Breaking the subject boundaries; getting cross-

curricular! 

Linking MFL with other subjects and taking it into new territories.

Judge Meadow School, Leicester

30th March 2009 9.00-11.30

ObjectivesYou will be able to:

• think in a cross-curricular way to provide compelling contexts outside the languages classroom

• take the first steps to organising a cross-curricular project, considering the new Programmes of Study and planning to fit better with the new curriculum

• gain experience of a bank of resources and think about how you could use them, as well as consider how to develop your own

• share the experiences of schools that have trailed cross-curricular lessons following the workshop in January

What is your motivation for “breaking the subject boundaries”?

To increase student motivation

To raise the profile of MFL in my school

To increase studentcontact time with MFL

To provide new challengefor colleagues

To meet the needs of the new curriculum

To build on an existingcross-curricular ethos

in my school

What makes us perceive cross-curricular work as difficult to set

up?

Limited or no available

planning time

Maintaining focus and purpose

Funding issues

Participation with

colleagues outside MFL

Knowing where to

start!

Getting the right support

First steps 1.Identify the area you wish to work with2. Look at SoW and identify potential areas for

collaboration3. Share methodology and observe each other4. Discuss NC level criteria and also PLTS. Decide upon

concrete objectives5. Plan collaboratively – think about resources and be clear

about the concepts you are teaching6. Decide upon practical organisation of students’ work7. Think about required language support – classroom

language, classroom support, FLA etc

Disciplined curriculum innovation – a process that helps tell your story of the impact you are making

Ready made ideas!

What support is available?

Easy – go to our one stop shop

www.all-nsc.org.ukPlanning tools

Advice and support

Events

Case studies

Ideas and web links

Discussion forum

Downloadable documents

Conference materials

Access to official websites

http://clil4teachers.pbwiki.com

general advice

resources bank

Events details

links to other sites

case studies

teacher chat forums

http://www.rafi.ki

www.globalgateway.org.uk

Dafur teacher pack

Making compelling contexts accessible

Colour codingTrue / falseFind the English /

FrenchPick out cognatesClassify key vocabVideo / audio material –

word cards, sequencing

Matching numbers and letters

Negative/ positive

For / againstDates 1940/ 2006Dead or alive?Spot the differenceConnect words to issueClassify to a feeling /

opinionAdvantages/

disadvantagesMoins / plus de

A ton avis…

Elle a douze ans

Elle habite en Europe

Elle va a l’école

Elle a beaucoup de frères et de soeurs

Sa famille est riche

With thanks to Martine Pillette for this idea

En favor o en contra?

Autonomía

Centralización

País unido

Regiones

Nacionalismo

Independencía

Individualidad

colectivismo

Scaffolding reading

• skimming & scanning techniques • clues in the text i.e. headlines,

subtitles, pictures• cognates• genre features • dictionary skills – identify key

words to look up (give a limit)With thanks to Judith Woodfield (Chenderit) for

some of these ideas

Scaffolding writing

• simple tasks • multiple choice • labelling • gap-fill• bullet points • checklists• model texts & writing frames

With thanks to Judith Woodfield (Chenderit) for

some of these ideas

Scaffolding listening• always give purpose - gist, words, sequencing,

synonyms, • predicting what they might hear – brainstorm / yes / no,

stamp feet when they hear something important or get you to stop,

• Colour coded themes – they hold up colour as each discussed

• Simple outcome: mini-whiteboards, write 5 summary words for what they have heard, write general opinion i.e. dafür / dagegen, write overarching title for audio extract

• Get students to suggest strategies for listening: how should they prepare, graded playings – what should they listen for on 2nd play etc.

With thanks to Judith Woodfield (Chenderit) for

some of these ideas

Getting them talking

• establish classroom routines• key classroom language • praise and reward for TL usage• peer task language phrases• clear expectations in french – (use

one word sentences)• debating cards

With thanks to Judith Woodfield (Chenderit) for

some of these ideas

WILF

1. Le titre

2. La couleur

3. La présentation

4. Les étiquettes

5. La légende

With thanks to Judith Woodfield (Chenderit)

Ready made resources!

http://web.mac.com/sanferminuk/The_Lead_Practitioner_Blog_CLIL_Resources

http://web.mac.com/sanferminul/The_Lead_Practitioner_Blog/Citizenship_in_Languages

www.bbc.co.uk/learningzone/clipswww.dailymotion.comhttp://www.scienceacross.comwww.esclavage-martinique.com

Developing pre-existing resources –bbc learning zone au collège

Synonym activity: Mettez les synonymes

dans l’ordre qu’ils sont mentionnés dans la vidéo

MarcherÀ la côteau paysageLa leçon

Timeline activity

Dessinez une ligne temporelle pour répresenter la journée au collège. Mentionnez l’heure et l’activité

Timetable activity

Completez l’horaire selon le chanson – ils ont quelle matière chaque jour?

Developing pre-existing resources rafi.ki– dafur activity

PoS addressed?

Key vocab?

PLTS?

Outcomes?

Objectives?

Resources?

Activities?