Subject name |
Curriculum Planning |
Study |
Master in Bilingual Education |
ECTS |
6 |
Four-month period |
First four-month period |
Type of subject | Compulsory |
CLIL uses the target language for a curricular purpose, so that the language becomes a means to an end rather than an end in itself. In other words, knowledge of the language becomes the means of learning other subject content. Planning and designing a CLIL curriculum —integrating language-related and content-related goals and outcomes— is one of the most difficult aspects for a teacher enrolling on a CLIL project. An understanding of the core features of CLIL, and how these are related to best practices in education, is instrumental in the CLIL approach, as are building inclusive and constructive relationships with students and other members of the educational community.
The main focus of this subject is to teach students how to plan and design curricula and syllabuses in content and language integrated learning environments. Using Bloom’s Taxonomy as a starting point, students will deal with the principles and practice of syllabus design for courses taught in a second or foreign language by analysing such topics as CLIL fundamentals, setting objectives, selecting content, lesson planning, scaffolding and assessment. The subject will also consider how CLIL best fits into the total class and school curriculum through task-based and project-based curricula. By means of the analysis of classroom experience (videos, real CLIL units, materials...), students will be shown how tasks and projects can help develop language competence as well as content knowledge through reading, interpreting, producing, analysing, creating and so onBasic Competences
General Competences
Specific Competences
Transversal Competences
Unit 1. Curriculum Planning
Place of Curriculum Theory
Principles
Bibliographical references
Unit 2. Curriculum Development Levels
Introduction
The Spanish case
Bibliographical references
Unit 3. Key Components of a Curriculum Plan
Key elements
Relationship of objectives and contents
Relationship of objectives to learning experiences
Bibliographical references
Unit 4. CLIL Fundamentals: Curriculum Integration
CLIL fundamentals
The four Cs
Curriculum Integration
Scaffolding
Bibliographical references
Unit 5. Integrated Curriculum Design I
Introduction
Bloom’s Taxonomy
C for Cognition and Content
The Role of Content in CLIL
Bibliographical references
Unit 6. Integrated Curriculum Design II
C for Culture, Community, Citizenship…
Bloom revisited
ICT in CLIL Curriculum Planning
Bibliographical references
Unit 7. Integrated Curriculum Design III
The Role of Language in CLIL
C for Communication
Unit 8. Integrated Curriculum Design IV
How to integrate the 4Cs when designing curricula
Exemplification through samples
Unit 9. The Third Level in CLIL Curriculum Planning
The CLIL Class Programme
Lesson Planning: The CLIL Module Format
Unit 10. Task- Based Approach in CLIL Curriculum Planning
Fundamentals
Examples and Practice
Unit 11. Project-Based Approach in CLIL Curriculum Planning
Fundamentals
Examples and Practice
Unit 12. Assessment in the CLIL Curriculum
CLIL Assessment in the Curriculum
CLIL Assessment in the Lesson Planning
Examples and Practice
The different tasks and activities programmed during the semester have been developed with the goal of adapting the learning process to the different capabilities, necessities and interests of the students.
The activities included in the subject are:
In the weekly program you can find the specific tasks you need to complete in this subject.
These activities are combined with the following aspects:
The hours dedicated to each activity are detailed as follows:
Assignments |
Hours |
Attendance to virtual classes | 15,0 |
Master lessons | 6,0 |
Basic material study | 50,0 |
Additional resources readings | 25,0 |
Task and practice cases and self-evaluation test | 29,0 |
Tutoring | 16,0 |
Collaborative work, forums, debates, etc. | 7,0 |
Attendance to the exam | 2,0 |
Total |
150 |
Basic bibliography
Unit 1
Unit 2
Unit 3
Unit 4
Unit 6
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Additional bibliography
Johnson Jr., M. (1967). Definitions and models in curriculum theory. Educational Theory, 17(2), 127–140.
Van den Akker, J. (2007). Curriculum design research. In T. Plomp & N. Nieveen (Eds.), An introduction to educational design research (pp. 37–51). Enschede, Netherlands: SLO–Netherlands Institute for Curriculum Development.
Anderson, L.W., Krathwohl, D.R. et al.(Eds.). (2001). A Taxonomy for Learning, Teaching and Assessing (Abridged Edition). United States: Longman-Pearson Education.
Thijs, A., & Van den Akker, J. (Eds.). (2009). Curriculum in development. Enschede, Netherlands: SLO–Netherlands Institute for Curriculum Development. Retrieved from: http://www.slo.nl/downloads/2009/curriculum-in-development.pdf/
Van den Akker, J. (2007). Curriculum design research. In T. Plomp & N. Nieveen (Eds.), An introduction to educational design research (pp. 37–51). Enschede, Netherlands: SLO–Netherlands Institute for Curriculum Development.
Coyle, D (2007). Content Language Integrated Learning: Towards a Connected Research Agenda for CLIL pedagogies. International Journal of Bilingual Education and Bilingualism, 10 (5), 543-562,
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL –Content and Language Integrated Learning. Cambridge. Cambridge University Press.
Dalton-Puffer, C. (2007). Outcomes and Processes in Content and Language Integrated Learning (CLIL): Current Research from Europe. In W. Delanoy, L. Volkmann (Eds.) Future Perspectives for English Language Teaching. Heidelberg: Carl Winter.
Marsh, D. (ed.) (2002). CLIL/EMILE. The European Dimension UniCOM Continuing Education Centre. University of Jyväskylä, Finland. Retrieved from: http://clil-cd.ecml.at/LinkClick.aspx?fileticket=ekwp4udVLfQ%3D&tabid=947&language=en-GB
San Isidro, X. (2009). As seccións bilingües “a través” do currículo. In Author, CLIL: Integrando linguas “a través” do currículo. Consellería de Educación e Ordenación Universitaria. Xunta de Galicia.
Lasagabaster, D. & Y. Ruiz de Zarobe,Y. (2010) CLIL in Spain: Implementation, Results and Teacher Training. Cambridge Scholars Publishing. Newcastle upon Tyne.
Anderson, L.W., & Krathwohl, D.R. (Eds.). (2001). A Taxonomy for Learning, Teaching and Assessing (Abridged Edition). United States: Longman-Pearson Education.
Cano, W. (2013). Manual CLIL para centros bilingües. UNIR Ediciones.
Meyer, Oliver (2010). Towards quality CLIL: successful planning and teaching strategies. Pulso, número 33. Escuela Cardenal Cisneros. Centro Adscrito a la UAH. Retrieved from: http://dspace.uah.es/dspace/bitstream/handle/10017/7204/Towards_Meyer_PULSO_2010.pdf?sequence=1&isAllowed=y
The evaluation system is based on the following numerical chart:
0 - 4, 9 |
Suspenso |
(SS) |
5,0 - 6,9 |
Aprobado |
(AP) |
7,0 - 8,9 |
Notable |
(NT) |
9,0 - 10 |
Sobresaliente |
(SB) |
The grade is made up of two components:
On-site final exam (60%). At the end of the semester, you need to assist a mandatory on-site final exam. You need to pass the final exam so the grade obtained from the assignments (continuous assessment) is summed up to the final grade of the subject.
Continuous assessment (40%): this type of assessment will be measured through the different assignments you need to complete during the course:
Remember that you can check the points (value) of each assignment in the weekly program.
Take into account that the sum of the grades of the assignments included in the continuous assessment is 6 points. You can fulfil as many as you want to a maximun of 4 points (which is the max. grade that you could acomplish in the continuous assessment). In the weekly program, you can find the grade of each assignment.
Assessment method |
Min. Score |
Max. Score |
Participation in forums, classes, etc. |
0% |
10% |
Task, practice cases and activities |
10% |
40% |
Self-evaluation test |
0% |
10% |
On-site final exam |
60% |
60% |
Fco. Xabier San Isidro Agrelo
Education: BA in English and BA in Portuguese. MA in Applied Linguistics.
Professional experience: For the last 20 years, Prof. San Isidro has been working as a professor, teaching assistant and mentor. After participating in the management and development of programmes on multilingualism and the elaboration of a curriculum framework in different administrations, he directed the department of teachers training at the Center for Linguistic Innovation (CIL-Lekaroz) in Navarra. He was also a member of the investigation group "Paper about Foreign Languages" of the Spanish Ministry of Education, Culture and Sport. Expert in CLIL, he participated as a lecturer in different courses and congresses related to this topic. At the moment he is an Education Adviser for the Spanish Embassy in the UK at the Spanish Consulate General in Edinburgh.
Lines of research: Prof. San Isidro is currently carrying a research on CLIL in multilingual settings.
Studying online means you can organize your study as you wish, as long as you meet the due dates of the different assignments (activities, tasks and tests). In order to help you, we propose the following steps:
Remember that in Lo que necesitas saber antes de empezar (All you need to know before starting) you can check how the different tools of the virtual classroom work: email, forum, online classes, sending the tasks, etc.
Please, take into account the following tips…
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