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I.-DEFINING CLIL

CLIL means Content and Language Integrated Learning.

CLIL is an approach or method which integrates the teaching of content from
the curriculum with the teaching of a non-native language. Nowadays it
is important in our global, technological society, where knowledge of another
language helps learners to develop skills in their first or home language and also
helps them develop skills to communicate ideas about science, arts and
technology to people around the world. Thinking and learning skills are
integrated too. CLIL can involve many methodologies from both subject and
language teaching, so CLIL presents new challenges for teachers and learners.
CLIL teachers can be subject teachers, language teachers, primary classroom
teachers or classroom assistants. For example: language teachers need to learn
more about subject content; subject teachers need to learn about the language
needed for their subjects. In some schools, there is cooperation between subject
and language teachers. CLIL learners start CLIL at different ages. Others may
be in vocational or academic study.
In our experience a biology teacher wants to prepare a topic about global
warming and he/ she can ask an English teacher to reinforce the same topic in
the class. So both teacher work together trying to make students learn the same topic from their point of view. Another example
can be the following: There is a problem in our school. Some of them have disruptive behavior and teachers decide to work on
solutions to that problem in different subjects. Communication teachers, history teachers, mathematic teachers and English
teachers work on the same topic trying to make students reflect about that problem that is happening in the school. Communication
teachers teach them how to create essays, history teachers provide information about the causes and consequences of disruptive
behavior, mathematic teachers prepare a survey and make students research about statistics related to disruptive behavior and
English teachers provide texts about that topic and them students write a text type based on that topic. In conclusion, the same
topic can be tackled in different subjects trying to solve the same problem. The most important of all these is to make students
reflect and activate thinking skills apart from language.
THE BENEFITS OF CLIL
CLIL aims to:
 Introduce learners to new concepts through studying the curriculum in a non- native language.
 Improve learners’ production of the language of curricular subjects.
 Improve learners’ performance in both curricular subjects and the target language.
 Increase learners’ confidence in the target language and the L1.
 Provide materials which develop thinking skills from the start.
 Encourage stronger links with values of community and citizenship.
 Make the curricular subject the main focus of classroom materials.
Clil can be taught in soft, mid-way and hard. The time is provided according to the type of CLIL.
The table below shows examples of three possible CLIL models: language-led, subject-led and partial immersion.

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THE 4 CS IN CLIL
CLIL is sometimes referred to as having ‘4 Cs’ as components: content,
communication, cognition and culture (Coyle, 2007; Coyle, Hood and Marsh, 2010).
Clil integrates content, communication, cognition and culture.
Content
The curricular subjects taught in CLIL include any topic that is necessary to be taught
based on students’ needs.
Communication
Learners have to produce subject language in both oral and written forms. We need
to encourage learners to participate in meaningful interaction in the classroom. CLIL
aims to increase STT (student talking time) and reduce TTT (teacher talking time).
We should also encourage self-evaluation and peer and group feedback.
Cognition
CLIL promotes cognitive or thinking skills which challenge learners. We need to
develop learners’ cognitive skills so they can study subjects from the curriculum. These skills include reasoning, creative thinking
and evaluating.
Culture
The role of culture, understanding ourselves and other cultures, is an important part of CLIL. ‘Culture is at the core of CLIL’ (Coyle,
2007). CLIL gives us opportunities to introduce a wide range of cultural contexts and sometimes we can use L1 to communicate.

THE LANGUAGE IN CLIL

CLIL teachers and learners need knowledge of the language of their curricular subject. Learners need to know the
content-obligatory language. This is the vocabulary, grammatical structures and functional language for specific
subjects. Learners require this language to be able to understand the subject and communicate ideas. For example,
in geography learners need to know map vocabulary and how to interpret evidence shown on a map.
The focus of a CLIL lesson is on understanding subject content, not on grammatical structures. Research in CLIL
classrooms shows that most teachers do not teach grammar, it is useful to focus on them as chunks rather than
separately.
In conclusion, teaching language is part of CLIL. Although the main focus is on learners’ understanding of subject content,
as a CLIL teacher, you can aid the teaching of language by:
 Highlighting vocabulary and chunks of vocabulary.
 Modelling sentences
 Correcting learners by recasting language immediately after they make mistakes,
 Analyzing errors to identify difficulties learners have when producing English.
 Allowing learners to be more relaxed about using the target language because the focus is on the meaning
of curricular concepts.
Communication skills are important for expressing ideas about subject content and to help learners work well together.
Interaction is very important.

COMMUNICATIVE FUNCTIONS IN CLIL

To develop communicative competence in CLIL need communicative functions (purposes for speaking or writing) from different
subjects. They need examples of these functions to help them communicate their knowledge of the subject content.
Some functions for teachers and learners are the following:

(extracts from Essential Science 5 and 6 (Science, Geography and History), Santillana Richmond 2007)

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 In some CLIL contexts, use of L1 is a strategy for communication. Use of L1 is not only for translation. It is part of sense
making. It can be used to understand parts of a subject.
We can use brainstorming approaches to start or finish a topic of study (noting down what we know about a topic; what
we’ve found out about a topic; what we want to know about a topic).
Cognitive skills or thinking skills are the processes our brains use when we think and learn.
Learners need to develop a range of cognitive skills as well as language for thinking. They need to develop a) creative
thinking and synthesis, for example when we use our knowledge to imagine, to solve problems and to think of new
ideas, b) enquiry skills, for example when we ask questions and plan how to do research and c)evaluation skills,
for example when we use criteria to comment on how good our work is.
Cognitive skills can be divided into lower order thinking skills (LOTS) and higher order thinking skills (HOTS).
LOTS HOTS
to remember information to develop reasoning skills
to order information to develop enquiry and discussion
to define objects to develop creative thinking
to check understanding To evaluate the workof oneself and others
to review learning tohypothesizeaboutwhat could happen

Look at the examples of thinking and the question types which develop that thinking:

Types of thinking Types of questions

concrete thinking (defining) What is a race?
(recalling facts) (recalling facts) When did the race start? Wheredidtheracetakeplace?

reasoning (examining parts and how they Why is this an abstract painting?
relate)
creative (imagining) How would you paint these shapes to show action?
Abstract (finding patterns and What links can we make between the artists’ ideas?
connections)
evaluative (judging) How has your work improved this term?

II.-LESSON PREPARATION

With CLIL (Content and Language Integrated Learning), students learn various subjects like history, art, science and math in a foreign
language.
It strengthens the connections among various content area subjects. Learning outcomes can be wide or narrow but they need to be
achievable and measurable. For example
SUBJECT MOST LEARNERS SHOULD KNOW… BE ABLE TO … BE AWARE …
Art ART THAT PERSPECTIVE IS A WAY OF SHOWING THE 3-D WORLD IN DEMONSTRATE PERSPECTIVE IN A LANDSCAPE THAT THE FURTHER AWAY THINGS ARE, THE SMALLER

TWO DIMENSIONS THEY LOOK

Geography THAT MAPS USE A RANGE OF DIFFERENT SCALES FROM LOCAL TO MEASURE DISTANCES USING SCALE MAPS THAT THERE ARE SATELLITE

GLOBAL IMAGES TO INTERPRET ON THE INTERNET

Maths THAT SEQUENCES OF NUMBERS ARE ARRANGE ACCORDING TO A COMPLETE A SERIES OF DIffERENT SEQUENCES AND THAT SEQUENCES ARE FOUND IN THE NATURAL WORLD

RULE EXPLAIN THE RULES

Science HOW TO CONDUCT A FAIR TEST SHOW THAT ONLY ONE FACTOR IS CHANGED DURING AN OF THE IMPORTANCE OF FAIR TESTING

EXPERIMENT

Some CLIL programs are planned around competences. These are the knowledge, skills and attitudes for learning across the curriculum.

LANGUAGE DEMANDS. -Pre-teaching key vocabulary before reading or listening to new information helps understanding and retention.
It's also been proven that it's easier for learners to acquire language when it's presented within authentic contexts (rather than using abstract
sentences to demonstrate grammar).
RESOURCES, INCLUDING MULTI-MEDIA AND VISUAL ORGANIZERS
In a CLIL lesson, the use of visual organizers can help convey language and content in a friendly and meaningful way to students. CLIL
teachers use resources such as posters, flashcards, realia, subject-specific dictionaries and supplementary materials in printed form.
Teachers also have access to ICT (Information and Communication Technology).

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 Many CLIL teachers use visuals to support learning. ICT and the Internet provide a rich source of CLIL materials and help learners
understand ideas and experiences from many people, communities and cultures.
MATERIAL SELECTION AND ADAPTATION
Authentic materials are often used in classrooms because they are up to date, relevant and can change the focus of the lesson into
something more communicative and related to everyday life.
We need to select and adapt CLIL materials carefully because we need to help learners understand subject content. There are many ways
of doing this at text, sentence and word levels.
At text level we can include visuals, diagrams, animation (moving images on a screen) and visual organizers. We can make sure the page
layout (design of the page) is clear.
At sentence level we can include definitions and short explanations.
At word level we can use labels or highlight key content vocabulary by underlining, using capital letters or using bold font. We can also add
word banks and glossaries of key content words.
In CLIL we need to provide activities for communicating subject content orally for developing listening and reading strategies for supporting
written or physical production. Activities need to be linked and sequenced so they are progressively challenging. Learners are more likely
to be motivated if the activities are meaningful and relevant and if they know the purpose of the activity.
A GREAT CLIL LESSON

Before we begin the planning process, let’s think about what comprises a quality CLIL lesson.

 A clear progression of knowledge that meets the identified goals of the curriculum. This should always be your first step in planning
a lesson. What do you want students to know? What do you want them to be able to do at the end of the lesson?
 Higher-order thinking skills. While you may need to spend some time using lower-order thinking skills like identifying and recalling, always
strive for those higher-order skills: problem solving, critical reasoning, evaluation and creation. It may take some time to get there, but
involving these skills should always be your goal.
 A combination of all four language skills. A great CLIL lesson engages students in listening, speaking, writing and reading.
 An environment that is immersive and communicative. Surround students with the target language. Do all you can to make sure they
use the target language as much as possible. Encourage natural speech as an alternative to grammar drills whenever you can.
 Connections to multiple subjects and disciplines. The more connections students make, the more meaningful and memorable the
lesson will be.
EXAMPLE 1
Lesson Planning Template for CLIL Lessons
Date: Class: 1st grade Content Language: English
Area: Science
Content & Cognition Objective(s)
By the end of the class, students will be able to:
 Learn what bacteria are and their characteristics
 Identify good and bad bacteria
 Identify how bacteria reproduce and bacteria killers.
Cultural/Citizenship Connection:
By the end of the class, students will be able to
 Understand the impact of bacteria in human beings.
Communication Objectives:
By the end of the class, students will be able to
 Comprehend new vocabulary by using KWL chart
 Listen and watch a video about bacteria.
 Share ideas about bacteria by using metacognition.

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 Language of Learning: Language for Learning: Language through learning
(Key Vocabulary) (Forms & Functions) (Incidental & Recycled Lang. in the Learning
bacteria words  passive voice (simple present) Process)
 yoghurt  new vocabulary presented
 double accidentally
 microscope
 pathogens
 microbes
 digestive system
 pneumonia
 cholera
 antibiotics
Curriculum/ Materials:
 Realia: money, yoghurt, toy (baseball), handouts ,reading sheet, projector and colorful word cards
Teaching/ Learning Activities:
Activity Interaction Time Scaffolding/ Differentiation
Introduction/Activation:
 Activate Ss knowledge by asking questions. to be determined by questioning
 Ss look at the KWL chart on the board and
brainstorm their ideas. T-S 3’
 Ss watch a brief video about bacteria
[Link]
Main Activities:
 Ss read a text about bacteria and highlight the most
important information.
 Ss share important information about what they read To call on specific students for examples to
in pairs gauge.
 Ss complete the third part of the KWL chart . To understanding : correct errors as they arise
 Ss do a matching activity on the board. T-S 7
Plenary/ Review: The teacher identifies Ss needing further
instruction and gives feedback.
Assessment of Content Objectives: Assessment of Language Objectives:
Check students’ understanding
Metacognition: Ss reflect on their learning answering what they learned, how they learned, etc.

Bacteria

Bacteria is associated with a kind of negative and positive things. Some bacteria are germs. When a person is sick, this is often
caused by bacteria. We find bacteria everywhere, many times they help us a lot, we can find bacteria in yoghurt, they are also
in our digestive system, they help us digest the food. They are very tiny like viruses, they are also called microbes as they are
too small and most of them can only be seen under the microscope, a few of them are bad but most of them are good for
humans. When bacteria reproduce they only double, in this way they keep increasing. Bacteria are called pathogens, they
cause a lot of diseases, pathogens can cause pneumonia, tuberculosis, cholera, plague, rickets and more. Bacteria can enter
to our body through the nose, the mouth and the broken skin. Our immune system as white blood cells are police for guarding our body against bacteria.
Sometimes when we get a fever our body temperature goes up, enemy bacteria are killed due to the high temperature, so fever protects us from bacterial
infections. We can also get vaccinated, vaccines produce a lot of antibiotics. When they enter to our body these antibiotics help our immune system kill
bacteria. We can also take antibiotics in capsules to kill the enemy bacteria. If you want to avoid bacteria you should keep washing your hands, cover the
hurt with a bandage and you should not shake hands with somebody who is already sick.
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EXAMPLE 2

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 • The students brainstorm the topic (in groups or onto the board). The teacher elicits / teaches basic
information (Canada, provinces, west, British Columbia).
Students predict the geographical content of the text (location, climate, population, economy).

2. Task 1: Predicting • Students are asked to ‘map’ the text on the basis of their predictions. This takes the form of an
content (5-10 ideational framework (flow, tabular, tree or star diagram), which can be used as a basis for note-taking
minutes) later. The teacher provides an example of a framework (Task 1 on worksheet), but also offers the
students the option of alternative diagrammatic representations of the text.

TIP: a wall map of North America or Canada, and / or some pictures of Vancouver would be useful for
stimulus and contextualization.
3. Task 2: Listening to confirm  Students listen to the first two paragraphs of the text and compare what they heard to their
expectations (5 minutes) predictions.
TIP: The teacher may read the text, make a semi-authentic recording of the text, or use the text as a
dictogloss activity, depending on level and time available.
4. Task 3: Noticing and • Students are given the Text Part 1 and a chart to record lexis (Task 2 on worksheet)
analyzing language
(reading) (10 minutes) • Students are asked to read the text, noticing and recording lexis used to talk about location, climate,
and population under the headings indicated on the chart.

• Initial examples are provided by the teacher.

TIP: The teacher needs to monitor closely during this activity, pointing out overlaps between categories
and drawing attention to collocations and semifixed phrases and expressions

• Students may work in groups on individual categories, in pairs on all categories, or individually and
compare answers in pairs or groups.
5. Task 4: Vocabulary extension • The teacher elicits / teaches key vocabulary of urban economy.
(10 minutes)
• Students are given a gap-fill version of the Text Part 2 and asked to complete the text. Students work
individually and then check in pairs. (Task 3 on worksheet)
6. Task 5: Read • Students are given an outline map of British Columbia (Task 4 on worksheet) and are asked to
and do – Map mark as many features from the text as they can. Further features may be added from other sources
completion (10 as a follow-up activity.
minutes)
• Use wall maps, atlases and Internet resources to add to the map of British
• Columbia.
7. Follow-up • Parallel writing about another city in Canada
activities
• Content extension – further information about Vancouver (history, urban
• development)
• Vocabulary extension – add language from the gap-fill to the vocabulary chart.
• Project work (national-scale – Canada, city scale – Vancouver China town, local scale –living
and working in Vancouver).
TIP: The choice of follow-up activities will depend on whether content or language is to be the focus.
Depth of study, particularly for project work, will depend on time available.
Contributed by
Steve Darn

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III.- CLASSROOM LANGUAGE

CLIL classrooms are places where learners can develop speaking and writing skills as well as become knowledgeable
about subjects from the curriculum. The CLIL classroom should provide opportunities for interaction between teacher and
learners as well as between learners and other learners.
We can help learners if we are aware of the purpose of our classroom language and if we repeat the language during
lessons. Consider the language you use when you:
• activate prior knowledge
• present new ideas
• encourage learners to collaborate
• develop learners’ understanding
• try to find out if there are any difficulties with subject content
• help learners develop thinking skills and make links
• encourage creative talk
• monitor learning (observe and listen to learners as they work in the classroom)
• respond to learning needs.
Most teachers recognize that questioning is an important part of a learning classroom. We also need to develop the skill of
choosing the right question for the right task. When asking or writing closed questions (those with only one correct answer),
the focus is often on remembering or revisiting key content vocabulary, so learners use mostly lower order thinking skills
for responding.
Examples: What is a food chain? / What is an example of a 2D shape?
When asking or writing open questions in order to develop problem solving and higher order thinking skills, learners respond
more thoughtfully
Examples: What would happen to a food chain if plants died? /What do a rhombus and square have in common
We can also help learners to think about the answers they give.
Examples: What do you think of that answer? / What can you add to the answer?
SCAFFOLDING CONTENT AND LANGUAGE LEARNING
Scaffolding is the steps teachers take to support learners so that they can understand new content and develop new skills.
Later, learners can use the new learning in different contexts without the support of scaffolding.
There are many different ways teachers can scaffold learning so that learners feel successful when doing tasks. One way
to scaffold learning is to carefully consider the language we use. Other examples of scaffolding are:
• creating interest • using word banks, glossaries, sentence substitution tables,
• breaking down tasks into small steps writing frames
• providing before, during and after task support • using model texts for production of language
• using visuals and realia • providing constructive feedback.
• demonstrating tasks
We can choose effective scaffolding by identifying what kind of task the learners need to do and what skills the task is
developing. Do the tasks demand lower order thinking skills or higher order thinking skills?
This table shows examples of scaffolding which can be used for all four skills: listening, speaking, reading and writing)

In all scaffolding, it is important we help learners to think like experts in the different curriculum subject areas, i.e. to think
like artists, economists, designers, geographers, historians, mathematicians, musicians, scientists and sports professionals
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METHODS TO HELP LEARNERS DEVELOP LEARNING STRATEGIES
Learning strategies are the ways learners choose to learn new subject content; for example, memorizing or drawing images
are common vocabulary learning strategies. We need to encourage all learners to use strategies they know in order to
improve their learning. We can identify learning strategies that learners can use before, during and after doing tasks.
Which strategies will be used before doing tasks?
Which learning strategies can be used while doing the task?
Which strategies can be used to reflect on the task?
Another learning strategy is thinking about thinking, or metacognition. Thinking about learning can be divided into five parts:
• preparing and planning for learning
• selecting and using strategies
• monitoring learning
• integrating strategies
• evaluating learning
CONSOLIDATING LEARNING AND DIFFERENTIATION
In all learning, we need to give learners time to consolidate or strengthen what they have already learned. In CLIL contexts
this is particularly important as learners are processing new content knowledge in a non-native language. Consolidating
learning is not simply revisiting content and language the next day or the next week. It means learners should activate what
they have learned previously so they can improve their skills. To consolidate and improve their skills, many learners need
to revisit learning again and again by doing a variety of different tasks. Learning can be consolidating:
MONITORING
When we see a group of learners who don’t understand, we may need to remind learners of key content knowledge, use
examples of learners’ work to show effective models or take time to explain to learners why answers are not correct.
REVIEWING
Learners need to review their work. They need help to review new subject-specific content, so we need to revisit work
before they are ready to move on to the next stage. At the start of each lesson, it is a good idea to refer to work done in
previous lessons, and at the end of a lesson, it is a good idea to summarize what we have taught. Learners also need to
review vocabulary and concepts presented in class. Learners who need additional support may be able to do this in small
groups through speaking or writing activities. We can also help these learners to link words and concepts they know to new
words and concepts. We need to reassure learners of their progress in learning content and language.
HOMEWORK
Learners can use homework to practice, review and apply what they learned. Most learners can be given longer-term
projects to work on so they can develop their ideas on their own or collaboratively. Less able learners can be given support
with homework, adapted worksheets and fewer tasks.
How can we differentiate learning?
We need to support more able and less able learners by differentiating:
INPUT
We can adapt the curriculum content, our language for presenting subject knowledge, our methodology, our tasks
depending on the kind of learners. For example, less able learners can be given dual language texts or labels which have
words written in both the native language and the CLIL language. It is recognized that providing differentiated support is
one of the most necessary and effective strategies in the CLIL classroom.
OUTPUT
We can increase or reduce the amount of work learners produce and vary the cognitive demands of the tasks.
THE EXPECTED OUTCOMES
We can set achievable short-term goals and evaluate the effectiveness of the support we provide.
LEARNER AUTONOMY
More able learners can be given autonomy, or independence, to monitor their own learning of vocabulary and extend it
through additional reading around the subject inside or outside class. They can access online materials from websites we
provide. However, all learners can use multi-media to develop autonomy and IT skills at different stages of the learning
process.

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IV.-FOCUS ON ASSESSMENT

In evaluation is important to take into account both content and language while evaluating students’ progress in a CLIL lesson.
With CLIL the student is learning new content and new language at the same time, and the teacher needs to be able to assess
progress in each, CLIL teachers can use assessment and feedback to both encourage leaners to work on developing their
understanding of the subject content , and to focus them on appropriate language use .
TYPE OF ASSESSMENT.
SUMMATIVE
Summative assessment is done when we want to find out what our learners already know about subject content and how well
they can use the language of our subject. Summative assessment is often quite formal. Standardized tests are examples of
summative assessment. . Another example of summative assessment is a diagnostic test which we can use to identify
problems learners have with subject content Formative

FORMATIVE ASSESSMENT
It is usually done by the teacher in the classroom as part of the teaching and learning process. It is done to find evidence of
learning and development in individual learners or among groups of learners. Formative assessment is often informal. We can
do informal assessment daily by effective questioning of what has already been learned, by observing and recording learners
during lessons and by collecting data such as samples of written or recorded work. Formative assessment can also be carried
out during collaborative group work or oral presentations.
PEER ASSESSMENT, when learners assess each other and give feedback
SELF-ASSESSMENT is a beneficial way in which students can participate in the process of assessment. However, assessing
one’s own learning process, language or learning product is not easy, and even young learners should be helped to develop
self-assessment skills. Another way of developing the self-assessment skills of CLIL learners is to motivate them to create their
own learning journals.
ALTERNATIVE ASSESSMENT — PORTFOLIO ASSESSMENT
There is a special type of assessment, often classified as ‘alternative assessment’ (Huang, 2012), resulting from a combination
of formative and summative aspects of assessment. In summative terms, a portfolio is product-oriented and judgemental
because it comprises the results of a learner’s work such as written work, projects, test results, essays, drawings, notes, etc.
COMPARATIVE SELF – ASSESSMENT SHEET
CRITERIA SELF ASSESSMENT PEER ASSESSMENT TEACHER ASSESSMENT
Content + language

I can explain
The terminology of the
subject area.
I can communicate the
content clearly in the
foreign language
I can use examples to
support my understanding
Notes

ANALYTIC AND HOLISTIC ASSESSMENT

They can be characterized in terms of analytic and holistic approaches to a student’s work and marking schemes. While analytic
assessment marks prescribed components of a final student’s product (e.g. an essay, test, or invention); the holistic form looks
at the whole product and assesses it as a whole. Therefore, analytic assessment is more objective; it provides a more
complex diagnosis of a student’s work (Rea-Dickens & Germaine, 2003). Both analytic and holistic assessments use rubrics.
Rubrics are guidelines specifying the quality of the whole product or its components.
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Example of holistic rubric (Barbero , 2012, p. 50 ) As the example of a holistic rubric shows the descriptors integrate both
content ( knowledge of the subject) and language(specific vocabulary)
SCORES DESCRIPTORS
1 Unsatisfatory Students show no knowledge of the subject and specific vocabulary.
2 Almost satisfactory Student is lacking necessary background knowledge and uses specific vocabulary wrongly.

3 Satisfactory Student has essential knowledge of the subject. He uses specific vocabulary correctly.

4 Good Student show a complete knowledge of the subject . He properly uses specific vocabulary.

5 Excellent Student shows a complete and thorough knowledge of the subject.

RUBRICS IN EDUCATIONAL CONTEXTS
The term rubric is described as a particular type of assessment tool. Basically, they are tables that allow teachers to objectify
the outcomes of learning tasks and projects. Their constituting elements are criteria (on the first column), which are the
breakdown of what is expected to be achieved, levels (on the first line), which are the scaling rates, and descriptors, which
are examples to illustrate the matching of both. By combining them in a meaningful way, teachers establish a good
parameter system to assess student learning and to facilitate lesson plans. Rubistar provides teachers with a wide range of
rubrics to choose and customize. We need to decide on the assessment criteria we are going to use in order to do that
assessment. Assessment criteria are the statements which help us judge how well the students’ progress
This is an example of assessment criteria from a cross-curricular CLIL project. Look how the marks are spread across the
different skill areas.
CONTENT
CRITERIA 4 – EXCELLENT 3 - GOOD 2 - SATISFACTORY 1 – NOT
SATISFACTORY
Use of All new words 15 new words 10 new words Fewer than
topic-specific used used used 5 new words
vocabulary in Appropriately appropriately appropriately Used
written work in simple in simple in simple Appropriately
Sentences sentences sentences in simple
Sentences
Identification Relevant Relevant Relevant More than
of relevant Information information information one website
Information identified from Identified identified from accessed but
from different at least three from at least at least one no relevant
Websites different two different website Information
websites Websites Identified

COOPERATION

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CREATIVITY

ASSESSMENT CRITERIA Grade

(total 100 points)
Logical organization 10
A rough copy of the task with suggestions for improvements from another learner 10

Creativity 20
Art work and layout 20
Depth of thinking 20
Grammar and spelling (checked spelling, correct use of the simple past and 10
the conditional)
Varied vocabulary (use of synonyms) 10
COMPETENCE
Assessment is also an opportunity to make clear to learners the Competences that are being evaluated. The teacher has
an opportunity to make clear not only a skill considered important for a particular classroom activity, but also to demonstrate
how that Competence can be improved and developed by a learner. Examples of this are shown in the rubric for peer
assessment below:

IMPROVING LEARNERS’ ACHIEVEMENT IN CLIL ASSESSMENT

At the start of CLIL programs, we can assess learners informally by observing and questioning. Later, in some CLIL contexts
we can support learners before and during assessment so they can express what they know about subject content in a non-
native language. Often they have knowledge of the subject in L1 but find it hard to produce this knowledge in another language.
Individual learners have their own particular needs. We can use task differentiation to support learners appropriately. As
learners progress, fewer support strategies will be needed for the majority. However, some learners may need support for
longer.

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