This online professional development programme will cover key areas of theory, practice and innovations in the fields of CLIL pedagogy, curriculum design and assessment, as well as the role of new technologies in strengthening practice. The course will offer an online learning experience which explores how new technologies can inform and enrich creative teaching, learning and assessment pedagogies across CLIL curricula.

The programme is aimed at Secondary school teachers practicing in bilingual contexts in the Comunidad de Madrid. The main focus will be on associated pedagogies, curriculum design, new technologies and language learning strategies in schools which cater for students 11–18 years age ranges. The programme will consist of a mixture of preparatory self study, mentoring by experienced teacher educators from the university, inputs from teacher education experts sharing recent research and techniques in CLIL. Through a combination of online workshops, simulated hands on learning, participants will have a stimulating and developmental opportunity to deepen their understanding of theoretical, practical and evidence based recommendations on how to strengthen and embed CLIL in their own classrooms through reflection and research. Participants will be challenged and supported to develop approaches which not only develop their classroom practice but can be sustainably shared with others in school and partnership contexts.

Ficha de actividad

  • Cuerpos
  • Inspectores de Educación
  • Catedráticos de Ens. Secundaria
  • Profesores de Ens. Secundaria
  • Profesores de Secundaria de Ens. Concertada
  • Profesores Técnicos de FP
Modalidad formativa
En línea, no tutorizado
Dirección Área Territorial
Todas las DAT
Líneas prioritarias
  • Actualización e innovación metodológica
    • Liderazgo educativo
Centro organizador
Subdirección General de Bilingüismo
Departamento/Asesoría organizador
Asesoría de la S. G. de Bilingüismo
Duración del curso
Horas totales
Horas presenciales
Horas en línea
Horario sesiones / Hitos

Del 3 al 14 de julio de 2023

10:00-11:50  - Actividades asíncronas
11:50-12:00  - Descanso
12:00-13:30  - Sesión síncrona vía Zoom
13:30-15:00  - Almuerzo
15:00-16:30  - Sesión síncrona vía Zoom

Duración del curso: 50 horas (30 horas síncronas y 20 horas asíncronas).


Nº plazas
Asesor responsable

University Mentors will include the following senior tutors and leaders amongst others:

Professor Simon Thompson is Head the School of Education and Social work. He was rewarded a National Teaching Fellowship for the quality of his teaching in Higher Education. He has developed a Virtual Learning Environment to enable teachers and teacher-educators to give each other feedback and an integrated research skills programme for teachers. He is a governor at two local academies and involved in supporting three different Teaching School Alliances. Simon has recently presented to the NCTL (National College of Teaching and Leadership) and DfE (Department for Education) on a new university training school model and is a consultant on character education with the Jubilee Centre at the University of Birmingham. He has delivered pedagogic and change leadership courses in Beijing, Cyprus, Nigeria and Kazakhstan.

Tab Betts is a Lecturer in Higher Education Pedagogy at the University of Sussex. He is co-founder and institutional co-lead for the Active Learning Network (ALN). He has an MA in Applied Linguisics and Education and has worked for many years in CLIL and multilingual environments, promoting evidence-based approaches to inclusive, active learning in international schools and higher education, as well as the use of learning technologies to create inclusive blended learning environments and facilitate large-scale collaboration. He has won a number of awards, including six awards for Outstanding or Innovative Teaching and a 2021 Global Academic Development Good Practice Award with the ALN.

Dr Marcelo Staricoff lectures on the MA in Early Years Education for local kindergarden leaders and supervises beginning teachers in the final year of their training. As a recent Primary School Headteacher he is the founder and director of The Joy of Not Knowing (JONK Thinking and Learning) and author of Start Thinking and of ‘The Joy of Not Knowing’ (Routledge). Marcelo has recently been elected as a Founding Fellow of the Chartered College of Teaching and is a Trustee of the Laurel Trust and of the Michael Aldrich Foundation, which are both charities supporting innovative educational research and practice in school leadership, teaching and assessment.

Dr Wendy Garnham is a Reader in Psychology in Psychology and Director of Student Experience for the Central Foundation Years at the University of Sussex. As co-founder of the Active Learning Network, Wendy has experience of teaching across the educational spectrum from reception to postgraduate level, including leading a further education psychology department to Grade 1 status and leading a sixth form before returning to Higher Education. Wendy has won several awards for innovative teaching including a National Teaching Fellowship in 2020 and was part of a CATE award winning team for Foundation Year teaching in 2019.

Katrina Jia is a Lecturer in Sussex Centre for Language Studies and Fellow of the Higher Education Academy (FHEA). She is a Second marker and moderator for the Chartered Institute of Linguists (CIOL) and a member of the British Chinese Language Teaching Society (BCLTS). She has worked at the University of Warwick, the University of Manchester, the University of Leeds and Manchester Metropolitan University. She has significant experience teaching in bilingual environments and has worked as a consultant to provide intercultural awareness and communication workshops for staff at a number of institutions.


1. To reflect and build on professional experience and the use of new technologies to identify key individual and institutional opportunities and challenges in developing a CLIL curriculum.

2. To consider the theoretical foundations and practical application of successful CLIL modes of delivery, resources and pedagogies alongside new technologies.

3. To recognise the specialist language demands of subject disciplines and strategies to strengthen vocabulary and language use.

4. To explore the design of context specific CLIL curriculum planning and learning materials and engage in formative assessment and feedback with tutors and peers.

5. To work collaboratively with others focusing on pedagogic issues, demonstrating understanding and ability to cascade and sustain change by sharing with others.


This two-week programme includes days of phase specific inputs, sessions on pedagogy and inputs by school experts:

Day 1:
3rd July - Who are we and where are we going? – Unpacking the professional knowledge and practice in using New Technologies induction, orientation, course details, introduction to tutors. (Tab Betts & Marcelo Staricoff)

Day 2:
4th July - Flipped learning and digital learning design – Opportunities for developing teaching, learning and assessment in CLIL with new technologies. (Tab Betts)

Day 3:
5th July - Tools and strategies for promoting a language and dialogue rich classroom as part of CLIL . (Marcelo Staricoff)

Day 4:
6th July - Creating inclusive and accessible learning environments – tools and strategies for providing equal opportunity in learning. (Tab Betts)

Day 5:
7th July - Multimedia co-creation, collaboration and active essay writing. (Wendy Garnham)

Weekend:  No Inputs    

Day 6:
10th July - Creating environments to stimulate learner curiosity and critical thinking - The Joy of Not Knowing. (Marcelo Staricoff)

Day 7:
11th July - Using new technologies for embedding formative assessment & feedback . (Tab Betts)

Day 8:
12th July - Increasing engagement and motivation – A Lego Serious Play Workshop. (Tab Betts & Marcelo Staricoff)

Day 9:
13th July - Vocabulary and language teaching tools and strategies for enhancing subject content teaching in CLIL. (Katrina Jia)

Day 10:
14th July - New technology presentations, reflections, evaluations & award Certificates of Participation. (Tab Betts)



The course delivery models appropriate teaching and learning practice by incorporating a range of formats that include tutor delivery; small and large group activities and discussion; self-reflection on practice; peer feedback; collaborative writing; and flipped learning through advance preparation of material from an e-learning digital platform: Canvas LMS.

Each session will be lead by a member of University of Sussex faculty or a school practitioner from a partner school.

There is a strong focus throughout on utilising an action-learning approach, whereby course participants support each other through listening and responding to shared or distinct teaching experiences and contexts.

The course is assessed by the production of a draft curriculum including learning objectives, teaching methods, assessment tools and resources. Participants will be assigned to groups on the basis of role and institution in breakout activities, providing a targeted opportunity to maximise learning opportunities through fostering dialogue to share institutional best practice across Madrid, and modelling collaborative working. Participants will be supported in developing their curriculum by the course team through group sessions and individual support throughout the week. All participants will receive a University of Sussex certificate of course participation as well as a personalised letter recognising levels of engagement and success.


Quality assurance mechanisms will include:

  • Anonymised questionnaires will be used to assess participant satisfaction, tutor evaluations of participant engagement and progress and feedback from school partners.
  • A Student Voice Committee meeting is convened by the Project Leader. This allows student representatives to discuss the student experience across the provision and to consider, where relevant, ways of improving or enhancing it. 



Este curso está dirigido a los siguientes perfiles:

- Catedráticos de Enseñanza Secundaria con habilitación lingüística en lengua inglesa.

- Catedráticos de Enseñanza Secundaria de la especialidad de Inglés acreditados para impartir el currículo de Inglés avanzado.

- Profesores de Enseñanza Secundaria con habilitación lingüística en lengua inglesa.

- Profesores de Enseñanza Secundaria de la especialidad de Inglés acreditados para impartir el currículo de Inglés avanzado.

- Inspectores de Educación con habilitación lingüística en lengua inglesa.

- Inspectores de Educación de la especialidad de Inglés acreditados para impartir el currículo de Inglés avanzado.

- Profesores Técnicos de FP con habilitación lingüística en lengua inglesa.

En el caso de los Profesores Técnicos de FP con habilitación lingüística en lengua inglesa, únicamente podrán participar aquellos docentes que se encuentren impartiendo en inglés alguno de los módulos incluidos en las siguientes familias profesionales: Hostelería y Turismo, Informática y Comunicaciones, Comercio y Marketing, Administración y Gestión, Imagen y Sonido y todos los correspondientes al Ciclo Formativo de Grado Superior de Educación Infantil. Estos docentes deberán aportar un documento que certifique que están impartiendo el módulo correspondiente (firmado por el director del centro) en esta aula virtual en la tarea correspondiente. Los solicitantes deberán automatricularse y subir el certificado en formato PDF. Es importante tener en cuenta que la presentación de la documentación no supone estar inscrito en la actividad de formación.

No serán admitidas solicitudes de docentes cuyos perfiles no se ajusten a los descritos anteriormente.

Información de protección de datos