CLIL at Rockbeare Primary School Background We are a small rural Primary school in the South of England. There are 70 pupils in the school and we have four classes: Foundation Stage; Key Stage 1; a Year 3/4 class; a Year 5/6 class. Why use CLIL? We started CLIL (Content and Language Integrated Learning) in September 2008. We had been teaching a forty five minute lesson of French each week in Key Stage 2, following a specific scheme, to build up basic vocabulary. We heard about CLIL and, as a school, we decided to trial this approach because it seemed a more logical way of teaching a foreign language, a way to help the children learn relevant vocabulary that they would probably be more likely to use in the future rather than the false style of learning once a week and not using that language again until the following week’s lesson. In reality, French was given a higher profile in the curriculum because of using the CLIL approach. The opportunity to work in partnership with three other schools also seemed beneficial: a larger Primary school in England; a similar sized Primary school to our own in Germany; a Secondary school in Spain. By working within a partnership there would be mutual support for each other, the opportunity to share units of work and, through visits to each other’s countries, opportunities to observe lessons and discuss successes and ways forward. Approach to CLIL All members of staff were on board to implement this style of learning. Practice has developed slowly and, as confidence increased, teachers started to experiment within their classrooms. It was agreed that fluency was more important than accuracy. Communication was the main focus and accuracy would emerge over time. Both content and language are explored in a CLIL lesson. A life long love of learning another language was the main intention and CLIL is a long term way of learning. Objectives: · To encourage meaningful learning of a language · To increase children’s self-esteem in speaking a different language · To integrate a foreign language across curriculum subjects · To introduce a ‘feel’ for another country through cultures and customs Units of work: The subject matter of each unit determined the language that needed to be learnt. Healthy Eating Unit P.E. Unit Maths. Unit Cookery lesson P.S.H.E. lessons Evaluation of CLIL Each unit has been evaluated consistently. At the end of each lesson we would recap on the contents learnt. Results from children’s evaluation of CLIL, through questionnaires, showed that nearly 100% of children preferred learning another language in this way. Some of the children’s comments included: · An increased vocabulary · An enjoyment in speaking another language · It’s ‘fun’ · New words are learnt every day · A feeling of confidence to ‘have a go’ at speaking French if they visited France · Recognition that they were making good progress · Wanting to learn more French · The concept of speaking about ‘real life things’ appealed to them · It was exciting not knowing which lessons would include French, each day, thus making other lessons more exciting · Experimenting with the language at home · It extended their learning · It is an interesting way to learn another language CLIL has proved to be a very successful approach to teaching French. The children are very receptive and really enjoy learning useful phrases and vocabulary in different subjects. It has given meaning to learning a foreign language and the children have learnt more than if it was kept as an isolated subject once a week. Using a foreign language on an every day basis ensures that the children have to converse and follow instructions. This context encourages the children to develop the language even further. Teachers were surprised at the response from the children. They, too, were becoming more confident in using a new language; their skills were improving and they showed a real interest in increasing their vocabulary; they are motivated, enthusiastic and thoroughly enjoy this way of learning. This way of teaching benefits the less academic child, too. Staff benefited from the privilege of visiting classrooms outside their own country. It gave them an insight into education in Europe, an opportunity they would never had experienced had it not been for the partnership. They experienced how teachers in other countries taught CLIL which was often different from their own methods as we had agreed to use our mother tongue if an individual child needed us to. This cultural exchange gave them an opportunity to reflect on their own practice. CLIL works, there is no doubt about it. The School Partnership has been very valuable because of the practical aspect. The way forward Future development: · Cultural aspect of the country of the language being taught · Build on the Partnership with the German school of similar size by initiating a pen friend scheme and exchanging letters · Continue to use the CLIL approach to learning through our new thematic curriculum
CLIL at Rockbeare Primary School
Background
We are a small rural Primary school in the South of England.
There are 70 pupils in the school and we have four classes:
Foundation Stage; Key Stage 1; a Year 3/4 class; a Year 5/6 class.
Why use CLIL?
We started CLIL (Content and Language Integrated Learning) in September 2008.
We had been teaching a forty five minute lesson of French each week in Key Stage 2, following a specific scheme, to build up basic vocabulary.
We heard about CLIL and, as a school, we decided to trial this approach because it seemed a more logical way of teaching a foreign language, a way to help the children learn relevant vocabulary that they would probably be more likely to use in the future rather than the false style of learning once a week and not using that language again until the following week’s lesson. In reality, French was given a higher profile in the curriculum because of using the CLIL approach. The opportunity to work in partnership with three other schools also seemed beneficial: a larger Primary school in England; a similar sized Primary school to our own in Germany; a Secondary school in Spain.
By working within a partnership there would be mutual support for each other, the opportunity to share units of work and, through visits to each other’s countries, opportunities to observe lessons and discuss successes and ways forward.
Approach to CLIL
All members of staff were on board to implement this style of learning. Practice has developed slowly and, as confidence increased, teachers started to experiment within their classrooms.
It was agreed that fluency was more important than accuracy. Communication was the main focus and accuracy would emerge over time.
Both content and language are explored in a CLIL lesson.
A life long love of learning another language was the main intention and CLIL is a long term way of learning.
Objectives:
· To encourage meaningful learning of a language
· To increase children’s self-esteem in speaking a different language
· To integrate a foreign language across curriculum subjects
· To introduce a ‘feel’ for another country through cultures and customs
Units of work:
The subject matter of each unit determined the language that needed to be learnt.
Healthy Eating Unit
P.E. Unit
Maths. Unit
Cookery lesson
P.S.H.E. lessons
Evaluation of CLIL
Each unit has been evaluated consistently. At the end of each lesson we would recap on the contents learnt.
Results from children’s evaluation of CLIL, through questionnaires, showed that nearly 100% of children preferred learning another language in this way.
Some of the children’s comments included:
· An increased vocabulary
· An enjoyment in speaking another language
· It’s ‘fun’
· New words are learnt every day
· A feeling of confidence to ‘have a go’ at speaking French if they visited France
· Recognition that they were making good progress
· Wanting to learn more French
· The concept of speaking about ‘real life things’ appealed to them
· It was exciting not knowing which lessons would include French, each day, thus making other lessons more exciting
· Experimenting with the language at home
· It extended their learning
· It is an interesting way to learn another language
CLIL has proved to be a very successful approach to teaching French. The children are very receptive and really enjoy learning useful phrases and vocabulary in different subjects.
It has given meaning to learning a foreign language and the children have learnt more than if it was kept as an isolated subject once a week.
Using a foreign language on an every day basis ensures that the children have to converse and follow instructions. This context encourages the children to develop the language even further.
Teachers were surprised at the response from the children. They, too, were becoming more confident in using a new language; their skills were improving and they showed a real interest in increasing their vocabulary; they are motivated, enthusiastic and thoroughly enjoy this way of learning. This way of teaching benefits the less academic child, too.
Staff benefited from the privilege of visiting classrooms outside their own country. It gave them an insight into education in Europe, an opportunity they would never had experienced had it not been for the partnership. They experienced how teachers in other countries taught CLIL which was often different from their own methods as we had agreed to use our mother tongue if an individual child needed us to. This cultural exchange gave them an opportunity to reflect on their own practice.
CLIL works, there is no doubt about it.
The School Partnership has been very valuable because of the practical aspect.
The way forward
Future development:
· Cultural aspect of the country of the language being taught
· Build on the Partnership with the German school of similar size by initiating a pen friend scheme and exchanging letters
· Continue to use the CLIL approach to learning through our new thematic curriculum