French 30-3Y Course Challenge Student Package Calgary Board of Education 2010. All rights reserved.
FRENCH 30-3Y COURSE CHALLENGE The French 30-3Y course challenge consists of several components: 1. PORTFOLIO: Students must submit 4 written French paragraphs, each 100-150 words, based on the following four contexts. Each paragraph must demonstrate an understanding of the contexts by using appropriate sentence structure, grammar and vocabulary. a. Personal context: personal life and relationships b. Educational context: school life, related activities and future educational plans c. Public context: community life, stores and restaurants and other social venues d. Occupational context: job, employment and careers The portfolio will be used as an initial demonstration of your knowledge, skills and attitudes to show your readiness for a French 30 3Y course challenge. It may be decided after the submission of the portfolio that the required knowledge, skills and attitudes as described by the Program of Studies have not been attained. At this time, the principal and/or his designate may decide to not continue. 2. ORAL INTERVIEW (25%): The content of the portfolio will be used as the basis for the oral interview. The teacher may ask you further questions to elaborate on your experiences. The interview will be approximately 10-15 minutes in length. The evaluation is as follows: Communicative Acts: Message 30% Coherence 10% Linguistic Repertoire Language Structures & Discourse Development - 30% Vocabulary 10% Pronunciation and Intonation 20% Please see the attached rubric for further descriptors.
3. WRITTEN EXPRESSION (25%): You will be asked to write a composition of 200 words based on one of the four contexts. No resources such as, but not limited to, dictionaries (print or electronic), verb conjugation or writing guides may be used. You will have 30 minutes to complete the composition. The evaluation is as follows: Communicative Acts: Message 35% Coherence 15% Linguistic Repertoire Language Structures & Discourse Development 35% Vocabulary 15% Please see the attached rubric for further descriptors. 4. READING COMPREHENSION (25%): You will have two reading comprehension texts based on the four contexts. Each text has 25 questions. No resources such as, but not limited to, dictionaries (print or electronic), verb conjugation or writing guides may be used. You will have 60 minutes. 5. LISTENING COMPREHENSION (25%): You will have two listening comprehension exercises based on the four contexts. Each audio clip is 3-4 minutes, which you will able to hear twice. Each exercise has 25 questions. You will have 60 minutes. Each component must be completed in order to successfully complete the course challenge.
SPOKEN EXPRESSION FRENCH 30-3Y COURSE CHALLENGE 0 1-2 3-4 5-6 7-8 9-10 COMMUNICATIVE ACTS Message (30%) Coherence (10%) The student has not reached the standard described by any of the descriptors given below The message has not been developed with the necessary components The message is partially developed with few details to support the necessary components The message is mostly developed with some details to support the necessary components. The message is developed with details to support the necessary components. The message is well developed with relevant details to support the necessary components. The message is not not evident. The message is partially partially evident. The message is mostly mostly evident. The message is organized in a logical structure. The fluidity is evident. The message is well very evident. Language Structures & Discourse Development (R2) (30%) LINGUISTIC REPERTOIRE Vocabulary (R1) (10%) Pronunciation & Intonation (20%) The student has not reached the standard described by any of the descriptors given below The use of language structures is inaccurate. The sentences are poorly constructed. The many errors render the message incomprehensible. The use of simple language is partially accurate. The sentences are sometimes well constructed. The errors impede the clarity. The use of language is generally accurate. The sentences are mostly well constructed. The errors sometimes impede the clarity. The use of language is accurate. The sentences are well constructed. The few errors do not impede the clarity. The use of appropriate grammatical and syntactical structures enhances the clarity. The vocabulary is mostly inadequate; the spelling impedes intelligibility. The range of vocabulary is simple with many errors. The spelling may impede intelligibility. The vocabulary is simple but generally accurate. The spelling does not usually impede intelligibility. The use of vocabulary is accurate. The spelling rarely impedes intelligibility. The use of vocabulary is precise and rich. Correct spelling is consistently used. The intonation and rhythm is not accurate. The pronunciation impedes the message. The intonation and rhythm are sometimes accurate. The pronunciation is sometimes clear and correct. The intonation and rhythm are generally accurate. The pronunciation is mostly clear and correct. The intonation and rhythm are accurate. The pronunciation is clear and correct. The intonation and rhythm show precision and fluidity. The pronunciation is always clear and correct.
WRITTEN EXPRESSION FRENCH 30-3Y COURSE CHALLENGE 0 1-2 3-4 5-6 7-8 9-10 COMMUNICATIVE ACTS Message (35%) Coherence (15%) The student has not reached the standard described by any of the descriptors given below The message has not been developed with the necessary components The message is partially developed with few details to support the necessary components The message is mostly developed with some details to support the necessary components. The message is developed with details to support the necessary components. The message is well developed with relevant details to support the necessary components. The message is not not evident. The message is partially partially evident. The message is mostly mostly evident. The message is organized in a logical structure. The fluidity is evident. The message is well very evident. LINGUISTIC REPERTOIRE Language Structures & Discourse Development Vocabulary (R1) (15%) (R2)(35%) The student has not reached the standard described by any of the descriptors given below The use of language structures is inaccurate. The sentences are poorly constructed. The many errors render the message incomprehensible. The use of simple language is partially accurate. The sentences are sometimes well constructed. The errors impede the clarity. The use of language is generally accurate. The sentences are mostly well constructed. The errors sometimes impede the clarity. The use of language is accurate. The sentences are well constructed. The few errors do not impede the clarity. The use of appropriate grammatical and syntactical structures enhances the clarity. The vocabulary is mostly inadequate; the spelling impedes intelligibility. The range of vocabulary is simple with many errors. The spelling may impede intelligibility. The vocabulary is simple but generally accurate. The spelling does not usually impede intelligibility. The use of vocabulary is accurate. The spelling rarely impedes intelligibility. The use of vocabulary is precise and rich. Correct spelling is consistently used.
FRENCH COURSE CHALLENGE FREQUENTLY ASKED QUESTIONS Who should initiate a French course challenge? Senior high school students who believe that they have acquired the knowledge, skills and attitudes as defined by the program of studies for a given course and are ready to demonstrate that achievement can participate in a summative assessment/evaluation process can do a course challenge. What is the process? A student must initiate a course challenge through the principal or his designate. He must demonstrate that he has the knowledge, skills and attitudes as defined by the program of studies through a portfolio. All components of a course challenge must be completed in order to be successful. What are the different types of French courses? There are three different types of French courses: French as a Second Language (FSL): FSL is for students who have taken French as a second language. There are two streams: 3Y (a three year program of studies starting in grade 10) and 9Y (a nine year program of studies starting in grade 4). This course has no diploma exam. French Language Arts (FLA): FLA is for students who are in French Immersion. There are two streams FLA 10/20/30-1 and FLA 10/20/30-2. This course has a diploma exam. Français : Français is for students who are in Francophone schools. Only Francophone regional authorities can offer this course. There are two streams Français 10/20/30-1 and Français 10/20/30-2. This course has a diploma exam. When should prerequisites be waived? A student who has previous experience and chooses to continue the study of a second language in high school may certain prerequisites may be waived by the principal, if the following requirements are met: the student possesses the knowledge, skills and attitudes identified in the waived course or program of studies judgments are made on an individual basis, not for an entire class of students it is in the student s best interest (Source: Alberta Guide to Education p.103)
Principals shall report any waived prerequisite course(s). Credits are then granted for the waived prerequisite course and a P for pass is recorded on the student s record and transcript. If the student requires a mark for scholarship or other purposes, the course may be challenged using the appropriate procedure. The challenge of any course must take place outside of regular instructional hours. For example, a student completes French 9 in junior high and chooses to continue French in high school. The principal determines that the student possesses the knowledge, skills and attitudes of the learner outcomes for French 10. The student enrolls in and successfully completes French 20. The principal submits the appropriate information waiving the prerequisite of French 10, for which the student receives credit, but no mark (a P for will be recorded on the transcript). Should the student want a mark in French 10, a course challenge may be initiated. What are retroactive credits? Students not achieving at least 50% in a course may repeat the course or, subject to the approval of the school principal, take a course in an alternative sequence. Students who successfully complete the next higher-level course in an alternative sequence shall be granted credit for the prerequisite course in that alternative sequence. Only courses listed in the Guide to Education are eligible for retroactive credit. How many credits do students get for course challenges? The student receives the same amount of credits as if he had taken and passed the course. What are the components to a course challenge? A student initiating a French course challenge must complete a portfolio, an oral interview, a written composition as well as reading and listening comprehensions. Who authorizes course challenges? The principal, or his designate, authorizes course challenges. How should a student prepare for a course challenge? A student should be familiar with the student course challenge package as well as the learner outcomes in the program of studies which can be found at http://education.alberta.ca/media/677906/threey.pdf
What kind of preparation should a teacher provide for a course challenge? A course challenge has no instructional component to it. If a student is asking to initiate a course challenge, it is because s/he feels that they have the knowledge, skills and attitudes identified in the program of studies. As a result, teachers should not provide any preparation, tutoring or other support for the content of a course challenge. If a student cannot meet the learner outcomes of the program of studies, they should enrol in the course. How often can the same course be challenged? A course challenge may only be initiated once for the same course. Should a student not be successful in a course challenge, it may not be challenged again. If the student would like credits, s/he must enroll and complete the course How many credits can a student receive for language courses? While students can earn as many credits as they want in language courses (generally for marks purposes), no more than 25 credits in languages may be used towards the Alberta High School Diploma. In what order can courses be challenged? A student may not initiate a course challenge for a lower level course, once credits have been earned in a higher level. For example, if a student receives credits for French 30 in grade 10, they may not challenge French 10 or 20 later on.
COURSE CHALLENGE APPLICATION FORM Name: Student ID: Grade: Course to be challenged: I understand that I must complete all components of the course challenge by the assigned dates. I understand that I may only initiate a course challenge once. Should I not succeed or I would like to raise my mark, I must enroll in the course. I understand that by initiating the course challenge, I have the necessary knowledge, skills and attitudes as defined by the program of studies. I understand that I will not be prepared by teachers for the course challenge I understand that I may not receive credits in a lower level course once I have earned credits in a higher level course. IMPORTANT DATES Portfolio Deadline: Oral Interview: Other Components: Student Parent Principal/Designate Date Date Date