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 .

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

There is a picture of an exemplar of the outcome of this assessment in the methodology booklet . There is guidance for students in the handbook .

This lesson involves setting up the classroom with products which involve purchasing choices . For example washing up liquid which is environmentally friendly and that which is not. Different types of Tuna , line caught and others, fair trade chocolate , organic chocolate , supermarket basic brand . There is a form in the student handbook which can be used . Students go around the product and note the price (see page 84 of the student handbook) Students add up the prices of a fair trade , environmentally friendly products and those that are neither.They are given a budget and decide which products to buy There are powerpoints about fair trade to explain how it works. Students then justify the choices of product that they have decided to buy. There is an example of student writing

Scale is difficult conceptually. That is why students start by drawing a bird’s eye view of a bedroom . They then use OS maps and look at who may use each scale of map .

Students first learn about the types of climate tp affect France and then produce their own weather forecast using the powerpoint slides of weather conditions to identify temp.rainfall , wind direction but also which weather systems are dominating ie anticyclones or depressions. They write the French onto the blank powerpoint slides and then can present the forecast to the class.

This part shows the alternative powerpoint for the exercise with the cards . There is some exemplar work from students which shows what they can do with the information once they have linked it to the photos ie produce an information leaflet on the climate of Reunion island.

Lesson 2 of unit on weather and climate. This is an introduction to all of the instruments used to measure the weather. Students have to create a game.

https://learningthroughlanguages.org.uk/learning-and-teaching-materials/french/ The above website contains most of my resources for free download . However the following resource contains some of the remaining units of work which may be of use. Please read the copyright document section on weather and climate before use. The first document contains copies of the handbook for weather and climate which students were given as a workbook/textbook. Subsequent files which will be uploaded separately contain the lesson resources, lesson by lesson plus another handbook on micro-climate

This website contains FREE CLIL resources for teachers . Judith Woodfield has copies of an entire Year 7 course for Geography in French with some units in German and an entire Year 8 course for Geography in French . Year 7 Mapwork Year 7 Tropical Rainforests Year 8 Deserts Year 8 European Union There is also a Year 6 day module on the hydrologcal cycle. Just google Learning Through Languages UK to find the website. There is also free CPD on CLIL throughout the year. Previous talks given by Judith Woodfield are also available as well as CLIL experts from around the world.

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 .