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http://www.indire.it/progetto/clil-content-and-language-integrated-learning/

https://www.unifg.it/didattica/corsi-di-lingua-e-ecdl/centro-linguistico-di-ateneo/clil/materiale-didattico-su-clil

http://clil-cd.ecml.at

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http://www.macmillaninspiration.com/new/resources/web-projects

http://www.onestopenglish.com/clil/

https://clilingmesoftly.wordpress.com

https://www.clilmedia.com/category/clil-activities/

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Debate- rubric

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CLIL researchers (Coyle et al.,2010) suggest formative assessment should be the main form of assessment in CLIL complemented by rare but systematic summative assessment.
Summative assessment

Formative assessment

Peer and self-assessment

Language Assessment

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The plurilingual approach to teaching for learning (PTL). 

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The plurilingual approach to teaching for learning (PTL). 

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“CLIL is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language.” (EuroCLIC 1994)
In simple terms, CLIL integrates both Content Learning and Language Learning.
Using CLIL, students learn one or more of their school subjects in a targeted language, often English, but sometimes in another second language. Students aren’t expected to be proficient in the new language before they begin studying. They learn the language they need for studying at the same time as they learn the subject.

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Microsoft PowerPoint - the ancient Theatre

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M. FABII QVINTILIANI - INSTITVTIONES ORATORIAE - LIBER X, 65-70

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M. FABII QVINTILIANI - INSTITVTIONES ORATORIAE - LIBER X, 65-70

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https://www.jasondavies.com/wordcloud/

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http://www.snappywords.com/

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3. Curriculum development
In the literature on curriculum design at least five different
functions can be distinguished. These functions
are also relevant for the development of a CLIL curriculum:
(1) A curriculum defines an educational programme.
Curricula list the contents of a programme which the
learners are expected to acquire within a fixed period
of time. Content is sequenced in the curriculum, i.e.
built according to different parameters depending on
desired learning outcomes and existing learner competences.
3
(2) A curriculum is seen as a source of innovation by
education authorities and/or higher education providers.
New subjects or fields can be introduced; already
existing content can be renewed. A new curriculum
contains renewed learning aims, content and methodological
guidelines.
(3) A curriculum serves as a tool for planning and
carrying out teaching-learning sequences. A detailed
curriculum helps teachers, for example, to plan,
prepare and carry out a sequence of learning. An educationally
grounded curriculum is fundamental for
constructing modules and designing courses.
(4) A curriculum is used as an instrument to evaluate
teaching and learning. Curricula are issued by ministries
of education or higher education authorities.
These authorities need to evaluate and assess what
is going on in a learning environment. Curricula also
serve as terms of reference for the individual teacher
to evaluate and improve his/her own teaching, and for
students and parents to evaluate student progress and
to guide them in planning for improved learning.
(5) A curriculum serves as a means for regulating,
standardising and comparing teaching and learning
at all levels. The curriculum is an important instrument
for streamlining standards in a region, country,
or collection of countries such as those of the Council
of Europe.
Curriculum development is also a means for building
high quality CLIL programming. This European Framework
for CLIL Teacher Education is intended to serve
as a point of reference for providers of teacher training
across Europe. It aims to contribute to the development
or enhancement of CLIL training that will support
teachers in enriching their students’ learning experience.