Represents Francophone cultures (e.g., by singing a song, or reciting a poem previously learned in class).

Describes Francophone foods such as the various bread types found locally (e.g., les galettes (pancake), la baguette, les croissants, les crêpes, la brioche (sweet bun)), in comparison to First Nations and Métis breads such as la banique (bannock).

Describes elements of Francophone cultures in the classroom, school and province of Saskatchewan (e.g., books, maps, flags, posters, signage, radio and television stations or programs, and internet sites).

Locates on a map various Francophone communities in Saskatchewan (e.g., Bellevue, Debden, Gravelbourg, Montmartre, North Battleford, Ponteix, Prince Albert, St. Brieux, Zenon Park, Willowbunch) as well as cultural and historical French and First Nations sites (e.g., Wanuskewin, Batoche and Gravelbourg's Co-Cathedral).

Names provincial Francophone people in music, drama, art, sport and literature (e.g., Jocelyn Frenette (Saskatchewan Roughriders), Joe Fafard (sculptor), La Troupe du Jour (professional theatre company), Carmen Campagne (children's singer-songwriter), singers Mitch Daigneault, Joël Fafard, and Michel Marchildon), and First Nations and Métis writers and artists (e.g., Allen Sapp, David Bouchard, and Jim Poitras).

Describes mythic animals across Francophone cultures (e.g., le loup garou, le corbeau, and le hibou) and mythic animals in First Nations and Métis cultures (e.g., Coyote, Bison, Bear, Wolverine, Eagle, Beaver, Fox, Turtle, Muskrat, and Otter).

Describes Francophone and First Nations and Métis festivals and events in Saskatchewan (e.g., "Back to Batoche Days", Le festival d'hiver de Gravelbourg and the First Nations Summer and Winter Games).

Describes dances or performances of groups related to Francophone, First Nations and Métis cultures (e.g., Le Cirque du Soleil, la gigue, Grass or Hoop Dance).

Discusses authentic French picture books read by the teacher.

Uses knowledge of Francophone cultures to participate in cultural activities (e.g., games, singing, and celebrations).

Self-evaluates participation in cultural activities through the use of satisfaction indicators (e.g., Pas trop bien. Assez bien. Bien. Très bien. Excellent. or by using a checklist).