Welcome to The CAMPS project

Table of Contents

Introduction
Unit 1 - Materials: how to find, adapt, create materials
Unit 2: Arts: What is the added value of CLIL in Art teaching? Models of CLIL teaching for Art
Unit 3 - MUSIC: Music: What is the added value of CLIL in Music teaching? Models of CLIL teaching for Music
Unit 4 - Cross-cultural / curricular models for CLIL teaching in Arts and Music
Appendix 1_ Arts Lesson Plan
Appendix 2_ Music Lesson Plan
Appendix 3_Crosscurricular Lesson Plan
Downloadable documents
Online resources
Step by Step guidelines and practical tips
Chapter 5: European dimension
Learning objects/practical activities
Glossary
Interactive Test

Question 1

Why do we have to adapt existing materials or create our own materials?

Because we do not trust the existing materials to make sure that we make a connexion between the learners’ needs and the materials they use Because students will consider that teachers are not well prepared Because we cannot find any readymade materials

Question 2

What types of tasks should we NOT integrate in our materials?

Tasks that are easy to complete Tasks that develop thinking skills Tasks that involve interaction Tasks that motivate

Question 3

Which type of material or resource is more practical and useful in a CLIL lesson?

Materials that focus mainly on the content Materials written in the student’s mother tongue Books made for native speakers of English Customised materials created by the teacher

Question 4

Which one is NOT applicable for the students’ benefits of using authentic learning activities?

Authentic learning activities are boring and time consuming Authentic learning activities help students understand the relevance of classroom materials Authentic learning activities provide students with opportunities to apply what they have learned Authentic learning activities provide students with an experience that aids in the assimilation and retention of knowledge

Question 5

The materials used in CLIL classrooms should be:

Meaningful, challenging and authentic, connected with the students’ daily lives and areas of interest Colourful and digital, regardless of the content Focusing mainly on individual work With no focus on the learning goal

Question 6

What does activating prior knowledge mean?

It is a method of predicting and explaining It is a method of summarising and synthesising It is a method of reviewing the performance Starting the lesson by finding out what the learners already know

Module 4 - Applying the CLIL methodology in primary school Arts and Music teaching