* At least a week's worth of lessons and resources geared to familiarising students with French festivals * Supports Kerboodle 4.1G * Lessons are good to go * Print out the 'Cards - matching foods and origins to festivals' nine slides to a page, one sided. You can do the lesson without them, but students learn a lot more if they have access to them. * Initially produced for a weaker class, but are fully differentiated for the more able.

* Each page contains a table that guides teachers on what to teach and expected outcomes each week. * Table headings are: Objectives, Grammar & Tenses, Vocabulary, Pronunciation opportunities, Questions, Possible activities, Homework and Stamps, HPA (more-able students) * This scheme isn't intended to restrict teachers' activities, but to suggest ideas in case they're looking for inspiration! * Objectives are differentiated (green - weaker students; blue - mainstream; red - very able students. * Integrates grammar pages, page resources and extension activities from Viva 1. * Curates activities in the books to create a logical progression from discovery to production. * Makes frequent reference to exercises and resources in Viva. * Plenty of time built in for practice - almost all double page spreads are allocated two weeks. * This means that some units are missed out. For example, Units 1.4 and 1.5 are missed out in half term 1, but integrated into the revision stage in half term 6. * Half term 6 revisits one module per week, making use of the excellent 'Skills' units at the end of each module. * Modules 1-5 are covered * There is a bit of jargon in the scheme: - HPA (high prior attainment = very strong students) - Stamp - we mark students' work twice per half term, so when you see 'Stamp #1' or Stamp #2', that's what it means! - PC1, PC2, PC3 etc - stands for Progress Check. This is what we call our SIMS reporting.

* Each page contains a table that guides teachers on what to teach and expected outcomes each week. * Table headings are: Objectives, Grammar & Tenses, Vocabulary, Pronunciation opportunities, Questions, Possible activities, Homework and Stamps, HPA (more-able students) * This scheme isn't intended to restrict teachers' activities, but to suggest ideas in case they're looking for inspiration! * Objectives are differentiated (green - weaker students; blue - mainstream; red - very able students). * Integrates grammar pages, page resources and extension activities from Stimmt 1. * Curates activities in the books to create a logical progression from discovery to production. * Makes frequent reference to exercises and resources in Stimmt. * Plenty of time built in for practice - almost all double page spreads are allocated two weeks. * Reference to differentiation throughout. *Hyperlinks to Quizlets and Kahoots that relate to the unit being covered. * Modules 1-5 are covered * There is a bit of jargon in the scheme: - HPA (high prior attainment = very strong students) - Stamp - we mark students' work twice per half term, so when you see 'Stamp #1' or Stamp #2', that's what it means! - PC1, PC2, PC3 etc - stands for Progress Check. This is what we call our SIMS reporting.

This links with Unit 4.4 of Stimmt 1, 'Im Klassenzimmer'. The lesson overview is on Slide 1, with extra information on subsequent slides. This kept my Year 7 class busy for a week! A worksheet is also included.

We gave this to our Year 10 students to provide structured revision support for their forthcoming mocks. We’ve found that our students need increasing amounts of support if they are to avoid the ‘staring at a book’ technique! This workbook provides daily exercises students must complete to revise actively and in time for the mocks. The plan is that they do these exercises at home, bringing in their booklets each week to show that they are actively engaging with their revision. Although we’re using Kerboodle’s assessment resources for Units 1 and 2, the language and skills are generic enough to suit all. As we’re doing the speaking mocks in June, this workbook contains activities that specifically target Listening, Reading and Writing. Although much of this would be relevant for Speaking, this skill is not addressed specifically . Subsequent workbooks will be added weekly and will cover Units 3-8 (free time, festivals, home and area, social issues, global issues and travel & tourism. In general terms, the workbook contains: Many translations out of and into French Match-ups to broaden vocabulary and develop problem-solving skills Real hand-holding on writing the 40-word essay Student-friendly adaptations of AQA’s 40-word essay criteria so they learn how to asses their own work Guidance on how to extend the 40-word essay to 90 words by adding detail and opinions Student-friendly versions of AQA’s 90-word essay criteria These are the instructions I give our reprographics colleague to turn it into a booklet : ‘Please print 30 A4 booklets (A3 paper folded to A4 and stapled)’

* Each page contains a table that guides teachers on what to teach and expected outcomes each week. * Table headings are: Objectives, Grammar & Tenses, Vocabulary, Pronunciation opportunities, Questions, Possible activities, Homework and Stamps, HPA (more-able students) * This scheme isn't intended to restrict teachers' activities, but to suggest ideas in case they're looking for inspiration! * Objectives are differentiated (green - weaker students; blue - mainstream; red - very able students). * Integrates grammar pages, page resources and extension activities from Stimmt 1. * Curates activities in the books to create a logical progression from discovery to production. * Makes frequent reference to exercises and resources in Stimmt. * Plenty of time built in for practice - almost all double page spreads are allocated two weeks. * This means that some units are missed out. For example, Unit 3.4 is missed out in half term 1, but integrated into the revision stage in half term 6 and then extended to revisit the future tense. * Half term 6 revisits one module per week, often making use of the excellent 'Skills' units at the end of each module. * Modules 1-5 are covered * There is a bit of jargon in the scheme: - HPA (high prior attainment = very strong students) - Stamp - we mark students' work twice per half term, so when you see 'Stamp #1' or Stamp #2', that's what it means! - PC1, PC2, PC3 etc - stands for Progress Check. This is what we call our SIMS reporting. * The final week focuses on Catholic traditions in Germany - we're a Catholic school, so if you are too, this might be useful. * There's an extra week of lessons that actually fall during February half term. My mistake, but I've kept it in there in case you finish early and could do with more! * I'll be making Kahoots and Quizlets as the year progresses, so it's worth searching StPaulsMiltonKeynes (www.quizlet.com) and MrsWilsonBavarde (www.getkahoot.it). We already have quite a bit on these sites.

Teaches aimer and vouloir in the Conditional. Links with Kerboodle 6.1F Pages 98 and 99 'Mon travail benevole' Designed for a very weak group comprising many SEND students with target grades of 4 or below. Challenge differentiation is provided via Kerboodle worksheets. If you don't subscribe to Kerboodle, there are two grammar activities that you won't be able to do. If you DO subscribe, you'll need to paste in the writing frame from Exercise 6 on Page 99 and also the interactive grammar activity, accessed through the Resources tab. Students finish by writing c.40 words about what they normally do for charity plus c.40 words about what they, their friends and family would like to do. The opening slide provides an overview of these lessons in the Notes pages. Subsequent Notes pages provide more detailed guidance on how to present each slide.

At least two lessons that introduce Year 7 (ages 11 and 12) to definite articles, pronunciation and four memorising techniques. The second attachment can be printed off nine slides to a page and turned into cards that enable students to practise the correct pronunciation and then create their own games to practise further. This is an active lesson with lots of speaking and plenty of opportunities for students to familiarise themselves with the language.

* A week's worth of lessons * Several activities that actively engage students and reduce teacher talk to a minimum * Fun practice activities plus a worksheet to embed * Students finish by creating a role play asking and answering questions about family and friends * Enables students to understand which conjugation to use when naming individuals * Lesson overview is in the Notes pages of Slide 1 * Buzzers game explained in detail (our students *love* this activity) * Progress against objectives is clearly signposted * Homework clearly laid out with links to a Quizlet designed for these lessons

* Links with Unit 1.1 of Stimmt 1 * At least a double lesson's worth of work here - three periods if you add an assessment * Lots of activities that lead to students assigning the correct definite and indefinite articles to nouns * Includes memorising and spelling techniques * I've also included a student workbook that I gave to students for homework prior to this lesson * A differentiated worksheet that provides support for those who need it and extension for those who don't * Leads to Writing assessment 1B (not included due to copyright) from the assessment pack. * There is a lesson overview on Slide 1 and more detailed suggestions on how to run each activity on subsequent notes pages.

At least a week’s worth of work geared to building students’ confidence in asking and answering questions about school subjects. The questions and answers have been inspired by Pearson’s KS3 and KS4 assessments along with AQA’s specimen material. We’ve been trialling a new approach following student voice interviews. We are now introducing students to new language through a mixture of reading, listening and translation into English before moving on to speaking. Since taking this approach, we’ve seen students’ willingness to speak shoot up, as have their speaking grades. A pleasant surprise! This PowerPoint and workbook set is good to go. The notes pages on the first slide of the PowerPoint provide information about resources along with an overview of the lesson. Subsequent slides contain additional tips. The PowerPoint and ‘8 questions-8 opinions’ workbook are designed to be used together in the lesson, whereas the ‘Key questions for this chapter’ workbook is for homework. As students study a unit in class, they complete that section at home.

For anyone teaching Stimmt 2 Kapitel 1 Ich liebe Ferien. Includes a weekly overview of what to teach in each lesson. Example: Single lesson - Teach weather; practise using Ex. 1, Page 14; practise pronunciation using Ex. 3 Page 14; memory game to embed. Takes away the thinking about what to teach and provides hints on how to teach. Not dictatorial - is designed to enable teachers to use their favourite activities and methods, whilst providing ideas for those occasions when your brain dies! Column headings are: Week commencing; Teach; Homework; Assess. Units not followed in the same order as in Stimmt 2 in order to create a more natural flow. Every homework contains specific instructions and a link to Quizlet tailor-made by the author. These can be saved as links on your VLE. Teaching is centred around specific questions which could, in a few years, be used in the General Conversation of the GCSE speaking exam. Also contains homework geared to promoting spontaneous opinions that could be readily produced in any topic.

Links with Pages 5 and 6 of Stimmt 1. For absolute or near beginners - we teach this to Year 7 (ages 11 and 12) At least two periods' worth of lessons, with all necessary resources, including match cards and a vocabulary list. If you subscribe to ActiveTeach, you can print out the vocabulary list - click on 'Page Resources' on Pages 24 and 25. We turn this into an A5 booklet for students to keep - I've attached the front cover we use so you can print this as well. The instructions we give to our reprographics colleague are 'Booklet - A4 paper folded to A5 and stapled'.

A lesson that encourages students to spot patterns regarding verb endings before going on to practise and apply them through error correction and translation. The opening slide shows a lesson overview in the notes pages. Each slide then contains hints and tips on how to deliver the lesson. The final slide includes a link to a Quizlet testing students on the Kerboodle vocabulary list for 6.1G Willst du helfen?

This lesson is designed to prepare a students for the Foundation listening assessment in Kerboodle Unit 6. Familiarises students with language through reading, translation and writing, so as to avoid over-preparing them for the listening. Could easily be used to help with students' speaking or writing prep. Differentiated - suggestions on how to make the tasks easier or harder. Lesson overview and advice on how to print resources is provided in the notes pages. Activities are: match advice with reasons/translate Fr-En and then back again (in a booklet)/write as much as you can from memory. There's probably 1.5 hours' worth of lesson here. Hope the lesson goes well.

Links to Kapitel 1.3 Wie bist du gefahren? in Stimmt 2. About one week’s worth of lessons. Includes handouts and a worksheet plus answers so students can self mark. A student-friendly formula that helps students to think clearly about word order in the perfect tense. Notes pages explain how to deliver the lesson(s).

Closely aligned to Kerboodle/OUP GCSE French 9-1 foundation text book - if you aren't a subscriber, or don't have the text book and audio, there will be some activities you won't be able to do (eg. working on transcripts and setting homework). This is for a Year 9 French class, with many students having special needs. If you have students who struggle to remember language, this series of lessons contains lots of practice activities that ultimately help students a) organise what they've learnt into a script, b) recognise, ask and answer questions such as 'What's your name?', 'Do you have any brothers and sisters?' and 'How old are they?' and c) do all of this with decreasing reliance on support materials. Because there's so much practice, these lessons could suit younger students who are new to French. There's a lesson overview in the notes page of Slide 1 and then further tips in the notes section of subsequent slides. I buy my buzzers from Classroom Resources, who sell on Amazon. These are one of my best investments - students in every year love playing the game, including Year 13!

At least two weeks’ worth of lessons where students recap regular -er verbs linked to how individuals can protect the environment (eg. recycler, favoriser). They then adapt positive statements about how they do help the environment into negatives. Starts with ne…pas before incorporating most of the advanced negatives in AQA’s specification. Contains two PowerPoints, with learning objectives and step-by-step lesson overviews and guidance in the notes pages. Each PowerPoint contains a link to the Quizlets that have been created for homework, including QR codes that take students straight to each Quizlet. (We post these on our learning platform to avoid excuses!) Also includes lists of key verbs and worksheets.

A week's worth of lessons that's based on Studio 1 Module 4.5 Qu'est-ce qu'on peut faire...? There's also a set of cards, with instructions on how to make them. Each slide contains information on how I would deliver the lesson - if you'd do things differently, please share via a comment! The lessons have a reading focus and are geared towards helping students develop a focused and meticulous approach to analysing exactly what information and types of language can be found in a text. Ultimately, the aim is to help them avoid falling into traps in exams and assessments.

Introducing dative prepositions. There's at least a week's worth of lessons here. - Links with Kapitel 4.4 of Stimmt 2 - Geared to helping students see how prepositions can help when describing a picture These lessons contain plenty of practice activities, but the main issue is to make sure that students can identify the preposition in the sentence and know that any following definite articles will be in the dative.

This shows students how complexity can be achieved by adding different elements such as reflexive pronouns, separable verbs and time phrases. We had quite a lot of fun with this, despite me taking a risk when introducing the lesson as one that would be possibly boring or complicated, so we had to keep tough and help each other through it. As it turned out, we had a lot of fun asking each other how we were coping and whether we wanted to throw ourselves under a train yet. Worth a try if you are, as I was, dreading teaching this.