The weather Imma Punt Freixer CEIP Alexandre Gal

The weather Imma Puntí Freixer CEIP Alexandre Galí Nottingham 2009

CEIP Alexandre Galí • School context • The module • Materials • Conclusions

School context The school is located in La Barceloneta, a district in the old part of Barcelona

School context • The CEIP Alexandre Galí was created 27 years ago • The school has 329 pupils from 3 to 12 years old • Almost a 36% of the pupils are immigrants (North Africa, South America, Europe) • All the pupils live in the surrounding area • The families are from a low and medium socio-economic background • Economic activities: tourism, harbour, fishing. . .

School context • Most of the pupils are non-Catalan speakers • Immersion programme is applied from Nursery to years 1 and 2 • Aula d’acollida (“support and welcome class”): There are two teachers dedicated to the new pupils; they help them with the acquisition of Catalan • The school is very concerned about encouraging the pupils to use Catalan

School context English language in the school 2005 -2008 Innovation Project Oral skills • 3 English teachers • English taught in year 1 and year 2 • Increase of the hours per week of English • One session with half of the class • Encourage the presence of English in school’s every day life 2008 -2011 Innovation Project CLIL project in science • Teach science as an extension of the topics taught previously in Catalan • Practical approach to the topic through ICT, experiments, displays and school trips • One hour per week in years 4, 5 and 6

The Module THE WEATHER Lesson plan • Lesson 1: Introduction (1 session) Weather and weather forecast • Lesson 2: Air pressure (2 sessions) Air takes up space. Air has weight. Air exerts pressure • Lesson 3: Water Cycle (4 sessions) Evaporation. Condensation. Saturation. Precipitation • Lesson 4: Wind (2 sessions) High and low pressure areas. Wind direction. Wind speed. Beaufort Scale • Lesson 5: Measuring instruments (1 session) Create measuring instruments: anemometer, barometer, thermometer, rain gauge, wind vane • Lesson 6: Assessment (1 or 2 sessions) Games, ICT activities, role play, self-assessment

The Module Theory basis • The 4 C’s framework • The 3 As tool • Bloom’s taxonomy • Vygotsky: Social learning • Scaffolding • Cummin’s matrix • Gardner: Multiple intelligences

The Module

Examples of activities Example of 3 As tool ANALYSE Language of learning ADD Language for learning APPLY Language through learning

Examples of activities Cummin’s matrix High cognitive Low linguistic 3 4 2 1 Low cognitive High linguistic

Examples of activities Jigsaw activity Pupils do: • Work as a group to gather information • Search for information • Share the information • Listen and collaborate with their partners • They share a common project: creating a display and making a presentation Thinking skills Remembering understanding Applying analysing Creating

Examples of activities Multiple intelligences Linguistic, logical-mathematical, bodily-kinaesthetic intelligences

Examples of activities Multiple intelligences Make a barometer Self-assessment Linguistic, naturalist, bodily-kinaesthetic, spatial, interpersonal and intrapersonal intelligences

Examples of activities Scaffolding: images

Examples of activities Scaffolding: images and short text

Examples of activities Scaffolding: images and text. Sequencing a process

Examples of activities CARD GAMES BOARD GAMES Scaffolding: No scaffolding, just playing with the content and the language acquired

CONCLUSIONS • Content teachers must be as involved in CLIL as the English teachers • Our associated Secondary school needs to be informed about our project • There must be a commitment towards CLIL by the school and by the Government as well • More research must be done about CLIL (particularly about the content level and language level acquisition) • CLIL is learning content THROUGH English (not just IN English). It is an integrated learning • CLIL is a big challenge for teachers and for pupils • CLIL guarantees a reflection about the teaching practice and the most effective teaching methods

So, it’s up to you! Don’t be under the weather! Whether the weather be fine or whether the weather be not, a CLIL approach will always put your teaching at the top! Thank-you!