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Western Australian Certificate of EducationExamination, 2014

Question/Answer Booklet

Copyright © School Curriculum and Standards Authority 2014

FRENCHStage 3

Time allowed for this paperReading time before commencing work: ten minutesWorking time for paper: two and a half hours

Materials required/recommended for this paperTo be provided by the supervisorThis Question/Answer BookletSound recording

To be provided by the candidateStandard items: pens (blue/black preferred), pencils (including coloured), sharpener, correctionfluid/tape,eraser,ruler,highlighters

Special items: dictionaries: one combined dictionary (French/English and English/French dictionary) or two separate dictionaries (one English/French dictionary and one French/English dictionary). No electronic dictionaries are allowed

Note: Dictionaries must not contain any notes or other marks

Important note to candidatesNo other items may be taken into the examination room. It is your responsibility to ensure that you do not have any unauthorised notes or other items of a non-personal nature in the examination room. If you have any unauthorised material with you, hand it to the supervisor before reading any further.

Number of additional answer booklets used(if applicable):

Ref: 14-049

STAGE 3FRENCH 2

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Instructions to candidates

1. The rules for the conduct of Western Australian external examinations are detailed in the Year 12 Information Handbook 2014. Sitting this examination implies that you agree to abide by these rules.

2. Write your answers in Standard Australian English or French in this Question/Answer Booklet.

3. Youmustbecarefultoconfineyourresponsestothespecificquestionsasked,andtofollowanyinstructionsthatarespecifictoaparticularquestion.Youmaynotuse SMS-style abbreviations in any section of the paper.

4. Spare pages are included at the end of this booklet. They can be used for planning your responsesand/orasadditionalspaceifrequiredtocontinueananswer. ● Planning: If you use the spare pages for planning, indicate this clearly at the top of

the page.● Continuing an answer: If you need to use the space to continue an answer, indicate in

the original answer space where the answer is continued, i.e. give the page number. Fillinthenumberofthequestionthatyouarecontinuingtoansweratthetopofthepage.

Structure of this paper

SectionNumber of questionsavailable

Number of questions

to be answered

Suggested working

time(minutes)

Marks available

Percentage of total exam

Section One:Response to audiotexts

16 16 25 37 20

Section Two:Response to visual and/or print texts

16 16 45 59 20

Section Three:Written communication

Part A: Response to stimulus texts

Part B: Extended response

2 2 40 40 15

3 1 40 20 15

Total 70

Structure of the examinationThe WACE French Stage 3 examination consists of a written component worth 70 per cent of the total examination score and a practical (oral) component worth 30 per cent of the total examination score.

STAGE 3 3 FRENCH

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Listen to the short text, which is printed below. This will help you to become accustomed to the speakers’voices.Therearenoquestionsormarksassociatedwiththistext.

Jacques: Tiens,Catherine.Çafaitsilongtempsqu'onnes'estpasvus!Tuétaisoù?

Catherine: BonjourJacques.Enfait,jeviensderentrerdemesvacancesenAustralie.

Jacques: Tuascinqminutesmaintenant?Allonsprendreuncaféensemble.

Catherine: Ahoui,jeveuxbien:j’aitellementdechosesàteraconter!

Turn over page and begin Section One.

STAGE 3FRENCH 4

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Section One: Response to audio texts 20% (37 Marks)

This section contains 16questions.AnswerallquestionsinEnglish in the spaces provided.

You will hear four (4) texts in French. Texts 1, 2, and 3 will be played twice. Text 4 is divided into parts. It will be played in its entirety; then each part will be played twice. There will be a short pausebetweenthefirstandsecondreadings.Afterthesecondreading,therewillbetimetoanswerthequestions.

You may make notes at any time. Your notes will not be marked. You may come back to this section at any time during the working time for this paper.

Suggested working time: 25 minutes.

Space for notesText 1: Opportunités pour la jeunesse francophone

Listen to this radio interview and answer Questions 1 to 4.

Question 1 (3 marks)

Explain the purpose of the so-called Volontaire International de la Francophonie (V.I.F.) program.

Question 2 (2 marks)

List the two values upon which the program is based.

One:

Two:

Question 3 (2 marks)

What can young people gain from participating in the V.I.F. program?

STAGE 3 5 FRENCH

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Space for notesQuestion 4 (2 marks)

Tick () whether the following statements are true or false.

True FalseSerge plans to teach French in Asia.Serge has helped to build a youth centre.

STAGE 3FRENCH 6

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Space for notesText 2: Musique et cinéma

Listen to this announcement and answer Questions 5 to 8.

Question 5 (2 marks)

HowhastheworkingdaychangedfortheFrench?

Question 6 (2 marks)

Whatarewetoldaboutmusic?

Question 7 (2 marks)

Inrelationtomusic,whatdoes20%represent?

Question 8 (2 marks)

WhatdoFrenchpeoplefilmandpostontheinternet?

STAGE 3 7 FRENCH

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Space for notesText 3: Internet et moi

Listen to this advertisement and answer Questions 9 to12.

Question 9 (2 marks)

State the theme of the tenth edition of International Internet Day.

Question 10 (1 mark)

Tick () the correct answer.

The aim of this program is to educate young people how to

moderate their use of the internet.deal with sensitive materials on the internet.use the internet responsibly.

Question 11 (2 marks)

Tick () whether the following statements are true or false.

By participating in the program last year, this person has learned

True Falseto be more critical toward the content published on the Web.how to post personal data online.

Question 12 (3 marks)

Whatshouldyoungpeoplebemadetounderstandabouttheprogram?

STAGE 3FRENCH 8

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Space for notesText 4: Vers une réforme du droit du sol ?

Listen to this dialogue and answer Questions 13 to16.

Part (i)

Question 13 (4 marks)

(a) WhattopicdoesFaridaraisewithJulien? (3marks)

(b) Whatisherreactiontothesituation? (1mark)

Part (ii)

Question 14 (3 marks)

Tick () whether the following statements are true or false.

According to the current situation, what conditions are necessary for an immigranttoobtainFrenchcitizenship?

True FalseThey must have turned 18.They must have been born in France.They must have lived in France less than 5 years.

Question 15 (2 marks)

According to Farida, why are changes to the current conditions being proposed?

STAGE 3 9 FRENCH

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Space for notesPart (iii)

Question 16 (3 marks)

WhydoesFaridathinkthatwhatishappeningisagainst'therightsofman'?

End of Section One

STAGE 3FRENCH 10

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Section Two: Response to visual and/or print texts 20% (59 Marks)

This section contains four (4) texts and 16questions.AnswerallquestionsinEnglish in the spaces provided.

Suggested working time: 45 minutes.

Text 5: Petit exploit musical

Read this magazine review and answer Questions 17 to 20.

Quiauraitditquedesgobeletspouvaientdevenirdesinstrumentsdemusiquepourunecentained’élèves?C’estlecasdansuncollègeàToursoùlesélèvesenontutilisépourréaliserunevidéomusicale.

Ceprojetaétémenépardeuxdeleursprofesseursdemusique.L’idéeinitialeétaitderéaliseruneperformanceartistiqueautourd’unechanson.Pourceprojetorganisé«partouslesélèves,pourtouslesélèves,peuimporteleurtalent»,c’estunevraiechaînedesolidaritéquis’estcomposéeentreélèves,enseignantsetadultesvolontaires. Pour y arriver, il a fallu plusieursrépétitionsexigeantes.Chacuns’estentraînéàs’approprierlerythmecommun,àbasedeclaquementsdemainetdedéplacementdegobelets.

Autotal,pourinterpréterlapopulaire«CupSong»,c’estuneéquipeuniequis’estrassembléedansleréfectoireducollège.Ceflashmobmusicalestunexemplefrappantdecréativitéartistiquedontpeutfairepreuveunecommunautéscolaireentravaillantdemanièrecollaborative.

Cetteréussiteafaitcomprendreauxdeuxprofesseursquepourproduireunevidéodequalité,ceprojetdevaitimpliquerenfantsetadultesdetouteslesécolesdelarégion.Entout,cetexercicearéuniplusde2000participants,lamaternelleparticipantaumêmetitrequelelycée.

Cetexploitmusicalfaitl’unanimitéauprèsdesenfantsetadolescentsdumondeentieretsonsuccèsesttelqu’ilexistemêmedescoursenlignepourapprendrelatechniquedugobelet!

Question 17 (4 marks)

(a) Whatdoesthewriterofthisreviewfindsurprising? (3marks)

(b) Whatwastheinitialideafortheproject? (1mark)

STAGE 3 11 FRENCH

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Question 18 (3 marks)

Tick () whether the following statements are true or false.

The project of making a musical video was designed to involve

True Falseall students.the wider school community.one rehearsal only.

Question 19 (2 marks)

Howdidtheparticipantstraintomaintainthesong’sbeat?

Question 20 (4 marks)

(a) How are the participants described when assembled to perform the Cup Song? (1mark)

(b) Whatpointismadeaboutstudentsofdifferentyearlevels? (1mark)

(c) Whathasbeendevelopedforchildrenthroughouttheworld? (2marks)

STAGE 3FRENCH 12

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Text 6: Coach en orientation : pour ou contre ?

Read the following blog postings and answer Questions 21 to 24.

Bonjouràtous,jesuisactuellementenpremièretechnologiqueetjem’inquiètepourmonavenir.Jesuisalléevoirlepsychologuedemonlycéequim’aconseillédemetournerversuncoachenorientation.J’aitrouvécettepetite-annonce ci-dessousquimeparaîtsympa.Avez-vousdéjàeurecoursàuntelservice?Sioui,quelleaétévotreexpérience?J’aipeurd’ylaissertropdetempsetd’argent. Merci d’avance.

Laissetomber,c’estdel’arnaque!Leplusgrosproblèmec’estquen’importequipeuts’improvisercoach et tu as toutes les chances de tomber sur uncharlatanquin’enauraqu’aprèstonargent.Enplus,lesrésultatsnesontpasgarantisetcommed’habitudecesontlesélèvesissusdemilieuxmodestesquiseretrouventlésésencoreunefois.

Salut,jepensequeçadépendvraimentducoach…Jesuistombésurunenanagénialequim’abeaucoupaidé.Ellem’apermisdemettreenvaleurmescompétencesetdeporterunregardplusconfiantsurl’aveniretsurmoi-même.Çam’aprisdutempsmaisj’yvoisenfinunpeuplusclairetj’appréhendemoinslaterminale.

BlogBloggermania.fr

threads

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Old

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Myriam98

Florent56

Résa_MT

Besoin de conseils en matière d’orientation :•Pour choisir votre filière au lycée ?•Pour vous insérer dans la vie professionnelle ?

Nous vous proposons :•Une équipe spécialisée avec plus de 20 ans

d’expérience dans l’enseignement, l’orientation scolaire et l’insertion professionnelle.

•Un bilan de vos compétences.•Un accompagnement personnalisé, adapté à

vos besoins et à votre budget.

Notre approche :•Une vision globale de l’étudiant au-delà de son

niveau scolaire.N’hésitez plus, contactez-nous en envoyant un email à infos@coach.orientation.fr

STAGE 3 13 FRENCH

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Question 21 (4 marks)

(a) WhatdoesMyriam98askherfellowbloggers? (2marks)

(b) WhatisMyriam98afraidof? (2marks)

Question 22 (5 marks)

(a) Accordingtotheadvertisement,onwhichissuesmightstudentsrequireadvice?(2marks)

(b) Whatpracticalassistancedoesthespecialisedteamgivetostudents? (2marks)

(c) Whatmakestheteam’svisionofstudents'global'? (1mark)

Question 23 (2 marks)

Complete the chart. WhatdoesFlorent56sayaboutthefollowing?

The biggest problem

Students from modest backgrounds

STAGE 3FRENCH 14

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Question 24 (2 marks)

Complete the chart.

WhatdoesRésa_MTsayabouthiscoach'scontributionto

hisabilities?

hisfutureandhimself?

STAGE 3 15 FRENCH

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STAGE 3FRENCH 16

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Text 7: << Unishared >>, par son fondateur, Clément

Read this account and answer Questions 25 to 28.

J’aimeraisvousprésenterUnisharedencommençantparvousparlerdeJeanne,uneétudiantedesciencesquiaquittél’universitéaprèsunan,nonpaspourdesraisonsfinancièresmaisparcequ’elleestimequ’ellepeutapprendred’unemeilleurefaçon,sanssuivredeprogrammesàlaFaculté.Aprèsavoirabandonnésesétudes,Jeanneatrouvéunpostedansunesociétéquiluioffraituneformationsurplace.

Malheureusement,poursélectionnerlesmeilleursétudiantsfrançais,certainesentreprisesvontjusqu’àleuroffrir€100000afindelessoutenir.Jetrouvequecelan’estpaslasolutioncarlacrèmedelacrèmedevraitquandmêmepoursuivredesétudesplusexigeantes.

Personnellement,jen’aipasquittél’universitésansdiplômecommeJeannel’afait,maisj’avouequ’audébutj’avaisenvied’arrêter.Ayantétabliunrapportfortavecmescopainsdulycéeetayanteutoujoursrecoursàl’informatique,àl’universitéc’étaitdifférent;jemesuissentiàlafoisdéconnectédesautresétudiantsetfrustrédedevoirprendredupapieretunstylopournotertoutcequedisaientmesprofesseurs.

C’estdanscecontextequej’aichoisidecréermonpropreoutil:Unishared. Abandonnant mon stylo,j’aicommencéà«live-twitter».Entrèspeudetemps,cesclassesquiétaientjusquelàtotalementfigées,ontobtenuunedimensionsociale.Certainsontvulepotentieldecetapprentissageenligneetl’ontadoptésanshésiter.

Aujourd’hui, Unishared fournit une plateforme de prise de notes collaborative pour les étudiantsdumondeentierafinquecesdernierspuissentprendreleurscoursensemblesurunethématiquequilesintéresse.Lesétudiantspeuventécriresurlemêmedocumentenmêmetemps,communiquerentreeuxviaunclavardageetmêmeouvrirleurprisedenotesàdes personnes absentes de la salle.

Jesuisfierdecettecoopération:nousnoussommesservisdel’informatiquepourrendremeilleurl’enseignementsupérieur.

Question 25 (5 marks)

(a) WhydidJeanneleaveuniversity? (2marks)

(b) WhatdidJeannedoinstead? (2marks)

(c) Whywouldsomecompaniesofferstudentssupportof€100000? (1mark)

STAGE 3 17 FRENCH

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Question 26 (6 marks)

(a) WhatcomparisonsdoesClémentmakebetweenhisschoolanduniversity? (4marks)

School ●

●

University ●

●

(b) What change was apparent immediately after the creation of Unishared? (2marks)

Question 27 (4 marks)

What four features can Unisharedofferstudents?

One:

Two:

Three:

Four:

Question 28 (2 marks)

WhyisClémentproudofthestudents’useofinformationtechnology?

STAGE 3FRENCH 18

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Text 8: Voisins Solidaires

Read this article and answer Questions 29 to 32.

Selonunrécentsondage,l’imagedescitésH.L.M*.enFranceestloind’êtrereluisante:jungled’immeublesoùdescentainesd’anonymessecroisentsanssevoir,délinquancejuvénile,famillesnombreusesourecomposéesetchômageendémique,voiciquelquescaractéristiquesquelesFrançaisassocientàceslieuxd’habitation.Unesolutionpourinversercettetendanceetcréerplusdesolidarité:l’initiativeVoisins Solidaires.

Résidentd’unecitéparisiennetristementconnuepourlaprécaritééconomiquedeseshabitants essentiellement issus de l’immigration, Hamid Boukhalef en est le coordinateur depuisdeuxans.Cetteannée,adoptantlesprincipesdeVoisins Solidaires,iladécidédemettreenplaceuntableaud’échangedeservicesafind’organiserunréseaud’entraidedanssacité.Affichédanslehalldesdifférentsimmeubles,ilpermetauxunsd’yinscrireleurbesoinet aux autres d’y proposer leur aide.

«C’estuneidéeformidable:grâceàHamidilyamoinsd’incivilitéetd’anonymat,etplusderespect»,confieMarcelle,veuvenonagénaireetvoisined’Hamid.«Aprèslamortdemonmari,jenevoyaispluspersonne.Maintenant,jen’aipluspeurdusilence,jesaisqu’ilseraforcémentinterrompuparAminaquim’apporteramescoursesouparsonfilsquiviendramefairelalecture».Aminaconfirme«Marcelle,c’estmagrand-mèrefrançaise!ToutemafamilleestauSénégal».

«J’avaisvusurletableauqu’unvoisincherchaitdel’aidepourrepeindresonsalon»,expliqueMoshe,peintreenbâtiment.«Cejour-là,j’aifaitlaconnaissancedeMohammed.Depuis,ondiscute,onpolémique,onrit.Jesuisjuifetluimusulman;aucundenousneveutplusentendreparlerdeconflits».

«Lebutestd’organiserl’entraideentrevoisins»,insisteHamidennousmontrantletableaud’échange.«C’estlapeurdel’autrequitueleliensocial.Ilfautdoncrétablirlaconfianceetçapassepardeschosestrèssimples.Plusqu’uneaideprécieuse,Voisins Solidaires apporte des momentsdepartage,au-delàdesdifférencesculturelles».

*H.L.M.=HabitationsàLoyerModéré

SCSA

STAGE 3 19 FRENCH

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Question 29 (4 marks)

Apart from youth crime and large or blended families, how are low-cost housing estates stereotypicallyperceived?

Question 30 (4 marks)

Tick () whether the following statements are true or false. True False

Many of the inhabitants in Hamid’s housing estate have issues with immigration.Hamid introduced the Voisins Solidaires initiative into his housing estate in his second year as coordinator.Hamid has created a network of mutual help in his housing estate.In addition to asking for and offering services, people can exchange/sell goods.

Question 31 (5 marks)

(a) AccordingtoMarcelle,whatchangesdidHamid’sinitiativebringtotheneighbourhood? (3 marks)

(b) Explain how Moshe and Mohammed met each other. (2 marks)

Question 32 (3 marks)

(a) AccordingtoHamidBoukhalef,whatdestroyscontactbetweenpeople? (1 mark)

(b) Identify the service offered and the service sought, as posted on the notice board. (2 marks)

STAGE 3FRENCH 20

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STAGE 3 21 FRENCH

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Section Three: Written communication 30% (60 Marks)

This section contains two (2) parts and five (5)questions.

Part A: Response to stimulus textsThere are two (2) stimulus texts and two (2) questions.AnswerbothquestionsinFrench in the spaces provided.

Part B: Extended responseThere are three (3)questions.Answerone (1)questioninFrench in the space provided.

Spare pages are included at the end of this booklet. They can be used for planning your responsesand/orasadditionalspaceifrequiredtocontinueananswer.● Planning: If you use the spare pages for planning, indicate this clearly at the top of the page.● Continuing an answer: If you need to use the space to continue an answer, indicate in the

original answer space where the answer is continued, i.e. give the page number. Fill in the numberofthequestionthatyouarecontinuingtoansweratthetopofthepage.

Suggested working time: 80 minutes.

STAGE 3FRENCH 22

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Part A: Response to stimulus texts 15% (40 marks)

Answer bothquestionsinFrench, in approximately 100 words each.

Suggested working time: 40 minutes.

Tanguy

For copyright reasons this image cannot be reproduced in the online version of this document, but may be viewed at http://www.allocine.fr/film/fichefilm_gen_cfilm=29078.html

Question 33 (20 marks)

Vous venez de voir le film « Tanguy ». En vous aidant de l’affiche, écrivez votre critique du film.

Dans la critique, vous devez :● donner une description des personnages● raconter le scénario du film● dire à qui vous le recommanderiez et pourquoi.

YouhaverecentlyseenthefilmTanguy. With the aid of the poster above, write a review of the film.

In your review you must:● give a description of the characters● relate the storyline● say to whom you would recommend it and why.

STAGE 3 23 FRENCH

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STAGE 3FRENCH 24

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La mode chez les jeunes

Question 34 (20 marks)

Contrairement à l’Australie, la France s’oppose farouchement au port de l’uniforme dans les écoles du primaire et du secondaire au nom des libertés individuelles. A partir de ces informations, écrivez un email à votre correspondant français à propos du dessin humoristique ci-dessus.

Dans votre email vous devez :● commenter le dessin● lui dire pour quel code vestimentaire (français ou australien) vous opteriez si vous aviez le

choix et pourquoi.

As opposed to Australia, in France there is stiff opposition, in the name of individual freedom, to the wearing of uniforms in both primary and secondary schools. Given this information, write an email to your French penfriend about the cartoon above.

In your email you must:● comment on the cartoon● tell him/her which of the two dress codes (French or Australian) you would opt for if you had

the choice, and why.

SCSA

STAGE 3 25 FRENCH

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STAGE 3FRENCH 26

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Part B: Extended response 15% (20 marks)

This part contains three (3)questions.Answerone (1)questioninFrench on the following pages in approximately 200 words.

Suggested working time: 40 minutes.

Question 35 (20 marks)

Publicités pour les produits nocifs

« Pourquoi l’interdiction des publicités pour les produits nocifs devrait-elle être limitée à l’alcool et au tabac ? Pourquoi ne pas inclure d’autres produits ou articles dont la consommation abusive ou excessive pourraient provoquer des dégâts irréparables voire être fatals à leurs utilisateurs et à ceux qui les entourent » ?

Lors d’un échange dans un pays francophone, votre professeur demande à ses étudiants de discuter de la citation ci-dessus. Transcrivez cette discussion qui pourra impliquer un ou deux autres participants.

Votre transcription devra :● identifier d’autres produits qui pourraient être interdits et expliquer votre choix● expliquer en quoi les publicités sont attrayantes auprès des jeunes consommateurs.

While you are on exchange in a francophone country, the teacher asks your class to discuss theabovequotation.Writethescriptofadiscussioninwhichbothyouandoneortwoothermembersoftheclassmakecommentsandobservationsaboutthisquotation.

In your script of the discussion you must:● identify other products that could be banned, and why● identify characteristics of advertisements that make them attractive to young people.

STAGE 3 27 FRENCH

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Question 36 (20 marks)

Au volant à 15 ans ?

Complétez cette conversation ci-dessous.

Votre correspondant français : Salut, tu ne devineras jamais ce qu’un ami a posté sur Facebook ! Apparemment, dans certaines régions des États-Unis, il serait possible de conduire à l’âge de 15 ans. Tu y crois toi ? Quelles seraient les conséquences si c’était possible en Australie ou en France ?

Vous :

Les deux personnages (dont les répliques devront être équilibrées) devront :● présenter des opinions opposées● souligner les raisons et/ou les implications d’une telle décision● illustrer leur propos à l’aide d’exemples.

Complete the conversation above.

The two people (whose responses must be the same length) must:● present differing opinions● underline the reasons for and implications of such a decision● illustrate their argument with examples.

STAGE 3FRENCH 28

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Question 37 (20 marks)

Quel rôle joue aujourd’hui la télévision ?

Lors de votre échange en France, vous lisez dans un magazine pour les jeunes ces opinions sur la place qu’occupe la télévision dans la société. Vous écrivez une lettre à la rédaction pour exprimer votre avis sur au moins deux des observations ci-dessus. Votre argumentation devrait être basée sur les émissions françaises que vous avez regardées la semaine dernière.

During an exchange in France, you read the above opinions on the place of television in society in a French youth magazine. Write a letter to the editor in which you give your opinion on at least two of the above observations. Your argument must be based on the French shows that you watched last week.

End of questions

SCSA

STAGE 3 29 FRENCH

See next pageEnd of questions

Extended response

I am answering: Question

353637

STAGE 3FRENCH 30

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STAGE 3 31 FRENCH

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Additional working space

ACKNOWLEDGEMENTS

Section Two

Text 5 Information from:Belz, V. (2014, January 13). Cup Song : le petit exploit musical d'un collège français. Huffington Post. Retrieved June, 2014, from www.huffingtonpost.fr/2014/01/13/cup-song-eleves-francais_n_4587493.htmlSimon, C. (2014, January 8). Blois: Un flashmob musical au collège Bégon. Nouvelle République. Retrieved June, 2014, from www.lanouvellerepublique.fr/Loir-et-Cher/Actualite/Education/n/Contenus/Articles/2014/01/08/Blois-un-flashmob-musical-au-college-Begon-1750311

Text 7 Information from: TEDxParisUniversités. (2012). Clément Delangue.Retrieved June, 2014, from www.youtube.com/watch?v=Rljktxnnw5kInformation from: Janus, J. (2012, July 19). Unishared: L’éducation en un clic. Retrieved June, 2014, from www.lavoixletudiant.com/vie-etudiante/les-bons-plans/unishared-l%E2%80%99education-en-un-clic/

Text 8 Information from: Voisin Solidaires. (n.d.). Voisin Solidaires: Les bonscôtés d’être à côté [Video]. Retrieved June, 2014, from www.voisinssolidaires.fr/

Section Three

Question 33 Image: TF1 Films Production. (2001). Tanguy [Promotional poster]. Retrieved June, 2014, from www.cinemagora.co.uk/movie-4439-tanguy.htmlInformation from: Tanguy. (2001). Retrieved June, 2014, from www.allocine.fr/film/fichefilm_gen_cfilm=29078.html

Question 34 Concept for image from: Aster [Legrand, J.-P.]. La mode chez les jeunes : Vers plus de liberte ou de conformisme? Retrieved July, 2014, from www.dessindepresse.com/10-galerie_de_cartoons_humoristiques_par_aster.html

This document—apart from any third party copyright material contained in it—may be freely copied, or communicated on an intranet, for non-commercial purposes in educational institutions, provided that the School Curriculum and Standards Authority is acknowledged as the copyright owner, and that the Authority’s moral rights are not infringed.

Copying or communication for any other purpose can be done only within the terms of the Copyright Act 1968 or with prior written permission of the School Curriculum and Standards Authority. Copying or communication of any third party copyright material can be done only within the terms of the Copyright Act 1968 or with permission of the copyright owners.

Any content in this document that has been derived from the Australian Curriculum may be used under the terms of the Creative Commons Attribution-NonCommercial 3.0 Australia licence.

Published by the School Curriculum and Standards Authority of Western Australia303 Sevenoaks Street

CANNINGTON WA 6107

Published by the School Curriculum and Standards Authority of Western Australia303 Sevenoaks Street

CANNINGTON WA 6107

This document – apart from any third party copyright material contained in it – may be freely copied, or communicated on an intranet, for non-commercial purposes in educational institutions, provided that it is not changed and that the School Curriculum and Standards Authority is acknowledged as the copyright owner, and that the Authority’s moral rights are not infringed.

Copying or communication for any other purpose can be done only within the terms of the Copyright Act 1968 or with prior written permission of the School Curriculum and Standards Authority. Copying or communication of any third party copyright material can be done only within the terms of the Copyright Act 1968 or with permission of the copyright owners.

Any content in this document that has been derived from the Australian Curriculum may be used under the terms of the Creative Commons Attribution-NonCommercial 3.0 Australia licence.