years in French Immersion, students should become prepared to communicate and live in French settings with relative ease, it is with this goal in mind that we will build knowledge, skills, and communicative competency over the coming term.

Format

This term we will be focusing on high quality comprehensible input and regular opportunities for teacher monitored written and oral output. Students will complete one to two major units each in the areas of the acronym LEGO: lecture (reading), écriture (writing), grammaire (grammar), and orale (oral). For lecture, we will complete a novel study. For écriture students will write a text of appropriate length and format for their grade level curriculum, for oral French students will complete a “concour” project, and grammar will consist of several mini-units with opportunities for written or verbal assessment throughout.

Assessment

For grades 8 and 9, each component of the course will be assessed using a proficiency scale as described below then a “most recent – most consistent” approach will be used for final assessment:

For grade 10, each component will be graded using the above proficiency scale which will then be converted per the points value below. Emerging will be worth 50%-60%, Developing will be 60%-70%, Proficient will be 70%-85%, and Extending will be 85%-100%. Assessments that do not yet meet the threshold for a score of 50% will be discussed with the student and the student will have the opportunity to improve the assessment to achieve a passing score. If I have concerns about several assessments, I will reach out to the family to discuss support options.

Course Schedule

Month	Topics	Assignments	Wrap Date
February	L – novel study – Nish : Le Nord et le Sud	L – Creative Summary (15%)	L – 7th of March
	G – Present tense	G – My dream day presentation (5%)	G – 28th of Feb
March	O – Concours D’art Oratoire	E – In-Class Presentation (15%)	E – 28th of March
	G – Past Tenses (PC and Imparfait)	G – One page write up on a “memory” (5%)	G – 28th of March
April	E – gr 8 – legendgr 9 – short storygr 10 – short story	E – Written Assignment (15%)	E – 2nd of May
	G – COD and COI(les compléments)	G – 1on1 oral quiz (5%)	G – 25th of April
May	O – Débat	E – In-Class debate (15%)	E – 23rd of May
	G – Conditionnel	G – rehearsed conversation (5%)	G – 23rd of may
June	E – Poetry	E – Portfolio (15%)	E – 13th of June
	G – Grammar Review	G – Oral Quiz (5%)	O – 12th of June

Description

In this course we will explore historical and current events through a variety of lenses including politics, geography, Indigenous ways of knowing, legal studies, and imperialism. Grade 8 students will cover the 7th century to 1750, Grade 9 students will cover 1750 to 1919, and grade 10 students will cover 1920 to the present day. This course will be taught entirely in French.

Expectations and Goals

The goal of this course is for students to be able to engage with historical and contemporary events and issues using a variety of critical and analytical lenses. In order to do this, students will engage with specific historical events and work to become knowledgeable about a variety of important moments and people in history, as well as the broader context of these events. They will then develop their skills in collecting evidence, determining significance, contextualizing events, and forming ethical judgements and perspectives. 

Format

The course will focus on five major topic prompts that pull from the grade 11 social studies themes. For each topic prompt, students will receive further instruction on how that topic applies to the time periods covered under the appropriate grade curriculum, by focusing on a few sample events that relate to the theme. Then, students will choose from topics that are relevant to the era studied at their grade level, and create an inquiry project based on their learning. Students will also complete a reflection quiz which will contribute to their grade for the unit (for grade tens, 10% of the unit grade).

Assessment

For grades 8 and 9, each component of the course will be assessed using a proficiency scale as described below then a “most recent – most consistent” approach will be used for final assessment:

For grade 10, each component will be graded using the above proficiency scale which will then be converted per the points value below. Emerging will be worth 50%-60%, Developing will be 60%-70%, Proficient will be 70%-85%, and Extending will be 85%-100%. Assessments that do not yet meet the threshold for a score of 50% will be discussed with the student and the student will have the opportunity to improve the assessment to achieve a passing score. If I have concerns about several assessments, I will reach out to the family to discuss support options

Course Schedule

Incorporated Throughout: 

Colonialism and contemporary issues for indigenous people in Canada and around the world (adapted from Contemporary Indigenous Studies 12)

Changing ideas about the world created tension between people wanting to adopt new ideas and those wanting to preserve established traditions. (Social Studies 8)

Dates	Topic
27th of January – 21st of February	Cultural expressions convey the richness, diversity, and resiliency of B.C. First Peoples (from B.C. First Peoples 12). Indigenous peoples are reclaiming mental, emotional, physical, and spiritual well-being despite the continuing effects of colonialism (from Contemporary Indigenous Studies 12)
24th of February –21st of March	Contacts and conflicts between peoples stimulated significant cultural, social, political change. (from Social Studies 8)Global and regional conflicts have been a powerful force in shaping our contemporary world and identities. (from Social Studies 10)
24th of March – 18th of April	Natural resource use and local, regional, national, or global development (adapted from Human Geography 12)The rapid development and proliferation of communication and transportation technologies in the 20th century led to profound changes in personal and national identities (adapted from 20th Century World History 12).
21st of April – 16th of May	Physical features and natural resources influence demographic patterns and population distribution (adapted from Human Geography 12)Diversity of B.C. First Peoples territories and communities (adapted from B.C. First Peoples 12)
20th of May – 16th of June	Understanding how political decisions are made is critical to being an informed and engaged citizen (from Political Studies 12). A society’s laws and legal framework affect many aspects of people’s daily lives (from Law Studies 12). Social justice initiatives can transform individuals and systems (from Social Justice 12).

The options for project format include:

AV presentation

5 paragraph essay *

Conference board

Newspaper article

Video News Report

Visual Art with written rationale

Literature Review * 

Rewrite a plaque or heritage minute

  * alternate formats are acceptable at teacher discretion
* all students must complete at least one essay and at least one lit review during the term

Careers – Immersion Syllabus

Grades 8-12 

General Information

Description

In this course we will develop your skills in self-reflection, goal planning, and connecting with opportunities and responsibilities in community. We will culminate this learning with a cumulative project. Students in grade twelve will work towards their capstone project. This course will be taught entirely in French.

Expectations and Goals

The goal of this course is to help students develop clarity on how their strengths and interests can be considered in their career and life planning process. Students are also expected to consider personal identity and the needs of their communities when developing their goals and projects. Grade 8, 9, and 10 students have the option to complete their projects in groups, grade 12 students may work collaboratively but must create a unique and individual capstone project.

Format

There will be curriculum-based units in workers rights/unions, basic financial planning, types of work/employment, community needs and community mentorship, and work-life balance/personal wellbeing. These will be the focus of Tuesday and Thursday each week with assessments to follow as detailed below. The capstone (grade 12) or mini-capstone (grades 8-10) will be the focus on Monday, Wednesday, and Friday.

Assessment

For grades 8 and 9, each component of the course will be assessed using a proficiency scale as described below:

For grades 10 and 12, each component will be graded using the above proficiency scale which will then be converted per the points value below. Emerging will be worth 50%-60%, Developing will be 60%-70%, Proficient will be 70%-85%, and Extending will be 85%-100%. Assessments that do not yet meet the threshold for a score of 50% will be discussed with the student and the student will have the opportunity to improve the project to achieve a passing score. If I have concerns about several assessments, I will reach out to the family to discuss support options.

Course Schedule

Month	Topics/Workshops	Check-ins and Assessments
February	General Learning: -Workers Rights and Unions-Financial Planning Project Stage:-Reflection on values-Job aptitude	General Learning: -Workers rights quiz (5pts)-Example financial plan (5pts) Project: -Brief reflection on how values and aptitudes might impact career-life path (5pts)
March	General Learning: -Types of Work-Job Research Project Stage -Brainstorming based on Values/Aptitudes	General Learning: -Interview transcript/notes for interview with a professional in your chosen field (10pts) Project: -no assessment on major project in March
April	General Learning: -Community Needs-Community Mentors Project Stage -Proposal and timeline	General Learning: -Group Poster on a solution to a community need (5pts)-Written reflection on mentor (5pts) Project: -Proposal and timeline must be completed and revised/signed-off by teacher (10pts)
May	General Learning: -Work-life balance and Wellbeing Project Stage -First draft, revisions, final presentation	General Learning: -Wellness plan (10pts) Project: -Completed presentations for grades 8-10- grade twelves to be ready for capstone fair(25 pts)
June	General Learning: -Core Competencies Project Stage -Final Write-Up	General Learning: -Self-reflection (10pts) Project: -Any final written components, and a reflection per the capstone handbook (10pts)