This first course has a twofold purpose. On the one hand, it will introduce teachers to the fundamentals of CLIL. On the other hand, it will prepare teachers for the Cambridge TKT: CLIL exam. To achieve those ends, the course will provide a comprehensive overview of what integrating content and language entails. Teachers will become familiar with prevalent CLIL pedagogical principles and how they are put into practice. Furthermore, the course will bring to the fore the ways assessment is implemented in relation to mastery of both language and content. Opportunities to practice for the exam will be given.

Unit I: Introduction to CLIL

Module 1: Aims of CLIL

Module 2: CLIL and bilingualism 

Unit II: Principles of CLIL

Module 1: Language and communication

Module 2: Cognitive and learning skills 

Unit III: Lesson Preparation

Module 1: Lesson planning and language demands

Module 2: Materials and activities   

Unit IV: Lesson Delivery

Module 1: Classroom language and learning strategies

Module 2: Scaffolding content and language learning 

Unit V: Assessment

Module 1: Assessing across the 4 Cs

Module 2: Types of assessment

Considerable strides have been made to expand the role of curricular content within English language teaching. This places a new set of demands on educational institutions in terms of curriculum innovation, stakeholders’ needs, and teaching provision. Thus, CLIL teachers must face up to those challenges by redefining their roles, gaining expertise in syllabus design and evaluation, and spanning their teaching skills across different ages and curriculum subjects. This second course will help teachers develop the competencies to respond and adapt to these educational demands.

Unit I: The CLIL Teacher

Module 1: Redefining the role of the teacher

Module 2: From PACK to TPACK 

Unit II: Syllabus design and integration

Module 1: Assessing educational needs

Module 2: Designing a syllabus 

Unit III: Teaching Across the Curriculum

Module 1: Teaching math and natural sciences

Module 2: Teaching social sciences 

Unit IV: Teaching Across Age Levels

Module 1:  Instructional strategies for primary education

Module 2:  Instructional strategies for secondary education 

Unit V: Innovating pedagogical practices

Module 1: Skills-based and task-based projects

Module 2: Learning and learner-centered practices

Pedagogical materials play an important role in the educational process, particularly when the aim is to integrate content and language. Not only are they the main source of input, but also they support the learning process and enhance pedagogical practice. Therefore, it is of utmost importance for CLIL teachers to be able to evaluate, adapt, and design pedagogical materials according to curriculum requirements, students’ age and educational realities. This third course aims at helping CLIL teachers develop the competencies to analyze and develop pedagogical materials as well as to establish their real dimension within the educational process.

Unit I: Principles of Materials Design

Module 1: Approaches to materials design

Module 2: Guidelines for designing materials  

Unit II: Materials Evaluation

Module 1: Published CLIL materials

Module 2: Criteria for evaluating materials 

Unit III: Materials Adaptation

Module 1: Reasons for adapting materials

Module 2: Procedures and techniques 

Unit IV: Materials across the Curriculum

Module 1:  Materials for math and natural sciences

Module 2:  Materials for social sciences 

Unit V: Materials across Age Levels

Module 1: Materials for primary education

Module 2: Materials for secondary education