1. CLIL Unit Noemi Navas Arranz April 2011

2.  Background. CLIL experiences  Theoretical principles. Unit planning  Materials. Scaffolding Assessment  Reflection. DATA HANDLING CLILCLIL

3.  ESCOLA BUFALÀ Badalona (Catalonia)  State school Working-class neighbourhood  Pre-primary and primary education  Different languages spoken.

4.  First experience Pre-primary: routines Primary: CI – Art CM & CS– Art, Experiments and Mental Arithmetic  Nowadays Pre-primary: routines Primary: CI – Art CM & CS– Maths and Science

5.  The 4Cs Framework Content: carefully selected Cognition: trigger HOTs to develop pupils’ cognitive processes Communication: Real language (of, for and through) Culture: Awareness in globalized world

7. According to Meyer (2010), there are 6 principles:  Rich input  Scaffolding learning  Rich interaction and pushed output  Adding the (inter-)cultural dimension  Make it H.O.T. – Linguistic and cognitive demands  Sustainable learning Meyer, O. (2010) Introducing the CLIL-Pyramid: Key Strategies and Principles for Quality CLIL Planning and Teaching. In Eisenmann, M. & T. Summer (eds.) Basic Issues in EFL-Teaching and Learning. Heidelberg: Winter.

8. DATA HANDLING Lesson plans  A survey  Charts  Frequency and average  Our class

13. When planning a CLIL unit, take into account  school context and previous CLIL experiences.  theories supporting CLIL: 4 Cs framework and quality principles.  vision and mind map.  progression, scaffolding and assessment.

14.  CLIL is not easy.  No magic wands.  Different possible answers.  Not everything works.  Always ready.  Open our minds.  We are all CLIL learners. CI

15.  Thank you! CI