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{Com CLIL at Montgomery.doc}
A CLIL approach at Montgomery Primary School.
Background
The CLIL approach provided each day by non specialist teachers for different amounts of time.
Pupils were provided with questionnaires to gain feedback on their thoughts with regard to the two approaches to teaching French.
the Project veryvery clearly showed
enjoyed learning another language far more
took the opportunity to speak another language far more

{ComA CLIL approach at Montgomery.doc} Montgomery Primary School.
Background
Montgomery Primary is a large school with over 400 pupils aged from 3 to 11 situated in the centre of Exeter, Devon.
There are 14 classes:
3 in Foundation Stage (3 -5 yrs olds): 2 Reception Classes and 1 Nursery Class
4 in Key Stage 1 ( 6 – 7 yr olds): 2 classes in Yr 1 and 2 classes in Yr 2.
7 classes in Key Stage 2 (7 – 11yr olds) – 4 of which are vertically grouped with more than one Yr group in each class.
We have a specialist French teacher who teaches all classes in Key Stage 2 for 1 hour a week. The teacher is an ‘Advanced Skills Teacher’ who, with other Language specialists, provides INSET (Courses) for Primary School teachers in Devon.
At Montgomery the specialist French teacher is following the approach to Modern Foreign Languages Devon has adopted and has not been part of this 2 year Comenius Project.
The staff involved in the project consisted of a small team mix of teachers and teaching assistants.
Why use CLIL?
When I was first approached to see if Montgomery Primary would be interested in taking part in the project the aspects of the CLIL approach which encouraged me were that CLIL included the following principles:
Mistakes are part of the learning process. They are positive and necessary.
To improve the quality of language learning it is essential to generate genuine need for communication.
Activities should focus on communication – written and spoken.
They should stimulate fluency rather than accuracy.
Activities should encourage creativity.
They should draw on other skills such as Art / Maths / ICT / Technology / Drama / Music / P.E.
We should foster links with the outside world.
Tasks should make useful springboard links with other curriculum subjects
Start from the child.
I was very much aware that the other aspect of a CLIL approach was an emphasis on using the chosen language for at least 80% of the lesson which I knew, as non specialist language teachers, none of my colleagues involved in the project, nor I, could do.
However, I had seen an approach adopted by a non specialist colleague whose class were thoroughly enjoying ‘playing with language’ through a wide range of activities and had seen how she, and her children’s, confidence and enjoyment in speaking different languages had quickly developed through activities such as
Introduction of phrases through activities such as registration / birthdays.
Instructions – listen, sit down, line up etc
Inclusion of French and German in a Healthy eating project
‘Take 10’ in French. ( 10 minute physical activity but spoken in French)
Role play: Café / buying ice creams etc.
I could see that it took up little or no extra curriculum time and that most Primary teachers in Britain were in a similar situation to us and therefore might benefit from our experience at aiming to incorporate a CLIL style approach.
I was also keen for members of staff from Montgomery to have the opportunity to work with our partners in Spain and Germany who are fluent in English and had experience of developing a CLIL approach in the classroom whilst providing an awareness of different cultures / teaching styles.
Approaches to CLIL adopted at Montgomery.
Using Registration time
From the very beginning of the Project, registration time was used as an opportunity to try a CLIL approach. Registration in one class usually lasted for approximately 25 minutes and provided an ideal opportunity for French to be spoken throughout the period – by both teacher and individual pupils. No other curriculum time was taken up as pupils were assigned differentiated tasks to complete - usually Numeracy or Literacy based – only responding in French when they were spoken to or to indicate that a pupil was absent / late / or sick.
From time to time the Numeracy registration task was in French eg. + − x ÷ to provide a check up / consolidation of pupil’s mathematical skills. Children were provided with a French ‘support sheet’ if required. Time was then allocated for pupils to feed back the questions + answers in French.
Pupils were encouraged from the beginning of the year to develop their French by stating what they would like – Packed lunch or dinners. This was extended by including the words: I would like - dinner etc. Most children were not confident in speaking another language. Pupils were congratulated when they began to extend the length of their sentences but it was not expected for all children to give full sentences. There were also pictures of various ice creams and drinks, around the room, that that they could ask for (but did not receive). By the end of the year all pupils were more much confident, and the majority often asked for ice cream, lemonade, wine etc with their dinner using full sentences.
The teacher usually repeated their sentence (or occasionally an improved one) and from time to time drew the attention of the class to a word or phrase by writing it on the board in English and French with an explanation. Both teacher and pupil saw registration as a learning experience – they were learning together.
Other areas which were covered during the registration conversation included questions linked to birthdays, weather, how they were feeling, etc.
The registration was also used to provide an opportunity to collect data together e.g. drinks / ice creams ordered for use in a mathematics lesson on ‘pie charts /graphs’ later in the day.
One class (Yr 3) had quite a particularly large group of pupils who had English as an additional language and they completed registration in any language that was not ‘their own’ and so the pupils might answer in French, German, Polish, Chinese etc. They also celebrated a pupil’s birthday in 5 different languages. Again, the emphasis was on playing with language.
French words or phrases indicating how to ask for pencils etc were visible in the classroom for the children to use if they wished to. When a pupil asked in French, they were answered in French and congratulated.
Games
To support the French in registration time a Yr 5 class teacher began using French phrases in games lessons. The teacher increased the number of games lessons to two per week and began with an eight week unit on ‘High Fives’ – a version of netball.
From the beginning the focus was on a quality games lesson with aspects of French included. The class were introduced to simple words and phrases which were repeated in each lesson. When completing an activity or skill the teacher would begin in French but when reaching a part which was beyond his/her knowledge would say ‘En anglais’ and explain in English.
This simple approach was successful in that both teacher and pupils could see they were developing their language skills. Over a period of time, the teacher’s own confidence in using French increased enormously and the pupils began to understand more and more phrases and began to use simple phrases themselves. A similar approach was adopted for teaching units of Tag Rugby, Hockey and Rounders with all lessons, by the end of the project being taught in French for at least 90% of the lesson.
By the end of the project INSET packages had been developed for units in High Fives and Tag Rugby which included a full breakdown of the development of skills + audio package of language used + video clips of the pupils completing the activities. This was made available to all staff at the school and the local education community. (Please contact the school (01392 273751) if you wish to have a copy.)
Mathematics.
Mathematics was another area explored. The essential aspect was that the children needed to have met the mathematical concept before so that their understanding was clear and completing the task in French became a novel idea to support the pupils understanding.
Areas covered during the project included:
Addition, Subtraction, Multiplication and Division questions in French.
Time related questions: simple cards / 24 hr clock.
Factors of numbers.
Factors linked to area
Perimeter
Shopping: Ice – cream : Role Play + Mathematics – Pie Charts etc
Visit to the restaurant – Joe’s café. – Role Play + Bills + 10% etc
Other areas of the curriculum where a CLIL approach to French was adopted included
PSHE (Citizenship)
A Geography unit on weather.
A Unit on Healthy eating.
Music: Using Zim Zam Zoum: Modules 1 and 2. (© 2007 Taught by Song.) A set of modules purchased during the project and frequently used throughout the whole school both to enjoy singing along and watching the ‘animation’ but also to undertake art / speaking and listening activities linked to some of the songs included in the modules.
Assessment
Pupils involved in the Project had experience of two different approaches to the learning of a new language.
Once a week provided by the Specialist French teacher using the approach adopted by Devon.
The CLIL approach provided each day by non specialist teachers for different amounts of time.
Pupils were provided with questionnaires to gain feedback on their thoughts with regard to the two approaches to teaching French.
Data from the classes involved in the Project very clearly showed that when involved in the CLIL project rather than being taught once a week by the specialist French Teacher, pupils:-
enjoyed learning another language far more
took the opportunity to speak another language far more
understood another language more
took more part in the lesson
were much more confident
often initiated the ‘french conversation’ within the classroom
95% of the pupil’s evaluation showed that the class approach which involved daily involvement of French compared to the 1 hour per week of the Specialist teacher was the best way forward for learning.
Pupil reasons included:
Because I feel more confident when I am in the classroom and I get more things done in the class room than in the French room.
It is as interesting as it can be.
Because I can understand it better and it’s more interesting.
Because it is fun and I understand it more.
Because we learn more French.
Because more people get involved.
Conclusions reached regarding the approach to CLIL adopted at Montgomery
Pupils were more involved because they are hearing / using the language everyday.
Pupils believe there is a purpose to speaking French – to order dinner / asking for a pencil etc.
Pupils can (and do) extend their own skills / try out their knowledge on a daily basis – often initiating the conversation in French.
Listening skills in MFL and the other areas of the Primary Curriculum were honed.
Daily use quickly developed confidence and knowledge.
The teacher is in control of the amount of new material that is introduced / reinforced on a weekly basis which is less stressful and also more enjoyable. There is a desire on the part of the teacher to develop their own skills and use it within the classroom
Much more time than the ‘one hour’ curriculum allocated to French (in English Primary Schools) can be covered very easily throughout the week without taking out time from the already overcrowded curriculum.
More fun / interesting to the pupils – a reason for learning.
Encourages the teacher to think about his/her own teaching and the pupil learning in other subject areas.
Strong links to quality Teaching and Learning.
J.S. Morris
**

{Com final 1.doc}
A CLIL approach at Montgomery Primary School.
Background
Montgomery Primary is a large school with over 400 pupils aged from 3 to 11 situated in the centre of Exeter, Devon.
There are 14 classes:
3 in Foundation Stage (3 -5 yrs olds): 2 Reception Classes and 1 Nursery Class
4 in Key Stage 1 ( 6 – 7 yr olds): 2 classes in Yr 1 and 2 classes in Yr 2.
7 classes in Key Stage 2 (7 – 11yr olds) – 4 of which are vertically grouped with more than one Yr group in each class.
We have a specialist French teacher who teaches all classes in Key Stage 2 for 1 hour a week. The teacher is an ‘Advanced Skills Teacher’ who, with other Language specialists, provides INSET (Courses) for Primary School teachers in Devon.
At Montgomery the specialist French teacher is following the approach to Modern Foreign Languages Devon has adopted and has not been part of this 2 year Comenius Project.
The staff involved in the project consisted of a small team mix of teachers and teaching assistants.
Why use CLIL?
When I was first approached to see if Montgomery Primary would be interested in taking part in the project the aspects of the CLIL approach which encouraged me were that CLIL included the following principles:
Mistakes are part of the learning process. They are positive and necessary.
To improve the quality of language learning it is essential to generate genuine need for communication.
Activities should focus on communication – written and spoken.
They should stimulate fluency rather than accuracy.
Activities should encourage creativity.
They should draw on other skills such as Art / Maths / ICT / Technology / Drama / Music / P.E.
We should foster links with the outside world.
Tasks should make useful springboard links with other curriculum subjects
Start from the child.
I was very much aware that the other aspect of a CLIL approach was an emphasis on using the chosen language for at least 80% of the lesson which I knew, as non specialist language teachers, none of my colleagues involved in the project, nor I, could do.
However, I had seen an approach adopted by a non specialist colleague whose class were thoroughly enjoying ‘playing with language’ through a wide range of activities and had seen how she, and her children’s, confidence and enjoyment in speaking different languages had quickly developed through activities such as
· Introduction of phrases through activities such as registration / birthdays.
· Instructions – listen, sit down, line up etc
· Inclusion of French and German in a Healthy eating project
· ‘Take 10’ in French. ( 10 minute physical activity but spoken in French)
· Role play: Café / buying ice creams etc.
I could see that it took up little or no extra curriculum time and that most Primary teachers in Britain were in a similar situation to us and therefore might benefit from our experience at aiming to incorporate a CLIL style approach.
I was also keen for members of staff from Montgomery to have the opportunity to work with our partners in Spain and Germany who are fluent in English and had experience of developing a CLIL approach in the classroom whilst providing an awareness of different cultures / teaching styles.
Approaches to CLIL adopted at Montgomery.
Using Registration time
From the very beginning of the Project, registration time was used as an opportunity to try a CLIL approach. Registration in one class usually lasted for approximately 25 minutes and provided an ideal opportunity for French to be spoken throughout the period – by both teacher and individual pupils. No other curriculum time was taken up as pupils were assigned differentiated tasks to complete - usually Numeracy or Literacy based – only responding in French when they were spoken to or to indicate that a pupil was absent / late / or sick.
From time to time the Numeracy registration task was in French eg. + − x ÷ to provide a check up / consolidation of pupil’s mathematical skills. Children were provided with a French ‘support sheet’ if required. Time was then allocated for pupils to feed back the questions + answers in French.
Pupils were encouraged from the beginning of the year to develop their French by stating what they would like – Packed lunch or dinners. This was extended by including the words: I would like - dinner etc. Most children were not confident in speaking another language. Pupils were congratulated when they began to extend the length of their sentences but it was not expected for all children to give full sentences. There were also pictures of various ice creams and drinks, around the room, that that they could ask for (but did not receive). By the end of the year all pupils were more much confident, and the majority often asked for ice cream, lemonade, wine etc with their dinner using full sentences.
The teacher usually repeated their sentence (or occasionally an improved one) and from time to time drew the attention of the class to a word or phrase by writing it on the board in English and French with an explanation. Both teacher and pupil saw registration as a learning experience – they were learning together.
Other areas which were covered during the registration conversation included questions linked to birthdays, weather, how they were feeling, etc.
The registration was also used to provide an opportunity to collect data together e.g. drinks / ice creams ordered for use in a mathematics lesson on ‘pie charts /graphs’ later in the day.
One class (Yr 3) had quite a particularly large group of pupils who had English as an additional language and they completed registration in any language that was not ‘their own’ and so the pupils might answer in French, German, Polish, Chinese etc. They also celebrated a pupil’s birthday in 5 different languages. Again, the emphasis was on playing with language.
French words or phrases indicating how to ask for pencils etc were visible in the classroom for the children to use if they wished to. When a pupil asked in French, they were answered in French and congratulated.
Games
To support the French in registration time a Yr 5 class teacher began using French phrases in games lessons. The teacher increased the number of games lessons to two per week and began with an eight week unit on ‘High Fives’ – a version of netball.
From the beginning the focus was on a quality games lesson with aspects of French included. The class were introduced to simple words and phrases which were repeated in each lesson. When completing an activity or skill the teacher would begin in French but when reaching a part which was beyond his/her knowledge would say ‘En anglais’ and explain in English.
This simple approach was successful in that both teacher and pupils could see they were developing their language skills. Over a period of time, the teacher’s own confidence in using French increased enormously and the pupils began to understand more and more phrases and began to use simple phrases themselves. A similar approach was adopted for teaching units of Tag Rugby, Hockey and Rounders with all lessons, by the end of the project being taught in French for at least 90% of the lesson.
By the end of the project INSET packages had been developed for units in High Fives and Tag Rugby which included a full breakdown of the development of skills + audio package of language used + video clips of the pupils completing the activities. This was made available to all staff at the school and the local education community. (Please contact the school (01392 273751) if you wish to have a copy.)
Mathematics.
Mathematics was another area explored. The essential aspect was that the children needed to have met the mathematical concept before so that their understanding was clear and completing the task in French became a novel idea to support the pupils understanding.
Areas covered during the project included:
· Addition, Subtraction, Multiplication and Division questions in French.
· Time related questions: simple cards / 24 hr clock.
· Factors of numbers.
· Factors linked to area
· Perimeter
· Shopping: Ice – cream : Role Play + Mathematics – Pie Charts etc
· Visit to the restaurant – Joe’s café. – Role Play + Bills + 10% etc
Other areas of the curriculum where a CLIL approach to French was adopted included
· PSHE (Citizenship)
· A Geography unit on weather.
· A Unit on Healthy eating.
· Music: Using Zim Zam Zoum: Modules 1 and 2. (© 2007 Taught by Song.) A set of modules purchased during the project and frequently used throughout the whole school both to enjoy singing along and watching the ‘animation’ but also to undertake art / speaking and listening activities linked to some of the songs included in the modules.
Assessment
Pupils involved in the Project had experience of two different approaches to the learning of a new language.
· Once a week provided by the Specialist French teacher using the approach adopted by Devon.
· The CLIL approach provided each day by non specialist teachers for different amounts of time.
Pupils were provided with questionnaires to gain feedback on their thoughts with regard to the two approaches to teaching French.
Data from the classes involved in the Project very clearly showed that when involved in the CLIL project rather than being taught once a week by the specialist French Teacher, pupils:-
· enjoyed learning another language far more
· took the opportunity to speak another language far more
· understood another language more
· took more part in the lesson
· were much more confident
· often initiated the ‘french conversation’ within the classroom
95% of the pupil’s evaluation showed that the class approach which involved daily involvement of French compared to the 1 hour per week of the Specialist teacher was the best way forward for learning.
Pupil reasons included:
· Because I feel more confident when I am in the classroom and I get more things done in the class room than in the French room.
· It is as interesting as it can be.
· Because I can understand it better and it’s more interesting.
· Because it is fun and I understand it more.
· Because we learn more French.
· Because more people get involved.
Conclusions reached regarding the approach to CLIL adopted at Montgomery
· Pupils were more involved because they are hearing / using the language everyday.
· Pupils believe there is a purpose to speaking French – to order dinner / asking for a pencil etc.
· Pupils can (and do) extend their own skills / try out their knowledge on a daily basis – often initiating the conversation in French.
· Listening skills in MFL and the other areas of the Primary Curriculum were honed.
· Daily use quickly developed confidence and knowledge.
· The teacher is in control of the amount of new material that is introduced / reinforced on a weekly basis which is less stressful and also more enjoyable. There is a desire on the part of the teacher to develop their own skills and use it within the classroom
· Much more time than the ‘one hour’ curriculum allocated to French (in English Primary Schools) can be covered very easily throughout the week without taking out time from the already overcrowded curriculum.
· More fun / interesting to the pupils – a reason for learning.
· Encourages the teacher to think about his/her own teaching and the pupil learning in other subject areas.
· Strong links to quality Teaching and Learning.
J.S. Morris
**
Montgomery.doc}

{comcafe.doc}

{com. assessment.doc}