ABSTRACT
The introduction of a foreign language as a statutory part of the primary National Curriculum in 2014 will undoubtedly have led to considerable discussion surrounding the best model of delivery in schools. Integrating languages into the whole school curriculum, as advocated by Martin, seemed a logical – if at times challenging – way forward. In linking languages to other curriculum areas, teachers did not set out to deliver Content and Language Integrated Learning, to teach for example science or history through the medium of the foreign language. In addition to the language learning aims of the projects, the starting point was to explore the kind of learning experiences teachers wanted to create for pupils. The context of Paris provided a wealth of natural connections with maths, science and ICT; pupils were engaged in converting currencies, problem-solving, creating information leaflets, testing upthrust on home-made bateaux mouches and investigating friction through the rollerskating gendarmes.
