Our CLIL methodology is learning by doing, as is teaching in Anglia School with our learners and students. Participants see examples from our classroom practice. Lastly, participants are engaged in workshop sessions where we work through principles behind the practice observed.

Environmental education and awareness is developed throughout our curriculum and we implement this skill area by developing learning experiences which enable children to look at how they interact and how others interact with the people, environments and spaces around them. Participants are asked to practice similar activities in workshops, and suggest and create activities for their curricula where this competence can be developed.

The methodology employs ‘up-down’ dynamics during lessons where our activities are specially targeted to meet children’s learning needs. In practice, we prepare activities to move between more and less dynamic experiences in order that our learners can maximize their learning potential. Participants are asked to consider this dynamic factor in sequencing environmental activities they practice and materials produced.

We develop a wide range of age-appropriate environmental learning skills which are presented in our lesson materials and followed by discussion of principles and how to best recycle and consolidate these skills over time. Participants are invited to show this sequencing and recycling of skills in the materials they produce.

A lot of time is invested in appropriate task sequencing from input to output and participants are presented with a rich range of UNSDG resource input in visual and text content materials where methods used to help children process these inputs is explicitly shown, similarly where our learners are asked to speak or write in English, we support their output and participants see this scaffolding in our course materials. Participants are asked to make use of this ‘guided input’ and ‘supported output’ in their own materials writing.