CLIL for civics 4100-4SCLILO
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
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Term 2024L:
Topics covered during the spring semester: - planning a CLIL lesson |
Course coordinators
Type of course
Mode
Learning outcomes
The graduate knows and understands:
S_W02 the necessary terminology related to linguistics, relevant to teaching foreign languages
S_W19 the core curriculum regarding the content of teaching English and civics at the second educational stage and associated typical learning difficulties
The graduate is able to:
S_U01 search, analyse, evaluate, select and use information, using a variety of sources and methods, in Polish and English
S_U02 plan and implement projects typical for foreign language teaching environments
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_U09 analyse their own actions and identify possible areas for change in the future
S_U15 speak and write consistently and precisely in Polish and in a foreign language on topics related to selected educational matters, applying different theoretical approaches and using findings from academic disciplines relevant to their course of studies
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
The graduate is prepared to:
S_K01 pursue lifelong learning
S_K02 reflect on the level of their skills and knowledge, constantly develop professionally and personally, self-assess their competences, improve their skills, plan their development and training
Assessment criteria
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
Bibliography
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
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Term 2024L:
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. Mehisto, Marsh and Frigols. Uncovering CLIL. 2007. Polish Core Curriculum - Civics for primary school 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 |
Notes
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Term 2024L:
The course covers 30 didactic hours per semester and is conducted in a blended mode: - 14 hours: in-class meetings, the dates of which are indicated in the timetable for the spring semester 2023/24, available on the CKNJOiEE UW website. - 16 hours: in an asynchronous mode, on Kampus platform. |
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: