This task-based activity draws on CLIL principles in that it pays attention to authentic materials (real FS of foreign companies), it focuses on output and, through group work, it allows interaction among students. Students are exposed to the differencies between the Italian and the other anglophone countries based accounting system, thus allowing for the development of intercultural awareness.
As far as content is concerned, this course aims to give students a preparation in some of the main arguments of Economics studied during the fifth year such as FINANCIAL STATEMENTS, RATIOS ANALYSIS, MARKETING, BUDGET and BUSINESS PLAN. The project is based on the use of actual FINANCIAL STATEMENTS taken from real-world companies like Yahoo, BMW, Microsoft, Walmart and so on. This is a project embedded with case studies and insights that will help learners bridge the gap between the academic side of accounting and its real-world application to drive students on real accounting issues such as the difference between net income and cash flow and why the credits and debits system is so important to everyday accounting. Broadly speaking, it envisages that learners will be able to read accounting reports, interpret balance sheets, income statements, and statement of cash flows, evaluate and adjust journal entries, and finally draw up their own financial statements, all this in english.
As far as strategies are concerned, CLIL methodology is at the core of the course as a consequence the metacognitive aspect is key. Therefore, strategies like PROBLEM SOLVING (how to make my company profitable, which strategy is more effective and why?) and PROBLEM POSING (unexpected obstacles to face and overcome), ROLE PLAY (manager, bookkeeper, manager’s assistant) and GROUP WORK will be applied during the course. Students are encouraged to conduct research, to interact and to communicate with each other in English using also new tools and social (whatsapp, facebook, ….) over the development of the project. Communication skill will be enhanced thanks to the crucial contribution of teacher ALINA APOSTOL, who specializes in DEBATE. It can be carried out either in person or completely in remote mode, however, moments of face to face meeting wil be planned (blended solution). Peer to Peer learning is vital in this project and is embedded to ROLE PLAY technics (the secretary arranges meeting in the first place to discuss project’s progress and how to face problems, the bookkeeper shows figures, the manager makes decisions).
In a nutshell, the project purpose is to teach both Economics contents and English language while emphasising COMMUNICATION SKILLS in an AUTHENTIC CONTEXT.
In detail
The project is made up of two separate but interconnected paths, A and B.
Path A aims to teach contents about accounting through lessons held in English, with a variety of materials and tools (videos, quizzes, exercises, glossary). The classroom is structured on a TEAL layout in groups of 3 or 5. At the end there will be an assessment, mainly in the form of a self-assessment.
Path B aims to develop metacognitive skills, improve communicative skills in English, enhances use of digital tools. It is made up of e-tivities in which students have to do tasks mostly through web research on their own and step by step create a final product (the FS), with the teacher acting as a scaffolder.
While students are acquiring information from path A they must carry out e-tivities (the bulk of it through webquest) in the path B, which is composed by as many steps as lessons in path A and whose tasks are related to the contents of path A, so it is effetctively embedded in path A.
Every three or four lessons a meeting is planned (it is an assistant manager’s responsibility) where students will discuss problems and next actions to take with the oversight of teachers.