• Learners from different educational levels work together, for example:
• Secondary school students create a story presenting, e.g., forest animals and they plan a teaching activity for
  (pre-)primary pupils.
• Upper secondary school students create a CLIL teaching activity for lower secondary school students and carry out this activity in a concrete lower secondary classroom with the help of their teachers.
• Primary students prepare questions to secondary school students about their CLIL experiences in secondary education. University students prepare CLIL orientation activities for new students.
• Pupils from different educational levels (e.g. pupils from secondary, primary and pre-primary) are given the opportunity to work together to write and rehearse a multilingual play that is performed together at the festival for the European Day of Languages.

• Two classes (teachers and pupils) carry out collaborative work: one class of the final year of primary and the other class of the first year of secondary. The aim is to facilitate continuity and smooth CLIL transitions.
• Primary pupils participate from time to time or on special occasions in secondary CLIL school lessons.
• Pupils from different educational levels work together with the same CLIL project planned and taught together by teachers from both levels.
• Classes in the same educational path have every year a few events (e.g. a sport competition, spring festival, charity event or multilingual concert/play/other cultural event) to get to know each other and to facilitate the transition from one level to another.
• Teachers and researchers collaborate to develop CLIL materials to smoothen the transition for learners and to develop an understanding for how to support learners in transition.

• Heads of institutions and CLIL teachers have regular meetings
• to plan the academic year in terms of transitions.
• to get an understanding of the needs of different educational levels.
• to plan specific activities together in support of both horizontal and vertical transitions.
• Institutions have resources and a clear structure for teacher collaboration to create and share CLIL teaching materials supporting transitions.
• Institutions provide possibilities to teach together and encourage co-teaching to enable the transitions between different languages and disciplines.
• Teachers and heads from all/a number the schools/institutions of the educational path of pupils work together (national and/or local level)
• to create a clear structure for CLIL transitions from a level to another.
• to discuss the needs of all stakeholders to facilitate pupils’ CLIL transitions.

• This scenario describes “transition as lived”, i.e., the way pupils perceive or reconstruct their CLIL transition, in French and Spanish.
• It makes use of a draw-and-write methodology that enables pupils to compare their actual situation in CLIL with past or future experiences.
• It unveils how students perceive obstacles and affordances in CLIL transitions, related to linguistic skills, methodological approaches, structural and curricular changes, and their own personal emotional and physical development.

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• This scenario describes how students can take agency of their own CLIL LOTE transition, by collaborating with students and teachers of the school to which they will eventually transition
• It involves active student participation and critical reflection, thus preparing students still in primary education for what they will encounter when transitioning into secondary education.

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