CLIL SYLLABUS
Overview
Course title: Integrated Language Learning through Content (ILLTC)
Area: Language Education
In-class work: 48
term hours: 48
Course nature (Theoretical, Practical, Theoretical-Practical): Theoretical-Practical
Basic or Complementary Component: Complementary
Requirements: English level A2
Course description
Integrated Language Learning through Content (ILLTC) is a dynamic course designed specifically for secondary (eighth grade) students seeking to enhance their language proficiency while exploring diverse subject areas: Biology, Arts, Mathematics, Language, Social Sciences, Technology. Through an innovative blend of Content and Language Integrated Learning (CLIL) principles, students will engage in interactive classroom activities, collaborative projects, and independent study to deepen their understanding of both language and content. By integrating language learning with subjects relevant to their academic level and interests, students will develop essential skills in communication, critical thinking, and intercultural competence. This 12-week course offers a comprehensive approach to language education, preparing students for success in both academic and real-world contexts.
Justification
The recognition of the pivotal role language proficiency plays in academic achievement and personal development at this critical stage of education. As students transition to secondary school, they are challenged not only to deepen their understanding of core subjects but also to enhance their language skills to meet the demands of increasingly complex curricula.
the Integrated Language Learning through Content (ILLTC) course for secondary (eighth grade) students is justified by its ability to enhance cognitive development, strengthen language proficiency, align with the academic curriculum, prepare students for higher education and beyond, and promote holistic development. By integrating language learning with content from diverse subject areas, the ILLTC course provides students with a comprehensive and engaging learning experience that prepares them for success in an increasingly complex and interconnected world.
Competences
Language Proficiency: The course will enhance students' language skills in reading, writing, listening, and speaking. Through immersion in authentic language contexts related to various subject areas, students will develop fluency, accuracy, and confidence in using the target language.
Content Knowledge: By integrating language learning with content from diverse subject areas, students will deepen their understanding of key concepts and topics covered in their academic curriculum. They will develop subject-specific vocabulary and terminology, as well as critical thinking skills necessary for analyzing and interpreting content.
Critical Thinking: The course will foster students' ability to think critically and analytically. Through engaging with complex content from different disciplines, students will learn to evaluate information, make connections between ideas, and draw reasoned conclusions.
Intercultural Competence: The course will promote intercultural competence by exposing students to diverse perspectives and cultural practices. Through engagement with content from different cultural contexts, students will develop empathy, respect, and awareness of cultural diversity.
Communication Skills: Students will enhance their communication skills both orally and in writing. They will learn to express themselves effectively and coherently in the target language, adapting their language use to different contexts and audiences.
Learning outcomes
To do
To understand the key concepts and topics in diverse subject areas, as evidenced by their ability to analyze, synthesize, and evaluate content-related information.
To develop intercultural competence, as evidenced by their ability to recognize and respect cultural differences, communicate effectively across cultures, and navigate intercultural interactions with sensitivity and empathy.
To demonstrate a comprehensive understanding of the interconnectedness between language proficiency and content knowledge across the six subject areas covered in the curriculum.
To participate in interactive classroom activities, collaborative projects, and independent studies to develop communication skills, critical thinking, and intercultural competence.
Context:
This syllabus is designed for secondary (eighth grade) students to enhance their language proficiency while engaging with diverse subject areas. The course adopts Content and Language Integrated Learning (CLIL) principles to provide an immersive educational experience that integrates language learning with relevant academic content. This comprehensive 12-week course prepares students for academic success and real-world applications by emphasizing the interconnectedness of language and content across multiple disciplines.
Content
Biology: Study the basics of biology with an introduction and a focus on genetics. Arts: Explore visual analysis and art history, covering movements like Renaissance, Baroque, Impressionism, and Modern Art. Projects involve creating and exchanging paintings for visual analysis.
Technology: Trace technological evolution through significant inventions and innovations, and examine different types of energies, focusing on renewable energy.
Social Sciences: Understand the Industrial Revolution's impact on life before and after. Projects include creating a comic on worker-owner conflicts and performing a skit to enhance historical understanding..
Mathematics: Learn about algebraic expressions and polynomials, including additive operations, multiplication, and division.
Language: Study various literary movements such as Renaissance, Baroque, Romanticism, Realism, and Surrealism.
General evaluation of the course
Project-based assessments play a crucial role in evaluating students' understanding and application of knowledge. By engaging in diverse projects such as creating DNA models, performing Punnett square exercises, analyzing and creating art, developing technology timelines, constructing renewable energy models, and producing comics or PowerPoint presentations, students demonstrate their mastery of concepts through tangible outputs. These projects not only foster creativity and critical thinking but also allow for peer reviews and self-assessments, particularly in art projects, promoting reflective learning and collaborative feedback. Complementing these projects, interactive and practical assessments further enhance learning by encouraging active participation in games, discussions, and presentations. Hands-on activities and experiments, especially within science and technology units, provide experiential learning opportunities that solidify theoretical knowledge through real-world application. Together, these methodologies ensure a comprehensive and dynamic evaluation of students' progress, catering to various learning styles and fostering a deeper engagement with the subject matter.
Meeting course objectives
THEMATIC UNIT | ASSESSMENT STRATEGY | PERCENTAGE (%) | ||
| Genetic | Project 1–DNA models–50%
Project 2–Punnett square–50% | 16,6% (Performance) | ||
| Art history and artistic movements | Project 1–50%
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| Technology evolution and renewable energy | Project 1 – technology timeline –50% Project 2—The renewable energies–50% |
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| Industrial revolution | Project 1–50%
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Expressions algebraic |
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literary movements | Project 1 –performance–100% |
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Course planner
| No. | Thematic units | Pedagocic strategies | HOURS | TOTAL |
| 1 | Biology Introduction to Biology Introduction to Biology: Crash Course Biology #1 Genetics Concept. Generalities of the material genetic (DNA) and RNA. Dogma Center of the biology Molecular
Organization material genetic, Concept, structure and functions. Chromosomes: concepts, structure and functions. | 4T | 4 | |
| 2 | Project 1–DNA models Create three-dimensional DNA models Project 2–Punnett square Perform exercises in which students determine the probabilities of inheritance of certain traits using Punnett squares. | 4P | 4 | |
| 3 | ARTS How to do a Visual Analysis || Art History Analyze Art with Colour Theory (Beginner) What is art? Art History Renaissance, Baroque, Impressionism, and Modern Art. Leonardo da Vinci, Johannes Vermeer, Edgar Degas, Vincent van Gogh. How to analyze an artwork: step-by-step guide. | 4T | 4 | |
| 4 | Project 1. Part 1: To create a painting inspired by the characteristics and techniques of that movement and something with a message. Part 2: To exchange their artwork with a classmate and conduct a visual analysis of their peer's piece, focusing on composition, color theory, and technique. | 4P | 4 | |
| 5 | Technology Technological evolution Inventions and innovations that have marked milestones in technological development The different types of energies and the effects they produces in the environment this transformation. The renewable energies | 4T | ||
| 6 | Project 1 – technology timeline : create a timeline with the most important inventions in history Project 2—The renewable energies: create a model of a device that generates renewable energy | 4P | 4 | |
| 7 | Social Sciences Life before and after the Industrial Revolution. Discussion describing what they see and discussing how life might have changed. Context of the industrial Revolution The Industrial Revolution (18-19th Century) What was the Industrial Revolution? Game with questions about the Industrial Revolution | 4T | 4 |
| 8 | Project 1: Create a comic or a PowerPoint that shows the conflicts/struggles between the workers and factory owners. Project 2: To create and perform a skit depicting a scene from the Industrial Revolution to enhance their historical understanding and English language skills. | 4P | 4 | |
| 9 | Mathematics Expressions algebraic Mathematical expressions Polynomials Additive operations with polynomials | 4T-P | 4 | |
| 10 | Multiplication of polynomials División de polinomios | 4T-P | 4 | |
| 11 | Language literary movements Renaissance Baroque Romanticism Realism Surrealism | 4T | 4 | |
| 12 | Project 1 –performance: dramatize a representative scene from an important work of a literary movement. | 4P | 4 |
| TOTAL | 20T | 8T-P | 20P | 48 |
Bibliography
Amiria GaleAmiria has been an Art & Design teacher and a Curriculum Co-ordinator for seven years. “How to Analyze an Artwork: A Step-by-Step Guide.” STUDENT ART GUIDE, 16 Aug. 2023, www.studentartguide.com/articles/how-to-analyze-an-artwork.
Estándares Básicos de Competencias - Ministerio de Educación ...Https://Www.Mineducacion.Gov.Co/1621/Articles-340021_recurso_1.Pdf, www.mineducacion.gov.co/1621/articles-340021_recurso_1.pdf. Accessed 27 May 2024.
Estándares Básicos de Competencias En Tecnología E ... - Inicio, www.colegionacionesunidasied.com/pdf/tecno.pdf. Accessed 27 May 2024.
“Lengua Castellana 8 y 9.” Curso: LENGUA CASTELLANA 8 y 9, bachilleratovirtual.com/aula/course/view.php?id=111. Accessed 27 May 2024.
Luckett, Malik. “Industrialization Factory Escape Game.” Genially, Genially, 26 Jan. 2023, view.genially.com/63d19a79adef530019944ed8/interactive-content-industrialization-factory-escape-game.
MT_Grado8.PDF, www.colombiaaprende.edu.co/sites/default/files/files_public/rural-adultos/1_Coleccion_Avanzada_Programa_de_Educacion_Rural_PER/4-Modelos_Educativos_Flexibles/6-Postprimaria/Materiales_Estudiantes/MT_Grado8.pdf. Accessed 27 May 2024.