HOCKERILL
ANGLO-EUROPEAN COLLEGE
CLIL WITHIN A GLOBAL
CURRICULUM
Willink School – 27th February 2009
THESE ARE THE UNDERLYING
PRINCIPLES WHICH GUIDE OUR
PHILOSOPHY AS A LANGUAGE
COLLEGE:
•TEACH ENTIRELY THROUGH THE TARGET
LANGUAGE
•OUR VARIETY OF PURPOSEFUL
EXPERIENCES ABROAD
• OUR INNOVATIVE AND ENRICHING
CURRICULUM
• OUR INTERNATIONAL ETHOS AND
GLOBAL RESPONSIBILITY
THE OBJECTIVE OF TARGET LANGUAGE TEACHING
Teacher
Student
Student
TRICKS OF THE TRADE
• USE COGNATES ( eg mémorisez,
copiez, similaire)
• USE MIME
• USE GESTICULATIONS
• USE FLASHCARDS AND PICTURES
• MAKE A TRANSPARENCY OF THE
ACTIVITY TO MAKE
EXPLANATION OF ACTIVITY
SIMPLER
Being a Language College all
students study two or three major
world languages in Key Stage 4
French
Spanish
Italian
Japanese
Mandarin
German
Portuguese
We also have videoconferencing which opens
up all sorts of curricular opportunities
Originally introduced within our Training School
remit:
 As a means of training of teachers – mainly through the link with
Nottingham
 To share good practice between ourselves and other schools within the
TLO circuit
 To enrich the curriculum through contact with other countries –
France, Belgium, Romania
 To celebrate the cultural diversity of our partner schools
 To enable teachers to meet and plan ahead
Hockerill has two major projects overseas
In Romania
• Where we have three contact schools all with videoconferencing
facilities which we have funded.
• We raise funds throughout the year – already £30,000 has been raised
in 6 years - through activities organised by a students’ committee
(discos, non-uniform days, music festivals, pop idol competitions,
quizzes)
• We then take a group of sixth formers to the Iasi Special School
ongoing project to renovate a school where conditions are poor and
resources virtually non-existent
• Students spend the morning painting and working on the project and in
the afternoon they go into classes to interact with the children
HOCKERILL STUDENTS IN IASI SPECIAL SCHOOL WITH
STAFF, ROMANIAN PARTNERS AND CHILDREN FROM
SPECIAL SCHOOL SOME WHO ARE HIV POSITIVE OCTOBER 2005
and in Rwanda
THE COLLEGE DE GISENYI NEAR THE D.R.C.BORDER
• 1200 are boarders – boarding fees are £30 a term – far beyond the
means of most families. However, one of the better schools in
Rwanda – it has windows! Over 60 students funded through
Hockerill sponsors.
• Students are all bilingual – native language Kinyarwanda and
French and many are also examined in English
• School specialises in Maths, the Sciences and Accountancy
• It has 20 computers provided by British Embassynow connected to
internet through Hockerill funding
• Very keen on sport – football, volleyball, basketball, swimming
and is one of the best in Rwanda. Hockerill has funded
refurbishing of all pitches
OUR LASTING MEMORIES
RATIONALE FOR BILINGUAL
TEACHING
•
75% OF THE WORLD IS BILINGUAL
•
ONLY 6% OF THE WORLD SPEAKS
ENGLISH AS A NATIVE LANGUAGE
•
IT ENRICHES THE CURRICULUM
•
IT IMPROVES LINGUISTIC SKILLS
LANGUAGES NEVER WAS
OUR STRONG POINT
BUT EVERYONE SPEAKS
ENGLISH
OR DO THEY?
KEY ISSUES WHEN SETTING
UP A BILINGUAL SECTION
• Importance of having enthusiastic, energetic and
accomplished language teachers
• Need for Senior Management support
(eg better allocation of language lessons)
• Need for support across the curriculum
• Need ideally to recruit teachers of key disciplines who are
competent in foreign language
• Importance of convincing parents and students
• Resourcing issues
• Desirability to have partner school with same philosophy
OTHER QUESTIONS WHICH
ARE ASKED
• Does one sacrifice another subject to allow for
bilingual teaching?
• Will students be given more work and become
more stressed than if they were in normal classes?
• Is it elitist and exclusive?
• How do you present immersion to parents?
• At what stage do you introduce immersion?
• Are native speakers the ideal immersion teachers?
THE HISTORY OF THE HOCKERILL
BILINGUAL SECTION
• (1) Started in September 1993
• (2) First Bilingual Exchange in June 1995
• (3) History and Geography taught in French
for the first time from September 1995
• (4) First cohort on Work Experience in
France in February 1997
• (5) First cohort take early GCSE – end of
Year 10 - in June 1997
• June 1998 – First cohort sits AS
examination
• June 1998 – School gains Language College
status
• September 1998 – History introduced to
second bilingual group
• April 2000 – College gains Training School
status
• June 2000 – First cohort sits IB examination
• September 2000 – German Bilingual
Section opens
•June 2002 – Fifth cohort sits new AS level in
Year 11
•June 2003 – Top Year 9 French Bilingual
group and German Bilingual group sit
early GCSE
•February 2004 – First German Bilingual
cohort does Work Experience in Germany
•June 2004 – Year 10 French and German
early entries sit AS two years in advance
•September 2004 – History and Geography
taught to Second Bilingual group
• June 2005 - Certain students inYear 11 French
and German sit A2 two years in advance
• June 2007 – Second Bilingual Group sits GCSE
two years early
 .June 2008 – Lowest groups take GCSE one year
early. Two French and One German group sit AS
in Year 10
 September 2008 – Spanish into Key Stage 3 and
Mandarin and Portuguese available in Year 11
HOW THE BILINGUAL SECTION
FUNCTIONS AT HOCKERILL
2008-2009
Year 8
Some History/Geography
in French/German
Bilingual Exchanges
/Study Visit
Year 9
History and Geography
(FB1 & 2 and GB)
Early GCSE for
French 1 and 2
and German
Year 10
Hist or Geog (F)
Hist&Geog (G)
Work Experience in F/G
GCSE (other groups)
AS(F1/2) and G)
Year 11
AS(F2 and certain F1/G)
A2 (certain F1 and G)
Mandarin/Portuguese
also introduced
Years 12-13
International
Baccalaureate
THE POSITION OF GERMAN
After much discussion with a new
partner school in Münster it was agreed
that a German Bilingual Section would
be launched in September 2000.
This group functions in an identical way
to the top French Bilingual set.
Trips and Exchanges
• Year 7 – 2 trips to France 1 to Germany(also Year 8)
• Year 8 – Bilingual Exchanges(France/Germany)-top sets
Second French set – study visit to France
Parallel Groups – optional study visit to La Coûme
• Year 9 – Exchanges to Belgium and Germany
Year 10 –Work Experience + exchange(B/G)
Spanish Exchange(Years 10 - 12)
Italian Exchange (Years 10-11)
Japanese Exchange (Years 10-13)
• Year 12 – Exchange or visit with Work Experience to France
Visit to Gisenyi (Rwanda)
– Exchange with Romania in its 12th Year
The College runs on average 25 trips and
exchanges abroad a year
La Coûme
colegio San Jose,
Valladolid
Mallorca
Claviere
Features of the Bilingual Section
Undertaking to use Target Language throughout:
teacher to student, student to teacher, student to
student using a variety of strategies
Vocabulary may be noted in both languages
French/German ambiance created (e g exercise
books from France/Germany)
Bilingual Library set up(papers, magazines and
books) and drama area created, video/DVD library
BENEFITS OF BILINGUAL
EDUCATION
 Has a tremendous impact on standard of language
 Does not have an adverse effect on progress in
those disciplines studied in FL
 Greatly improves powers of concentration
 Produces confident, articulate linguists
 Gives students a sense of pride and achievement
 Attracts the attention of the media and the outside
world and helps to market the school
RECENT DEVELOPMENTS
 Bilingual Humanities in German
 Early GCSE entries in Year 9 followed by AS
and A2 in 10 and 11
 Developments with Bilingual Section in
Liège – exchanges and videoconferencing
 Extension of Bilingual Section to include
modules in Science and Maths through French and
German
 Bilingual Music in German started in 2008
 Development of French base at La Coûme
with Years 7, 8, 10 and 13 including videoconferencing
 Development of Global link with Rwanda and India with
visits and whole College involvement
FUTURE OF BILINGUAL
SECTION
 Positive impact of Language College redesignation with second specialism
 Extension of bilingual work into Year 8 and to
include science modules in Year 9
 Possible creation of a Spanish Bilingual Section
 Continued staffing and resourcing issues
 Further marketing and links with other immersion
schemes such as Liège, Rwanda and India
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