French across the primary curriculum

Strategies and resources for French across the curriculum

University of Westminster16 November 2013

Kathy Wicksteed and Pippa Jacobs

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

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 )


http://www.languagescompany.com/

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.”

The topic dictates the language learning



High cognitive demands

low cognitive demands

Low linguistic demands

High linguistic demands

3 4

2 1

© Professor Do Coyle, Aberdeen University.


Le Camp du Drap d’Or

A year 4 project linked to work on the Tudors


Je m’appelle François.

Je suis le roi de France

Il s’appelle François. Il est le roi de France.

C’est 1520


Il est grand,

(1.95m)

il est élégant, noble et

il est mince.


J’aime l’art et l’architecture


J’aime aussi le combat

et la musique.


Collaborative work, year 4 pupils

Le Camp du Drap d’Or


Science taught in French, year 5


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


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


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)


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.


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.


• 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/


http://clil4teachers.pbworks.com/

http://www.languagescompany.co.uk/

http://www.linksintolanguages.ac.uk/

Some CLIL materials made by teachers (and one made by pupils)

Maths with animals

http://www.linksintolanguages.ac.uk/resources/2528

From the LinkedUp resource bank


19

13

14020

22

27

12060


PSHE

Year 6 explore issues of tolerance in French through advice about how to

deal with bullying


© 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.

Les personnages : Les actes :

L’intimidateur

L’intimidatrice

L’enfant intimidé

Le professeur

C’est de l’intimidation Ce n’est pas juste C’est inacceptable

L’intimidation – Phrases Utile Im

ages:

ww

w.w

pclipart.com

ww

w.openclipart.org

Il… Elle…

− 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.

© 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.

Je te conseille de…

téléphoner à Childline

Quel est le problème ?

chercher un site antibullying

parler au professeur

parler avec un ami parler avec une amie

discuter avec tes parents

parler avec un adulte responsable

écrire des notes

Images: w

ww

.wpclipart.com

ww

w.pdclipart.org

Aider un ami

Three versions of Jonas et la baleine – simple text, no text and fuller text

Some example slides (simple text)

LinkedUp Project:

Water water everywhere



Il pleut! Il y a de l’orage! C’est très dangereux!

Ninive? Non, non, non!

Je suis désolé.Jetez-moi dans

la mer.

Aïeeeeeeee! C’est froid!

Il y a une baleine. La baleine mange Jonas.

Je suis désolé. Oui, je vais à Ninive!

La baleine ouvre la bouche! Jonas nage!

Jonas nage, et il nage, et il nage.

Écoutez Dieu! Dieu aime tout le monde à Ninive!

The Thril l of ILLCD of presentations and worksheets for

Science, Geography, Art, RE, Music by Laura Craigen, Jane Dawson, Mike Butler

(Modest cost)

La vie des plantes.

Voici une graine…Avec…

l’eau et le soleil

La racine pousse.

Après la racine, la tige pousse.

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!

St Lucia

Dans les Caraїbes les îles francophones principales sont...

Guadeloupe

Ste Lucie

Marie-Galante

Martinique

L’île est 44 km de longue

L’île est 22 km de large

From CLIL4teachers

Picasso in Spanish

¿Quién es?

Es un hombreEs artistaEs muy famoso

Me llamo Pablo

Me llamo Pablo Ruiz

Picasso

Nací en 1881, en Málaga, en

España

Tengo veinticinco años

Vivo en París y Barcelona. Soy

artista.

Autoretrato 1906

Me gustan mucho los circos y los

acrobatas

La narizLa oreja

la bocaLos ojos

El pelo

¿Qué hay en la imágen?

Inventa un título para la imágen

From West Sussex MFL

Linking French with ICT through stories

Cher Zoo

Par Lucy

J’ai écrit au zoo.

Ils m’ont envoyé unRat.

Il était trop féroce.Je l’ai renvoyé

Alors, ils m’ont envoyé un

Lézard. Il était trop grognon.Je l’ai renvoyé

Alors, ils m’ont envoyé

Un ours blanc.Il était trop timide.Je l’ai renvoyé

Alors ils m’ont envoyé un

lièvre.Il était parfaitJe l’ai gardé

• more contact with the language

• varied learning activities

• better language skil ls and proficiency

• motivation and confidence

• intercultural understanding

• multilingual awareness

The benefits of CLIL document @http://ec.europa.eu/languages/language-teaching/content-and-language-integrated-learning_en.htm

How CLIL can help


http://ec.europa.eu/languages/language-teaching/content-and-language-integrated-learning_en.htm

To share more ideas and information about resources join the primary languages forum http://primarylanguages.org.uk/keep_in_touch/email_forum.aspx

Bonne chance!

http://primarylanguages.org.uk/keep_in_touch/email_forum.aspx

French across the primary curriculum

Education

Transcript of French across the primary curriculum