In the course participants will be able to understand the processes involved in learning to learn in a foreign language for secondary students. This includes exploring processes of delivering input content to through a foreign language and supporting students in their output production through writing and speaking. It also requires an understanding of how language works in the content curriculum in its different forms.

Participants will develop an awareness of the conceptual, procedural and linguistic demands that are made on their students. In developing an awareness of these demands, participants will learn how to assess, mediate and moderate language demands of Secondary CLIL lessons to meet the specific needs of their learners.
In examining the delivery of input content, participants will be encouraged to adopt appropriate input processing instruments and methods in their lessons to help students deal with curriculum content in a foreign language.

Participants will also create supportive output scaffolding for talking and writing in the content curriculum areas through English as a foreign language.

With these activities, participants will gather and create sequenced curriculum-based materials for their CLIL classes back in school.

Participants will communicate through the medium of English with other participants on CLIL teaching-related topics of discussion. They will collaborate in group problem-solving activities though the medium of English and present results of group work in plenary in English.
In addition, the course aims to provide practice for participants in leading curriculum-based activities in the English language with their peers.
Finally, all materials written during the course by participants will be collated, edited and published as part of the FACTWorld Journal in order to provide all participants with a complete collection to be used in their schools, but also to widen the dissemination of this CLIL professional development experience.