L’Associació Espiral, oferirà la segona part d’aquest curs a l’octubre amb una durada de 60 hores, per així poder completar les 90 hores sol·licitades pel Departament per tal d’activar el perfil lingüístic.

Description of the activity

In the recent years we have seen that many schools have opted to include English in subjects such as mathematics or science, which has been effective in improving the competence of students in both areas.

Throughout this process of implementation of these practises it has been generated a theoretical framework from different research and experiences, in order to ensure effective development and quality.

This course provides a methodological basis for CLIL (Content Language Integrated Learning) and ICT resources (research, mind maps, presentations, audio and video editors…) always related to the different aspects presented.

Target audience

This course will be done in English and it is not only addressed to English teachers but also to all educators interested in discovering a new and effective methodology.

Technical requirements
  • Updated Internet navigator (such as Mozilla Firefox, Google Chrome, others)
  • Text processor (open office writer, MS Word, others)
  • PDF reader (for example, Acrobat Reader or Foxit Reader)
  • Basic knowledge of ICT
  • Promote the implementation of the key aspects of CLIL methodology.
  • Generate different materials and activities, under the CLIL framework and ICT resources implementation.
  • Reflect on the teaching practice in order to integrate new strategies and ensure quality learning opportunities.

Module 0: Introduction and updating

  • Updating of the web browser and its plugins (Java, Flash …)
  • Self-Presentations using a Wall wisher (virtual wall).

Module 1: CLIL General Framework

  • Overview of the methodology and the 4 C’s
  • Introduction to the concept of scaffolding and its implications
  • Development of activities under this principle

Module 2: Cognition (Bloom’s Taxonomy)

  • Theoretical view
  • Practice on “LOTS – HOTS activities”
  • Analysis and design of different activities

Module 3: Evaluation

  • Types of evaluation and the importance of ” Assessment as learning”
  • Guidelines for rubrics development

Module 4: ICT resources in the English classroom

  • Digital resources of different types (podcast, video, forms generators, presentations …)
  • Bloom’s digital Taxonomy

Module 5: Cooperative work

  • Guidelines and orientations for a good management of the groups

Module 6: CLIL programming

  • Directions to prepare teaching units considering the CLIL principles
  • Links to different CLIL programming models
  • Final Project

This is an on-line course, so connected to internet and using this virtual classroom. It is very important to actively participate in the forums suggested to make the course more rewarding and we encourage you to explore all proposed materials, and dare you to be creative and experiment with ICT tools. The final project will contribute to summarize all your knowledge with all submitted content.

Certification requirements

To pass this course it is required to:

  • Participate in debates and forums.
  • Complete the activities proposed in each module. The assessment activities must be submitted before the deadline, these activities will be returned with a comment or feedback.
  • Do the final project


Assessment plan


Task Evaluation criteria
Compulsory activities
Activity1 – Module 1. Mind-map creation
  • To relate concepts and information
  • Mind-map generation using digital resources
Activity2 – Module 2. Asking good questions
  • Apply Bloom’s Taxonomy
  • Reflect about the importance of offering activities with different cognitive demands ( LOTS and HOTS)
Activity 3 – Module 2. Sequencing tasks
  • Apply Bloom’s Taxonomy
  • Design two tasks than can be part of a unit, following a coherent sequence.
Activity 3 – Module 3. Rubrics creation
  • To create a rubric using digital tools
Activity 4 – Module 4. Design an ICT task
  • To create a task which requires the use of an ICT tool.
Participation in forums and debates
  • To follow the debates and forums
  • To participate with appropriate comments, justifying the different opinions using the theoretical framework offered
Final project
  • To present a didactic programming*
  • To use the offered programming chart
    * It is, minimum four consecutive activities that take into consideration:
    – Activities with language support (Scaffolding)
    – Cooperative work
    – Different cognitive level activities
    – Evaluation activities (for Learning, as Learning)
    – ICT resources offered in module 4.

From 1 to 15 July  2017

Course duration

30 hours


Marta cabezaMarta Cabeza @mcabeza

Maestra de primaria especialista en lengua inglesa en la Escola Emili Vallès de Igualada (Barcelona). Formadora de docentes  sobre metodologia AICLE.




Almodis OrellanaAlmodis Orellana @almodis

Maestra de primaria, especialista de inglés en la Escola Emili Vallès de Igualada. Formadora de docentes sobre herramientas TAC y metodologia AICLE.





*El curs d’AICLE està reconegut  pel Departament d’Ensenyament, però té una durada de 30 hores, motiu pel qual  no serà suficient per a activar el perfil lingüístic degut al canvi de normativa, a la que els requisits són:

Tenir acreditada la formació en metodologia d’ensenyament i aprenentatge integrat de llengua i contingut AICLE a través de màsters, postgraus o activitats de formació permanent amb un mínim de 90 hores o haver participat en un programa d’innovació educativa en relació amb aquest aprenentatge publicats al Portal de Centre d’acord amb l’apartat 3 de l’annex 2.

Més informació aquí

L’Associació Espiral, oferirà la segona part d’aquest curs a l’octubre amb una durada de 60 hores, per així poder completar les 90 hores sol·licitades pel Departament.