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It provides a solid foundation for planning CLIL lessons and for building materials:

Content: This covers all the knowledge and skills that must be acquired, and its objective is for students to create their own knowledge and develop their skills.

Cognition: Allows students to develop their thinking through the interpretation and learning of the content.

Communication: It must be transparent and accessible, it is also very necessary to learn the language to have access to the content and cognitive processes, being even more important when the learning context is in a foreign language.

Culture: It refers to the intercultural relationship that develops within learning.

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1. Rich Input
The materials that are selected must be meaningful, challenging and authentic so that they can be suitable for use within the classroom, in the sense that they focus on global problems while relating the daily lives of students to their areas of interest.
Learning a foreign language works best when previous knowledge and experiences are related to new topics.
Another important point is the interactive resources that include motivating and illustrative material that encourages creative thinking and also offers the possibility of directed and differentiated learning. Successful learning includes teacher- and student-led activities.

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2. Scaffolding Learning
It seeks to support students to properly handle the materials, they have several purposes:
- Reduce the cognitive and linguistic load, helping to understand the content and language of the given material.
- Allows students to perform a specific task through appropriate support methods.
- Supports language production by providing phrases, and subject-specific vocabulary.
- Boosts the cognitive academic language of the students' competences

To help students build their own learning, specific study skills and strategies must be learned efficiently, such as working with maps, diagrams, drawings, this is essential to promote language, as well as critical thinking skills.

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3. Rich Interaction and Pushed Output
This principle suggests that language acquisition is related to the interaction that occurs with the target language. In the same way, it is suggested that students should be encouraged to make use of their resources to improve their language skills, reflect on them and thus be able to improve their understanding, suitability and precision.
Task-based teaching must also be generated in students, and it has also been proven that languages ​​are acquired with greater success when it occurs within authentic communication and when they are learned for communicative purposes in meaningful social situations.

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4. Adding the (Inter-)cultural Dimension
It refers to the fact that it is very important for students to know and learn about other countries and cultures; and that even knowing about other countries that is not enough for successful intercultural communication, since cultures differ in many aspects, perceptions and styles of communication.
For students to be successful in a globalized world and there are no national or cultural barriers, students, in addition to speaking the language, must know cultural codes, linguistic and non-linguistic media in order to maintain fluid communication without offending others.

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5. Make it H.O.T.
For an effective CLIL teaching methodology it is necessary that the central elements of CLIL, that is, inputs, tasks, results and the scaffolding must be balanced; effective teaching means creating environments in which students are engaged.
It is important to note that the learning process of students may not have to go through all stages of thinking such as remembering or understanding to synthesize, evaluate or create successfully.

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6. Sustainable Learning
Sustainable learning involves ensuring that what is taught in the classroom is kept in long-term memory; and that passive knowledge becomes active knowledge.
Sustainable teaching and learning are of great importance as teachers have to facilitate the learning of specific content such as the acquisition of a foreign language.
For learning to be sustainable, the teacher must:
- Create connections with the attitudes, experience and knowledge of the students.
- Make the learning process transparent.
- Make sure that the results of the group work are shared with all the students.
- Promote autonomous learning.
- Adopt a multilingual approach.
- Promote spiral learning.

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The materials must be meaningful to generate a long-term pre-engagement in the students.

Interactive materials (video clips, animations, podcasts, etc.) to encourage creative thinking and motivation

Keep in mind different ways to present the material (maps, diagrams, etc.).

The material must be accessible and easy to understand, where to generate meaningful learning it allows the student to relate new knowledge with previous knowledge and experiences.

Created or adapted according to the needs of the students, the environment in which they operate and their communication needs.

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The CLIL_Pyramid was designed to visually represent the idea that CLIL quality can only be achieved when all four C are considered in lesson planning and materials construction.
In the same way, it is mentioned that it is important to keep in mind that all the principles of quality can very rarely be incorporated in a single lesson, therefore the unit, that is, a sequence of several lessons on a topic, should become the focal point. for teachers and material writers.
Likewise, the CLIL pyramid suggests a tried and true unstemmatic sequence for planning CLIL material units, beginning with the selection of topics and ending with a review of the key content and language elements called CLIL training.