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Strategies and resources for French
across the curriculum
University of Westminster
16 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 )
Kathy Wicksteed and Pippa Jacobs 16.11.13
The topic dictates the 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
High cognitive demands
3

4
High
linguistic
demands

Low
linguistic
demands
2

1

low cognitive demands
© Professor Do Coyle, Aberdeen University.
Kathy Wicksteed and Pippa Jacobs 16.11.13
Le Camp du Drap d’Or
A year 4 project linked to work on the Tudors

Kathy Wicksteed and Pippa Jacobs 16.11.13
C’est 1520

Je m’appelle
François.

Je suis le roi
de France

Il s’appelle François. Il est le roi de
France.
Kathy Wicksteed and Pippa Jacobs 16.11.13
Il est grand,
(1.95m)
il est élégant,
noble et
il est mince.
Kathy Wicksteed and Pippa Jacobs 16.11.13
J’aime l’art et
l’architecture

Kathy Wicksteed and Pippa Jacobs 16.11.13
J’aime aussi
le combat

et la
musique.

Kathy Wicksteed and Pippa Jacobs 16.11.13
Collaborative work, year 4 pupils

Kathy Wicksteed and Pippa Jacobs 16.11.13
Le Camp du Drap d’Or

Kathy Wicksteed and Pippa Jacobs 16.11.13
Science taught in French, year 5

Kathy Wicksteed and Pippa Jacobs 16.11.13
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

Kathy Wicksteed and Pippa Jacobs 16.11.13
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

Kathy Wicksteed and Pippa Jacobs 16.11.13
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)
Kathy Wicksteed and Pippa Jacobs 16.11.13
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.
Kathy Wicksteed and Pippa Jacobs 16.11.13
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.
Kathy Wicksteed and Pippa Jacobs 16.11.13
• 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/

Kathy Wicksteed and Pippa Jacobs 16.11.13
Some CLIL materials made by
teachers (and one made by pupils)
From the LinkedUp resource bank

Maths with animals
http://www.linksintolanguages.ac.uk/resources/2528
French across the primary curriculum
19
20
140
13
27
22
120
60
PSHE
Year 6 explore issues of tolerance in
French through advice about how to
deal with bullying
http://www.linksintolanguages.ac.uk/resources/2463
L’intimidation – Phrases Utile
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.
Aider un ami

Quel est 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…
Three versions of Jonas 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
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 Thrill of ILL
CD 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…

et le soleil

l’eau

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
Marie-Galante
Martinique
Ste Lucie
L’île est 44
km de longue
L’île est 22
km de large
French across the primary curriculum
From CLIL4teachers
Picasso in Spanish
Me llamo
Pablo

¿Quién es?

Nací en 1881, en
Málaga, en
España

Es un hombre
Es artista
Es muy famoso

Me llamo
Pablo Ruiz
Picasso
Tengo veinticinco años
Vivo en París y
Barcelona. Soy
artista.

Autoretrato 1906
Me gustan mucho
los circos y los
acrobatas
El pelo
La oreja

Los ojos

La nariz

la boca
¿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 un
Rat.
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 parfait
Je l’ai gardé
How CLIL can help
• 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
To share more ideas and information about
resources join the primary languages forum
http://primarylanguages.org.uk/keep_in_touch/email
Bonne chance!

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French across the primary curriculum

  • 1. Strategies and resources for 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? “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 ) Kathy Wicksteed and Pippa Jacobs 16.11.13
  • 4. The topic dictates the 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 low cognitive demands © Professor Do Coyle, Aberdeen University. Kathy Wicksteed and Pippa Jacobs 16.11.13
  • 6. Le Camp du Drap 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. Je suis 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) il est élégant, noble et il est mince. Kathy Wicksteed and Pippa Jacobs 16.11.13
  • 9. J’aime l’art et l’architecture Kathy Wicksteed and Pippa Jacobs 16.11.13
  • 10. J’aime aussi le combat et la musique. Kathy Wicksteed and Pippa Jacobs 16.11.13
  • 11. Collaborative work, year 4 pupils Kathy Wicksteed and Pippa Jacobs 16.11.13
  • 12. Le Camp du Drap d’Or Kathy Wicksteed and Pippa Jacobs 16.11.13
  • 13. Science taught in French, year 5 Kathy Wicksteed and Pippa Jacobs 16.11.13
  • 14. 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 Kathy Wicksteed and Pippa Jacobs 16.11.13
  • 15. 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 Kathy Wicksteed and Pippa Jacobs 16.11.13
  • 16. 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) Kathy Wicksteed and Pippa Jacobs 16.11.13
  • 17. 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. Kathy Wicksteed and Pippa Jacobs 16.11.13
  • 18. 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. Kathy Wicksteed and Pippa Jacobs 16.11.13
  • 19. • 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/ Kathy Wicksteed and Pippa Jacobs 16.11.13
  • 20. Some CLIL materials made by teachers (and one made by pupils)
  • 21. From the LinkedUp resource bank Maths with animals http://www.linksintolanguages.ac.uk/resources/2528
  • 24. PSHE Year 6 explore issues of tolerance in French through advice about how to deal with bullying http://www.linksintolanguages.ac.uk/resources/2463
  • 25. L’intimidation – Phrases Utile 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 Quel est 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 of Jonas 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 y a de l’orage! C’est très dangereux!
  • 32. Il y a une baleine. La baleine mange Jonas.
  • 33. Je suis désolé. Oui, je vais à Ninive! 
  • 34. La baleine ouvre la bouche! Jonas nage!
  • 35. Jonas nage, et il nage, et il nage.
  • 36. Écoutez Dieu! Dieu aime tout le monde à Ninive!
  • 37. The Thrill of ILL CD of presentations and worksheets for Science, Geography, Art, RE, Music by Laura Craigen, Jane Dawson, Mike Butler (Modest cost)
  • 38. La vie des plantes.
  • 39. Voici une graine… Avec… et le soleil l’eau La racine pousse.
  • 40. Après la racine, la tige pousse.
  • 41. 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!
  • 43. Dans les Caraїbes les îles francophones principales sont... Guadeloupe Marie-Galante Martinique Ste Lucie
  • 44. L’île est 44 km de longue L’île est 22 km de large
  • 47. Me llamo Pablo ¿Quién es? Nací en 1881, en Málaga, en España Es un hombre Es artista Es muy famoso Me llamo Pablo Ruiz Picasso
  • 48. Tengo veinticinco años Vivo en París y Barcelona. Soy artista. Autoretrato 1906
  • 49. Me gustan mucho los circos y los acrobatas
  • 50. El pelo La oreja Los ojos La nariz la boca
  • 51. ¿Qué hay en la imágen? Inventa un título para la imágen
  • 52. From West Sussex MFL Linking French with ICT through stories
  • 54. J’ai écrit au zoo. Ils m’ont envoyé un Rat. Il était trop féroce. Je l’ai renvoyé
  • 55. Alors, ils m’ont envoyé un Lézard. Il était trop grognon. Je l’ai renvoyé
  • 56. Alors, ils m’ont envoyé Un ours blanc. Il était trop timide. Je l’ai renvoyé
  • 57. Alors ils m’ont envoyé un lièvre. Il était parfait Je l’ai gardé
  • 58. How CLIL can help • 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 more ideas and information about resources join the primary languages forum http://primarylanguages.org.uk/keep_in_touch/email Bonne chance!

Notas del editor

  1. 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.
  2. I am 25 years old. I live in Paris and Barcelona. I’m an artist.
  3. I like circuses and acrobats very much
  4. What is there in the picture? Invent a title for the picture!