The purpose of this study is to develop EFL curriculum for secondary stage based on the CLIL approach. The aim is to propose a framework for developing the curriculum by integrating CLIL 4Cs (Content – Cognition – Communication – Culture) standards, a mixed design compromising both quantitative and qualitative methods was utilized. The researcher employed the CLIL standards checklist and content analysis form. Results showed that Culture standards had the highest average presence (3.1), followed by Communication standards (2.8), while Cognitive Standards had a poor presence (2.4) and Content standards scored a very poor presence (1.32) overall. Based on these findings, a framework for an EFL curriculum for first-year secondary students, in line with CLIL approach guidelines was proposed. The structure of the proposed framework includes several key elements, such as the main principles of the curriculum, the main objectives, the content to be taught, the teaching aids to be utilized, the teaching methods to be employed, the specific activities to be carried out during instruction, and the techniques for evaluating student progress. The researcher outlined some recommendations focusing on enabling secondary students to acquire subject-related content, cultural awareness related to language use, cognitive aspects, and communication skills through application of CLIL principles.