Content-based learning has been around for many years. In its most recent form, Content and Language Integrated Learning (CLIL) is an approach which explicitly reflects the connection between language and subject learning. School subjects, or parts of subjects, are taught through English with the aim of developing both at the same time. The subject determines the content-related vocabulary, language structures and functions that will be taught and children are given extensive language support in order to make learning possible.

However, CLIL varies in different contexts. In a strong or hard version, the principal focus is on the subject content and related academic skills, and so is content-driven. In a weak or soft version, the focus is more on language learning, and so is more language-driven. Primary ELT programmes, which include a strand of content-based learning, are sometimes described as soft or weak versions of CLIL. This is because the underlying rationale for including content is that it provides a context for practising language from a language syllabus. The extent of subject vocabulary and related academic language and skills taught in a soft version of CLIL may also be diluted.

Whatever your teaching situation, content-based learning helps to make learning English challenging and purposeful. It also develops children's academic and communicative skills in ways that are engaging and enjoyable.

My key tips for content-based learning are:

• 45 Choose and plan appropriate content

• 46 Vary the skills and practice activities

• 47 Support understanding of content and language

• 48 Adapt activities from other areas of the curriculum

45 Choose and plan appropriate content

You may be choosing and planning content either to complement your coursebook, or to fit in with the school curriculum, or to develop a content-based unit of work in its own right. The time scale may be anything from a single lesson to half a term. Whatever the purpose and length of time, you need to above all consider age-appropriacy of the content and children's potential interest and motivation. You also need to identify thinking and language skills and consider the balance of cognitive and linguistic challenge. A further criterion is to what extent the content builds on children's current knowledge or introduces concepts that are new.