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

• KEY CHARACTERISTICS

• QUESTIONS

• AVAILABLE SUPPORT

• FUTURE PERSPECTIVES

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

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.

+

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

3.- POLICY CONTEXT1.- 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 SuccesfulConfident and

responsible

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.

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

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

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.

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.

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.

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

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.

7.-Available support

Digital networks Setting up a CLIL team

Resources Creating Resources

Teacher networks in the UKclil4teachers.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 projectswww.isabelperez.com/clil

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

OLATZ OÑATE MUZÁSolatxus@gmail.com

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