All teachers in grades 6-8 are asked to make course level recommendations in March.   These recommendations reflect the current teacher’s assessment of the most appropriate placement for each student for the next year.   Grade 6 are heterogeneously grouped (unleveled), beginning in the 7th grade students are assigned to leveled courses. Appropriate placement is intended to maximize the ability of each student to be productively engaged, motivated, organized, and successful.

Criteria for Success:


Interpretive (Reading and Listening)

Recognizes familiar words and phrases in French or Spanish (spoken or written)

Interpersonal (Speaking and Writing)

  • Communicates orally and in writing about familiar topics in French or Spanish
  • Integrates new grammar and vocabulary into speech and writing

Presentational (Speaking and Writing)

  • Writes messages and notes on familiar topics related to everyday life in French or Spanish
  • Gives short oral presentations on familiar topics related to everyday life in French or Spanish

Work Habits

  • Completes homework thoroughly and accurately
  • Thoroughly prepares for assessments
  • Participates actively in class
  • Self-corrects errors in writing and speaking

Level 2 – The student independently demonstrates excellent ability in the above areas.

Level 3 – The student, with moderate support, demonstrates above average to average ability in the above areas.

Level 4 – The student, with significant support, demonstrates average to below average ability in the above areas.

Descriptions of each course at each level may be found in the current Program of Studies.

Parents with questions about a particular recommendation should contact their child’s World language teacher.

Differences between Honors and Upper Standard Courses


  • Honors classes will move at an accelerated pace. In these classes, repetition of material.
  • In upper standard classes, there will be substantial re-teaching material and more opportunities for practice.
  • Instruction in honors classes will include supplementary information including readings, vocabulary, and cultural information.


  • Assessments in honors courses will be longer and more complex than those in upper standard courses. They will require more open-ended application of the vocabulary and grammar learned in class.
  • Assessments in upper standard courses will be shorter, less complex, and more concrete.