Ignite the MFL Classroom with Food for Thought

1. SuziBewell and PGCE MFL 2012-13 Cohort25 June 2013Set the MFL classroom on fire with

2. Food for thought… ‘Be brave, be bold and don’t always do as you’re told!’ *post it note starter task What do you want to get out of today?

3. FLAME at University of YorkTuesday 25thJune 2013AIMS: Suzi and her terrific trainee MFL student teachers will -showcase a wide range of innovative resources aimed at upper KS2/KS3 which do not always follow traditional text book* topics -talk about how they have spent the summer term working on motivational cross curricular languagesprojects in schools -inspire you to go away and convince your colleagues of the value of FLAME -send you away with 100s of ready made resources so you can’t use the excuse that you don’t have the time!

4. Cross-curricular Links Today Cross Curricular links between MFL and the following subjects will be shared: -Science (PGCE MFL 2011-12 cohort) -Art (famous Fr Ger and Sp artists) -Drama (including working with a local theatre group) -Food technology (The Great MFL Bake-Off) -History (featuring the Castle Museum) -Music (rhythm, rhyme and the sound-spelling link) -Sport (Wake and Shake) -Citizenship (the wider F G and S speaking world)

5. What is CLIL / FLAME? Acknowledgements: -Coyle, Hood and March, CLIL: Content and Language Integrated Learning , Cambridge University Press, 2010 -Eva Lamb, King Edward Language College, Sheffield -John Connor, MFL consultant and all round good egg -Rachel Hawkes, Comberton Village College -NatalioOrmeño, ALL Language World 2012 Video link: http://tinyurl.com/DoCoyleVideoClip

6. What is FLAME? The Association For Language Learning has set up Flame (Future for Language as a Medium of Education), a new initiative to support CLIL and bilingual learning. Launched formally on 17th January 2013, it aims to support the many ways that teachers are combining languages with other subjects, whether bringing subject topics into language lessons, teaching subject modules or teaching one or more whole subjects through a language other than English.

7. FLAME plans to: • Bring together people with a shared interest in bilingual learning; • Help teachers to collaborate and share ideas; • Provide valuable information and advice for schools; • Arrange open days to see CLIL and bilingual learning in action; and • Improve the availability of learning resources.

8. ALL hopes that FLAME will increase the number of primary and secondary schools that combine language teaching with the teaching of key subjects, and that this in turn will help to transform the quality of language learning in schools.

9. CLIL requires languages teachers to teach predominantly in the target language, something which the most recent MFL OFSTED report ‘Achievement and Challenge’ deemed to be an apparent weakness in MFL departments. • The use of the TL (Target Language) has always been an area of debate and with the advent of PLTS and Learning 2 Learn, many MFL teachers have seemingly resorted to teaching for the most part in English. • FLAME seeks to address this issue with immersion teaching and requires very careful planning and a clear and rigorous implementation strategy on a departmental level.

10. Teaching FLAME is very different from teaching Modern Languages in the traditional way. WHY do we still insist on delivering a traditional curriculum whereby students entering in Year7are most likely to learn about such topics as self and family, pets, pencil case and perhaps daily routine. Do most 11 year olds really want to talk about such things in their own language let alone the TL?

11. Consider also the level of cognitive challenge in MFL compared with other core subjects In general, how is student engagement and motivation (or lack thereof) in MFL? What webelieve FLAME aims to do is to bridge the gap between CLIL and traditional methodology, allowing teachers the freedom to teach more engaging cross curricular topics predominantly in the TL. In turn, learners will have a much stronger motivation to learn a language in order to communicate for real and relevant reasons. It is essential that we as language educators stimulate the desire to want to learn a foreign language, especially in a world where GCSE update for languages in the UK is at an all time low.

13. A DUAL FOCUS Content and Language Integrated Learning (CLIL) is a dual-focussededucational approach in which an additional language is used for the learning and teaching of both CONTENT and LANGUAGE. CONTENT = Science LANGUAGE = French, German or Spanish

18. CLIL – NOTHING NEW! CLIL is closely related to and shares some elements of a range of educational practices. Some of these practices – such as bilingual education and immersion – have been in operation for decades in specific countries and contexts.

20. Some case study examples: Video 1: Chenderit School, Northamptonshire (ICT, Geography or PSHE in Fr & Germ) 0-8mins http://www.all-nsc.org.uk/nsc/?q=node/94 Video 2:Judgemeadow Community College, Leicester (ICT, PHSE in Fr) 0-2mins http://www.all-nsc.org.uk/nsc/?q=node/108 - CLIL teacher rationale and pupil perceptions

21. CLIL = Cognitive Challenge CLIL not only promotes linguistic competence, it also serves to stimulatecognitive flexibility. Different thinking horizons and pathways which result from CLIL (…) can also have an impact on conceptualization (literally, how we think). This (…) helps the learner advance towards a more sophisticated level of learning in general.

22. INNOVATIVE FUSION! CLIL is not a new form of language education. It is not a new form of subject education. It is an innovative fusion of both. ‘

24. A Science Example:http://www.ucet.ac.uk/2562(0-6m30) TDA 2010 - DVD on Integrated Language Learning which shows the impact that teaching science through French can have on children’s language skills. PippaJacobs, a Primary Teacher features in the film and talks about the benefits there are to using Integrated Language Learning. The film follows a Year 6 class in Pippa’s school as they learn about forces in Science including force versus gravity, experiments on air resistance, the Beaufort scale and kite making with a grand finale in France at the International kite Festival at Berck-sur-mer.

25. Science & MFL CLIL Project:It’s great to COLLABORATE!

26. La langue

27. Les objectifs Pendant le cours, tu apprendras: • Les grandes saveurs de la langue. • Le rôle de la langue dans le goût.

28. Lasaveur amère

29. La saveur acide

30. La saveur salée

31. La saveur sucrée

32. Mets les images dans la bonne catégorie Amer Salé Acide Sucré

33. Les réponses Amer Salé Acide Sucré

34. Fabrique ta propre langue

35. Les instructions Il te faut: • du papier rouge • du papier rose • des images d’aliments • des ciseaux • de la colle

36. Découpe sur le papier rouge une grande bouche fermée

37. Découpe la langue

38. Dessine tes images dessus

39. Glisse la langue dedans

40. Les objectifs acquis Je peux: • Nommer les 4 grandes saveurs. • Comprendre le rôle de la langue dans le goût. • Fabriquer ma propre langue. • Classifier les aliments aux 4 zones de la langue.

41. Science Water (Eva Lamb, King Edwards Language College, Sheffield)

42. Pourquoi l’ eau est importante

43. Les usages de l’eau A la maison L'eauestutiliséedans la cuisine, pour la toilette, la vaisselle, la lessive,lejardin, etc. A la campagne l'eauestutilisée par les agriculteurs pour l'alimentation des animaux etc, pour l'irrigation. Dansl'industrie l'eauestunematièreessentielle. Par exemple, pour la production de nombreuxproduits : ilfaut 10 000 litres pour fabriquerunevoiture. Framework Objective Reading using cues, highlight cognates, word families, follow written while listening, key words etc.

44. Le cycle de l’eau 1. L'évaporation 2. La condensation 3. Les précipitations 4. Le ruissellement

45. L’ eau et le développement L’ eau + les problèmes La croissance de la population La pollution les familles l’ industrie l’ agriculture

46. Carousel activities x 5 You will spend the next hour making your way around the 5 groups (x 10m per table) and learning more about possible ways of combining MFL and other Curriculum areas such as art, music, food technology, drama and history. Enjoy!

49. “With the introduction of the new curriculum and a greater emphasis on creativity then cross- curricular initiatives are certainly being promoted and encouraged. To all of you who have been involved with CLIL or for those who are interested in any way, then it is timely that we must work together to give a collective voice to CLIL in the UK. There are many colleagues in our European and international networks who have been using a CLIL approach in subject teaching, in MFL and in cross-curricular projects with whom we can link and share ideas. CLIL will provide us with a creative and dynamic forum through which to explore making our teaching and learning environments more motivating and engaging not only for the students we teach but also for ourselves. So the time is right for us in the UK to make a significant contribution to the CLIL movement and to ensure that or colleagues throughout the land are aware of its potential. During the last year, I have been in contact with many teachers who are hoping to start to experiment with CLIL modules and those that are building on past experiences. We can now start to bring this altogether… so let’s get going…..” Do Coyle

50. PLENARY: What are your next steps?What do you need to do to launch FLAME in your MFL department? *Select a suitable theme *Brainstorm your ideas with your colleagues Plan a lesson / series of lessons Resource the lesson(s) together – share the workload Be prepared to testand evaluate these FOLLOW ON FLAME EVENT JUNE 2014 – INTEREST?