Transcript Cross Curricular Learning Through a Global Issue

Cross Curricular
Learning Through a
Global Issue
Climate Change through
MFL and Geography
Slough Grammar School
• We have been working on increasing cross
curricular planning, learning and teaching
opportunities for the past two years
• We mainly do it through ‘collapse’ days, in the
hope that it will eventually become part of
normal classroom practice.
• Each ‘collapse’ day has a theme; this time it
was ‘Environments’.
We are an international school
• Our students are multi-cultural and many are
bi-lingual.
• We have links with many schools around the
world and we are keen to develop further links
with new schools to give our students an
insight into life in other countries.
• We are keen to share what we do with others
and enjoy hosting partner schools when they
visit us in Slough.
We are an I.B. school
• We follow the British national curriculum but
we also offer International Baccalaureate
programmes.
• Students in the Sixth Form (16-18) have the
opportunity to study the IB Diploma
programme.
• Students in the lower school (11-16) follow
the IB Middle Years programme.
MFL and Geography
• We planned a double lesson where Geography
and MFL content would be taught.
• The Geography content was climate change
and the MFL content was Environment
vocabulary.
• Pupils worked in groups with a mix of Y7 Y8
andY9 all learning the same MFL
• The outcome was a poster raising awareness
of climate change in the MFL of that group.
How did it go?
What went well?
• Pupils enjoyed it.
• Pupils learnt to put
vocabulary into context
• The vocabulary was
used for revision
• Pupils were more aware
of the consequences of
climate change
Even better if?
• We had been given
specific time for cross
curricular planning
• We had a budget for
resources
Parallel lessons in MFL & Geography
Session One (Geography)
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Brain storm ‘what is climate change’, to find out what
students already know. (10 minutes)
Organise students into groups, then use resources
(newspaper articles) to find out more about climate change.
(20 minutes)
Ask groups to present their findings to the class. (20
minutes)
Get groups to do a brief outline of what they will include in
a poster to bring awareness to global warming. (10
minutes)
Session One (MFL)
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Dictionaries and other lists of words in target languages available.
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Watch National Geographic video on climate change (for links see below)
followed by a whole class discussion. (10 minutes)
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Get groups to do a brief outline of what they will include in a poster to bring
awareness to global warming. (10 minutes)
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Make a list of words in English that will be used and then find the translation in
the MFL relevant to that group. (20 minutes)
•
Present the ideas to the class including sharing the vocabulary in the MFL. (20
minutes)
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http://video.nationalgeographic.com/video/player/environment/globalwarming-environment/global-warming-101.html OR
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http://video.nationalgeographic.com/video/player/environment/globalwarming-environment/way-forward-climate.html OR
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search for ‘global warming 101’.
Session Two (MFL)
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Each group shares their ideas for a poster with the class.
(10 minutes)
Make a list of words in English that will be used and then
find the translation in the MFL relevant to that group. (20
minutes)
Make the posters using the MFL vocabulary. (30 minutes)
Session Two (Geography)
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Get students into their groups then use resources
(newspaper articles) to find out more about climate change.
(20 minutes)
Add any new ideas to plan for the poster. (10 minutes)
Make the posters using the MFL vocabulary. (30 minutes)