Main Menu

Assign modules on offcanvas module position to make them visible in the sidebar.

Our school

The project entitled 'CLIL as the path to development and success at school and in life' was run by Społeczne Gimnazjum Nr 4 STO (Community School No. 4) in Poznan, Poland from 15 November 2016 till 14 November 2017 and served the development of the school on three grounds, such as the intellectual development of the student (using various sources of knowledge, flexibility in solving scientific problems and ways of learning, language skills), the educational development of the school (a new method of teaching and syllabus/school curriculum, innovative tools, international cooperation, etc.) and professional development of the teacher (new skills).

The main objective of the project was to introduce an educational innovation: to create and implement a new syllabus/curriculum of science subjects and history with the use of a foreign language and to use new techniques and tools in cross-curricular teaching.

Accomplishing the objective contributed to raising the interest of students in the process of learning, boosting students' language competence and increasing the average results in science and history in the final, external exam. The ultimate result was strengthening the professional profile of the teachers through gaining new skills in methodology and foreign language as well as through the exchange of experiences on an international level.

The benefit for the school is a solid, coherent syllabus for teaching science, history and foreign languages, together with tools and techniques developed by teachers within the CLIL method, which, in turn, led to the enhancement of the school's educational offer.

Within the project support was given to: four teachers of foreign languages (who got to know the CLIL method (Content and Language Integrated Learning) in order to allow them to implement scientific and historical content into language lessons and increase students' motivation), as well as to four teachers of science subjects (all the representatives of this group had a good command of English, i.e. at least B1, and wanted to develop their language skills further in order to be able to teach their subjects in a foreign language and participate in international projects.

1. There was recruitment to the project - a language knowledge test and personal questionnaire.
2. Project participants prepared for the co-operation with a foreign partner (organisations running the courses) both in the linguistic and cultural aspects. There were meetings organised concerning the culture, geography, and history of the UK. The language training involved revising the crucial aspects of introducing oneself, presenting one's school, as well as travelling and everyday situations. Both types of training were organised by the school. The preparation also involved creating Europass CV, signing appropriate contracts and filling in indispensable forms.
3. During the training courses abroad the group of foreign language teachers got familiar with the issues of the CLIL method, thanks to which practical skills for the CLIL classroom were developed.
Teaching materials for content and language integrated learning were also discussed. The teachers familiarised themselves with and implemented CLIL techniques and tools. The science and maths group of teachers developed their language skills to be able to teach their subject in English. Both groups of teachers got to know modern IT tools which help them integrate contents of various subjects. Thanks to the courses the teachers exchange experiences with other course participants from the school and from outside it and are even more open towards other cultures. Moreover, they had a chance to look critically at their own way of teaching.
4. The two groups together and the whole staff held meetings after the return from the courses to share experiences and work on the innovative syllabus/school curriculum. The report from the courses was also presented to The Management Authority of the school, as well as to a bigger audience during a special conference for parents.
5. The syllabus/school curriculum was developed for tw further grades, so that it could encompass all three years of lower secondary education (as well as its adaptation to the 'new primary school' introduced by the national education reform).
6. The tools and ways of teaching of the CLIL method familiarised with at the courses were put into action at the school.
7. The project and the implemented changes were subject to evaluation.
8. The conclusions are described in the final report.

The main personal values promoted within the project were: self-confidence, commitment, respect and analytical thinking.

Back to top