^{Cognition: This means that the language used in the content must be accessible and understandable to students, allowing them to construct meaning and connect new knowledge with their previous experiences. Furthermore, the analysis of linguistic demands helps to identify and overcome possible barriers to learning, promoting a deeper understanding and effective application of the knowledge acquired.}

^{Communication: In such cases, students mustn´t only acquire knowledge in a new language, but also develop communication skills that allow them to actively participate in the educational process. Effective integration of language and content facilitates better understanding and retention of material, as well as fostering an inclusive and collaborative learning environment where students feel supported and motivated to contribute and share their ideas.}

^{Culture: Understanding and appreciating diverse cultures not only enriches the learning process, but also prepares students to interact in a globalized world. Teaching must integrate cultural aspects that allow students to recognize and respect cultural differences, promoting empathy and cooperation.}

^{Quality Principle No. 2: Scaffolding Learning: Scaffolding learning ensures that students can successfully handle authentic materials while receiving strong structural support. This type of support is essential to facilitate both the understanding and production of language, reducing the cognitive and linguistic load as students develop their skills. Scaffolds provide structures that help students perform specific tasks and express their ideas effectively. In addition, they promote mastery of academic language and the ability to deduce the meaning and contextual relevance of unknown words. It´s crucial to consistently integrate learning skills and strategies to foster critical thinking and advanced cognitive skills, as described in the Adaptive Thinking Control Model.}

^{Quality Principle No. 3: Rich Interaction and Pushed Output: The principle emphasizes the relevance of interaction in language learning according to Long's theory, which suggests that conversational interaction promotes interlanguage development by integrating contributions, internal skills and outcomes effectively. Swain complements this idea by arguing that lean production benefits language progress by stimulating reflection and improving the comprehensibility, appropriateness, and accuracy of language. Homework plays a crucial role in CLIL by encouraging genuine communication and collaboration between students, as illustrated in various simulated activities. The focus on task-based teaching (TBLT) emphasizes the importance of authentic communicative situations to improve language fluency, accuracy and complexity, using the gap principle and task repetition.}

^{Quality Principle No. 4: Adding the (Inter-)cultural Dimension: Grimalda (2006) found that collaboration between individuals in the context of globalization improves considerably with better mutual knowledge. Therefore, it is crucial that students not only gain factual knowledge and language skills about other countries and cultures, but also understand cultural differences in self-image, perceptions of time, and communication styles. To prepare students for a globalized world, it is essential that intercultural communicative competence is a central objective in CLIL teaching, allowing them to work effectively in multicultural teams. CLIL facilitates this preparation by teaching students to understand and appropriately use cultural codes and communication strategies. However, studies indicate that the cultural dimension has not yet been fully explored in CLIL materials.}

^{Quality Principle No. 5: Make it H.O.T.: Underlines the need to cultivate thinking skills (H.O.T.) in education. Currently, most questions posed by teachers focus on factual knowledge, indicating a notable lack in the development of more advanced thinking skills. Effective teaching must balance fundamental aspects such as introductions, assigned tasks, expected outcomes, and instructional support to encourage a variety of challenging but accessible cognitive activities for students. It´s crucial to systematically teach students how to express their ideas in sophisticated ways, integrating academic thinking skills into daily educational practice.}

^{Quality Principle No. 6: Sustainable Learning: Emphasizes the importance of sustainable learning, which seeks to ensure that the knowledge acquired in class becomes deeply rooted in students' long-term memory. This involves turning passive knowledge into active knowledge, allowing students to retrieve and deliberately apply what they learn to solve problems and complete tasks. In the context of CLIL, it is essential that teachers facilitate both the learning of specific content and the acquisition of the foreign language, ensuring that students can discuss the topics in both their native language and the target language. To achieve more sustainable learning, educators must make connections with students' attitudes and experiences, provide clear structure, encourage autonomy in learning, employ translingual strategies, and adopt a holistic approach to lexis.}

^{Needs Analysis: Understanding student characteristics and desired educational goals, including determining curriculum content, required language and communication skills, and student group characteristics.}

^{Curriculum: Create a clear and structured design for the material that takes into account learning objectives, pedagogical strategies and the sequencing of activities. This includes choosing media formats, developing interactive features, and organizing content coherently.}

^{Content Selection and Customization: Select or modify training content based on identified goals and needs. This may include selecting relevant text, images, videos or other resources and adapting them to make them accessible and understandable to students.}

^{Cultural and linguistic adaptation: Consider the cultural and linguistic differences of students to ensure that materials are culturally relevant and appropriate for a particular educational community.}

^{These components ensure the effective adaptation and creation of learning materials to support the learning process and achieve the established educational objectives.}