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    Programme 2016-2019
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    Step 3: Learning
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Developing language awareness in subject classes


OVERVIEW
STEP 1:
PLANNING
STEP 2:
TEACHING
STEP 3:
LEARNING
GLOSSARY
REFERENCES

2. Self-evaluation grids

Self evaluation for students:
CONTENT AND LANGUAGE ACHIEVEMENT

This tool is not a final model but instead a proposal to be adapted to each context. It is targeted at the students. It integrates language and content objectives. Teachers may wish to adapt this tool in various ways:

  • Used annually and including all the knowledge and skills in the curriculum while developing language objectives.

  • Periodic use for a session or sequence (here only one competence would be presented, evaluated…, but it may include several types of knowledge.)

  • Differentiation for language levels by integrating B1-level objectives

  • The modes of self-evaluation may also vary according to the curriculum, national culture or teacher’s approach. An example:

WORKING WITH A MAP IN HISTORY

I CAN

 HISTORY

Not yet

With help

Well

DISCIPLINARY OBJECTIVES

 

 

 

Skill: Situate in time and space

 

 

 

Skill: Describe a map

 

 

 

Skill: Choose the information

 

 

 

Skill: Prioritise

 

 

 

Skill: Recount (give a recount)

 

 

 

Skill: Explain (causal relationships)

 

 

 

LANGUAGE OBJECTIVES

 

 

 

A2: listening comprehension

I can spot information on a map and I understand: you see, map, drawing, surrounded by, present, describe, date, actor, why

 

 

 

A2: reading comprehension:

I understand: map, drawing, surrounded by, present, describe, date, actor, date

I can spot dates and names in a text.

I look for and find the definition of the word in a dictionary.

I can spot the subtext of the written documents (author, date,text, map, image)

 

 

 

A2: Oral expression:

I can describe a map in a simple sentence.

I can explain through speaking

 

 

 

A2: Written expression

etc

 

 

 

A2: Oral interaction

etc