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.

Lesson 2 uses the genre of soap opera to explore emotions seen in relationships. Lesson 3 follows on with a look at fidelity and infidelity and what makes people be faithful or unfaithful and what the impacts of infidelity are.

This is the first of four to five lessons which explore characteristics of relationships. This lesson identifies types of relationships and then looks at whether they are positive or negative . These lessons were used by Year 8 students who were taught for an hour a week.

This series of lessons was used by Year 8 students who had completed a few lessons about drugs and peer pressure in year 7 . In year 8 they built on this by carrying out their own research about drugs in french and designed a board game based on it . They used the theory of multiple intelligences which they acessed through an interactive quiz and then applied the learning to a board game . There is also the opportunity to discuss employment opportunities linked to multiple intelligences .There are key words links to playing the board game and self and peer assessment in French .

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 .

This will probably last for a couple of lessons as there are video clips to view and an analysis of the plight of the orangutans . Students work in groups to develop a campaign to save the orangutans . Students can be shown examples of real campaigns such as those to save the Sumatran rainforest by the RSPB. Students need to understand that a good campaign has to identify the causes of the problem and the solutions. Both of these aspects need to be contained in materials produced by the students .

There is a picture of an exemplar of the outcome of this assessment in the methodology booklet . There is guidance for students in the handbook .

This lesson links cause and effect . This activity is shown in the video about Chenderit school available in the pedagogy section in my resources shop.

This activity is shown in the video about Chenderit school in the pedagogy section of my resources shop . Who am I involves introducing the vocab that was included in the David Attenborough video and build on this . Then more details about rainforest structure are introduced .

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 is a living graph activity . See the methodology booklet for details of how to teach it .

Students map the location of tropical rainforests around the world

This unit was the second unit taught for one hour a week as part of a whole year course of geography in German in Year 7 . The first unit taught was mapwork. The rainforest unit build on the mapwork unit as it gradually build up more sentence construction . The first assessment on rainforest adapatation involves independent research skills, description and explanation but based on a A3 poster of rainforest structure . The second assessment is based on a group work activity to design a campaign to save orangutans . The French unit on tropical rainforests was more extensive and involved a trial followed by an essay on tropical rainforest deforestation. If you look at how these pieces of work are constructed it is possible to translate the materials used in the French CLIL to German if you wish to use the French materials for guidance . This unit on tropical rainforests was translated into German by Chris Scott and Maren Blume . The lesson plans to guide this unit are contained in the methodology booklet . There is a section in the second half of this booklet which describes how the unit is put together and how to teach it . The rainforest handbook is available here but sections from it which relate to each lesson are included to download . The handbook can be printed for students to annotate and use as a reference resource . There are video clips of the activities included in the rainforest unit being taught in french on the Chenderit DCSF video available in the predagogy section of my shop .

Students use their local OS map to research and design a tour for a German family. They need to carry out internet research to find out prices and details of the attractions . A key part of the assessment is the presentation at the end when students show their leaflet and describe how they coped with using German . There is therefore much metacognition which helps the others in the class to learn. Peer, self and teacher feedback strengthen the process. Students love this assessment .

Sketch maps can be important components of Geography fieldwork. This is a step by step guide for drawing one .It can be done from the comfort of the classroom through the window or you can venture into the school grounds .

These resources don’t include a picture of a potato being used to demonstrate contour lines . However there are details of how to do this in the map skills scheme of work . Drawing lines on the potato to represent contours and then drawing a bird’s eye view of the concentric circles from above help the students to visualise the transition from 3 D to 2D .

Scale is difficult conceptually. That is why students start by drawing a bird’s eye view of a bedroom . They then use OS maps and look at who may use each scale of map .

This lesson starts with an activity that is really fun and has a strong message about giving directions. Students have to describe how to get to a place in the school using compass directions and paces. They then give the instructions in German to other students who have to find the place. they will discover that although compass directions are useful , they also need accurate measurements as students’ paces will vary . This may take a whole lesson before going on to develop the lesson on 4 and 6 figure grid references . When delivering the 4 and 6 figure lesson always take care to make sure that everyone gets the idea of 4 figure before going onto 6 figure . To make sure that those who grasp it quickly are involved all the time, give them the role as a student supporter who goes around the class helping others. Also get students up at the front of the class to demonstrate how they got their answers .

Start with the concept of what a symbol is , then follow up with the activity where students identify the symbols . They can write the answers into the handbook. There is a video of this activity happening in a French Geog lesson in the resource in the pedagogy section of my shop. It is a video from Chenderit school. The cards for the card sort and bingo symbols cards are within the powerpoint . So they can be printed off.

This is the second lesson in the unit and students do find this quite tricky but if you go through things step by step they will get it. The more able students are able to achieve more questions but everyone will be able to grasp the concept .