Kazimierz Wielki Gymnasium ul. Pilsudskiego Wieliczka Poland

CLIL IN THE EUROPEAN PARTNER SCHOOLS QUESTIONNAIRE ● PART ONE: CLIL in general

● 1) How woud you define CLIL? ● It’s the teaching method that joins content and language skills. ● 2) What do the officials expect of CLIL? What do they expect of you? ● They probably expect the language skills of our students to develop and the teachers to be able not to neglect the content while using foreign language.

3) How is CLIL officially implemented in your school and in your national curriculum? CLIL is not officially implemented in our school because of number of reasons: language skills of our students are too poor, our school is the second level of education when the students learn foreign language when they are tought from elementary level, the classes are varied in terms of students’ abilities to acquire and learn certain subjects.

4) What sort of official support does/did your school receive for CLIL-activities? (for example money, books, tools...) None (so far)

PART TWO: CLIL & Comenius 1) How did you implement/ carry out your CLIL teaching activities in this project? Please refer to the following points and also use your own ideas: Please refer to the following points and also use your own ideas: - which and how many forms were involved/took part in this CLIL project There were many forms involved. However there weren’t many lessons carried out. The forms: presentations, discussions, video recordings, films, diagrams, lectures etc.

- age of the pupils years old - how many lessons/units about 10 - what topics Geography of Germany, Greek Gods and Goddesses, The Solar System, Fashion – the history and myths, The American Dream - what subjects Geography, Polish Language, Physics, American Culture, Biology

- which methods were used / how successful were they Discussions, oral presentations, gap filling exercises, listening & reading exercises, Power Point presentations, peer teaching. Most of them depended on the level of students oral skills – the weaker the group was the less successful we were.

- how did the pupils respond to CLIL Those who are good at speaking and comprehensing English were enthusiastic, the ones with very poor ability of language were focused mainly on understanding single words. Generally they like the method. However, they claim it’s not for every school subject, they would like to be taught by means of CLIL on Maths or other scientific subjects.

- how intense was the use of the foreign language We were trying not to use Polish at all and I think we succeeded

were the teachers of the CLIL lessons also English/German/Gaelic teachers?) No

FOR THE PUPILS: FOR THE PUPILS: - what do you think about the project, the organization, the choice to give them free space and the opportunity to work in a separate room - what are your comments on the project? - what are your proposals for new projects and/or kind of organization? - what did you learn? - do you now think CLIL-teaching is better than teaching the subjects in German?

Summary of our students’ ideas on CLIL and the project: Advantages: - possiblity to practise language by communication with colleagues from other countries - meeting new people - making new friends - possibility to find out the organisation of eduation and school in partner countries - prestige for our school

- they liked the opportunity to voice their opinions on teaching methods and teachers’ behaviour / activities - they liked the chance to share experience of learning - they are proud of creating their own evaluation grid - personally they consider the topic of the project boring but appreciate the fact of practising language skills

- during CLIL lessons they weren’t sure if they understood correctly, they could learn new expressions, preferred subjects for CLIL method are History, Geography, Physics - they liked a lot the idea of working in separated rooms because they could be more spontaneous and natural in expressing opinions

John Amos Comenius Portrait by Rembrandt

Thank you very much ♥ Thank you very much ♥