I was invited by Bernadette Clinton Hackney Languages Adviser to talk at her conference in June 2024 about school improvement and CLIL. This powerpoint was the one I used at the conference. It begins with information about international school improvement and shows how Finland , Canada and Estonia have high places in the PISA tables . These countries have at least 12% of their schools involved in CLIL and immersion strategies. What is interesting is to watch the you tube link and watch how Canada and Finland remain highly ranked throughout the beginning of the 21st Century as their programmes are already embedded. However watch how Estonia rises rapidly as its programme which began in 2000 embeds. The other really amazing thing is to look at the 2022 table of PISA results and note that Finland, Canada and Estonia have the highest SCience results outside of the Far East. This link between Science and CLIL progress and attainment is something that I too have found in my research based on the three schools where I introduced it. The powerpoint outlines why CLIL aids school improvement and how it does so. It also gives background to the reasons why it has not taken off in the UK and why there is an imperative to improve schools and languages in the UK Please provide a review of this resource if you read it or use it and I am very willing to answer any questions you may have

This report written in Oct 2023 shows the results of 3 schools where CLIL was used over a period of 18 years. It shows that each of these three schools had greater progress and attainment for CLIL cohorts. Before and after CLIL, cohorts performed less well. CLIL is also shown to be an inclusive strategy as disadvantaged students and those of all abilities performed better in CLIL cohorts. This report shows that MFL can be placed at the heart of school improvement , motivating both students and staff and solving some of the problems leading to current decline in the uptake of languages in the UK. Please send me a message in your review if you read this and have any thoughts about it . This has taken me 5 years to process and write, with help from Professor Do Coyle who has written the preface. Do, who is based at the University of Edinburgh is a leading expert on CLIL both nationally and internationally. There are two files , the smaller one is just the front cover , the main report is the larger file . Accompanying articles listed in the reference list of the report are available free of charge in another resource posted here.

These resources are the articles which have been written over the years to share the development of CLIL in three different schools. There is a powerpoint which accompanies it which sums up the main findings of a research report which was presented at the National CLIL Conference in June 2023 at Sheffield Hallam Uni. Since then results have been published for the third school for the first year after CLIL was stopped there and this new research is now incorporated in the final report which is available as a separate file in my shop. . This report is the result of teacher research carried out for 18 years at 3 different schools. It sums up the value of CLIL in whole school improvement. As a senior leader in each of these three schools I established 3 programmes of CLIL. **The extraordinary outcomes in terms of raising attainment and improving progress are now here for all to see. **This could help to provide evidence that learning through languages really can improve schools dramatically. I will also be uploading the articles that I have written and had published over the years which are referenced in the report. This is I believe the first report on CLIL in the UK that links it to school improvement . Please send me a message via this site if you need any questions answered or want to know more. All the resources in my shop are those uses in the CLIL programmes so it is easy to see what to do to achieve amazing results . Each of the articles used in the report is attached so you can see these quickly and easily if you are interested .

This powerpoint can be used as an assembly or introduction to a lesson on earthquakes . It takes images from the Turkey Syria Earthquake Feb 2023 and puts them to the words of Guess How Much I love you …If doing an assembly you can read from the book as you present the images . The resource will raise funds for the DEC appeal and details of this are on the penultimate slide. The download charge will be given to the DEC appeal .

**Money from this assembly will be donated to the UK disaster fund to support refugees from Ukraine **This powerpoint for an assembly takes the guess how much I love you story and it shows images from Ukraine alongside the story. There is a music link which can be played at the start and end of the assembly .

These lessons look at what types of formal relationship agreements are in place in different countries and what their impact is . Students carry our independent research on countries , use resources about France and also have a challenge to invent their ideal rules for an imaginary country.

Lesson 2 uses the genre of soap opera to explore emotions seen in relationships. Lesson 3 follows on with a look at fidelity and infidelity and what makes people be faithful or unfaithful and what the impacts of infidelity are.

This is the first of four to five lessons which explore characteristics of relationships. This lesson identifies types of relationships and then looks at whether they are positive or negative . These lessons were used by Year 8 students who were taught for an hour a week.

This series of lessons was used by Year 8 students who had completed a few lessons about drugs and peer pressure in year 7 . In year 8 they built on this by carrying out their own research about drugs in french and designed a board game based on it . They used the theory of multiple intelligences which they acessed through an interactive quiz and then applied the learning to a board game . There is also the opportunity to discuss employment opportunities linked to multiple intelligences .There are key words links to playing the board game and self and peer assessment in French .

This survey can be used to identify how young people can act to reduce their impact on the environment. Many statements have picture clues to support understanding . There are others with no pictures as they use vocabulary which has been used earlier in the quiz. Students can carry our a whole calss survey or interview members of their family . Students can total the actions that students do or don’t do and can make their own personal targets to reduce their impact on the environment .

This will probably last for a couple of lessons as there are video clips to view and an analysis of the plight of the orangutans . Students work in groups to develop a campaign to save the orangutans . Students can be shown examples of real campaigns such as those to save the Sumatran rainforest by the RSPB. Students need to understand that a good campaign has to identify the causes of the problem and the solutions. Both of these aspects need to be contained in materials produced by the students .

There is a picture of an exemplar of the outcome of this assessment in the methodology booklet . There is guidance for students in the handbook .

This lesson links cause and effect . This activity is shown in the video about Chenderit school available in the pedagogy section in my resources shop.

This activity is shown in the video about Chenderit school in the pedagogy section of my resources shop . Who am I involves introducing the vocab that was included in the David Attenborough video and build on this . Then more details about rainforest structure are introduced .

Lesson plan in resource on unit overview . The first lesson on rainforest structure is a video based lesson using a David Attenborough resource . This helps to introduce key concepts and specialist vocab. Unfortunately the powerpoint with the video link will not load . The video to use is available on Bing video and Daily motion. Just google David Attenborough the Living Planet episode 4 Jungle .

This is a living graph activity . See the methodology booklet for details of how to teach it .

Students map the location of tropical rainforests around the world

This unit was the second unit taught for one hour a week as part of a whole year course of geography in German in Year 7 . The first unit taught was mapwork. The rainforest unit build on the mapwork unit as it gradually build up more sentence construction . The first assessment on rainforest adapatation involves independent research skills, description and explanation but based on a A3 poster of rainforest structure . The second assessment is based on a group work activity to design a campaign to save orangutans . The French unit on tropical rainforests was more extensive and involved a trial followed by an essay on tropical rainforest deforestation. If you look at how these pieces of work are constructed it is possible to translate the materials used in the French CLIL to German if you wish to use the French materials for guidance . This unit on tropical rainforests was translated into German by Chris Scott and Maren Blume . The lesson plans to guide this unit are contained in the methodology booklet . There is a section in the second half of this booklet which describes how the unit is put together and how to teach it . The rainforest handbook is available here but sections from it which relate to each lesson are included to download . The handbook can be printed for students to annotate and use as a reference resource . There are video clips of the activities included in the rainforest unit being taught in french on the Chenderit DCSF video available in the predagogy section of my shop .

Learning Through Languages UK website is a go to website for anyone interested in using cLIL. There are free talks called CLIL mondays where world renown contributors have presented . Recordings of these talks can be listened to . There is also a collection of resources which are free to download. There are also details of events which are taking place to support users knowledge and use of CLIL.

Students use their local OS map to research and design a tour for a German family. They need to carry out internet research to find out prices and details of the attractions . A key part of the assessment is the presentation at the end when students show their leaflet and describe how they coped with using German . There is therefore much metacognition which helps the others in the class to learn. Peer, self and teacher feedback strengthen the process. Students love this assessment .