Content and Language Integrated Learning (CLIL)
2024 - 25
Submission – April XX 2025
Type – Portfolio
Weighting – 100 %
Mode – individual
Feedback will be provided orally and in writing.
Entry 1
Annotated bibliography
This entry will test LO 1 (Discuss and use CLIL methods to encourage students’ critical and
creative thinking and foster student-centred pedagogies)
The bibliography should be up to 2000 words.
You will need to choose two articles about topics related to CLIL, provide an overview of the
main arguments and critically evaluate/reflect on them.
NB To familiarize yourself with what annotated bibliography is you may want to read the
information at https://owl.purdue.edu/owl/general_writing/common_writing_assignments/
annotated_bibliographies/index.html
Assessment criteria
Mark Criticality of writing Structure and clarity of writing
90- Comprehensive analysis of the Chosen articles come from reliable and
100 information is provided. Summaries credible sources. Brief summaries of
and evaluations are complete and articles are given. Articles are cited
thorough. Summaries give a very correctly according to the Harvard
good impression of what system of referencing. The required
information was given by each number of sources (three) is included.
article. Thoughtful
Writing is very clear, concise, and well
evaluations/reflections provide very
organized with excellent
clear information regarding the
sentence/paragraph construction.
usefulness of articles and their
relevance to the examined issues.
89-80 Comprehensive analysis of the Chosen articles come from reliable and
information is provided. Summaries credible sources. Brief summaries of
and evaluations are complete. articles are given. Articles are cited
Summaries give a good impression correctly according to the Harvard
of what information was given by system of referencing. The required
1
each article. Thoughtful number of sources (three) is included.
evaluations/reflections provide clear
Writing is very clear, concise, and well
information regarding the usefulness
organized with good
of articles and their relevance to the
sentence/paragraph construction.
examined issues.
79-70 Adequate analysis of the Chosen articles come from reliable and
information is provided. Summaries credible sources. Summaries of articles
and evaluations are adequate but can be either too long or too short.
may not be completely thorough Referencing is done in accordance with
on all sources. the Harvard system but may contain
Evaluations/reflections provide clear some inaccuracies. The required number
information regarding the usefulness of sources (two) is included.
of articles and their relevance to the
Writing is very clear, concise, and well
examined issues.
organized with good
sentence/paragraph construction. There
are just a few spelling, grammar, or
syntax errors which do not impede
understanding.
69-60 Adequate analysis of the Chosen articles come from reliable and
information is provided. Summaries credible sources. Summaries of articles
and evaluations are adequate but can be either too long or too short.
not thorough. Referencing is done in accordance with
Evaluations/reflections provide the Harvard system but may contain
some information regarding the some inaccuracies. The required number
usefulness of articles and their of sources (two) is included.
relevance to the examined issues.
Writing is generally clear and well
organized. There are a few spelling,
grammar, or syntax errors which may
impede understanding.
59-50 Adequate analysis of the Not all chosen articles come from
information is provided. Summaries reliable sources. Summaries of articles
and evaluations are present but not can be either too long or too short.
thorough. Evaluations/reflections There are a lot of faults in referencing.
provide little information regarding The required number of sources (three)
the usefulness of articles and their is included.
relevance to the examined issues.
Writing is mostly unclear. There are
several spelling, grammar, or syntax
errors which may impede
understanding.
Below The information is not analysed. There are fewer articles than required.
50 % Summaries might be incomplete There are a lot of faults in referencing.
and evaluations are shallow or not Thoughts are not expressed in a logical
manner. There are numerous spelling,
2
provided at all. grammar, or syntax errors which impede
understanding.
Entry 2
Lesson plan
This entry will test LO3 (Generate ready‐to‐use materials and ideas to implement in teaching
and promote open educational resources.).
The aim of this entry is to test your ability to create a lesson plan which will help to promote
both content and language learning.
The plan should be up to 1000 words
You will work with a colleague and choose a subject other than English,
e.g. biology, history, geography etc.
Your teacher will appoint a colleague from the group who will be the formal observer of
your lesson.
Before
Choose the topic of the lesson.
Prepare the draft of the plan and necessary materials to obtain feedback from your ML
Finalise your lesson plan, taking into account the feedback you received.
Meet with your observer to agree on the points you would like to get feedback on.
During
Conduct your lesson to the rest of the group. The lesson should be 15 minutes
maximum.
Try to take notes of the proceedings (these can be used later).
After
Meet with your observer and receive feedback.
Analyse your lesson.
Individually start drafting your reflective piece.
Assessment criteria
3
Mark Content and structure Clarity of the teaching/learning
materials
90- The lesson plan is entirely appropriate The language of the t/l materials is
100 for the topic and audience. An excellent very clear and detailed. The
understanding of the topic is shown. materials are very well organised
Teacher has excellent knowledge of and provide excellent guidance for
facts, examples, numbers etc related to the teacher and students. There are
the topic. no language errors.
All stages of the lesson are very clearly
outlined. An appropriate amount of well-
designed material is prepared. Material
used is relevant to the overall
message/purpose. There is an obvious
conclusion summarizing the key points of
the lesson.
The lesson plan is entirely appropriate The language of the t/l materials is
for the topic and audience. A very good very clear and detailed. The
understanding of the topic is shown. All materials are very well organised
stages of the lesson are clearly outlined and provide good guidance for the
teacher and students. There are
80-89 An appropriate amount of well- just a few minor errors.
designed material is prepared. Material
used is mostly relevant to the overall
message/purpose. There is an obvious
conclusion summarizing the key points of
the lesson.
The lesson plan is appropriate for the The language of the t/l materials is
topic and audience. A good clear and detailed. The materials
understanding of the topic is shown. are well organised and provide
70-79 good guidance for the teacher and
All stages of the lesson are clearly
students. There are just a few
outlined. An appropriate amount of
minor errors which do not impede
material is prepared. Some of the
understanding.
material may not be relevant to the
overall message/purpose. There is an
obvious conclusion summarizing the
lesson.
The lesson is appropriate for the topic The language of the t/l materials is
and audience. generally clear but may lack
Not all stages of the lesson are entirely necessary details. The teaching
clear .An appropriate amount of material materials are quite well organised
is prepared. Some of the material may and provide good guidance for the
60-69 not be relevant to the overall teacher; learning materials may be
message/purpose. There is an attempt
a little confusing for students.
to summarise the main points in the
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conclusion. There are just a few minor errors
which do not impede
understanding.
The lesson plan is not entirely The language of the t/l materials is
appropriate for the topic and audience. generally clear but may lack
necessary details. The teaching
Not all stages of the lesson are entirely
materials do not provide good
clear.Some of the material may not be
guidance for the teacher; learning
50- relevant to the overall message/purpose.
materials may be a little confusing
59 The summary of major points is
for students. There are just a few
insufficient.
minor errors which do not impede
understanding.
The lesson plan is not appropriate for The language of the t/l materials is
the topic and audience. unclear. The teaching materials
are hard to follow; learning
The stages of the lesson are not
0-49 materials are very confusing for
properly thought of.
students or are missing. There are
Poor or no conclusion. numerous errors which impede
understanding.
Entry 3
Reflection on the module.
This entry will test LO2 (develop practical classroom skills to teach learners whose mother
tongue is not the medium of instruction; build confidence in using CLIL methods in classrooms
and teaching through a foreign language.)
Individually you will write a reflective piece on your learning in the module and the
development of your practical skills.
The reflection should be referenced to the relevant literature and be up to 2000 words.
In your text you may reflect on
the main takeaways from the module;
what you did and felt while preparing for the lesson with your colleague;
what you did during the lesson and how students responded;
feedback you received;
thoughts and feelings you had after the lesson;
what you would do differently, if you were to conduct the same lesson again;
areas you would like to focus on as part of your CPD.
Assessment criteria
5
Mark Evidence of confidence in using Clarity of writing
CLIL methods
The work demonstrates an in-depth Writing is very clear, concise, and
reflection on the lesson and the well organized with excellent
received feedback. Viewpoints are sentence/paragraph construction.
90- insightful and well supported by Thoughts are expressed in a
100 literature. A sufficient number of coherent manner. There are no
clear, detailed examples are spelling, grammar, or syntax errors.
provided. The work meets or exceeds All quotations are well chosen and
all requirements indicated in the task effectively incorporated in the text
instructions. Referencing is done in accordance
with the Harvard system.
The work demonstrates a very good Writing is clear, concise, and well
reflection on the lesson. Viewpoints organized with excellent
are well supported. Clear, detailed sentence/paragraph construction.
examples are provided. The work Thoughts are expressed in a
meets or exceeds all requirements coherent manner. There are just a
80-89 indicated in the task instructions. few spelling, grammar, or syntax
errors which do not impede
understanding. All quotations are well
chosen and effectively incorporated
in the text. Referencing is done in
accordance with the Harvard system.
70-79 The work demonstrates a good Writing is clear, concise, and well
reflection on the lesson. Viewpoints organized with good
are well supported. Clear examples sentence/paragraph construction.
are provided. The work meets all Most thoughts are expressed in a
requirements indicated in the task coherent manner. There are just a
instructions. few spelling, grammar, or syntax
errors which do not impede
understanding. Almost all quotations
are effectively used. Referencing is
done in accordance with the Harvard
system.
60-69 The work demonstrates a good Writing is mostly clear and well
reflection on the lesson. Viewpoints organized with good
are not very well supported or sentence/paragraph construction.
unsupported. Some examples are Most thoughts are expressed in a
provided. The work does not fully coherent manner. There are just a
meet the requirements indicated in the few spelling, grammar, or syntax
instructions. There might be some errors which do not impede
instances of unintentional understanding. Not all quotations are
plagiarism. well chosen. There are some faults in
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the list of references.
50-59 The work demonstrates a minimal Writing is mostly unclear. Some
reflection on the lesson. Viewpoints thoughts are not expressed in a
are unsupported. Some examples coherent manner. There are spelling,
might be irrelevant to the assignment grammar, or syntax errors which
or are not provided at all. The work quite often impede understanding.
does not fully meet the requirements Not all quotations are well-chosen.
indicated in the instructions. There There are a lot of faults in the list of
might be some instances of references.
plagiarism.
Below The work demonstrates a significant Writing is unclear and/or
50 lack of reflection on the lesson. disorganized. Thoughts are not
Viewpoints are unsupported. expressed in a logical manner. There
Examples are not provided or are are numerous spelling, grammar, or
irrelevant to the assignment. The work syntax errors which impede
does not meet the requirements understanding. The list of references
indicated in the instructions. There is very faulty or does not exist.
might be some instances of
plagiarism.
