About this theme

In this theme, you will practice giving a short explanation of subject-related vocabulary, or jargon. The lesson plans and lesson activities provided are meant to give you a context and background for your explanation and to inspire you in your own teaching. In the activities that follow, you will not be asked to actually teach the entire CLIL lesson. Instead, you will focus on selecting key subject-related concepts and practice explaining them to children in a way they can understand.

Learning objectives

You will give a clear, simple and coherent explanation of key CLIL concepts in child-friendly English. You will make the instruction interactive and check for understanding by asking questions and/or using small tasks. You will use strategies such as examples, visuals and/or modelling to support child understanding. Your English must be correctly pronounced, accurate, easy to follow and of an appropriate level for the child in a real or simulated classroom situation.

What do you already know?

Think about your own experience as a learner. What did you learn during the art lessons? Did you enjoy them? What made them fun, or frightening? What did the teacher say or do to help you succeed in the lesson? What do you wish had been done better? Take a moment to reflect on your own experiences.

Success criteria

Language: The instruction is in English, at an appropriate level for the learners.
Vocabulary: the selected key words reflect the main CLIL concepts from the lesson activity.
Accuracy: vocabulary and concepts are correctly explained and applied.
Fluency: sentences are grammatically simple, and the student speaks at a pace appropriate for the learner.
Interaction: the learner is encouraged to participate in the instruction and the teacher checks that the learner understands the new material and vocabulary.
Coherence: instruction has a logical order and clear structure.
Phonology: pronunciation is correct and understandable.
Strategies: visual support and modelling are part of the instruction.

Note: these criteria will remain the same for each CLIL activity.

Let's talk about 'Teacher talk': how to make your instruction easy to follow for all learners

There are three basic dimensions to assess language complexity (WIDA, 2020). A good CLIL instruction keeps these three dimensions in mind, so that the level of language and information best fits that of the learners.

Discourse dimension: The quantity and variety of text, including the amount and structure of speech, the density of information, and the organization and cohesion of ideas. In other words, keep your instruction well-structured. also, the more ideas you present, the heavier the cognitive load, so make careful choices about what you will present.
Sentence dimension: The types, array, and use of language structures (grammatical complexity), including the variety of grammatical structures, and matching the language forms to its purpose. In other words, more complex grammar adds to the cognitive load, so use short sentences with simple grammar whenever possible.
Word/ Phrase dimension: The specificity of word or phrase choice, including general, specific and technical language, words with multiple meanings, and collocations. In other words, use words that children already know and take time to introduce new vocabulary. Make a good language analysis ahead of time so you know what words may present challenges to your learners.

*Source: WIDA (2020). WIDA English Language Development Standards Framework, 2020 Edition: Kindergarten - Grade 12. University of Wisconsin. https://wida.wisc.edu/sites/default/files/resource/WIDA-ELD-Standards-Framework-2020.pdf

Different kinds of language (WIDA, 2020):

Everyday language: Language used to represent ideas in non-technical ways, known to some as Basic Interpersonal Communicative Skills (BICS).
Cross-disciplinary language: Common academic language used across content area contexts (CALP).
Technical language: Specialized language related to a content area, known to some as Cognitive Academic Language Proficiency (CALP).

When you design a CLIL instruction, it's important to understand that the learner's command of the vocabulary may differ per sort of language. Everyday language is used more often than technical language, so when you introduce new technical terms (e.g., vertebrates, circumference, harmony, pattern), provide lots of visual support and scaffolding so your learners can understand the material better.

This video helps explain the difference between BICS and CALP. It's important to understand what these types of language are and how you can keep this in mind when you design your CLIL lesson and language.

Colofon

Het arrangement CLIL - fine arts - ART is gemaakt met Wikiwijs van Kennisnet. Wikiwijs is hét onderwijsplatform waar je leermiddelen zoekt, maakt en deelt.

Auteur: Speak UP! English for Educators
Laatst gewijzigd: 19-12-2025 18:02:44
Licentie: Dit lesmateriaal is gepubliceerd onder de Creative Commons Naamsvermelding-GelijkDelen 4.0 Internationale licentie. Dit houdt in dat je onder de voorwaarde van naamsvermelding en publicatie onder dezelfde licentie vrij bent om:

het werk te delen - te kopiëren, te verspreiden en door te geven via elk medium of bestandsformaat

het werk te bewerken - te remixen, te veranderen en afgeleide werken te maken

voor alle doeleinden, inclusief commerciële doeleinden.

Meer informatie over de CC Naamsvermelding-GelijkDelen 4.0 Internationale licentie.

Aanvullende informatie over dit lesmateriaal

Van dit lesmateriaal is de volgende aanvullende informatie beschikbaar:

Toelichting: This is the template for the CLIL fine arts - Art lessons
Leerniveau: HBO - Bachelor;
Leerinhoud en doelen: Engelse taal en cultuur;
Eindgebruiker: leerling/student
Moeilijkheidsgraad: gemiddeld
Studiebelasting: 7 uur 0 minuten
Trefwoorden: cefr, classroom english, clil, english, iol, pabo, teacher english

Bronnen

Bron	Type
Feedback on this theme https://forms.gle/qV3edq142ivq3i1M7	Link

Gebruikte Wikiwijs Arrangementen

Speak UP! English for Educators. (z.d.).

CLIL - template - subject-related content

https://maken.wikiwijs.nl/221105/CLIL___template___subject_related_content

Speak UP! English for Educators. (2025).

home page

https://maken.wikiwijs.nl/218768/home_page

Downloaden

Het volledige arrangement is in de onderstaande formaten te downloaden.

Metadata

Metadata overzicht (Excel)

LTI

Leeromgevingen die gebruik maken van LTI kunnen Wikiwijs arrangementen en toetsen afspelen en resultaten terugkoppelen. Hiervoor moet de leeromgeving wel bij Wikiwijs aangemeld zijn. Wil je gebruik maken van de LTI koppeling? Meld je aan via info@wikiwijs.nl met het verzoek om een LTI koppeling aan te gaan.

Maak je al gebruik van LTI? Gebruik dan de onderstaande Launch URL’s.

Arrangement

Oefeningen en toetsen

One-point perspective

IMSCC package

Wil je de Launch URL’s niet los kopiëren, maar in één keer downloaden? Download dan de IMSCC package.

IMSCC package

QTI

Oefeningen en toetsen van dit arrangement kun je ook downloaden als QTI. Dit bestaat uit een ZIP bestand dat alle informatie bevat over de specifieke oefening of toets; volgorde van de vragen, afbeeldingen, te behalen punten, etc. Omgevingen met een QTI player kunnen QTI afspelen.

Versie 2.1 (NL)

One-point perspective

Versie 3.0 bèta

One-point perspective

Voor developers

Wikiwijs lesmateriaal kan worden gebruikt in een externe leeromgeving. Er kunnen koppelingen worden gemaakt en het lesmateriaal kan op verschillende manieren worden geëxporteerd. Meer informatie hierover kun je vinden op onze Developers Wiki.