■

Songs to develop interest and curiosity in words 

this type of learning is child

centred, 

stress

free and puts the emphasis on 

the children’s joy at their success

Performing plays

Creation of a garden, notice

board, list of classroom chores, birthday calendar, staying 

overnight in the school

Rituals, such as conversation circle, announcement of dates, celebration of 

birthdays, 

experiencing seasons
■

Learning of new words experienced through all senses, such as adjectives with nuts, 

verbs with leaves, nouns with dressing

up, articles with music;

■

Learning to read and write, such as phonemic signs, writing on posters, wri

ting of 

letters, the first book in a foreign language;

■

Specialist language with music and movement, such as calculations using music and 

movement, creation of a 1000 bead chain.

For secondary school students, suggested approaches 

may include

 Stage One: 

Guiding 

principles 

Looking at 

Learning 

Ethos 

•

Decide what 

YOU 

mean by CLIL in your own 

context/school/class 

•

Discuss these with other colleagues in your own 

department and in other departments 

•

Discuss guiding principles for learning, e.g. implications

for group work, independent learning, whole class 

teaching 

•

Define aims and objectives of CLIL teaching 

programme as well as learning outcomes as they fit in 

with the whole school vision 

 Stage Two: 

Analysing the 

Teaching 

Curriculum 

Overview 

planning for 

the 

topic/theme/ 

Module 

Starting to use the 

4Cs Planning Tool

 for the 

Topic/Module 

•

Carry out curriculum subject 

audit, i.e. identify the 

content knowledge, skills and understanding to be 

taught in the topic/theme/module 

•

Carry out a thinking skills or cognitive processing 

analysis, i.e. relate the content defined in 1 to thinking 

skills 

•

Consider the culture/citizenship implications 

•

Identify the linguistic elements

 to carry out 1, 2 and 3 

•

Create a schema or wall chart (with 4 columns – 

content; cognition-thinking 

skills; citizenship – leave 

the final column blank at the moment) showing 

interrelationship and intercon

nectedness of 1, 2, and 3

•

Now fill in the final column. Identify the communication

(language) needed to carry out the above by the 

learners 

•

You can use this 4Cs document as self evaluation 

Stage Three: 

Preparing the 

Learning 

Context 

Using CLIL tools: 

3As

 for detailed lessons planning. 

The Matrix

 for task and materials design 

•

Use schema above to define tasks 

•

Identify appropriate related teaching strategies – how 

to support learners 

•

Identify appropriate related learning strategies – how 

learners can learn to support their own learning 

•

Ensure teaching objectives 

and learning outcomes are 

clear and achievable AND that tasks are sequenced to 

build in progression. Such as: ‘By the end of the 

year/term/week/series of lessons I want my learners to

...’ 

•

Prepare appropriate materials – with special attention 

to those incorporating learning strategies and 

pedagogical scaffolding 

•

Use matrix or similar to an

alyse the teaching materials 

and/or tasks 

13 

Stage Four: 

Monitoring 

Progress 

Monitoring the programme: 

LOCIT

•

Collaboration with other teachers, e.g. observing each 

others’ lessons and analysing according to negotiated 

criteria, e.g. record and transcribe sections of lessons 

to compare what is going on with what has been 

planned 

•

Collaboration with learners, e.g. make learning aims 

explicit, explore use of learner talk, learner diaries 

•

Use of 

assessment for learning

procedures which relate 

to process rather than outcome 

•

Check sequencing of tasks 

Stage Five: 

Evaluating 

Evaluation of teaching

 and learning process 

•

Decide how you will evaluate the CLIL work you have 

done before you start – parents’ evening? Other 

teachers to observe? Presentation by pupils to other 

pupils? 

•

Revisit your 4Cs overview topic to evaluate how 

successful you have been (self-evaluation) 

•

Always relate this to schema 

and 

involve learners: 

relate to explicit learning aims, revise or adjust the