Slides from a workshop at the Primary Languages Conference hosted by Network for Languages London, 16 November 2013. The workshop was led by Kathy Wicksteed and Pippa Jacobs on behalf of the Institut Français.

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

23. 19
20
140
13
27
22
120
60

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!

29. Ninive?
Non, non, non!

30. Je suis désolé.
Jetez-moi dans
la mer.

31. Aïeeeeeeee!
C’est froid!

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!

42. St Lucia

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

46. From CLIL4teachers
Picasso in Spanish

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

53. Cher Zoo
Par Lucy

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!