CLIL for civics

obligatory courses

Blended learning

The aim of the course is to familiarize students with the CLIL (Content and Language Integrated Learning) teaching method. In this course, students will learn the basic features of the CLIL method and the rationale for using this approach, especially in teaching Civics. During the course, students will learn about the practical aspects of teaching using the CLIL method. They will plan and conduct demonstrations and presentations of classes using the CLIL method, entire lessons and larger units. They will also create CLIL materials for students.

Thematic scope:

• familiarizing participants with the basics of the CLIL method

• familiarizing participants with teaching and learning opportunities focused on CLIL in the Polish education system (Civics – oriented)

• developing students' skills in planning and implementing units based on the CLIL method

• developing critical thinking skills of participants by guiding them in the selection and preparation of a CLIL-oriented curriculum and teaching materials

• making students aware of the importance of the CLIL integrated curriculum for the further development of students in CLIL subject education

• familiarizing participants with the competences to be acquired by the CLIL teacher

Topics:

Basic features of CLIL; the use of CLIL in teaching Civics

Polish curriculum and teaching opportunities to use CLIL

Planning, preparation and delivery of CLIL units

Competencies of CLIL teachers

Development of non-linguistic skills in language lessons

CLIL materials – sources and preparation of templates for use in WOS

CLIL project presentations

Coyle, D., P. Hood & D. Marsh (2010) Content and Language Integrated Learning.

Ioannou-Georgiou, S., Pavlou P. (eds.) (2011) Guidelines for CLIL Implementation in Primary and Pre-primary Education.

Johnstone, Kubanek, Edelenbos

Mehisto, Marsh and Frigols. Uncovering CLIL. 2007.

Bilingual programme Evaluation. 2010. British Council

http://www.carla.umn.edu/

Polish Core Curriculum -translation ciculated by the trainer

http://www.carla.umn.edu/

Marsh, D., Langé, G. (eds.) (1999) Implementing Content and Language Integrated Learning, A TIE-CLIL Foundation Course Reader, TIE-CLIL Project, Jyväskylä, Finland.

Criteria for producing CLIL learning material

Peeter Mehisto

Towards quality-CLIL: successful planning

and teaching strategies. Oliver Mayer

CLIL Teacher competences 2001.Kazianka et al.

European Commission (2006) Content and Language Integrated Learning (CLIL) at School in Europe. Eurydice: Brussels

Knowledge: the graduate knows and understands:

S_W03: the methods, norms, procedures and standards of good practice in educational institutions, related to teaching foreign languages

Skills: the graduate is able to:

S_U05: observe and assess the suitability of a variety of methods, procedures and best practices, and select and apply the appropriate approach with the goal of accomplishing tasks and solving problems related to foreign language teaching

S_U13 prepare written work in both Polish and a foreign language, relevant to the field of studies, on specific issues, using basic theoretical approaches and a variety of sources

S_U13 acquire knowledge and develop their professional competences in teaching social studies using a variety of sources (in Polish and in English) and new technologies (ICT)

S_U19 using the basic organisational skills, plan and carry out tasks related to teaching foreign languages and, optionally, to the teaching of social studies

S_U20 perform the various roles required for working as a team, is willing to accept and assign tasks, and possesses the elementary organisational skills necessary in designing and implementing professional educational activities

The course ends with a credit grade which depends on the student’s fulfillment of the following course requirements.

FALL SEMESTER:

1. Attendance and participation

2. A CLIL unit (portfolio task) + reflection on implementation

3. Homework assignments (reading and tasks) - done in class, at home and on the e-learning Kampus platform

SPRING SEMESTER:

1. Attendance and participation

2. A CLIL lesson plan (portfolio task) + reflection on implementation

3. In-class microteaching session

4. Homework assignments (reading and tasks) - done in class, at home and on the e-learning platform