Constantly changing European societies and economics require permanent focusing on new developments and hence quality of education. In our project we will focus on stimulating high-quality, innovative ways of teaching and learning through new approach. Our project will efficiently join using CLIL (Content and Language Integrated Learning) method in teaching especially STEM subjects with digital technologies and devices. With this approach, teachers are no longer limited to the textbooks that their institutions provide. By using other resources in English such as video, audio and interactive learning, students have many different ways to learn. Teachers can find creative ways to teach their students in an engaging way. CLIL aims to develop an integrated educational approach that puts together various subjects and language that engages students in learning by doing, and solving problems which comprises acting, observing and reflecting on the data collected, while exposing them to the target language. Through collaboration with our partners we want to: - deepen competences in English and STEM subjects - facilitate a preparation of CLIL lesson - support students in acquiring professional and soft skills, needed for further education and working life - promote innovative teaching/learning methods with a great emphasis on language and multidisciplinary approach - create more attractive ways of learning and thus increase students´ motivation to study - promote teamwork at national/international level - strengthen use of ICT and digital media for teaching/learning - promote the professional development of teachers in methodology of developing CLIL lessons and large-scale materials for teaching and of student assessment with a strong support of ICT and digital media. To achieve and fulfil the objectives, we plan to develop these main outputs: a) Survey on using CLIL in partner schools The result will be a document containing a number of teachers using CLIL and a list of subjects and/or topics/chapters taught in English in each partner school (it there are any), learning outcomes, sources used, digital tools involved, methods of teaching and assessing students in partner schools, experience with CLIL approach in teaching, examples of best practices. b) CLIL Manual It will be a methodological handbook for teachers on how to apply tools in CLIL context. It will contain practical guidance for planning and creating a CLIL lesson (incl. creating tests) and for implementing it in common teaching practice. It will also describe CLIL practice, advantages and basic theory and have case examples on how to implement CLIL in subjects. The manual will be a handbook for subject teachers, especially those who are new to CLIL and who need some inspirational materials with ideas and advice on best ways to prepare colleagues and students for implementation. It will also contain a lesson plan and a dictionary with a specific vocabulary related to each lesson. The CLIL manual will be used for teacher training and for individual learning, it will refer to/make use of lesson plans and the materials catalogue to demonstrate the attractiveness of CLIL and remove some of the known barriers to successful implementation of CLIL. c) Catalogue of CLIL lessons will form a portfolio consisting of CLIL lessons. They will cover at least two subjects in each school according to partner schools focus and needs. Creating the Catalogue will be followed by peer reviewing of the materials by the partner school, then by pilot testing and finally by adjusting them if needed to the final version. d) International team competition for students. Teachers of all schools will prepare together specific requirements and conditions for collaborative students´ work. Two students from each school will participate. They will form 4 teams and will produce a visual presentation on a given topic The competition will be held during the last C5 event. During the project lifetime, we will organize three staff training events for two teachers from each school and two blended mobilities for twenty two students alltogether, accompanied by one teacher from each country.
The general objective of our project was to motivate and help teachers to use the CLIL method to become a normal part of the educational process in our schools and to motivate students to be more active in the learning process and be attractive to the international and national labour market. We set the key project objectives: - to initiate a process of professional development of teachers by joint work among partner schools. - to facilitate the preparation of CLIL lessons - to suggest and recommend for implementation a model of integrating the CLIL method in teaching and learning to a greater extent. Our goals were also to promote innovative teaching/learning methods, deepen the competencies of teachers in the CLIL method, create more attractive ways of learning and promote teamwork at the national and international level among teachers and students. As each partner school had different experiences with using different pedagogical approaches for effective teaching, the partnership of teachers at the EU level was a solid solution for exchanging good practices and for peer support.
The “CLIL in Education” project was originally a 26-month project that was extended by six months because of the COVID-19 pandemic. Even with this challenge partners reached their main objectives. One of our priorities was to improve education through improved teacher education and innovative teaching methods and the development of “innovation-friendly institutions” promoting creativity and innovation by developing specific teaching and learning methods including fostering English language skills, the use of new ICT tools and teacher training. According to discussions and preliminary analyses of the needs, we had made among our partner schools, we found out we are facing similar challenges that could be dealt with by close cooperation. All schools were aware of the need to suggest and recommend for implementation of a model of integrating English, other subjects and ICT in teaching and learning and thus implement the CLIL approach to a greater extent. And international cooperation made this process much more manageable. We also realized that our teachers need help to prepare them to use this new approach. We are persuaded that CLIL principles are and will be one of the important trends in teaching and learning and should be implemented more within European schools. Developed materials contribute to that goal greatly. We are aware that well-prepared teachers guarantee that students are motivated more to learn. Using digital resources and new pedagogical methods and approaches for teaching increases the interest of students in given topics of study. Developed materials contribute to the goal greatly. We prepared a collection of free, ready-to-use resources for CLIL teaching and teachers´ professional development - applicable to any school and any study area. In total teachers can find 56 examples of lesson plans for various subjects. Even if there are possibly other sources for multidisciplinary teaching and learning, we see from our partners and other colleagues that the tools for CLIL teaching we created will continue to be a relevant and promising way to ensure the quality of VET learners' education.