French across the primary curriculum

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Slides from a workshop at the Primary Languages Conference hosted by Network for Languages London, 16 November 2013. The workshop was led by Kathy Wicksteed and Pippa Jacobs on behalf of the Institut Français.

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  • The idea is that delegates look at this slide before they see the film and discuss how some of the aims were met in the film.
  • I am 25 years old. I live in Paris and Barcelona. I’m an artist.
  • I like circuses and acrobats very much
  • What is there in the picture? Invent a title for the picture!
  • French across the primary curriculum

    1. 1. Strategies and resources for French across the curriculum University of Westminster 16 November 2013 Kathy Wicksteed and Pippa Jacobs
    2. 2. Workshop plan • • • • Introduction / discussion What is CLIL? How it works How it fits into the new languages curriculum (film and discussion) • Free resources available online • Q and A and next steps Kathy Wicksteed and Pippa Jacobs 16.11.13
    3. 3. What is CLIL? “Content and language integrated learning” • …describes a pedagogic approach in which language and subject area content are learnt in combination. • ….language is used as a tool to develop new learning from a subject area or from a theme with whole school relevance. (CLIL National Statement and Guidelines July 2009. www.languagescompany.com ) Kathy Wicksteed and Pippa Jacobs 16.11.13
    4. 4. The topic dictates the language learning What is different about CLIL is that it is the subject that is being taught. Language is indeed learned, because it is being used, but it is not being ‘taught’. The teacher’s view: “I am teaching a subject, not a language, but the way I have planned the lesson enables the children to use French to learn.” The child’s view: “I am learning a subject, not a language, but I am improving my French at the same time.” Kathy Wicksteed and Pippa Jacobs 16.11.13
    5. 5. High cognitive demands 3 4 High linguistic demands Low linguistic demands 2 1 low cognitive demands © Professor Do Coyle, Aberdeen University. Kathy Wicksteed and Pippa Jacobs 16.11.13
    6. 6. Le Camp du Drap d’Or A year 4 project linked to work on the Tudors Kathy Wicksteed and Pippa Jacobs 16.11.13
    7. 7. C’est 1520 Je m’appelle François. Je suis le roi de France Il s’appelle François. Il est le roi de France. Kathy Wicksteed and Pippa Jacobs 16.11.13
    8. 8. Il est grand, (1.95m) il est élégant, noble et il est mince. Kathy Wicksteed and Pippa Jacobs 16.11.13
    9. 9. J’aime l’art et l’architecture Kathy Wicksteed and Pippa Jacobs 16.11.13
    10. 10. J’aime aussi le combat et la musique. Kathy Wicksteed and Pippa Jacobs 16.11.13
    11. 11. Collaborative work, year 4 pupils Kathy Wicksteed and Pippa Jacobs 16.11.13
    12. 12. Le Camp du Drap d’Or Kathy Wicksteed and Pippa Jacobs 16.11.13
    13. 13. Science taught in French, year 5 Kathy Wicksteed and Pippa Jacobs 16.11.13
    14. 14. Typical characteristics of teaching • • • • • • Pictures Gesture Use of cognates Simple language but with progression Slower pace with room for repetition Teacher input swiftly followed by hands-on activity Kathy Wicksteed and Pippa Jacobs 16.11.13
    15. 15. Typical characteristics of learning • Enhanced concentration • Use of an array of decoding strategies, such as gisting, using previously known language, words in other languages, guessing, context and picture clues • Analysis • Deduction • Reasoning Kathy Wicksteed and Pippa Jacobs 16.11.13
    16. 16. Scaffolding support for early language learners • • • • • • • • • Choice of pictures to respond with Respond with gesture Yes and no answers Choice of phrase to answer with Matching picture to phrase cards Gap-fill from a choice of words Word mat/writing or speaking mat Highlight known words (gisting in reading) Listen for known words (gisting in listening) Kathy Wicksteed and Pippa Jacobs 16.11.13
    17. 17. The KS2 national curriculum for languages aims to ensure that all pupils: • understand and respond to spoken and written language from a variety of authentic sources • speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation • can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt • discover and develop an appreciation of a range of writing in the language studied. Kathy Wicksteed and Pippa Jacobs 16.11.13
    18. 18. How CLIL links to the new programme of study • Listening – new content gives pupils added incentive to listen closely. • Reading – pupils can experience a wide range of text types according to the content of the subject being taught and authentic texts can be exploited. • Speaking - engaging in conversation, asking and answering questions and expressing opinions can have more real meaning within the CLIL classroom. • Writing –the subject learned gives a reason for writing, for adapting phrases to express ideas clearly. Kathy Wicksteed and Pippa Jacobs 16.11.13
    19. 19. • Power points for the Tudor unit available for sharing privately at http://clil4teachers.pbworks.com/ • National guidelines for CLIL www.languagescompany.co.uk • Links into Languages courses available at: www.linksintolanguages.ac.uk/ Kathy Wicksteed and Pippa Jacobs 16.11.13
    20. 20. Some CLIL materials made by teachers (and one made by pupils)
    21. 21. From the LinkedUp resource bank Maths with animals http://www.linksintolanguages.ac.uk/resources/2528
    22. 22. 19 20 140 13 27 22 120 60
    23. 23. PSHE Year 6 explore issues of tolerance in French through advice about how to deal with bullying http://www.linksintolanguages.ac.uk/resources/2463
    24. 24. L’intimidation – Phrases Utile Les personnages : Les actes : Il… L’intimidateur L’intimidatrice L’enfant intimidé me donne des surnoms. me donne des coups de pieds. me donne des coups de poings. se moque de moi. me pousse. m’insulte. me menace. prend mes affaires. abime mes affaires. fait circuler des rumeurs. − Ils m’excluent. C’est de l’intimidation Ce n’est pas juste C’est inacceptable Images: www.wpclipart.com www.openclipart.org Le professeur − − − − − − − − − − Elle… © Crown copyright 2011, Department for Education These materials have been designed to be reproduced for internal circulation, research and teaching or training purposes. They can be reproduced for free provided that this material is acknowledged as Crown copyright, reproduced accurately and not used in a misleading context. Adaptation of these materials for other languages is permissible, providing the original source is acknowledged.
    25. 25. Aider un ami Quel est le problème ? écrire des notes parler avec un adulte responsable discuter avec tes parents chercher un site antibullying parler au professeur parler avec un ami parler avec une amie © Crown copyright 2011, Department for Education These materials have been designed to be reproduced for internal circulation, research and teaching or training purposes. They can be reproduced for free provided that this material is acknowledged as Crown copyright, reproduced accurately and not used in a misleading context. Adaptation of these materials for other languages is permissible, providing the original source is acknowledged. Images: www.wpclipart.com www.pdclipart.org téléphoner à Childline Je te conseille de…
    26. 26. Three versions of Jonas et la baleine – simple text, no text and fuller text Some example slides (simple text) LinkedUp Project: Water water everywhere http://www.linksintolanguages.ac.uk/resources/2515
    27. 27. Il pleut! Il y a de l’orage! C’est très dangereux!
    28. 28. Ninive? Non, non, non!
    29. 29. Je suis désolé. Jetez-moi dans la mer.
    30. 30. Aïeeeeeeee! C’est froid!
    31. 31. Il y a une baleine. La baleine mange Jonas.
    32. 32. Je suis désolé. Oui, je vais à Ninive! 
    33. 33. La baleine ouvre la bouche! Jonas nage!
    34. 34. Jonas nage, et il nage, et il nage.
    35. 35. Écoutez Dieu! Dieu aime tout le monde à Ninive!
    36. 36. The Thrill of ILL CD of presentations and worksheets for Science, Geography, Art, RE, Music by Laura Craigen, Jane Dawson, Mike Butler (Modest cost)
    37. 37. La vie des plantes.
    38. 38. Voici une graine… Avec… et le soleil l’eau La racine pousse.
    39. 39. Après la racine, la tige pousse.
    40. 40. Maintenant c’est à vous… Sur la table vous avez les phases dans le cycle de la fleur. Après la racine, la tige pousse. Après les feuilles, la fleur pousse. Après la tige, les feuilles poussent. MAIS – Elles ne sont pas dans l’ordre correct!
    41. 41. St Lucia
    42. 42. Dans les Caraїbes les îles francophones principales sont... Guadeloupe Marie-Galante Martinique Ste Lucie
    43. 43. L’île est 44 km de longue L’île est 22 km de large
    44. 44. From CLIL4teachers Picasso in Spanish
    45. 45. Me llamo Pablo ¿Quién es? Nací en 1881, en Málaga, en España Es un hombre Es artista Es muy famoso Me llamo Pablo Ruiz Picasso
    46. 46. Tengo veinticinco años Vivo en París y Barcelona. Soy artista. Autoretrato 1906
    47. 47. Me gustan mucho los circos y los acrobatas
    48. 48. El pelo La oreja Los ojos La nariz la boca
    49. 49. ¿Qué hay en la imágen? Inventa un título para la imágen
    50. 50. From West Sussex MFL Linking French with ICT through stories
    51. 51. Cher Zoo Par Lucy
    52. 52. J’ai écrit au zoo. Ils m’ont envoyé un Rat. Il était trop féroce. Je l’ai renvoyé
    53. 53. Alors, ils m’ont envoyé un Lézard. Il était trop grognon. Je l’ai renvoyé
    54. 54. Alors, ils m’ont envoyé Un ours blanc. Il était trop timide. Je l’ai renvoyé
    55. 55. Alors ils m’ont envoyé un lièvre. Il était parfait Je l’ai gardé
    56. 56. How CLIL can help • more contact with the language • varied learning activities • better language skills and proficiency • motivation and confidence • intercultural understanding • multilingual awareness The benefits of CLIL document @ http://ec.europa.eu/languages/language-teaching/content-and-la Kathy Wicksteed and Pippa Jacobs 16.11.13
    57. 57. To share more ideas and information about resources join the primary languages forum http://primarylanguages.org.uk/keep_in_touch/email Bonne chance!

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