MYP: Connecting to French and Japanese

FRENCH

Year 7 (Phase 1)

Ma famille

Statement of Inquiry: By using language effectively we can understand that our identity is influenced by the connections we have with the people in our lives.

Students have, this term, been learning about the family; how to say their family members' names and ages using the verb avoir, culminating in the creation of a video.

We will soon be learning more about food words and restaurant language.

Year 8 (Phase 2)

Bon weekend

Statement of Inquiry: Our culture dictates our identity, what we do and how and why we interact and share ourselves with society.

Students have been learning how to speak about their favourite sports, hobbies and interests. We have been using a speaking mat to try to increase our French fluency and to give opinions about different sports. Bon effort tout le monde! 

Years 9 & 10 (Phase 2/3)

A ta santé!

Statement of Inquiry: We rely on communities and global interactions to manage our own personal health.

This term, our Phase 2/3 students have been learning all about health and going to the doctor. We have been learning how to describe ailments and how to offer treatments and solutions. We have also been learning how to use the past tense, and are thoroughly enjoying our online Blooket parties on Fridays!

In the second half of the term we are turning our attention to eating in restaurants.

Year 10 (Phase 3)

Sauvons le planet! 

Statement of Inquiry: Cohesive communities and global interactions can protect and enhance our environment.

This term, our Year 10 students are exploring problems and solutions related to the environment. We have also (very excitingly) started to learn some more complex tenses which will help us talk about the future. Other highlights of the term have included our five-a-day disco dance parties (pictured below).

Rob Grundy

Simone Braid

teachers of French

robert.grundy@preshil.vic.edu.au

 simone.braid@preshil.vic.edu.au

JAPANESE 

Years 7 & 8

Statement of inquiry: Form, conventions and patterns can influence connections that we make.

Students have been learning about sports and hobbies, using the Olympics as the jumping off point for our inquiry. They have been discovering different ways to discuss what sports and hobbies they like to do, thereby making connections and developing their understanding of Japanese grammar.

Most recently, Year 7 students have created their own manga (comic) strips capturing conversations about hobbies and sports, which has been a lot of fun!

Julia Madden

teacher of Japanese

julia.madden@preshil.vic.edu.au