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.

This lesson contains powerpoints and powerpoints which can be made into cards for use with the powerpoint. The student booklet available in the unit overview has a page where students can enter their answers. There are links for homework to consolidate learning. The first powerpoint to use is the one which identifies common symbols and asks students to understand the concept of a symbol and why it is used. The further resources use symbols from ordnance survey maps. Please read copyright document available on unit overview. There is a video clip of this activity being taught on the CLIL cpd videos resource. The lesson plan is in the unit overview resource.

Students play a nine number board game to introduce rainforests then they produce a map to identify the location of the forest . There is a video clip of the introduction activity on the video clip of Chenderit school contained in the resource called CLIL video clips for cpd . NB detailed plans for lessons contained in unit overview methodology booklet The handbook in pdf in the unit overview is included in section in word in case you find it useful to edit and use lesson by lesson

This unit of work was delivered to Year 6 students in a primary school during one whole day of Geography in French. It was designed as a transition unit to show students what learning Geography in French would be like when they started secondary school. Students really loved it and said that they had learnt more French in one day than they had learnt all year during their primary French lessons. The materials are also suitable for Year 7 students . Please read the copyright master document before use . particularly the section on the hydrological cycle . The lesson starts with a video clip with a card sort, then students study the hydrological cycle using a powerpoint and a further card sort. They then are introduced to more complex hydrological terms and build a model of the cycle. I used pet food boxes , but show boxes are also good to make models in. Then the students look at the differences between urban and rural areas and how that impacts the hydrological cycle ie they are applying their knowledge to a different situation and there is a support sheet using the near future which predicts what happens in each location. Finally they choose to be a simpson’s character who explains the cycle to an audience. There is a writing/speaking frame which will support their explanations. A challenging unit but very accessible for Year 6 students.

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 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 lesson takes the students through many arguments for and against the EU. It uses video clips and powerpoints also to model the language that can be used . There are writing frames to help the students construct writing about agruments for and against .

Students use all the arguments they have amassed over the last few lessons and they take part in a role play debate . Details of the debate roles are in the handbook.

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 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 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 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 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.

Students explore processes which lead to environmental concerns such as nitrate and phosphate pollution and concentration of pesticides within foood chains . There are interactive activities and video clips to explore these with . One of the videos is embedded and the other has a link available to the le point webpage show in a photo of the page .

This lesson lloks in detail at the processes leading to the production of green algae. It also uses the Meatrix video which looks at the issues of intensive meat production . There is a script alongside the Meatrix video and a group activity to link cause and effect . There are examples of student work .

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 lessons uses an English language video but you can add French sub titles to it . It is a brilliant overview of how to survive in the desert . There are powerpoint summaries in French to conclude the lesson. Students make notes on how to survive which will help in subsequent lessons .

This lesson introduces an assessment , a piece of work where students design a humorous leaflet to help people to survive in the desert. A number of powerpoints and sections of text in the handbook plus their notes from the Ray Mears video are used to put together the leaflet . Pictures from the horrible Geography book Desperate Deserts are used to help to convey humour. Students love completing these leaflets/booklets and they assimilate great understanding of the way that the desert impacts on humans.

This lesson uses a combination of video clips, listening cards and a powerpoint to work out how deserts form .

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.