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 .

These resources are the articles which have been written over the years to share the development of CLIL in three different schools. There is a powerpoint which accompanies it which sums up the main findings of a research report which was presented at the National CLIL Conference in June 2023 at Sheffield Hallam Uni. Since then results have been published for the third school for the first year after CLIL was stopped there and this new research is now incorporated in the final report which is available as a separate file in my shop. . This report is the result of teacher research carried out for 18 years at 3 different schools. It sums up the value of CLIL in whole school improvement. As a senior leader in each of these three schools I established 3 programmes of CLIL. **The extraordinary outcomes in terms of raising attainment and improving progress are now here for all to see. **This could help to provide evidence that learning through languages really can improve schools dramatically. I will also be uploading the articles that I have written and had published over the years which are referenced in the report. This is I believe the first report on CLIL in the UK that links it to school improvement . Please send me a message via this site if you need any questions answered or want to know more. All the resources in my shop are those uses in the CLIL programmes so it is easy to see what to do to achieve amazing results . Each of the articles used in the report is attached so you can see these quickly and easily if you are interested .

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 .

I wrote this poem after dealing with many child sexual exploitation cases. It sums up the processes that some people use to groom young people. It could be used as part of a PSHE programme or an assembly. Students can read the poem and identify stategies used by people who groom to control young people .

Please read the copyright document before starting this unit . I have found that this is the best unit to start Year 7 with . This is because it is conceptually challenging , yet can be accessed easily through French. Much of the French can be simply used. There are detailed lesson plans and a student booklet which can be printed off for students to write in and use to refer to . Lesson by lesson resources follow in other files. This unit lasts a term and a half if taught for one hour per week. It builds up skills and then culminates in an assessment which applies the skills to a real life scenario. Once the students have completed the final piece of work they are encouraged to present it to the rest of the class in French. By the time this unit has been completed the students are confident in the use of French by their teacher and the majority love Geography in French. I have found that the best unit to follow the mapwork unit is the tropical rainforest unit. Some of the lessons in this unit are shown on the videos which I have made available for CPD (see resource on CLIL videos to support CPD)

This is a handbook of top tips representing 18 years of practice in three different schools in a variety of different subjects . The handbook is accompanied by 18 years worth of** FREE** teaching resources which cover the delivery of French and German units of work in Geography and PSHCE developed in three different schools. The whole year courses supported by these materials helped to improve progress and attainment in each of the schools at GCSE even though they were only delivered in Years 7 and 8. There is also a transition unit for use in Year 6. The free resources are available on the** Learning through Languages UK **website hosted by Aston University. Learning through languages UK also provides free CLIL mondays events from 4.30-5.30 pm. On Oct 11th 2021 Judith Woodfield will lead one to introduce the resources which are currently in the process of being uploaded there. There are also talks by leading CLIL professionals and archive ones including one from 2020 where Judith Woodfield shows how the programmes improve outcomes.

This survey can be used to identify how young people can act to reduce their impact on the environment. Many statements have picture clues to support understanding . There are others with no pictures as they use vocabulary which has been used earlier in the quiz. Students can carry our a whole calss survey or interview members of their family . Students can total the actions that students do or don’t do and can make their own personal targets to reduce their impact on the environment .

Lesson plan in resource on unit overview . The first lesson on rainforest structure is a video based lesson using a David Attenborough resource . This helps to introduce key concepts and specialist vocab. Unfortunately the powerpoint with the video link will not load . The video to use is available on Bing video and Daily motion. Just google David Attenborough the Living Planet episode 4 Jungle .

This identifies a range of situations where there is possible peer pressure and the dangers of them.

This handbook accompanies the next 3 lessons in the weather and climate unit. It looks at micro-climate and involves a local fieldwork study based on the school grounds.

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 .

The Tropical Rainforest unit ideally follows on from the mapwork unit in Year 7 and lasts for two terms if there is an hour per week devoted to it. Read the copyright section on rainforests before using the materials The methodology booklet from page 22 onwards describes and illustrates how to teach each lesson. There is a brief lesson overview and there is a copy of the student handbook which students could refer to and write in . students absolutely love the unit n tropical rainforests because of the range of very creative assessments contajned within it . The first assessment is a rainforest structure diagram with research about animals and plants , the second is a group work task to design a campaign to save orangutans , the third is an oral assessment in the form of a trial and the fourth is an essay on tropical forest deforestation. There are exemplar pieces of work to illustrate what students can produce. There are writing and speaking frames which help the students to produce a very high standard of work. This is how to motivate young people to enjoy languages, enjoying interesting content and challenge. They will naturally pick up lots of those frequent words needed for GCSE without even realising they are doing it . There are video clips of a number of these lessons on the resource called CLIL video clips for cpd.

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 can take one or two lessons depending how many elements you build into it . The handbook contains listening cards within it which accompany the videos and also have copies of the different country details . There is a main powerpoint which has clips within it which take you through the reasons for its formation. There is cute clip of babies wearing nappies . Students identify the countries of the EU by noting the different flags on the babies nappies !!.

This lesson involves matching pictures to text to discover the implications for daily life in the EU. The task is in the student handbook.

The lesson uses video clips and support materials in the handbook to look at the issue of migration into the EU

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.

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

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 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 .