Digited CLIL · Worked example
One unit, filled in
A Year 1 Individuals & Societies unit on mapping, walked through the eight parts.
- The same eight parts as the general pattern, filled in once.
- The subject: map skills, perspective, and scale.
- The cohort: learning in English as an additional language.
- The aim: one literacy-rich unit, built in an afternoon.
Part 01 · The unit in one line
Map skills, perspective, and scale, driven by one question.
Driving question: how do we understand our world?
Part 02 · The Language Triptych
The language named at three levels.
Of learningmap, scale, continent, ocean, perspective.
For learning“This map shows…”, “The main difference is…”, “This is because…”
Through learningcausal phrases that surface in talk, kept on the word wall.
Part 03 · The one move
- The move: two sentences with a specific named example.
- The rule, on the paper: no named example, no top band.
A sentence about scale is not enough on its own. It must name a real place.
Part 04 · The standing furniture
- A word wall built across the unit.
- Sentence-frame cards on each desk.
- A word bank printed on the paper.
- A five-question retrieval starter to open every lesson, written in a dedicated retrieval book. The same routine, every time.
Part 05 · Reading the hard text
The toughest source is a historical chart of the region.
The teacher reads a short script aloud, pointing to features, before students write.
Part 06 · The assessment stance
- One paper for the whole class.
- Frames, word bank, and rule printed on it.
- Differentiation through conferencing, not a different paper.
Part 07 · Identify early
The signal comes before the summative.
A weekly quiz and a mid-unit check. A class average below the threshold triggers a reteach lesson.
Part 08 · The context anchor
A local case that makes the content land.
A then-and-now pair of maps of the students' own region, banked for later years.
The same pattern, another subject
It is not only for geography
The British Council's history booklet works the same pattern through a history lesson. The example differs; the structure does not.
What runs every week
Two routines that never move
- The retrieval starter, every lesson. Five quick questions on earlier content open each lesson, written in a dedicated retrieval book. It is short, low-stakes, and never skipped. It is how memory is built and how the teacher sees, in two minutes, what has stuck.
- A message home, every week. A short note to families says what is being taught, when the next paper falls, and how to help. Parents are never guessing, and the weekly work is visible to them. The example messages are in the downloads below.
See it in practice
The actual documents
These are real classroom documents from this unit, with the school's name and internal references removed. They are here as physical evidence of what the pattern looks like in practice, not as a template to copy. The content is geography; the structure is the point.
- How it fits together. One page: the eight parts filled in, and how the documents connect. Download (PDF)
- The student booklet. The resource students write in every lesson: vocabulary, self-checks, the furniture. Download (PDF)
- A week of slides. The board surface for one week, each task with its time, output, and a plain success line. Download (PDF)
- The assessment guide. How students are readied for the paper: the one move, the bands, the built-in scaffold. Download (PDF)
- The weekly family messages. A short message home each week, so families know what is being taught and how to help. Download (PDF)