There is a handbook that accompanies these lesson resources called micro-climate. Theory about micro-climate is introduced first then students plan their own fieldwork . They identify suitable sites on a base map of the school grounds. They then take the measurements and then write up the findings, using the micro-climate theories to support their analysis. There is some student exemplar work attached to support .

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.

Please see copyright information in previous file on weather and climate . Handbook for this lesson in previous file . This lesson looks at unscrambling the difference between weather and climate . There is a brief lesson plan and powerpoint.

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.

Please read the section of the copyright document on PSHE puberty before you start using the resources. Some of the lessons in this unit were delivered in English due to their sensitive nature and need to encourage very open dialogue. However the majority were delivered in French.

The first two lessons look at changes both physical and mental that take place during puberty. There is some exemplar student work .

There are four lessons plus an extended writing assessment. The extended writing assessment exemplars in lesson 4 show what can be achieved in Year 7 PSHE when using French. Please read the copyright document before you use the unit on peer pressure .

Students identify what they are looking forward to during puberty. There are some examples of student work looking at writing answers to problems plus assessment details .

Problems in puberty are identified. students watch some adverts about such problems and products and then create ther own advert.

These lessons look at what types of formal relationship agreements are in place in different countries and what their impact is . Students carry our independent research on countries , use resources about France and also have a challenge to invent their ideal rules for an imaginary country.

This is the first lesson of the term . This was used with Year 7 students as part of a year long course where students were taught Geography in German for one lesson per week. They were taught this in addition to their normal Geography in English lessons so content was not repeated in English. Students benefitted from this approach as by the time they reached GCSE their attainment and progress was higher than for students who did not follow CLIL lessons . This series of lessons involves use of high cognitive challeneg but low linguistic input which means that it is a great module to start the year with . This unit could also be used in primary schools .

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 .

There is a powerpoint where students spot the differences between post war and today’s agriculture . Students then explore reasons for these differences using a card sort activity.

Lesson plan available in resource on unit overview methodology booklet page 22 onwards. Word versions of student handbook extract There is a video clip of the recycling card sort and Qui suis je ? activity in the resource called CLIL videos for CPD. It is the Chenderit video

Lesson plans in unit overview methodology document page 22 onwards Handbook extracts in word This lesson uses interactive video card activities to introduce animal adaptations. Plant adaptations and structure identified. Assessment combines research skills in French .

lesson plan in methodoogy document in unit overview resource . Extracts from student handbook in word . This lesson uses an RSPB campaign to show students that campaigns need to exemplify the reasons for the need to save and solutions . the rest of the materials take students through why orangutans are endangered and how they can be saved. Students then work in groups to produce a campaign . Groups set up stalls with their campaign materials and students go around the stalls and peer assess the work. They do this in French .Students absolutely love this and go the extra mile often producing DVDs broadcasts etc to accompany their campaigns .

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 .

This lesson introduces continents and oceans, map projections and the concept of longitude and latitude. Year 7 students produce a map of the world, labelling continents and oceans . They will find this surprisingly difficult as they are often unfamiliar with the world and what is land and what is sea. There is a basic powerpoint plus various video clips which can be used for homework. The lesson will probably take two lessons …it depends how much time you have allocated . The methodology document for CLIL may help you with teaching CLIL id you have not done so previously. There are also video clips of clil lessons in action in the video for cpd resource that I have made available. Lesson plan , student handbook and copyright details are all available on previous resource .

Please read copyright doc and refer to lesson plan and student handbook in mapwork unit resource. This is a difficult lesson for many students. Students fill in their answers in their booklets and I usually go around the class to check that every student has correct answers to the 4 figure references before going onto 6 figure. If there are students who find this difficult then I also get other students to support until the whole class is confident. I also get students up to the front to demonstrate how they get the answers as this helps less confident students.