Integrating language and learning in years 5 to 8
Making Language and Learning Work 3 shows how teachers can effectively integrate content area teaching and language learning. It features Years 5 to 8 classes at work in a range of schools, showing teachers exemplifying good practices in the use of language approaches which make it easier for learners to understand subject content.
Clip 1 – Year 5/6 social studies focus
| Year 5/6 social studies – Finding out about learners' language and schooling backgrounds: 0:08
|
| Year 5/6 social studies – Finding out learners' prior knowledge: 1:47
|
| Year 5/6 social studies – Using approaches that include listening, reading, viewing. speaking, writing and presenting: 3:03
|
| Year 5/6 social studies – Setting the learning context: 10:13
|
| Year 5/6 social studies – Recycling the use of the same language in different ways: 12:00
|
| Year 5/6 social studies – Giving learners many opportunities to first notice and then use new language: 16:04
|
| Year 5/6 social studies – Recycling the use of the same language in different ways: 20:28
|
| Year 5/6 social studies – Planning the learning tasks so that all learners are actively involved: 21:56
|
| Year 5/6 social studies – Making the lesson comprehensible to all learners: 24:00
|
| Year 5/6 social studies – Providing opportunities for reflection and evaluation: 25:32
|
Clip 2 – Year 5/6 visual arts focus
| Year 5/6 visual arts – Finding out about learners' language and schooling backgrounds: 0:08
|
| Year 5/6 visual arts – Finding out learners' prior knowledge: 2:39
|
| Year 5/6 visual arts – Using approaches that build on prior knowledge: 4:18
|
| Year 5/6 visual arts – Setting the learning context: 6:37
|
| Year 5/6 visual arts – Linking learning to real life: 7:33
|
| Year 5/6 visual arts – Making the lesson comprehensible to all learners: 8:30
|
| Year 5/6 visual arts – Planning the learning tasks so that all learners are actively involved: 10:47
|
| Year 5/6 visual arts – Providing opportunities for reflection and evaluation: 11:29
|
| Year 5/6 visual arts – Giving learners many opportunities to first notice and then use new language: 12:16
|
| Year 5/6 visual arts – Recycling the use of the same language in different ways: 14:53
|
| Year 5/6 visual arts – Providing opportunities for reflection and evaluation: 17:03
|
| Year 5/6 visual arts – Using approaches that include listening, reading, viewing. speaking, writing and presenting: 17:45
|
| Year 5/6 visual arts – Giving learners many opportunities to first notice and then use new language: 18:56
|
| Year 5/6 visual arts – Recycling the use of the same language in different ways: 21:12
|
| Year 5/6 visual arts – Using approaches that include listening, reading, viewing. speaking, writing and presenting: 21:12
|
Clip 3 – Year 7 technology focus
| Year 7 technology – Finding out about learners' language and schooling backgrounds: 0:08
|
| Year 7 technology – Finding out learners' prior knowledge: 3:26
|
| Year 7 technology – Using approaches that build on prior knowledge: 6:11
|
| Year 7 technology – Linking learning to real life: 8:32
|
| Year 7 technology – Giving learners many opportunities to first notice and then use new language: 11:30
|
| Year 7 technology – Recycling the use of the same language in different ways: 14:06
|
| Year 7 technology – Giving learners many opportunities to first notice and then use new language: 17:06
|
| Year 7 technology – Making the lesson comprehensible to all learners: 18:11
|
| Year 7 technology – Planning the learning tasks so that all learners are actively involved: 20:37
|
| Year 7 technology – Using approaches that include listening, reading, viewing. speaking, writing and presenting: 23:04
|
| Year 7 technology – Linking learning to real life: 26:05
|
| Year 7 technology – Providing opportunities for reflection and evaluation: 27:04
|
Back to top
Clip 4 – Year 7/8 science focus
Clip 5 – Know the learner
Clip 6 – Begin with context – embedded tasks which make the abstract concrete
Back to top
Clip 7 – Providing multiple opportunities for authentic language use with a focus on learners academic language
Clip 8 – Ensure a balance between receptive and productive language
Clip 9 – Help students achieve the same explicit learning outcomes using differentiated levels of support
Clip 10 – Include opportunities for monitoring and self-evaluation
Back to top
The following units exemplify the use of the ESOL principles and support the Making Language and Learning Work DVD 3. Incorporating the seven ESOL principles into your planning will help your students make academic progress in curriculum areas while they are still learning English.
- Family Treasures: This teaching and learning sequence could be used in conjunction with the DVD ‘Making Language and Learning Work 3’. Available from Down the Back of the Chair – Item number 113358.
- Making Lanterns: This teaching and learning sequence could be used in conjunction with the DVD ‘Making Language and Learning Work 3’. Available from Down the Back of the Chair – Item number 113358.
- Siapo – Printmaking (ZIP download): This teaching and learning sequence could be used in conjunction with the DVD ‘Making Language and Learning Work 3’. Available from Down the Back of the Chair – Item number 113358.
- Magnetism - science, level 3
- Measurement - maths, level 4/5
- Acids and bases - science level 5
- Chemistry - science level 5/6 download the file:
Back to top
