This is the first lesson of the term . This was used with Year 7 students as part of a year long course where students were taught Geography in German for one lesson per week. They were taught this in addition to their normal Geography in English lessons so content was not repeated in English. Students benefitted from this approach as by the time they reached GCSE their attainment and progress was higher than for students who did not follow CLIL lessons . This series of lessons involves use of high cognitive challeneg but low linguistic input which means that it is a great module to start the year with . This unit could also be used in primary schools .

These resources are the articles which have been written over the years to share the development of CLIL in three different schools. There is a powerpoint which accompanies it which sums up the main findings of a research report which was presented at the National CLIL Conference in June 2023 at Sheffield Hallam Uni. Since then results have been published for the third school for the first year after CLIL was stopped there and this new research is now incorporated in the final report which is available as a separate file in my shop. . This report is the result of teacher research carried out for 18 years at 3 different schools. It sums up the value of CLIL in whole school improvement. As a senior leader in each of these three schools I established 3 programmes of CLIL. **The extraordinary outcomes in terms of raising attainment and improving progress are now here for all to see. **This could help to provide evidence that learning through languages really can improve schools dramatically. I will also be uploading the articles that I have written and had published over the years which are referenced in the report. This is I believe the first report on CLIL in the UK that links it to school improvement . Please send me a message via this site if you need any questions answered or want to know more. All the resources in my shop are those uses in the CLIL programmes so it is easy to see what to do to achieve amazing results . Each of the articles used in the report is attached so you can see these quickly and easily if you are interested .

This is a handbook of top tips representing 18 years of practice in three different schools in a variety of different subjects . The handbook is accompanied by 18 years worth of** FREE** teaching resources which cover the delivery of French and German units of work in Geography and PSHCE developed in three different schools. The whole year courses supported by these materials helped to improve progress and attainment in each of the schools at GCSE even though they were only delivered in Years 7 and 8. There is also a transition unit for use in Year 6. The free resources are available on the** Learning through Languages UK **website hosted by Aston University. Learning through languages UK also provides free CLIL mondays events from 4.30-5.30 pm. On Oct 11th 2021 Judith Woodfield will lead one to introduce the resources which are currently in the process of being uploaded there. There are also talks by leading CLIL professionals and archive ones including one from 2020 where Judith Woodfield shows how the programmes improve outcomes.

The unit on Europe and the European Union was used as the second unit in a Year 8 course which followed a Year 7 course with Mapwork and Tropical Rain Forests in one school . Every student in Year 8 had a lesson a week of Geography in French. The Europe section lessons 1-5 had an assessment at the end which looked at the physical and human geography of Europe in the context of a tour of Europe(see that resource) . The European Union end of unit assessment is a debate about advantages and disadvantages of the EU which is backed up by extended writing in the form of speeches for and against. There is therefore the opportunity to use written and spoken french at a high level. There are exemplars of student work . There are writing and speaking frames to support. There are many video clips with listening cards to support comprehension. The unit has a student handbook which can be used by students ot write in and keep as a reference resource. This unit looks at the history of the EU, what the EU provides for its citizens, how it is funded and what the advantages and disadvantages of the EU are. It looks at Brexit and its implications amid this debate.

This lesson can take one or two lessons depending how many elements you build into it . The handbook contains listening cards within it which accompany the videos and also have copies of the different country details . There is a main powerpoint which has clips within it which take you through the reasons for its formation. There is cute clip of babies wearing nappies . Students identify the countries of the EU by noting the different flags on the babies nappies !!.

This lesson takes the students through many arguments for and against the EU. It uses video clips and powerpoints also to model the language that can be used . There are writing frames to help the students construct writing about agruments for and against .

This lesson involves matching pictures to text to discover the implications for daily life in the EU. The task is in the student handbook.

The lesson uses video clips and support materials in the handbook to look at the issue of migration into the EU

Students use all the arguments they have amassed over the last few lessons and they take part in a role play debate . Details of the debate roles are in the handbook.

This unit was put together for a Year 7 year long course , with lessons being an hour per week. It begins with definitions of primary, secondary and tertiary industries then looks in detail at What is Geography? Settlement (a brief locational task where students locate a settlement and then choose which amenities should go in it and why) Designing a leaflet about the local area assessment ) Primary Secondary and Tertiary industries : a comparison of local, national and data about Reunion Island . Authentic job adverts and photos of Reunion included agriculture (primary) France is used as a location with case studies of France and Brittany. ( assessment writing letters to argue for and against intensive agriculture assessment ) the car industry(secondary ) . A case study of Peugeot in Coventry , using maps and looking at the multiplier effect . Assessment is a debate for and against the use of cars . shopping (tertiary). The unit looks at the theories behind shopping habits and lcoation and also compares with Reunion island. Assessment is designing a shopping centre .this involves synthesis of retail theories Tourism (tertiary) A case study of Antartica and pros and cons of tourism A trip around Paris (assessment) Throughout there are comparisons to industry in Reunion Island. Each module contains assessments which synthesise the concepts that were introduced . Please read the copyright master document first . There is a student handbook which I printed out and students wrote on and used as a reference .NB some pages appear blank. This is because the resources were glued into the booklet orignally. The original documents are available as separte documents. The lessons consist of interactive activities, powerpoints, card sorts and really motivating summative assessments which the students love doing. All helping to motivate students’ love of both Geography and French.

This is the first lesson of a year 7 course of Geography in French. Students produce a venn diagram to classify Geography

This lesson looks at the difference between primary, secondary and tertiary industries. Students then classify job types into primary, secondary and tertiary. They then ask other students via a questionnaire what jobs their parents and carers do and then classify them. They produce a bar chart to display the information. They compare these stats with national data.

This lesson takes a fictitious settlement and looks at locating it in the best possible position . This can take up to 3 lessons as the students , decide on location, then look at the amenities that they need. They question each other in french to find the best amenities. they then draw a plan view of the settlement which uses mapping skills. Then they explain why they have chosen site and the amenities. There is a wrting frame to support with writing in French. As this was a module near the beginning of the course there are some instructions in English. However when delivering the teacher would use French and point to the english at the same time so that students became used to the unit vocabulary.

This lesson uses OS map and aerial photography to look at the locational factors for a car factory. Student use the map to find evidence of the reasons for the location of the Peugeot factory in Coventry. this factory has now closed but a similar exercise could be replicated for other UK car factories. It will show you how to use Geographical map work skills and French to achieve a good outcome .

This lesson looks at what happens to an area when a large car manufacturing factory arrives. It simulates the multiplier effect. Students use cards to work out what will happen and fill in a flow diagram in the student handbook . they can then reverse the process and discuss what happens when a car factory closes .

This assessment introduces students to arguments for and against the use of cars. Students then produce a powerpoint and present it to the rest of the class. this enables use of many French skills . Students are encouraged to peer assess the powerpoints and there are exemplars of student work

This lesson uses a class questionnaire to discover where people go to find certain products . Students interview others in french and then when results are in, they look at the distance people are prepared to travel for certain products and therefore the different types of shopping centres there are . They present their results graphically .

This lesson looks at what type of shoppers exist . This is discovered by a retail quiz. It also looks at how shops are positioned on the high street ie sometimes complementary shops and sometimes comparison shops . Students use a GOAD map to identify complementary and comparison shops . They then compare the British example with a high street in Reunion island and look for comparison and complementary examples there.

Students explore processes which lead to environmental concerns such as nitrate and phosphate pollution and concentration of pesticides within foood chains . There are interactive activities and video clips to explore these with . One of the videos is embedded and the other has a link available to the le point webpage show in a photo of the page .

This lesson lloks in detail at the processes leading to the production of green algae. It also uses the Meatrix video which looks at the issues of intensive meat production . There is a script alongside the Meatrix video and a group activity to link cause and effect . There are examples of student work .