CLIL Template

You can find a word copy of this template in the following link: here

CLIL didactic unit

Subject:         ECONOMICS                                   Teacher: ELENA MARTÍNEZ SANCHIS

Title of the Unit       LABOUR MARKET

Course / Level      1^ST YEAR BACHILLERATO

1. Learning outcomes  / Evaluation criteria	CONTENT OUTCOMES- The student will be able to: ·         Interpret the main current economic problems in a critical and supportive way, especially those problems in the near environment of the student (neighbourhood, city, province). ·         Relate significant economic facts with the social, political and cultural context ·         Describe how the labour market works and its limits ·         Recognize the active role of the public sector and list the possible participation methods of the government in the market ·         Formulate personal opinions about both national and international economic and political problems. ·         Communicate opinions accurately, accepting different points of view as a way of personal growth ·         Interpret the information from the media or Internet about current economic issues ·         Compare different economic policies in different countries or at different points in time ·         Search for information about the main macroeconomic magnitudes from the statistical offices, by analysing how there are used as main indicators that illustrate the labour situation of a country. COMMUNICATION OUTCOMES: The student will be able to: The student will be able to: ·         Use key vocabulary in a context of describing facts ·         Read information from a text or news and answer questions (both orally and writing) from them ·         State their position about the existence/convenience of gender gaps in the society and orally defend it in a class dialogue ·         Disagree with classmates in a respectful manner ·         Describe in an essay the recent evolution of particular variables related to the labour market in a graph and compare the behaviour across countries : a)        Use present simple/present continuous and past tense to describe and explain the evolution of wages and unemployment rates. b)       Use comparative forms of the adjective: bigger than/smaller than c)       Use correctly conditional sentences for cause or effect processes. d)       Use percentages and ratio forms correctly ·        Recognise specific information about the labour market and its figures in a recorded interview or conversation. COGNITION OUTCOMES: The student will be able to: Recall information from a text Summarize and extract information from a video Experiment with the large amount of data on a website in order to select and manipulate the most appropriate one Analyse patters of different variables and compare their behaviour Design graphs to show the evolution of different labour indicators and the differences between different sociodemographic groups and countries. Predict the future evolution of the above variables Recommend different policies to alleviate a real-life problem CULTURES OUTCOMES: The student will: ·         Be aware of the big contrast between the wages and occupation between males and females ·         Be aware of the current labour situation of his environment ·         Compare the unemployment situation between different countries.
2. Subject Content	1. Labour Market: Supply, demand and wages 2. Special Features of the Labour Market 3. Indicators of the labour market 4. Unemployment effects 5. Types of unemployments 6. Unemployment Policies 7. Welfare State and benefits 8. Gender Discrimination in the labour market
	3. Language Content / Communication
Vocabulary	Unemployment rate, activity rate, participation rate, gender gap, Unemployment population, active population, employed population, working-age population, inactive population, employment, employer, employee, labour force, union, salary, wage, survey, occupation, gender, gap, discrimination, ratio, training, experience, human capital, average
Structures	Comparatives, describe trends (increase, decreases, remains constant), expressing ratios and percentages
Discourse type	Argumentative, descriptive
Language skills	Students in this classroom are expected to have an B1 level: Reading skills: can understand the main points of clear standard input on familiar matters Communicative skills: can describe experiences and events and briefly give reasons and explanations for opinions and plans Writing skills: can produce simple connected text on topics, which are familiar or of personal interest
4. Activities	1. Introduction to Labour Market (Prezi) 2. Why wages are so different? Wage inequality (Glogster) 3. Role-playing to analyse how to hire workers and set their wage 4. Webquest on the evolution of unemployment rates and wages 5. ESL Video on Gender Gap 6. Evaluation activity: Essay on the current situation of the Spanish Labour Market
	5. Methodology
Organization and class distribution / timing	The activities described in section 4 are just a part of the whole set of activities that should be devoted to the didactic unit on the labour market. In this sense, I am assuming that many other activities need to be done in order to cover all the contents and achieve all the competences. Regarding the 6 activities described (in the blog), they will be organised as follows: 1: Introduction to Labour Market: Teacher’s presentation on main topics and particularities of the labour market in comparison with other markets (1 session: 1 hour) 2. Why wages are so different? Glogster on information about the observed differences in wages in the society: Why this happens? How wages are set? Is this inequality good for the society? (30 minutes) 3. Role-playing: interactive activity where students learn how to determine the wage of those classmates they want to hire (1 session: 1 hour) 4. Webquest on the evolution of unemployment rates and wages: (Short explanation in class + Homework (2-3 hours)) 5. Video on Gender Gap (40 minutes to answer the video and then a debate on this issue with personal experiences and opinions) 6. Evaluation activity: Essay (Homework (4 hours))
Resources / Materials	·         Slides: Teacher’s presentation about the main concepts of the unit on labour market ·         Cards for the role-playing activity ·         Internet connection, PC and Projector for the Webquest explanation (search real data on webpages) and Glogster  Article: The Labour Market in Spain: Trends and Analysis (García Montalvo, 2013) ·         http://www.fundacionbankinter.org/system/documents/8930/original/Chap_I.pdf Videos: ·         Information on the Spanish Labour Force Survey (EPA): https://www.youtube.com/watch?v=msm406122Wc ·         Video on Wage Inequality: https://www.youtube.com/watch?v=Oj2LA8rEqQ4 ·         Video on the Gender Wage Gap: https://www.youtube.com/watch?v=EwogDPh-Sow
Key Competences	1.                 Correct identification of the relevant information about the economic situation from the media (Communicative competence) 2.                 Appropriate use of the economic vocabulary (Communicative competence) 3.                 The student recalls information, analyses and understands texts with economic content (Communicative competence) 4.                 The student is able to express his personal opinion about the economic issues covered during this unit (Communicative competence) 5.                 The student shows interest in communicating the acquired knowledge related with the current economic problems (Communicative competence) 6.                 The student knows his near environment and the economic situation of the geographical region (Competence in knowledge and interaction with the environment) 7.                 The student represents data through graphs, tables, maps (Competence in maths) 8.                 The student fluently uses rates to present the main indicators of the labour market (Competence in maths) 9.                 The student is able to describe and interpret the results from the practical exercises (Competence in maths) 10.             Correct use of the word editor, spreadsheets, data bases, internet and email (Digital and information competence) 11.             The student evaluates, stores, creates, presents and shares information from a web page (Digital and information competence) 12.             The student shows interest for the independent use of the large amount of information available about economic issues, communicates and shares this information in group page (Digital and information competence) 13.             The student self-controls his attention and determined to finish tasks (Learn how to learn) 14.             Uses conceptual maps, summaries, etc (Learn how to learn) 15.             The student shows a critical attitude towards the important issues we face in the current economic situation, using a solidary view (Social and civic competence) 16.             The student identifies the particular features of the Spanish economy regarding the labour market situation (Cultural and artistic competence) 17.             The student self-evaluates the outcome of this own effort (Independence and initiative)
6. Evaluation (criteria and instruments)	Activity Weight Evaluation ESL Video 10% Result of the test In class-participation: Debate and Role-playing 15% Fluency when expressing their opinion Correct vocabulary on wage setting, Representing particularities of each situation, states opinion with “I think”, “In my opinion”, “From my point of view”, “I agree”, “I disagree” Webquest 30% Correct figures Right interpretation and comparison of them Illustrative graph, coherent prediction Uses comparatives appropriately Creates ratios himself with available data Evaluation activity 45% Expresses main ideas with their own words introducing cultural elements, incorporates personal anecdotes and news Use of new vocabulary Variety of sources Uses of data created by the student Appropriate use of economic terms Smart and original policies provided

Un primer modelo de esta plantilla ha sido publicado en:

Pérez Torres, I. 2009. "Apuntes sobre los principios y características de la metodología AICLE" en V. Pavón, J. Ávila (eds.), Aplicaciones didácticas para la enseñanza integrada de lengua y contenidos. Sevilla: Consejería de Educación de la Junta de Andalucía-Universidad de Córdoba.171-180.

Está basada sobre todo en la experiencia práctica a la hora de diseñar unidades y conversaciones con expertos y compañeros. También he tenido en cuenta la teoría de las 4 Cs de Do Coyle, expuesto en numerosas publicaciones como por ejemplo: Coyle, D., Hood, P. and Marsh, D., 2010. Content and Language Integrated Learning. Cambridge University Press.

Activity 1: Introduction-Presentation

Activity 2: Glogsgter - Why wages are so different?

In this activity, we discuss why we observe so different wages. Some of those differences might seem unfair or just too big to believe. There can be many reasons behind some jobs are paid much higher than others. Different productivities is one reason, but also the fact that labour is not homogeneous.
The real life examples helps students in understanding those differences. I found interesting and fun (also a little bit depressing) the possibility of computing how many years we need to achieve Ronaldo's annual wage. By doing so, students can internalise better the magnitude of those differences.
Finally, the video argues that the large wage gap betwween individuals is not a healthy situation for an economy. 

Activity 3: A Labour Market Game- Wage setting

In this activity, students learn how wages are negotiated in the labour market by both agents (employers and workers).

This is a classroom role-playing game in which students act as employers, workers, consultants and educators. Employers and workers each have separate goals and begin by bargaining over wages. Obviously, employers try to negotiate relatively low wages in order to increase profits, while workers seek relatively high wages to maximize total income.

Participants:

• Workers: Twenty or more students to act as workers in search of employment.

• Employers: Four to six students to act as employers in the competitive kite industry.

• Educator: 1 or 2 students who can enhance the labour market skills of workers.

Goals:

Workers: The goal of each worker is to earn the greatest total income. Workers earn income by finding an employer who will hire them at a mutually acceptable wage or by remaining unemployed and receiving public assistance. The winning Worker receives 2 euros.

Employers: The goal of each employer is to generate the greatest total profits. Profits are equal to the difference between revenues and costs of production. Employers must hire workers in order to produce kites, which generate revenues. The costs of production are determined by the wages negotiated between workers and employers. Employers try to negotiate relatively low wages in order to increase profits, while workers seek relatively high wages to maximize total income. The winning Employer receives 2 euros.

Skills & Endowments:

Low-skilled workers: (Yellow 3x5 index card) All workers begin the first round as LOW skilled. These workers carry a yellow card that identifies them to employers as LOW skilled. Yellow cards have a random wealth endowment of 4, 5, or 6 euros written on the back, so all workers start off with some resources.

High-skilled workers: (Pink 3x5 index card) At the end of any round, a worker may become HIGH skilled by acquiring an education from an educator. The worker pays 25 euros out of total income for this education. The educator gives the worker a pink card and collects the worker’s yellow card, subtracting the “tuition” from the worker’s total. (Note: No borrowing is allowed; workers must have total income of at least 25 euros  to become HIGH skilled.)

How to Play the Game:

1. Participants are explained that profit-maximizing employers will not offer more than the value of a worker’s marginal product. In the schedule above, one can check that the marginal product of each additional worker decreases with the total number of workers hired. This is because, with more people they might not be so productive as the first worker. Note also that high skill workers are more productive in any situation than low skill workers. Regarding the supply side, a worker faces an opportunity cost when considering whether to accept a wage offer. Other issues, such as working conditions, unemployment insurance, or economic fluctuations are not important at this point.

2. Distribute the game pieces. All workers receive low-skill cards to start the game. Each employer receives an Output and Marginal Product Schedule. Give the high-skill cards to each educator.

3. Market price and public assistance. Ask employers and their consultants to distribute themselves around the room:

• Announce to employers that the competitive market price of kites is 10 euros (this price can be changed from round to round)

• Announce to yellow card workers that if they do not find an acceptable job offer, they receive 15 euros per round in income from public assistance programs. In later rounds, announce to pink card workers that they receive 35 euros per round in income from public assistance programs if they do not accept a job offer.

4. Total income and total profits are cumulative. Workers add their initial endowment to the income received in all rounds, and then subtract any education costs, to compute total income. Employers add profits generated in all rounds to compute total profits.

5. Hiring process:

• A job lasts for only one round. (Make sure that workers and employers know that they are bargaining over wages in each round. Remind employers that the value of the marginal product changes with each new worker hired!)

• When an employer and worker agree on a wage, the employer writes the wage and his or her name or ID on the worker’s card.

• Once made, a deal cannot be broken – by either the employer or the worker.

• Employers also record wages paid on their Output and Marginal Product Schedule.

6. Acquiring skills:

• At the end of any round, workers may choose to become HIGH skilled by paying 25 euros to an educator. The educator deducts 25 euros from the total income shown on the worker’s yellow card and writes the new total on the worker’s pink card. Once they have invested in an education, they cannot undo this investment.

7. Play the first round.

• It is better to place a time limit on each round and announce the time remaining when the end approaches.

• Make sure that employers/consultants keep timely records on each round.

8. Ending the game. The game can be stopped after two or three rounds.

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Note: This game was inspired in my own experiences as an economics student. Another activity that I found interesting regarding wage setting can be seen in the following video: