Programma Erasmus+ Call 2016 – KA2 Partenariati Strategici tra sole scuole per lo Scambio di buone pratiche – Settore Scuola
Codice progetto: 2016-1-PT01-KA219-022907_2
Titolo progetto: Go for Content Language and Integrated Learning
About the project
Content and Language Integrated Learning (CLIL), according to the European Commission’s report in 2005, “helps ensure the attainment of EU objectives in the area of language learning and enables pupils to study a non-language related subject in a foreign language”. The programme includes both task-based and content-based approach and develops the communicative competence. As the focus of instruction is meaning rather than form, when the language approach is at or just above the proficiency of the learner, a foreign language is most successfully acquired. It also allows the development of cognitive academic growth, as literacy developed in the primary language transfers to the second (Navés, T., 2010).
Thus, we aim to teach foreign languages in an integrated way, and not only as a separate subject. Language learning partly requires authentic content learning. It fosters critical thinking and and leads to meaningful communication, providing an opportunity for convergence
We expect to obtain the following results:
– Strengthen the importance of CLIL as powerful teaching and learning programme;
– Understanding of curriculum development as a culture, which includes content, cognition and communication components;
– Improvement of learning as a process of transformation through interaction and mediation;
– Enhancement of personalised learning, supporting each pupil at their stage of both content and language learning taking into account both the school curriculum and the developmental state of the child;
– Curricular continuity, so that learning achievement in both content and language are built on over time;
– Increase the number of subject and language teachers involved in CLIL;
– Increase the number of classes and students benefitting from the CLIL approach;
– Provide equal opportunities for students from low-income families to attend CLIL-led classes in each school;
– Create and use learning CLIL materials for classroom activities.
The first phase of the process involves performing activities to evaluate the project size, scope, and degree of difficulty and to establish procedures for supporting later project activities. Examples of activities at this phase are the following:
– forming a project initiation team;
– building participants’ relationships,
– developing effective management procedures;
– constructing a project workbook – based on the partnership agreement;
The second phase of the process involves defining clear, distinct activities and work required to complete the activities for each individual project.
Examples of activities at this phase are:
– defining the project scope;
– defining the work breakdown structure;
– estimating resource requirements;
– outlining communication procedures among managers, team members, identifying and evaluating risk, and developing a Baseline Project Plan.
The third phase of the process involves implementing the plans created in the earlier phases: Project Initiation and Project Planning. Examples of activities at this phase are:
– executing the baseline plan;
– managing changes to the baseline plan;
– monitoring project progress, and communicating project status to team members, and the partners.
The final phase of the process involves bringing the project to an end and preparing post-project activities.
Examples of activities at this phase are:
– assessing and evaluating by team members;
– conducting final project reviews, and closing the project.;
– preparing further dissemination actions;
– assuring the project members form a community of practice.
All these activities will be monitored by use of evaluation questionnaires and reports for which the project coordinators in each school will be responsible.
Throughout the stages of our project we intend to create CLIL materials for use in the classroom.
Also, teachers of all partner schools are going to cooperate in order to design lesson plans based on CLIL for implementation in various school subjects, such as Maths, Biology, Chemistry, Georgraphy, History, Physical Education e.t.c. During the planned learning and teaching training activities we will keep up with all the latest CLIL trends, we will adjust them to our students’ specific needs, we will collaborate to make improvements if necessary and of course we will have the chance to exchange good practices and share complete CLIL lesson plans. Every transnational learning and teaching meeting will be an opportunity to experiment with CLIL activities, put them into practice and observe the impact of their application on the students as well as to detect and evaluate their responses.
As a result, we will be able to receive valuable feedback from the students regarding this new learning experience for them.
From 11 to 15
Chemistry, Cross Curricular, Foreign Languages, Geography, History, Natural Sciences, Physics, Technology