Content and Language Integrated Learning (CLIL) includes both task-based and content-based approach and develops the communicative competence. As the focus of instruction is meaning rather than form, when the language approach is at or just above the proficiency of the learner, a foreign language is most successfully acquired. Peer-led learning for teachers and principals involving collaborative practice, the creation of additional support mechanisms for educators, innovation enhancement for subject teachers using a foreign language as an additional tool, as well as the different stage of development of the project in the schools involved, are on the basis of the project. It aims to establish effective teams within the schools' staff, connecting school to parents and to the community. There has been an increasing demand from the communities to provide their children teaching practices that provide them language awareness, language learning as language use. There have been a few CLIL-based initiatives in Portugal. Different partners in the project have achieved dissimilar stages of development, according to their years of practice and number of teachers and pupils involved. Being a bottom-up initiative, it is based in on the willingness of schools and teachers to provide their students with richer opportunities to improve their communicative skills and allow them to reach high-order thinking skills. This project also promotes intercultural knowledge, understanding, open-mindness, awareness and exchange of good practices among the participants. It complements efforts being made to improve team teaching, collaborative work at various levels, teaching supervision practices, and motivation of students to get higher achievement. It also enhances autonomy and makes schools more accountable for the outcomes.The project will allow to compare different stages of implementation in the participant countries and schools as well as getting designing programme improvements in each school as a result of the practical based learning from class observations, exchange of ideas and materials, workshops, online sessions and the production of a set of materials to be used in different subjects under CLIL approach.We expect to obtain the following results: - Streghten the importance of CLIL as powerful teaching and learning programme; - Understanding of curriculum development as a culture, which includes content, cognition and communication components;- Improvement of learning as a process of transformation through interaction and mediation; - Enhancement of personalised learning, supporting each pupil at their stage of both content and language learning taking into account both the school curriculum and the developmental state of the child; - Curricular continuity, so that learning achievement in both content and language are built on over time; - Increasing number of subject and language teachers involved in CLIL; - Increasing number of classes and students benifiting from the CLIL approach; - Provision of equal opportunities for students from low-income families to attend CLIL-led classes in each school;- Creating and using learning CLIL materials for classroom activities; - Inclusion of materials and projects results in each participant school's websites; - Engage other schools to join the CLIL approach through support from the schools involved.In the implementation phase, innovative approaches and practices for pupils will be developed, tested and shared, according to the subjects/courses included in each partner's project,.Learning components such as presentations (static and animated), quizzes, videos, graphic art images, worksheets and others will be built and applied in each school. Than they will be evaluated, using common criteria, and shared with other partners. When possible, there will be online viewing of the class when those assets will be applied.Each of the six partner schools will be responsible for the organisation of one event, a work in progress, complementing an on-going process of communication and project development through ICT means of communication, involving teachers, students, parents, community/stakeholders. In the end we expect to involve (directly and indirectly) 20.000 persons. It is also expected that, in the phase of dissemination, not only the specific techniques needed for quality CLIL approach are improved but also other schools join CLIL as a driver for innovative practice, allowing students to reach better outcomes and be prepared for the challenges of the 21st century.All the actions will have ongoing and final quantitative and qualitative assessments. We also plan a post-project sustainability, considering that CLIL is a work-in-progress project.
Content and Language Integrated Learning (CLIL) includes both task-based and content-based approach and develops the communicative competence. As the focus of instruction is meaning rather than form, when the language approach is at or just above the proficiency of the learner, a foreign language is most successfully acquired. Peer-led learning for teachers and principals involving collaborative practice, the creation of additional support mechanisms for educators, innovation enhancement for subject teachers using a foreign language as an additional tool, as well as the different stage of development of the project in the schools involved, were on the basis of the project. It aimed to establish effective teams within the schools' staff, connecting school to parents and to the community. With this project the demand from the communities to provide their children teaching practices that administer them language awareness, language learning as language use increased further. There had been CLIL-based initiatives in Portugal. Different partners in the project closed the gap in previous dissimilar stages of development, according to their years of practice and number of teachers and pupils involved. Being a bottom-up initiative, it has been based in on the willingness of schools and teachers to provide their students with richer opportunities to improve their communicative skills and allow them to reach high-order thinking skills. This project also promoted intercultural knowledge, understanding, open-mindness, awareness and exchange of good practices among the participants. It complemented efforts being made to improve team teaching, collaborative work at various levels, teaching supervision practices, and motivation of students to get higher achievement. It also enhanced autonomy and made schools more accountable for their outcomes.The project allowed to compare different stages of implementation in the participant countries and schools as well as getting designing programme improvements in each school as a result of the practical based learning from class observations, exchange of ideas and materials, workshops, online sessions and the production of a set of materials that they are already using in different subjects under CLIL approach. The following results were obtained: - Strengthen the importance of CLIL as powerful teaching and learning programme; - Understanding of curriculum development as a culture, which includes content, cognition and communication components;- Improvement of learning as a process of transformation through interaction and mediation; - Enhancement of personalised learning, supporting each pupil at their stage of both content and language learning taking into account both the school curriculum and the developmental state of the child; - Curricular continuity, so that learning achievement in both content and language are built on over time; - Increasing number of subject and language teachers involved in CLIL; - Increasing number of classes and students benefiting from the CLIL approach; - Provision of equal opportunities for students from low-income families to attend CLIL-led classes in each school;- Creating and using learning CLIL materials for classroom activities; - Inclusion of materials and projects results in each participant school's websites; - Engage other schools to join the CLIL approach through support from the schools involved.In the implementation phase, innovative approaches and practices for pupils were developed, tested and shared, according to the subjects/courses included in each partner's project,.Learning components such as presentations (static and animated), quizzes, videos, graphic art images, worksheets and others were built and applied in each school. Than they were evaluated, using common criteria, and shared with other partners. When possible, there will be online viewing of the class when those assets will be applied.Each of the six partner schools will be responsible for the organisation of one event, a work in progress, complementing an on-going process of communication and project development through ICT means of communication, involving teachers, students, parents, community/stakeholders. As expected, schools involved (directly and indirectly) around 20.000 persons, and moved so-called "bilingual" practices to CLIL approaches. In the phase of dissemination, not only the specific techniques needed for quality CLIL approach were improved but also other schools joined CLIL as a driver for innovative practice, allowing students to reach better outcomes and be prepared for the challenges of the 21st century.All the actions have had ongoing and final quantitative and qualitative assessments. We are working on a plan for a post-project sustainability, considering that CLIL is a work-in-progress project.