This unit is linked to other units on primary , secondary and tertiary industry plus case studies of the car industry, tourism and retailing .This unit uses agriculture as a case study looking at current issues in agriculture. It uses Britanny in France as a location charting changes in the intensification of agriculture that have happened since 1940. There is a case study on the green algae that has impacted on Britanny’s beaches and its causes and effects are identified. There is an assessment where students have to write letters for and against intensif farming . There are video clips and interactive activities to brng the unit to life . There is a student handbook, although a few pages on the topic of agricuture appear blank. This is because the images were orginally stuck in before copying. These missing images are included in the lesson resources as picture files. There are are pieces of exemplar student work .

This lesson contains powerpoints and powerpoints which can be made into cards for use with the powerpoint. The student booklet available in the unit overview has a page where students can enter their answers. There are links for homework to consolidate learning. The first powerpoint to use is the one which identifies common symbols and asks students to understand the concept of a symbol and why it is used. The further resources use symbols from ordnance survey maps. Please read copyright document available on unit overview. There is a video clip of this activity being taught on the CLIL cpd videos resource. The lesson plan is in the unit overview resource.

This is a unit which introduces the locational Geography of Europe . It identifies countries,capital cities rivers, mountains, seas and Oceans . It ends with a task to devise a tour of Europe which is undertaken individually , pairs or groups. The tour is presented to the class and is peer assessed. There are four examples of student work. Some of it is good and others are less os . For example it is important to point out that the students need to understand the French ie do not cut and paste . Also the level of detail needs to show detailed and accurate research .

Students explore the attractions of their area using internet research and create a tourist brochure for their region that they can present to french tourists .

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

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 the adaptations that desert animals have to ensure their survival. It uses video clips , extracts from the handbook and powerpoints to provide students with knowledge and understanding which can then be applied to the design of a desert animal . the desert animal design forms an end of unit assessment. Students love this !! There are word frames and some student exemplars

This lesson looks at rainfall processes, anticyclones and the working of the Hadley cell. It looks at the difference between day and night in the desert. It uses video clips, powerpoint , rainfall cards and climate graphs to convey concepts. The concluding exercise looking at the difference between day and night enables the student to assimilate many of the concepts studied previously. This lesson exemplifies the notion of high level conceptual input with lower level language needs which enable the student to access the thinking .

This lesson starts with the students drawing what they think a stereotypical desert is . It end with a comparison of their drawing with what they have learnt in the lesson. There are extracts from authentic text plus video clips with sub titles and listening cards.

This course was based on the French Geography CLIL course on Mapwork . Colleagues Lauren Kimble , Chris Scott and Maren Blume all helped to transfer this into German . The students loved it . The lesson plans take you through the whole unit of work. The unit ends with an assessment where students use maps to design a tour for a German family in their local area. There is a student handbook which the students used as a workbook to write in as well as a reference resource .

This lesson starts with an activity that is really fun and has a strong message about giving directions. Students have to describe how to get to a place in the school using compass directions and paces. They then give the instructions in German to other students who have to find the place. they will discover that although compass directions are useful , they also need accurate measurements as students’ paces will vary . This may take a whole lesson before going on to develop the lesson on 4 and 6 figure grid references . When delivering the 4 and 6 figure lesson always take care to make sure that everyone gets the idea of 4 figure before going onto 6 figure . To make sure that those who grasp it quickly are involved all the time, give them the role as a student supporter who goes around the class helping others. Also get students up at the front of the class to demonstrate how they got their answers .

Learning Through Languages UK website is a go to website for anyone interested in using cLIL. There are free talks called CLIL mondays where world renown contributors have presented . Recordings of these talks can be listened to . There is also a collection of resources which are free to download. There are also details of events which are taking place to support users knowledge and use of CLIL.

This is a living graph activity . See the methodology booklet for details of how to teach it .