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French across the primary curriculum
- 1. Strategies and resourcesfor French across the curriculum University of Westminster 16 November 2013 Kathy Wicksteed and Pippa Jacobs
- 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. What is CLIL? “Contentand 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. The topic dictatesthe 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. High cognitive demands 3 4 High linguistic demands Low linguistic demands 2 1 lowcognitive demands © Professor Do Coyle, Aberdeen University. Kathy Wicksteed and Pippa Jacobs 16.11.13
- 6. Le Camp duDrap d’Or A year 4 project linked to work on the Tudors Kathy Wicksteed and Pippa Jacobs 16.11.13
- 7. C’est 1520 Je m’appelle François. Jesuis le roi de France Il s’appelle François. Il est le roi de France. Kathy Wicksteed and Pippa Jacobs 16.11.13
- 8. Il est grand, (1.95m) ilest élégant, noble et il est mince. Kathy Wicksteed and Pippa Jacobs 16.11.13
- 9. J’aime l’art et l’architecture KathyWicksteed and Pippa Jacobs 16.11.13
- 10. J’aime aussi le combat etla musique. Kathy Wicksteed and Pippa Jacobs 16.11.13
- 11. Collaborative work, year4 pupils Kathy Wicksteed and Pippa Jacobs 16.11.13
- 12. Le Camp duDrap d’Or Kathy Wicksteed and Pippa Jacobs 16.11.13
- 13. Science taught inFrench, year 5 Kathy Wicksteed and Pippa Jacobs 16.11.13
- 14. Typical characteristics ofteaching • • • • • • 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. Typical characteristics oflearning • 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. Scaffolding support forearly 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. The KS2 nationalcurriculum 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. How CLIL linksto 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. • Power pointsfor 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. Some CLIL materialsmade by teachers (and one made by pupils)
- 21. From the LinkedUpresource bank Maths with animals http://www.linksintolanguages.ac.uk/resources/2528
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- 24. PSHE Year 6 exploreissues of tolerance in French through advice about how to deal with bullying http://www.linksintolanguages.ac.uk/resources/2463
- 25. L’intimidation – PhrasesUtile 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.
- 26. Aider un ami Quelest 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…
- 27. Three versions ofJonas 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
- 28. Il pleut! Il ya de l’orage! C’est très dangereux!
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- 30. Je suis désolé. Jetez-moidans la mer.
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- 32. Il y aune baleine. La baleine mange Jonas.
- 33. Je suis désolé.Oui, je vais à Ninive!
- 34. La baleine ouvrela bouche! Jonas nage!
- 35. Jonas nage, etil nage, et il nage.
- 36. Écoutez Dieu! Dieu aimetout le monde à Ninive!
- 37. The Thrill ofILL CD of presentations and worksheets for Science, Geography, Art, RE, Music by Laura Craigen, Jane Dawson, Mike Butler (Modest cost)
- 38. La vie desplantes.
- 39. Voici une graine… Avec… etle soleil l’eau La racine pousse.
- 40. Après la racine,la tige pousse.
- 41. Maintenant c’est àvous… 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!
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- 43. Dans les Caraїbesles îles francophones principales sont... Guadeloupe Marie-Galante Martinique Ste Lucie
- 44. L’île est 44 kmde longue L’île est 22 km de large
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- 47. Me llamo Pablo ¿Quién es? Nacíen 1881, en Málaga, en España Es un hombre Es artista Es muy famoso Me llamo Pablo Ruiz Picasso
- 48. Tengo veinticinco años Vivoen París y Barcelona. Soy artista. Autoretrato 1906
- 49. Me gustan mucho loscircos y los acrobatas
- 50. El pelo La oreja Losojos La nariz la boca
- 51. ¿Qué hay enla imágen? Inventa un título para la imágen
- 52. From West SussexMFL Linking French with ICT through stories
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- 54. J’ai écrit auzoo. Ils m’ont envoyé un Rat. Il était trop féroce. Je l’ai renvoyé
- 55. Alors, ils m’ontenvoyé un Lézard. Il était trop grognon. Je l’ai renvoyé
- 56. Alors, ils m’ontenvoyé Un ours blanc. Il était trop timide. Je l’ai renvoyé
- 57. Alors ils m’ontenvoyé un lièvre. Il était parfait Je l’ai gardé
- 58. How CLIL canhelp • 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
- 59. To share moreideas and information about resources join the primary languages forum http://primarylanguages.org.uk/keep_in_touch/email Bonne chance!
Editor's Notes
- #18 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.
- #49 I am 25 years old. I live in Paris and Barcelona. I’m an artist.
- #50 I like circuses and acrobats very much
- #52 What is there in the picture? Invent a title for the picture!