Exchanging good practices in CLIL methodology Erasmus Project

Project Title

Exchanging good practices in CLIL methodology

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for Schools Only

Project Call Year

This project’s Call Year is 2015

Project Topics

This project is related with these Project Topics: ICT – new technologies – digital competences; Teaching and learning of foreign languages; Disabilities – special needs

Project Summary

The four participating secondary schools have CLIL bilingual teaching in English in different subjects and at different levels of implementation, apart from the different languages that are taught. There was a need to create CLIL curricular materials for this teaching and to exchange experiences in the implementation of CLIL methodology.
According to this need and this complementarity of the partners, the objectives of the project have been:
1) Exchange of good practices in the application of CLIL methodology: the schools that take part in the association are implementing CLIL methodology in different stages. That makes them complementary. Schools which are more advanced have served as guide for those who are just starting to implement this methodology in the organization of the school.
2) The creation of English CLIL curricular materials in Sciencies, Geography, Art and History with the participation of students in their making off. The new materials are attractive and contribute to avoid early school leaving.
3) Development of new methods and knowledge to use new learning technology (tablets and electronic learning platforms). The new learning technology and the strengthening of pedagogical skills provides new inspiration and above all experiences of success in the whole school community, especially for students with low basic skills.
4) Paying attention to pupils with special needs (e.g. difficulties in learning, early school drop out, deaf students). Important issues for all the pupils and teachers, as well, is to increase their motivation for learning and teaching and to add cohesion in the school community.
5) Development of multicultural skills and interpersonal skills, fostering tolerance and respect as a main basis of the European integration.

The new learning technology and the strengthening of pedagogical skills will provide new inspiration and above all experiences of success in the whole school community. Some of the schools had previous experience in European projects, having even two of the schools worked together.
There have been two transnational meetings only for teachers/administrators, and one students’ learning activities in each school (four altogether). The learning, teaching activities have taken place under the Blended Mobility formula. A data base with all the email, Skype and facebook addresses have been created so that students could get in touch from the very beginning of the project. This way we have created stronger links among students who have benefitted by using English as a mean of communication.
In each students´ learning mobility these were the activities which took place in each of the schools:
1. Welcome to school and city by principal.
2. Meeting of the teachers to plan the activities (while the students attend different lessons) and to evaluate the devolopment of the project.
3. Visits of places nearby with interest in any of the CLIL areas (nature parks, historical places, factories, mines, etc.)
4. Meeting of teachers and students for the making off of CLIL materials on the basis of the information received in the previous visits.
5. CLIL lessons where the materials previously prepared has been used with students who did not take part in the elaboration of the materials.
6. Meetings of teachers of the schools to share good practices in CLIL methodology and the implementation of CLIL teaching in groups at each school (for example: how many groups are there with CLIL teching; number of teachers; organisation; perspectives of future; rules concerning CLIL teaching in each country/region)
7. Meetings of teachers and students taking part in the project with local political and academical authorities where journalists should be invited.
8. Attendance of a seminar or conference by any eminent teacher (for example, at university)
9. Meeting of all teachers and students with the families of the local students who take part in the project.
These activities have been essential fo the achievement of the project objectives.
The created curricular materials have been integrated in the pedagogical framework of the participating organisations and have been
disseminated in the regions/countries of the partners through permanent official webpages. The publication of an article in a pedagogical journal (Andalucia Educativa) has taken place. Europass and local certificates have been used for the recognition of the learning.
After the end of the EU funding, the materials and the CLIL methodology implementation will still be used by the participating schools, as well as by the national or European schools that will have had access to them through the above mentioned channels. For this further life of the results of the project no additional fund is needed, since it is made on the internet. So, we can say that this project has a economical sustainable impact.

EU Grant (Eur)

Funding of the project from EU: 96740 Eur

Project Coordinator

IES Alonso Sánchez & Country: ES

Project Partners

• Erasmus-von-Rotterdam-Gymnasium
• Akhisar Seyh Isa Anadolu Lisesi
• Istituto d’Istruzione Superiore Majorana