This article has been published as part of the Rethinking Curriculum project, kindly funded by The Helen Hamlyn Trust.
Paul Thomas, Headteacher, Parkwood Primary School
Raquel Tola-Rego, Specialist Teacher, Parkwood Primary School
Abstract
Content and Language Integrated Learning (CLIL) provides a strong theoretical foundation, demonstrating that language acquisition is most effective when embedded within meaningful subject content, enabling pupils to develop both linguistic and conceptual understanding simultaneously (Coyle et al., 2010). This is reinforced by research emerging from Hackney, which highlights how CLIL can address key challenges in primary language learning by maximising exposure without increasing curriculum time, supporting non-specialist teachers, and aligning with how primary-aged pupils learn through immersive and contextualised experiences. The emphasis on oracy is further informed by evidence from the Education Endowment Foundation (EEF), which suggests that structured oral language approaches have a significant impact on learning outcomes, particularly for multilingual pupils. In addition, research into creativity in the curriculum emphasises that connecting learning across subjects can enhance pupil engagement and support higher-order thinking (Craft, 2005). The integration of art and design technology also draws on theories of embodied cognition, which suggest that learning is strengthened when linked to physical activity and sensory experience (Reggin et al., 2023). Taken together, this body of research supports a curriculum model in which language, creativity and cognition are meaningfully integrated.
Introduction
Parkwood Primary School, located in Hackney, serves a diverse and multilingual community, where inclusionAn approach where a school aims to ensure that all children are educated together, with support for those who require it to access the full curriculum and contribute to and participate in all aspects of school life, creativity and intercultural understanding are central to our curriculum vision. While both Spanish and the foundation subjects—particularly art and design technology (DT)—were valued within the school, they had historically been delivered as discrete subjects. This limited opportunities for pupils to apply language meaningfully or to experience creativity as a connected and purposeful process.
The need for change emerged from both contextual and research-informed considerations. Research on language acquisition suggests that pupils learn most effectively when exposed to meaningful input in low-anxiety environments, where language is used for authentic purposes rather than studied in isolation (Krashen, 1982). This is reinforced by work on Content and Language Integrated Learning (CLIL), which demonstrates that integrating subject content and language learning enables pupils to develop both conceptual understanding and linguistic competence simultaneously (Coyle et al., 2010).
Within the English primary context, these challenges are well documented. Research from Hackney highlights that CLIL approaches can address limitations in curriculum time, teacher subject knowledge and curriculum coherence by maximising language exposure without increasing curriculum demands (Labeau and Tola Rego, 2022). Such approaches also align with how primary pupils learn—through immersion, purposeful use and implicit acquisition (Labeau and Tola Rego, 2022).
At the same time, research into creativity and interdisciplinary learning emphasises the importance of connected curricula in enhancing engagement, retention and higher-order thinking (Craft, 2005). For our setting—with a high proportion of pupils learning English as an additional language—approaches that prioritise oracy, contextualised language and multimodal learning are particularly important.
In response, we developed an integrated curriculum model using CLIL principles, embedding Spanish within art and DT, linked to wider thematic curriculum work.
Curriculum and pedagogical approach
The intervention involved embedding Spanish within art and DT units across the school through carefully designed thematic topics. This approach was implemented over time, beginning with pilot units and evolving into broader curriculum integration.
The design was informed by the CLIL 4Cs framework—Content, Communication, Cognition and Culture (Coyle et al., 2010; Zarobe., 2025). This ensured that learning was not integrated superficially, but structured to promote depth across multiple domains:
- Content: Development of artistic and design knowledge and skills
- Communication: Acquisition and application of Spanish vocabulary and structures
- Cognition: Opportunities for analysis, problem-solving and evaluation
- Culture: Engagement with artists, traditions and contexts from the Spanish-speaking world
Language was explicitly positioned as a medium for learning, rather than an isolated subject. This aligns with CLIL research, which highlights that meaningful exposure within subject contexts promotes both motivation and language acquisition (Coyle et al., 2010; Labeau and Tola Rego, 2022).
Lessons were designed with dual objectives. For example, pupils might explore colour and texture in art while describing their work using Spanish adjectives, or follow instructions in DT using key Spanish phrases.
Key pedagogical strategies included:
- Structured language scaffoldingProgressively introducing students to new concepts to support their learning, including modelling and sentence frames
- Oracy-rich learning environments, where pupils regularly rehearse spoken language
- Multisensory, practical learning, linking language to physical experience
- Cultural authenticity, embedding language within meaningful contexts
This emphasis on oracy is supported by research from the Education Endowment Foundation (EEF), which highlights that oral language approaches can have a positive impact on pupils’ learning—particularly in primary settings and for disadvantaged learners—when talk is explicitly structured and used to support thinking (EEF, 2026).
The practical and creative nature of art and DT also aligns with theories of embodied cognition, which suggest that learning is strengthened when it is linked to physical activity and sensory experience, supporting deeper understanding and retention of knowledge (Reggin et al., 2023).
Implementation was evaluated through pupil voice, work scrutiny, lesson observation and informal assessment of language use. As identified in broader research, maintaining teacher confidence and ensuring curriculum coherence remained key considerations in sustaining the approach.
Findings and implications
The introduction of this CLIL-informed approach has led to several emerging benefits.
Successes
A key outcome has been increased pupil engagement. Learning Spanish through creative, purposeful activity appears to reduce anxiety and increase willingness to participate, reflecting Krashen’s (1982) emphasis on the importance of low-stress, meaningful language environments.
There is also evidence of improved language retention and application. Pupils are better able to recall vocabulary when it is embedded in practical, hands-on activities. This supports theories of embodied and situated learning, where cognition is strengthened through real-world experience and interaction (Reggin et al., 2023).
The approach has contributed to the development of oracy, with pupils demonstrating greater confidence in speaking Spanish. Regular opportunities for structured talk align with evidence that oral language supports both understanding and wider attainment (EEF, 2024).
In addition, there has been a positive impact on intercultural understanding, with pupils engaging meaningfully with artists, cultural traditions and global perspectives.
The approach has also supported inclusion, particularly for pupils with SEND and those learning English as an additional language, through the use of visual, practical and language-rich teaching strategies.
Challenges and limitations
Despite these strengths, several challenges remain.
Teacher confidence in language delivery is one such challenge, reflecting wider national challenges in primary languages provision (Labeau and Tola Rego, 2022). Addressing this will require ongoing professional development, including coaching and modelling with our language specialists, as well as more direct language-specific training
Ensuring curriculum coherence and progression in both subject knowledge and language is complex and requires careful mapping. There is a risk of superficial integration if planning is not sufficiently rigorous.
Assessment also remains an area for development, particularly in capturing both subject and language outcomes within integrated lessons. Our next steps will focus on evaluating the impact of current assessment procedures and developing more robust and clearly defined outcome measures, utilising our existing assessment tracking tool to give greater clarity on each aspect of learning.
Future evaluation
While initial findings are promising, further evaluation will focus on:
- Continuing to track progression in Spanish across year groups
- Developing clearer assessment frameworks
- Exploring the long-term impact on pupils’ confidence and attainment, specifically the development of CLIL in EYFS to better understand progress of pupils learning languages from the age of three.
Recommendations
Based on our experience, several recommendations emerge for schools wishing to adopt a similar approach:
- Begin with pilot projects to refine practice and build confidence.
- Use a clear framework, such as the CLIL 4Cs, to guide planning.
- Invest in high-quality professional development for staff.
- Prioritise oracy and purposeful language use across the curriculum.
- Ensure cultural authenticity in curriculum design.
- Plan carefully for progression across subjects and language learning.
- Adopt an iterative, reflective approach to curriculum development.
Conclusion
At Parkwood Primary School, integrating Spanish through art and DT using a CLIL approach has helped to strengthen both creative learning and language acquisition. By embedding language within meaningful, engaging contexts, pupils develop confidence, deepen understanding and make connections across the curriculum.
Importantly, this approach is grounded not only in school-level innovation but also in a strong evidence base, including research on CLIL, oracy, creativity and embodied learning, as well as local work in Hackney demonstrating the effectiveness of immersive, content-based language models.
As schools continue to rethink curriculum design, this case study suggests that carefully planned interdisciplinary approaches can enhance engagement, support inclusion and enable language learning to be both meaningful and memorable.
References
Coyle D, Hood P and Marsh D (2010) CLIL: Content and Language Integrated Learning. Cambridge: Cambridge University Press.
Craft A (2005) Creativity in Schools: Tensions and Dilemmas. London: Routledge.
Education Endowment Foundation (EEF) (2024) What does the evidence base tell us about effective oral language practice? Available at: https://educationendowmentfoundation.org.uk/news/what-does-the-evidence-base-tell-us-about-effective-oral-language-practice (accessed 9 June 2026).
Education Endowment Foundation (EEF) (2026) Oral language interventions. Available at: https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/oral-language-interventions (accessed 9 June 2026).
Labeau E and Tola Rego R (2022) CLIL to make primary pupils click for languages: Lessons from Hackney. In: McManus K and Schmid MS (eds) How special are early birds? Foreign language teaching and learning. Berlin: Language Science Press, pp.119–144. Available at: https://publications.aston.ac.uk/id/eprint/45170/1/Ch_6_E_Labeau_and_R_Tola_Rego_CLIL_Lessons_from_Hackney.pdf (accessed 9 June 2026).
Reggin LD, Gómez Franco LE, Horchak O et al. (2023) ‘Situated and embodied language acquisition’, Journal of Cognition 6(1): 63.
Ruiz de Zarobe Y (2025) Content and Language Integrated Learning (CLIL). Cambridge: Cambridge University Press.
