This booklet is to help the Mira students revise the learnt vocabulary and sentences. I wrote it to help my students prepare for examination but I have also used it at the onset of the next academic year to revise the last year's work and have a base level. The year 7 is differentiated into rojo and verde.

This is suitable for Year 8s and 9s and possibly KS4. The worksheet allows the students to see the lyrics when they listen or watch the song for the first time, the repeated near future tenses are highlighted. They list the future tenses and write the meaning, then they find the meaning of sentences as a class or in groups/pairs from a dictionary. They then listen to it for a second time and fill in the gaps, the more able pupils can fill in the gaps from memory, others can use the prompts (sentences in the work sheet) to work out the gaps.

I selected the questions for units 1-4 of the New AQA GCSE resources. I used them for my year 10 speaking assessment.

This is the presentation I did for the MFL teachers, it is based on the AQA website and the CPD I attended in 2016. It explains the requirements for the New GCSE at MFL and example mark schemes.

<p>This is a PPT linking with AQA and Edexcel ‘c’est de famille’ unit. It puts into context the use of reflexive verbs. Uses mainly speaking and listening skills and allows sentence building for future lessons for developing translation and writing skills.</p>

I showed the video clip on Tomatina to Year 7 and KS2 students (the link is on the activity sheet) and gave the worksheet in groups of 3/4 to complete. For plenary, I print a large poster attached of Tomatina and pin it to a wall somewhere safe and students line up individually or groups of 4 to throw a soft ball to hit the head of the Tomatina. The one that hits the eyes is the winner. You could do this in the sports hall, they need to name one part of the face in Spanish before throwing the ball to indicate where is their target. This needs to be done with caution considering health and safety and the restriction of the class environment, as the class can become quite excited.

The PPT starts with a funny video clip about a word misinterpreted by a German coast guard. It then shows a polyglot and his enthusiasm and passion for language learning. It gives strategies for starting to learn a language to tips on improving writing and what to use in their writing and speaking .

Two separate activities for Christmas festivities. A card and song 'Enfants du monde' two versions.

This resource is for those studying AQA new GCSE. I have tried to summarise the document for students and teachers in form of a simplified poster.

This is for KS3 mainly. It's a power point on why study a language. It starts with a 3 minutes advert 'we are sinking' (how it can save lives) and also has a link to a polyglot in New York.

Practice modal verbs through a song. I use this for my year 8 and year 9s. The Objective is to recognise the modal verb and differentiate by asking the class to change the 'je veux' to a third person. They can also recognise a future tense. Finally ask them to write and perform a song based on Zaz's 'je veux' .

<p>This is a Power point to explain to KS3 students why they learn a language. It has phonics and pronunciations to cultural gestures for French, Spanish and German.</p>

This is a Power point to explain reasoning behind the study of History. The teachers can adapt this to explain the importance of this field of study and its relevance to today's national and international events. Teachers can elaborate on the importance of developing analytical and critical thinking skills and what we can learn from the past to improve our lives and our outlook in future.

This is for upper KS3 and KS4 . The tasks are differentiated. The first task is listening and reading and general understanding of the lyrics in French. The students answer some questions and move on to finding short sentences in the text. They then try to translate sentences from memory and peer check each other's answers or you can put them into groups to compete, which is a lot of fun and gets them to work faster. In section C, the students watch an interview and answer the questions in English. In Section D, they listen to another short extract of interview and answer the questions in French that the interviewer asks Indila. This gives them a chance to use varied adjectives used by the artist and elaborate on the answers using their own opinion in French.

La maison vocabulary for KS2 and Year 7.

I prepared this worksheet with short answers with page numbers for the foundation level students. Higher tier can elaborate on answers with added connectives and varied tenses and opinions/negatives. This was for my year 10 end of year speaking assessment with marking scheme based on General conversation.<br /> Assessment criteria of speaking AQA is out of 30 based on: communication (10), Range and accuracy of language (10), Pronunciation and intonation (5), spontaneity and fluency (5).

I taught this lesson to Year 9s on changing lives of women. The presentation is a starter activity that shows the changing images of women through time and cultures. The activity is a time line and the work sheet requires the students to get to a group of 5 or 6 and discuss the significance of events and place them in order of priority. The activity is meant to generate debate on 'interpretations' of significance of events in History. As The students discuss their reasons for choosing the timeline. At the end of the discussion and an understanding of their difference of opinions, we played James Brown's 'this is a man's world' as they were packing.

Presentation on vocabulary for KS2 and Year 7 on classroom objects.

These are adjectives for KS2 and lower KS3.

Weather power point for KS2 and Year 7.

Family vocabulary for KS2 and Year 7s.