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Content and Language Integrated Learning (CLIL)

Who is the course suitable for?

  • Non-native primary and secondary school teachers who teach their curriculum subject(s) in English (e.g. geography, maths, science).
  • Participants should have a minimum language level corresponding to B1 in the Common European Framework.

Course aims

  • To establish how CLIL methodology compares to current teaching methodology.
  • To become aware of the features of CLIL and how this can be used in the classroom.
  • To identify target language terminology required to teach subjects in English.
  • To give participants the opportunity to apply the CLIL methodology to their own teaching situation by discussing and creating tasks with other teachers of different subjects.

Course programme


All participants are required to fill in a Pre-Course questionnaire. It is very important that this is returned at the earliest opportunity as the course is pre-planned based on this. The course content is outlined and discussed on the first morning, and is then adapted as appropriate.


Participants will confirm their understanding of CLIL through discussion and input, thereby identifying how their teaching methods will need to be adapted. The course will look at what English language the teacher will need, how to identify key vocabulary items, how to lesson plan and creating practical tasks that can be used across a number of different class subjects. During the course participants will experience CLIL from a learners’ point of view; they will also share ideas related to current CLIL methodology and create tasks with a view to receiving feedback on their effectiveness from their peers.


In learning about the theoretical and practical aspects of CLIL and by sharing teaching knowledge and expertise, participants will have a wider understanding of teaching subjects through English along with a number of practical ideas to use as a confident and knowledgeable CLIL teacher.

Description of training content

This course offers 20 hours of teaching methodology (09:00 – 13:30) a maximum group size of 12.

Please note that this is an example of the daily program. Course content may often be usefully adapted to incorporate the needs of each specific group.

Week 1

Monday Tuesday Wednesday Thursday Friday
Session 1 Introductions   and establishing course priorities The   backward design process in planning CLIL lessons The   five dimensions of CLIL The   learner: learning styles, the learner’s role and learner motivation Incorporating   technology into CLIL lessons


Session 2 Tasks   to support language learning in subject classes Integrating   higher order thinking into tasks Preparation   of lesson based on subject taught Evaluating   progress and learning outcomes Presentation   of lessons


Session 3 CLIL   methodology: how different is it? Identifying   target language terminology Adapting   course materials to meet students’ needs Using   authentic material Feedback   and reflection

Week 2

Session 1 Ways of   reviewing and consolidating Adapting   activities to your subject Adapting   course materials to make the language easier Presentation   and self evaluation of lessons based on subject taught Managing   the CLIL classroom


Session 2 Evaluating   progress and learning outcomes Supporting   students with their language. Issues for learners Preparation   of lessons based on subject taught Presentation   and self evaluation of lessons based on subject taught Encouraging   learners to speak


Session 3 Vocabulary   activities Materials   sourcing and development Preparation   of lessons based on subject taught Use of   L1/L2 Final   feedback and reflection

The course is held at the main school which stands proudly on the historic Royal Mile. The school is housed in a magnificent 1820’s building and inside it has been transformed into a bright, well-equipped and modern English language school.