I am a former Head teacher , teacher of Geography and PSHE in French, teacher of Geography in English and other subjects . I used CLIL to improve standards at 3 schools when in a leadership position. I also delivered assemblies and INSET hence the resources included . June 16th 2023 I uploaded the results of 18 years of CLIL and how it has improved progress and attainment across all subjects in schools not just languages. A wonderful way to improve schools. Find it under WHOLE school section
I am a former Head teacher , teacher of Geography and PSHE in French, teacher of Geography in English and other subjects . I used CLIL to improve standards at 3 schools when in a leadership position. I also delivered assemblies and INSET hence the resources included . June 16th 2023 I uploaded the results of 18 years of CLIL and how it has improved progress and attainment across all subjects in schools not just languages. A wonderful way to improve schools. Find it under WHOLE school section
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 .
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 .
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 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 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 .
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 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 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 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 .
This lesson looks at rainfall processes, anticyclones and the working of the Hadley cell. It looks at the difference between day and night in the desert. It uses video clips, powerpoint , rainfall cards and climate graphs to convey concepts. The concluding exercise looking at the difference between day and night enables the student to assimilate many of the concepts studied previously. This lesson exemplifies the notion of high level conceptual input with lower level language needs which enable the student to access the thinking .
This lesson starts with the students drawing what they think a stereotypical desert is . It end with a comparison of their drawing with what they have learnt in the lesson. There are extracts from authentic text plus video clips with sub titles and listening cards.
This course was based on the French Geography CLIL course on Mapwork . Colleagues Lauren Kimble , Chris Scott and Maren Blume all helped to transfer this into German . The students loved it .
The lesson plans take you through the whole unit of work. The unit ends with an assessment where students use maps to design a tour for a German family in their local area.
There is a student handbook which the students used as a workbook to write in as well as a reference resource .