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Cross Curricular Learning Through a Global Issue

Cross Curricular Learning Through a Global Issue. Climate Change through MFL and Geography. Slough Grammar School. We have been working on increasing cross curricular planning, learning and teaching opportunities for the past two years

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Cross Curricular Learning Through a Global Issue

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  1. Cross Curricular Learning Through a Global Issue Climate Change through MFL and Geography

  2. Slough Grammar School • We have been working on increasing cross curricular planning, learning and teaching opportunities for the past two years • We mainly do it through ‘collapse’ days, in the hope that it will eventually become part of normal classroom practice. • Each ‘collapse’ day has a theme; this time it was ‘Environments’.

  3. We are an international school • Our students are multi-cultural and many are bi-lingual. • We have links with many schools around the world and we are keen to develop further links with new schools to give our students an insight into life in other countries. • We are keen to share what we do with others and enjoy hosting partner schools when they visit us in Slough.

  4. We are an I.B. school • We follow the British national curriculum but we also offer International Baccalaureate programmes. • Students in the Sixth Form (16-18) have the opportunity to study the IB Diploma programme. • Students in the lower school (11-16) follow the IB Middle Years programme.

  5. MFL and Geography • We planned a double lesson where Geography and MFL content would be taught. • The Geography content was climate change and the MFL content was Environment vocabulary. • Pupils worked in groups with a mix of Y7 Y8 andY9 all learning the same MFL • The outcome was a poster raising awareness of climate change in the MFL of that group.

  6. How did it go? What went well? • Pupils enjoyed it. • Pupils learnt to put vocabulary into context • The vocabulary was used for revision • Pupils were more aware of the consequences of climate change Even better if? • We had been given specific time for cross curricular planning • We had a budget for resources

  7. Parallel lessons in MFL & Geography Session One (Geography) • Brain storm ‘what is climate change’, to find out what students already know. (10 minutes) • Organise students into groups, then use resources (newspaper articles) to find out more about climate change. (20 minutes) • Ask groups to present their findings to the class. (20 minutes) • Get groups to do a brief outline of what they will include in a poster to bring awareness to global warming. (10 minutes)

  8. Session One (MFL) • Dictionaries and other lists of words in target languages available. • Watch National Geographic video on climate change (for links see below) followed by a whole class discussion. (10 minutes) • Get groups to do a brief outline of what they will include in a poster to bring awareness to global warming. (10 minutes) • Make a list of words in English that will be used and then find the translation in the MFL relevant to that group. (20 minutes) • Present the ideas to the class including sharing the vocabulary in the MFL. (20 minutes) • http://video.nationalgeographic.com/video/player/environment/global-warming-environment/global-warming-101.html OR • http://video.nationalgeographic.com/video/player/environment/global-warming-environment/way-forward-climate.html OR • search for ‘global warming 101’.

  9. Session Two (MFL) • Each group shares their ideas for a poster with the class. (10 minutes) • Make a list of words in English that will be used and then find the translation in the MFL relevant to that group. (20 minutes) • Make the posters using the MFL vocabulary. (30 minutes)

  10. Session Two (Geography) • Get students into their groups then use resources (newspaper articles) to find out more about climate change. (20 minutes) • Add any new ideas to plan for the poster. (10 minutes) • Make the posters using the MFL vocabulary. (30 minutes)

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