Risk assessment written to take 30 Yr10s students, via minibus, to a nearby restaurant where French food was being served by waiting staff who spoke French. Ideal for any trip to a restaurant, or any trip that involves a restaurant. RA includes: Road crossing points Public access to area Young group Inexperienced group (never been to the location before) Minibuses Allergies No first aid support on site

Lesson on future plans, designed for a lower set Yr11. Lesson of 1 hour: Starts with vocab presentation through a listening. Then a reading to find the synonyms through sentences, and widen their vocabulary through practice of the new vocab. Recap of simple future. Practice of simple future through model sentences and mini whiteboards. Leads to a writing using sequencers.

Lesson covering sports we play and we do and putting them in a sentence with present tense + since. Extension: the pronoun “y” (j’y joue depuis trois ans). 3 lessons of 50 min / an hour each. Lesson 1: Recap of sports you play (with correct au / à la / aux), whole paradigm of verb “jouer” in the present tense Lesson 2: Study of since in sentences + grammar point Lesson 3: More practice in the content of lesson 1 and lesson 2 and adding higher opinion about doing sports such as “je décompresse”.

Lesson aimed at Yr9 students covering sports you do and instruments, justification as to how those hobbies are beneficial and with the use of the pronoun “en” and since. I have paired them up together as both categories use “du / de la / des” and have “en” as a pronoun. 3 lesson of an hour each. Lesson 1: Revision of sports (play) + adding instruments. Grammar point: du / de la / des with the instruments and introduction of “j’en joue” (based on prior learning “j’y joue”). Lesson 2: Recap of sports we do + j’en fais. Then practice of sports (play) + j’y joue depuis; instruments + j’en joue depuis and adding sports (do) + j’en fais depuis… Lesson 3: Practice of since with production by the student (translation to French). Practice of opinion justifications such as “j’oublie mes soucis”, “c’est bon pour le corps et l’esprit”.

A lesson aimed for a higher set of Yr11s students, covering the topic of languages (grammar: placement of adverb + tenses). You will find: A conjugation exercise asking students to conjugate Parler, Utiliser, and Commander in the following tenses: perfect tense, present tense, near future, simple future and conditionnal. A reading with people talking about what languages they speak and students have to match up with flag (each reading has two to three languages each, and students are asked which is their mothertongue and which is the one they use the least). A grammar point on the placement of adverbs as well as an exercise using MCQ and mini-whiteboard as a whole class CfU A reading to introduce what one could use languages for A lotto of languages: students have their own card with a language, an adverb and what they use it for. They also have a lotto card with two langugages, two advers and two use for languages. They have to make conversation with other students to tick them all. A complex translation from English to French, using several tenses and covering all we have seen in the lesson.

Lesson aimed at Yr9 students covering vocabulary related to technologies and what you can do online. Includes videos from French ads used to study vocab, then students have to write their own ad and do a voiceover over a French ad. Lesson 1: Introduction and practice of activites people do on the Internet. Lesson 2: Introduction and practice of technologies (baladeur MP3, portable,…) and vocabulary linked to them (avoir du réseau). Study of the ad “une tablette déconnectée”. Leads to student writing their own ad as a voice over another French ad for a phone. Differentiation possibility (included): use the second ad to study the vocab (rather than the first ad). Lesson 3 (two possibilities - both included): Both include reading as a writing model, and leads to a writing task. One lesson focuses on the structure “il est + adj + de + inf” The second lesson focuses on a writing frame used across all topics to answer writing questions.

Lesson aimed at a Yr9 group, covering the vocab of books, books genre and reading (including opinions). Also covers the negative sentence in this context. Two lesson of an hour each. Lesson 1: recaps book genre and studying them into context with opinion and negative sentences. Lesson 2 two possibilities, both included): Both lesson starts with the study of the negative sentence (with pas, plus and jamais). Both lesson then introduce vocab to argue for or against paper books / ebooks, and then study them in the context of a reading (one uses resources from a manual, whereas the other uses a frame used to write across all topics).

A lesson aimed at a Yr9 class, recaping TV shows and adding comparatives. Lesson 1: Recap of TV shows (focus on gender) Study of the comparative burger Practice of comparison with scaffolded activities (sentence puzzle to guide, then translation,…). Lesson 2: Introduction and practice of some new vocab to justify their opinion. Je ne rate jamais J’apprends beaucoup J’aime bien l’animateur Mon émission préférée c’est… Les acteurs sont très doués Le scénario est passionnant Je regarde cette série en streaming Regarder la télé en direct Lesson 3: Practice of Lesson 1 and 2 together, leading to the exit ticket.

Lesson covering the vocabulary of tasks done during Work Experience, and opinion using “c’était”, as well as the imperfect tense and its difference in use with the perfect tense (passé composé). Aimed at a higher set of Yr11s. Two-hour lesson (with the potential of being a 3 hour lesson). Lesson 1 (can be split in two): l’imparfait - language presentation independent practice to drill the method (scaffolded with the students being asked to write down the steps to find the stem, then write the verb in the first person singular in the imperfect tense). Whole class practice with MWB (scaffolding removed) Language presentation - imparfait vs passé composé Independent practice - study of scenarios in English and decide whether you would use imperfect or passé composé to talk about them in French. Writing - list of verb, roll a die to choose one, roll a die to choose a scenario (sentence starters given) and student have to make a sentence joining the two. Lesson 2: Starter: picture description Reading: match up the places of work experience with the activities (sentences mixing imperfect tense and perfect tense). Listening: fill in a table with places of work experience, tasks + opinion (added). Writing: write your own report of your work experience (using imperfect + perfect tense).

Lesson aimed to a class of Yr9s revising the perfect tense / passé composé. A two-hour lesson. Lesson 1: Revision of how to do the passé composé with avoir (with all 3 groups). Lesson 2: Study and production of the passé composé in context, adding opinions. Leading to a writing.

Risk assessment written to take a group of 40 Yr11s students, via coach (via the Shuttle) on a day trip to France to visit a Christmas market (Lille). Detailed with knowledge of country’s own plans for safety (SAMU and other local emergency numbers, plan Vigipirate,…) Ideal for any day trip abroad, particularly suited for France. RA includes: Road crossing points Public area + crowd Inexperienced group (never been to the location before) Down time Weather Misbehaviour / misconducts Alcohol Theft / pickpockets Interference by unknown adults Accidents / injuries Visit returns after school Coach travel (inside + if breaking down) Special needs (+ medical) Allergies (food, stings, bites) Terrorist attack

Lesson aimed to a Year 10 class for higher students, covering countries, preposition “en”, “au” and “aux”. A 6 hour lesson: Lesson 1: Countries + work on the correct preposition. Lesson 2: Transports + accomodation Lesson 3: Conditionnal + practice with set phrases “je voyagerais”, “je resterais” Lesson 4: Holidays routine (present tense) + adding conditional Lesson 5: Conditional practice with model phrases Lesson 6: More practice of the conditional and reflexive verbs

Lesson aimed at a lower Yr11 set covering the vocabulary of countries, transports and accommodation, in the present tense (See Higher / Bundle for the same lesson with conditional verbs and explicit teaching of the conditional). A two-hour lesson. Lesson 1: Re teach of the negative sentences that goes into depth in terms of word order. Studies of countries at word level Studies of countries at sentence level (with the correct preposition). Revision of the verb to go in the present tense. Lesson 2: Adding vocabulary for accommodation and transports + practice with a guided writing. More practice through listening and final practice with a writing (a writing frame included for certain students if needed)

This assessment has been written for an activity taking place on school site, in the Food Tech kitchen, involving Year 7s making Macarons in a lesson in French, led by a professional chef. Ideal for any cooking workshop including a visitor. The RA includes: Slips and falls Contact with steam, hot water, hot oil and hot surfaces Knives Food handling General Hygiene Food contamination / poisining Contact with cleaning chemicals Electrical Fire Outside visitor

Lesson aimed at a higher set of Yr11s and covering the vocabulary needed to book a hotel room (included showers, single/double bed, etc…) and covering the grammar point of nous vs on (useful for the 28 mark formal essay). A four-hour lesson. Lesson 1: Covering vocabulary of hotel rooms and introducing sentences with “nous” and “on”, as well as “avec” and “sans”. Lesson 2: Practicing the verb loger in several tenses and practicing the vocab seen in Lesson 1 with a reading talking about several hotels. Adding other vocab such as “petit-déjeuner inclus” “nos chambres modernes vous attendent” (seen as chunks). Lesson 3: Focus on “on” vs “nous” in the present tense (verb endings) Lesson 4: Study of a listening (conversation to book a room) followed by a speaking based on the questions of the listening. Students are given a card with information in English about the room they want to book and are asked to play out the role play.

Lesson aimed at a lower set of Yr11s and covering the vocabulary needed to book a hotel room (included showers, single/double bed, etc…) and covering the grammar point of nous vs on (useful for the 28 mark formal essay). A four-hour lesson. Lesson 1: Covering vocabulary of hotel rooms, and use of several games to enhance memory, before introducing sentences with “nous” and “on”, as well as “avec” and “sans”. Lesson 2: Practicing the vocab seen in Lesson 1 with a reading talking about several hotels. Introducing the grammar point of “on” vs “nous”. Lesson 3: Study of a listening (conversation to book a room) to pre empt questions used in a made up role play. Lesson 4: Students are given a card with information in English about the room they want to book and are asked to play out the role play.

Lesson aimed at a higher set of Yr11s and covering the vocabulary of transports, leading to a role play on booking your own train ticket and giving your opinion on which means of transport you would rather travel in, using comparatives. A four-hour lesson. Lesson 1: Starts with chunks of sentences to do with transports (plane, car, train) such as “quai”, “guichet”, “aéroport” then revises the sentence structure “il faut + inf” (eg il faut montrer son passeport à la douane". Study of a challenging gap fill listening / reading through 4 activities exploring listening and reading strategies. Lesson 2: Study of questions of a ticket booking, model through a listening. Leads to a role play where each student has a different train ticket that they want to buy with different information on them (destination, time, platform number, single / return, etc…). Lesson 3: Study of 12 sentences with different tenses and the verb “voyager”. Recap of the comparative structure. Lesson 4: Recap of comparative and adding justifications as to why one transport has their preference over another. Leads to a guided writing.