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 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 .

This lesson looks at the issues for and against toursim in Antarctica . Students are led through the issues via a powerpoint and then work in groups to produce a radio broadcast with people taking roles for and against tourism on this continent.

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 .

This lesson encourages students to devise a tour of Paris. They use online resources in French to collate information about the attractions and decide which attractions they are going to use for their tour. They then present their tours to visitors to their travel agency .

This is the end of unit assessment . Students have to take all of the retail theories and factors that they have learnt about in previous lessons and apply these to the design of a shopping centre . They then self and peer assess the work .There are two sheets which can be used as checklists. Each student presents the justification of their design to their teacher . There are exemplar pieces of work to show what can be achieved . The plan for the centre is drawn in plan view. Students absolutely love this task , find it very accessible and thoughtfully apply concepts and justify them. The task is very motivating and creative.

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

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.

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 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 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 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 uses statistics and authentic resources to determine the primary, secondary and tertiary industrial composition of Reunion island. Correct drawing of bar charts is a key skill that underpins this lesson.

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 followed the unit on quarry ridge settlement design. The aim was to look at biodiversity within an urban setting and garden design. It was part of a national competition in its first year but I repeated the task in subsequent years as the students loved it. It also fitted into the school site as we designed a wildlife friendly garden in the school site at the same time in honour of a retiring head teacher Mrs Westbook. Students develop mapwork skills of designing in plan view , on a grid where there is a scale . The students developed detailed colour coded keys which also helped with map drawing skills . I had a whole series of laminated cards with pictures of environmentally friendly artefacts such as insect hotels, bee houses, hedgehog houses, bird and bat boxes etc .

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

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.

Lesson plan in methodology document in unit overview resource page 22 onwards This series of lessons supports students on how to write an essay on tropical rainforest deforestation. They are given literacy guidance and develop the ability to construct an essay that they have reseached themselves using french resources . It is amazing what they are able to do !! They are all so proud and well motivated having achieved this challenge.

Lesson plan in methodology booklet page 22 onwards unit resource The next few lessons concentrate on problems in Amazonia and the students aim to solve the mystery of who killed the rubber tapper Chico Mendez. This is a true event but the trial is fictitious. The lessons take you through understanding the problems, looking at the evidence and students preparing their speeches in role. Then a trial take place . This is challenging but the students enjoy using their French to good effect .