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Towards an
Integrated
Curriculum –
CLIL National
Statement and
Guidelines
Olatz Oñate Muzás
INDEX
• INTRODUCTION
• WHAT'S CLIL
• POLICY CONTEXT AND OTHER CONTEXTS THAT
FAVORISE THE USE OF CLIL
• RATIONALE FOR CLIL
...
1.- INTRODUCTION

Dissatisfaction about the language teaching and not motivating for SS

Changes in Education in the U.K...
2.-WHAT'S CLIL?
Language and subject area content are learnt in combination. CLIL describes any learning activity
where la...
CLIL Is flexible. Can be adapted to
Interests
level
age
needs
ability
CLIL promotes development of cross curricular skills...
3.- POLICY CONTEXT
1.- The policy and Curriculum changes
The recent policy wants to develop a curriculum which enables you...
Opportunities for change through new qualifications and new Diploma structure
• The revised new GCSE (general certificate ...
A challenge for policy makers and teachers is CLIL methodology can provide teacher and learner
MOTIVATION and raise the qu...
Young People become independent in their learning. They will be expected to investigate
issues, research information and a...
5.- KEY CHARACTERISTICS
• CHOOSING APPROPIATE CONTENT
– Discover new knowledge developing skills and understanding
– Subje...
MAKING MEANINGS THAT MATTER
– Maximum interction in the classroom
– Frequent opportunities to use the L for authentic comm...
6.-QUESTIONS AND CHALLENGES
• WHAT ARE THE BENEFITS FOR CLIL?
– For learner CLIL is different from traditional learning
– ...
AM I TEACHING HISTORY OR LANGUAGE?
- T needs to consider ow to make progress in both
- CLIL needs to be developed in teamw...
HOW DO I ORGANISE CLIL? DO I HAVE TO GIVE OVER RESPONSIBILITY
FOR MY SUBJECT TO THE LANGUAGES TEACHER?
- A balance between...
7.-Available support
Digital networks Setting up a CLIL
team
Resources Creating Resources
Teacher networks in
the UK
clil4...
8.-Future perspectives

The question for teachers is no longer how to teach language in a discret capsule within an overc...
OLATZ OÑATE
MUZÁS
9.- INSIDE THE CLASSROOM- CASE STUDIES
• http://www.youtube.com/watch?v=esBie67HA3A MATHS
• http://www.youtube.com/watch?
...
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CLIL

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CLIL: TOWARDS AN INTEGRATED CURRICULUM

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CLIL

  1. 1. Towards an Integrated Curriculum – CLIL National Statement and Guidelines Olatz Oñate Muzás
  2. 2. INDEX • INTRODUCTION • WHAT'S CLIL • POLICY CONTEXT AND OTHER CONTEXTS THAT FAVORISE THE USE OF CLIL • RATIONALE FOR CLIL • KEY CHARACTERISTICS • QUESTIONS • AVAILABLE SUPPORT • FUTURE PERSPECTIVES
  3. 3. 1.- INTRODUCTION  Dissatisfaction about the language teaching and not motivating for SS  Changes in Education in the U.K. The Department for Education has made a review of the National Curriculum in England for key stages 1 to 4 (ages 5 - 16 years).  The new diploma in Languages in International Communication (2011) Offers opportunities to teach the content through language developing cross- curriculum skills. Integration of languages and contents are supported. This document is the fruit of those discussions over more than 2 years. The Aim is to be a support and guidance for teachers
  4. 4. 2.-WHAT'S CLIL? Language and subject area content are learnt in combination. CLIL describes any learning activity where language is used as a tool to develop new learning.Learners make progress in both language and content. +
  5. 5. CLIL Is flexible. Can be adapted to Interests level age needs ability CLIL promotes development of cross curricular skills through questions, information processing, and problem solving. The new Diploma will encourage cross-curriculum collaboration. Lenght Relevant for EAL
  6. 6. 3.- POLICY CONTEXT 1.- The policy and Curriculum changes The recent policy wants to develop a curriculum which enables young people to became: Excellence and Enjoyment (DCSF 2003) the child at the heart of the process. Languages Review (DCSF 2007) languages should become statutory from the age of 7. Laguages may be linked to other parts of the curriculum. Independent review of the Primary Curriculum (DCSF 2009) – offers opportunities to link subjects and provide challenging cross-curricular studies. – It provides opportunities to use and apply what they've learned from the teaching of subjects. – The Review of the Curriculum opens the door to innovation. It respects the integrity of subjects but lessens the rigidity of their boundaries. It encourages teachers and SS to think creatively outside “subjects boxes”. I'm Succesful Confident and responsible
  7. 7. Opportunities for change through new qualifications and new Diploma structure • The revised new GCSE (general certificate of 2nd education) will increase the posibilities of developing CLIL in Key stage 4. It offers schools the opportunity to design their own controlled assesment tasks for speaking and writing. The topics are no longer prescribed and can reflect content of their choice • QCA (qualifications agency) 2008. It's important to select contexts and topics that are likely to be of interest to pupils. Should provide opportunities for pupils to talk about things that matter to them.” • There's interest to make the New diploma in Languages and International Communication compatible with CLIL. The diploma says that there's a need for the integration of language learning into the curriculum, so that language learning becomes more about L use rather than L study.
  8. 8. A challenge for policy makers and teachers is CLIL methodology can provide teacher and learner MOTIVATION and raise the quality of teaching and learning. L are often perceived to be DIFFICULT, not enjoyable and not relevant. SS are keen to learn more about other countries and cultures SS LACK CONFIDENCE in their language capability Confident learners in communicating in 2 or more languages develop a sense of self-worth. LOW ENJOYMENT influences subject choices at stage 4 CLIL helps learners' personal and cultural development as well as promoting progression in L learning and use. 4.- RATIONALE
  9. 9. Young People become independent in their learning. They will be expected to investigate issues, research information and analyse what they hear and read. They will be encouraged to question and put original ideas. They will be encouraged to make presentations and justify opinions. Investigate Issues justify opinions Make Questions and have original ideas Research information and analyse it
  10. 10. 5.- KEY CHARACTERISTICS • CHOOSING APPROPIATE CONTENT – Discover new knowledge developing skills and understanding – Subject and language conted integrated – Appropiate to learners • DEVELOPING INTERCULTURAL UNDERSTANDING – Investigate and reflect on other cultures and behaviour – Involes learning through another L =Culture • USING LANGUAGE TO LEARN/LEARNING TO USE LANGUAGE – Interact with L exposing SS to authentic resources for their level – Appropiate code-switching between L, particularly EAL.
  11. 11. MAKING MEANINGS THAT MATTER – Maximum interction in the classroom – Frequent opportunities to use the L for authentic communication with native speakers – Content which chanllenges learners' thinking, stimulating the desire to interact – Motivatin context which encourages SS to use L to express thoughts, ideas and feelings PROGRESSION – Support will be provided: speaking and writing, guided webquests, model answers... – Progress in L and content – SS will develop creativity and independence in L using. They will gradually take control of the L tto acces information and resources. – SS will develop a higher order thinking skills.
  12. 12. 6.-QUESTIONS AND CHALLENGES • WHAT ARE THE BENEFITS FOR CLIL? – For learner CLIL is different from traditional learning – A good use of time ( Subjetcs + laguage) – It conect different segments of the curriculum and enables learners to transfer knowledge across the subject – Helps to concentrate – Promotes communication across cultures and prepares learners for being international citizens. • WHAT ARE THE RISKS? – Iniatially CLIL T needs to invest time – Planning and selecting appropiate material – T needs support with the language or with the content! – Fragile due to the teachers suply and change of the staff – CLIL needs ful support of the senior leadership team.
  13. 13. AM I TEACHING HISTORY OR LANGUAGE? - T needs to consider ow to make progress in both - CLIL needs to be developed in teamworks. I ONLY HAVE GCSE FRENCH. CAN I TEACH CLIL? - T Works together with the especialists. Teachers can exchange knowledge across different areas. HOW DO I MAKE A CASE FOR CLIL WITH MY SENIOR LEADERSHIP TEAM? - Current Curriculum opens doors to greater autonomy for TT and SS. - CLIL is flexible HOW DO I START CLIL IN MY SCHOOL? - With colleages in your department. - Think of the reasons why CLIL is relevant for your school. Talk to the L department and then to the Senior leadershi team. - Contact colleages from other schools
  14. 14. HOW DO I ORGANISE CLIL? DO I HAVE TO GIVE OVER RESPONSIBILITY FOR MY SUBJECT TO THE LANGUAGES TEACHER? - A balance between developing and supporting subjects and Languages - A variety of models of CLIL exists. CLIL is flexible. CLIL should show the interests and needs of the learner. (Shorter or long-ter lesson) - CLIL also promotes the citizneship not only L and subject areas. DOES CLIL MEAN DUMBING DOWN THE CURRICULUM? - The challence is to raise the level of L to meet the level of content. HOW DO I ASSES CLIL? WHAT AM I TESTING? - Look for an integrated approach where content an K are assessed together - The future of summative assesment for CLIl is linked with the revision of the mew GCSE - GCSE specifications include the posibilty for schools to design their own assesment. This will count for 60% of the total GCSE assesment for language THE NEW DIPLOMAS AND THE CLIL APPROACH - It encourages cross-curricy¡ulum collaboration and will require the study of subjects areas through another L.
  15. 15. 7.-Available support Digital networks Setting up a CLIL team Resources Creating Resources Teacher networks in the UK clil4teachers.com Small teams working in the same or similar schools Few resources in textbooks with CLIL other than English It's not traslating but to make independent decisions about how to teach the content CLIL in CCN. International resources www.ccn-clil.eu A local University can offer support to schools in forming learning communities to engage classroom research Other countries texbooks but they have different cultural approaches, complex laguage or content that does not fit the Curriculum A useful starting point: Science across the world. Simple science topics with readymade materials: Interchange with other schools www.etwinning.es CLIL needs to be part of the whole school and embedded in the curriculum A few resources published for primary: “ a la fraçaise”. With learning activities for maths science, music EAL materials also provide good examples Reading cases from other school for inspiration Search on the net for already done projects www.isabelperez.com/clil
  16. 16. 8.-Future perspectives  The question for teachers is no longer how to teach language in a discret capsule within an overcrowded curriculum, but how to promote learning through a number of languages.  Our aspiration for CLIL - Learners who become pluriliterate building knowledge, skills and understanding through using more than one language. - Learners who develop greater intercultural understanding by recognising their own values and those of others - Learners who develop functional skills that helps them improving learning and preparing lthem for life - Learners who are willing to listen, willing to question, willing to challenge and defend, willing to adapt and develop richer perspectives on local and global issues. LANGUAGE
  17. 17. OLATZ OÑATE MUZÁS
  18. 18. 9.- INSIDE THE CLASSROOM- CASE STUDIES • http://www.youtube.com/watch?v=esBie67HA3A MATHS • http://www.youtube.com/watch? v=4FOfT6NGdog&feature=related • http://www.youtube.com/watch?v=y03vfTEzBD4 HISTORY • http://www.youtube.com/watch?v=Bh97UtWesK8 CLASIC METHODOLOGY http://www.youtube.com/watch?v=6oNYmIJBZ_A&feature=related PE THROUGH CLIL

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