Concerns for French Programming Procedure

1.1 Teachers being hired to teach French as a Second Language in either the Core or Immersion program must undergo a linguistic competency test administered by Human Resource Services. This step will ensure the quality of spoken and written French in the classroom. It is anticipated that all persons hired for French
programs will have native-like fluency in both English and French.

1.2 The instruction of Core French, and Immersion French, should be delivered in the French Language. Little
or no English would be the norm.

2.1 Teachers assigned to teach French in the Immersion program should not be assigned to teach English to
the same students. In those rare occasions where there would appear to be no other alternative, it is
expected that the Superintendent of Programs of French Curriculum will be involved. It is imperative that
the teacher given this assignment be capable of teaching both French and English.

2.1.1 Time Table

*Subjects taught in English

2.2 Given that staffing based on student enrollment sometimes necessitates split grade
situations, extra staff have been allocated to assist with split grades in French Immersion programs.
split grades in the French Immersion program create special needs because of differences in
how much of the program is delivered in French and English. The percentage of instruction in French
is as follows:

• Grades 1-3 100% French delivery
• Grades 4-8 50% French delivery

Grade 1/2, Grade 3/4 and Grade 6/7 are particularly problematic and should be avoided if possible. In
Grade 1 the teacher uses a combination of French and English in an oral language program in order to
introduce the students to the French language until December. The linguistic demands and curriculum
expectations of Grade 1 and 2 are very different. In grades 3 and 4 the percentage of time allocated to
the French language is incongruent. In a grade 6/7 split, science is taught in French in grade 6 and in
English in grade 7.

3.1 Registrations are completed on line on a specified date.

3.2 Single-track French Immersion schools (those with only French Immersion programs)
may register students in combined JK/SK kindergarten classes on a first come, first served basis.

3.3 Electronic registration must be submitted by February 1, 2018. Notification to confirm enrolment at the
French Immersion School for kindergarten will be provided to parents after February 1, 2018. Those who
do not obtain a spot in the French Immersion school for kindergarten will be notified and the registration
will be transferred to the “home” school.

4.1 In a 3/4 split class in the English Stream, Grade 3 students are not to be included in the Grade 4
French Program. The Principal must find a way to ensure that the integrity of both programs,
Grade 3 English program and Grade 4 Core French, is maintained.

4.2 Students must receive 120 hours of classroom instruction in Core French during the school year. In the
case where Core French is being taught by someone assigned as a regular grade class teacher, it is
important that instruction commence as early as possible in the school year. The luxury of not beginning
Core French for the first two or three weeks of school, to permit the regular grade class teacher to
consolidate the program in the assigned class, is not permissible. Similarly, to achieve the required 120
hours of classroom instruction in a year, it is imperative that timetables include 200 minutes of Core
French instruction a week.

5.1 If a student is in a Special Education Class (eg. Developmental Class, Practical Learning Program) and
working on Alternative Education Program, an exemption is appropriate.

5.2 When in a mainstream class if a student is exempt from Core French, the Principal must ensure, in
consultation with the SERT and homeroom teacher, that an intervention and gap closing program,
responsive to student need, is in place. The program is provided by the homeroom teacher and/or SERT
and the student is supervised by the French Teacher in the classroom.

5.3 For a student to be considered for an exemption in a mainstream Core French Program the following
must be demonstrated as being unsuccessful.

1. Accommodations in Core French to address student learning needs.
2. Modifications to the Core French Program to address student’s learning needs.
3. Modifications down to a single strand, for example “oral”.

Only when the above steps have been demonstrated as unsuccessful, should a request for an
exemption be undertaken.

6.1 For secondary students being considered for a course substitution, administrators are reminded
that the best educational interest of the student should be the driving factor and that French as a
second language is not necessarily the only course option available for substitution. (Ontario schools
K-12: Policy and Program Requirement, 2016, p. 67)