1.- To observe and experiment new practical ideas, which allow to acquire experience to teach classes in English using the CLIL methodology of other countries and educational systems. The development of creative and diverse solutions to bring English to the classroom so that it is spoken naturally in different contexts. 2.- To update and improve the language skills of teachers in an English-speaking environment. The internationalization of the center to learn CLIL methodology in other educational systems, using English as a first language. 3.- To consider the effective use of digital technology in the planning and implementation of CLIL sessions. Use eTwinning to work on the bilingual project, encouraging the use of this platform to connect with other European countries using English as a way of communication with the rest of Europe. 4.- To promote participation in democratic life and the fight against climate change. Objectives 3 and 4 are linked: acquisition of digital competence through a platform to work collaboratively on the bilingual project between teachers of several subjects and students of different groups.
The IES Alyanub has covered ESO, Bachillerato and Vocational Training for 26 years. To teach 565 students, the center has 68 teachers, 29 of whom are involved in the bilingual project of the center, with English as a second language: 16 from linguistic areas (Spanish, English and French) and 13 from non-linguistic areas (biology and geology, economics, physical education, philosophy, geography and history, history of the contemporary world and mathematics). The students involved in this project belong to Compulsory Secondary Education (ESO), aged between 12 and 16. Carrying out the bilingual project is increasingly necessary as well as complicated, since putting into practice the theory of how to develop this teaching through CLIL methodology is not clear, as reflected in the annual self-evaluation report of the last year. The project arises from the need for CLIL training in an international environment, transcending our own center and educational system, since practicing the second language in a different country highlights the importance of its learning and contextualization, as a fundamental tool for inclusion and cultural diversity.