Homeschool Guide: These lesson plans are a guide for parents. Content may contain errors — always cross-reference with official exam board specifications.

L1: Illness And Injury 1

FoundationHigherAll Boards

4 detailed 50-minute lessons with teaching scripts, worked examples, parent guides, and assessment criteria.

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Lesson Overview

Total Lessons: 4
Tier: Foundation and Higher
Duration: 50 minutes per lesson (200 minutes total)
Exam Boards: AQA, Edexcel, Eduqas, CCEA

Learning Objectives

Prerequisites

Materials & Equipment

Lesson 1: Introduction: Illness And Injury 1

Duration: 50 minutes

Starter Activity (5 minutes)

Quick Recall

3 quick questions to activate prior knowledge about illness and injury 1. Use mini-whiteboard or paper.

Main Content (35 minutes)

Parent/Teacher Guide:
Before lesson: Read script below. Prepare materials. Pre-teach key vocab: avoir mal Ă  (to have a pain in), la tĂȘte (head), le genou (knee), la cheville (ankle), ĂȘtre malade (to be ill), se casser (to break).
If stuck: See Troubleshooting below. Break into smaller steps.
Extension: See Stretch & Challenge section.
Teaching Script (35 mins):
Mins 0-5 - Hook: "Today: Illness And Injury 1. Goal: describe illness and injury with avoir mal and body parts. Connects to healthy-lifestyle-choices-1 (il faut + advice structures) because you'll reuse il faut for health advice when describing symptoms."
Mins 5-15 - Direct Instruction: 1) Define: "Illness And Injury 1 is..." 2) Key principle: "Most important:..." 3) Draw diagram, label live. 4) Real example: "Like explaining to a pharmacist that you hurt your ankle playing football..."
Mins 15-25 - Guided Practice: Ex1: Teacher models. Ex2: Student tries with guidance. Ex3: Student independent.
Mins 25-35 - Independent Practice: 3-5 questions. Immediate feedback.
Worked Example 1: Basic

Q: Qu'est-ce qui ne va pas ? (4 marks)

  1. What is asked? Qu'est-ce
  2. Recall knowledge: avoir mal Ă  (to have a pain in); la tĂȘte (head); le genou (knee)
  3. Apply: « Je ne me sens pas bien. J'ai mal Ă  la gorge et j'ai de la fiĂšvre depuis deux jours. Hier, je me suis cassĂ© la cheville en jouant au foot — je dois voir le mĂ©decin. »
  4. Check: Check the French spelling and gender agreements.
  5. Answer: avoir mal Ă  + body part ×2 + a reflexive passĂ© composĂ© injury

Tip: "Show working - method marks > answer marks."

Worked Example 2: Multi-step

Q: DĂ©crivez une fois oĂč vous Ă©tiez malade. (16 marks)

  1. Break down: Separate parts?
  2. Solve each: P1: « L'hiver dernier, j'ai attrapĂ© une grippe terrible. » P2: « J'avais mal partout — la tĂȘte, le ventre, les muscles. Je ne pouvais pas aller au collĂšge pendant une semaine. » P3 (rĂ©solution): « Ma mĂšre a appelĂ© le mĂ©decin; j'ai pris des mĂ©dicaments et j'ai dormi. » Judgement: « Depuis, je me lave
  3. Combine: The paragraphs chain: point → evidence → opinion.
  4. Final answer: Past-tense illness narrative with body parts, duration and a lesson learned.
Worked Example 3: Data/Application

Q: Qu'est-ce qui ne va pas ? (4 marks)

  1. Read data: Axes, units, scale
  2. Patterns: Trends, anomalies
  3. Explain: Why? Using illness and injury 1
  4. Conclude: Evidence-based

Common Questions & Troubleshooting

Q: "Why does avoir mal Ă  work this way?"
A: Analogy: "explaining to a pharmacist that you hurt your ankle playing football". Try write three sentences from memory, then check against the model answer.
Q: "Wrong answers on calculations."
A: Checklist: units? formula? calculator mode? sig figs?
Q: "Can't remember key terms."
A: Flashcards (term front, def+diagram back). Spaced repetition: day 1, 3, 7.
Q: "Exam wording confuses me."
A: Commands: Describe=what you see; Explain=reasons; Evaluate=pros/cons+judgement; Calculate=working+units.
Q: "Running out of time."
A: 1 mark/min. Skip hard, return. Attempt all - partial marks count.

Assessment & Model Answers

Mastery Checklist:
  • [ ] Define Illness And Injury 1 in own words
  • [ ] Identify features in diagram
  • [ ] Explain process step-by-step
  • [ ] Apply to unfamiliar context
  • [ ] Score 80%+ on past paper question

Model Answer: Past Paper Question

Q: Qu'est-ce qui ne va pas ? (4 marks)

  • 1 mark: [Key terminology]
  • 1 mark: [Mechanism/process]
  • 1 mark: [Application/example]
  • 1 mark: [Evaluation - Higher]

Model response: "[Complete answer with expected detail/terminology]"

Why full marks: [What makes this strong]

Stretch & Challenge (Grade 8-9):
  • Synoptic links: Connect to the previous/next lesson in this theme
  • Real-world: Research use in industry, medicine or research
  • Advanced calc: Try a more challenging variant
  • Critical: "Evaluate limitations of today's model"
  • Research: Recent discovery on illness and injury 1, summarise 100 words

Plenary (5 mins)

Label the Diagram

Unlabelled diagram - write all parts in 1 min

Assessment Criteria

Lesson 2: Core Concepts: Illness And Injury 1

Duration: 50 minutes

Starter Activity (5 minutes)

Review Previous Lesson

Quick recap: write 3 key points from last lesson on illness and injury 1. Use mini-whiteboard or paper.

Main Content (35 minutes)

Parent/Teacher Guide:
Before lesson: Read script below. Prepare materials. Pre-teach key vocab: avoir mal Ă  (to have a pain in), la tĂȘte (head), le genou (knee), la cheville (ankle), ĂȘtre malade (to be ill), se casser (to break).
If stuck: See Troubleshooting below. Break into smaller steps.
Extension: See Stretch & Challenge section.
Teaching Script (35 mins):
Mins 0-5 - Hook: "Today: Illness And Injury 1. Goal: describe illness and injury with avoir mal and body parts. Connects to healthy-lifestyle-choices-1 (il faut + advice structures) because you'll reuse il faut for health advice when describing symptoms."
Mins 5-15 - Direct Instruction: 1) Define: "Illness And Injury 1 is..." 2) Key principle: "Most important:..." 3) Draw diagram, label live. 4) Real example: "Like explaining to a pharmacist that you hurt your ankle playing football..."
Mins 15-25 - Guided Practice: Ex1: Teacher models. Ex2: Student tries with guidance. Ex3: Student independent.
Mins 25-35 - Independent Practice: 3-5 questions. Immediate feedback.
Worked Example 1: Basic

Q: Qu'est-ce qui ne va pas ? (4 marks)

  1. What is asked? Qu'est-ce
  2. Recall knowledge: avoir mal Ă  (to have a pain in); la tĂȘte (head); le genou (knee)
  3. Apply: « Je ne me sens pas bien. J'ai mal Ă  la gorge et j'ai de la fiĂšvre depuis deux jours. Hier, je me suis cassĂ© la cheville en jouant au foot — je dois voir le mĂ©decin. »
  4. Check: Check the French spelling and gender agreements.
  5. Answer: avoir mal Ă  + body part ×2 + a reflexive passĂ© composĂ© injury

Tip: "Show working - method marks > answer marks."

Worked Example 2: Multi-step

Q: DĂ©crivez une fois oĂč vous Ă©tiez malade. (16 marks)

  1. Break down: Separate parts?
  2. Solve each: P1: « L'hiver dernier, j'ai attrapĂ© une grippe terrible. » P2: « J'avais mal partout — la tĂȘte, le ventre, les muscles. Je ne pouvais pas aller au collĂšge pendant une semaine. » P3 (rĂ©solution): « Ma mĂšre a appelĂ© le mĂ©decin; j'ai pris des mĂ©dicaments et j'ai dormi. » Judgement: « Depuis, je me lave
  3. Combine: The paragraphs chain: point → evidence → opinion.
  4. Final answer: Past-tense illness narrative with body parts, duration and a lesson learned.
Worked Example 3: Data/Application

Q: Qu'est-ce qui ne va pas ? (4 marks)

  1. Read data: Axes, units, scale
  2. Patterns: Trends, anomalies
  3. Explain: Why? Using illness and injury 1
  4. Conclude: Evidence-based

Common Questions & Troubleshooting

Q: "Why does avoir mal Ă  work this way?"
A: Analogy: "explaining to a pharmacist that you hurt your ankle playing football". Try write three sentences from memory, then check against the model answer.
Q: "Wrong answers on calculations."
A: Checklist: units? formula? calculator mode? sig figs?
Q: "Can't remember key terms."
A: Flashcards (term front, def+diagram back). Spaced repetition: day 1, 3, 7.
Q: "Exam wording confuses me."
A: Commands: Describe=what you see; Explain=reasons; Evaluate=pros/cons+judgement; Calculate=working+units.
Q: "Running out of time."
A: 1 mark/min. Skip hard, return. Attempt all - partial marks count.

Assessment & Model Answers

Mastery Checklist:
  • [ ] Define Illness And Injury 1 in own words
  • [ ] Identify features in diagram
  • [ ] Explain process step-by-step
  • [ ] Apply to unfamiliar context
  • [ ] Score 80%+ on past paper question

Model Answer: Past Paper Question

Q: Qu'est-ce qui ne va pas ? (4 marks)

  • 1 mark: [Key terminology]
  • 1 mark: [Mechanism/process]
  • 1 mark: [Application/example]
  • 1 mark: [Evaluation - Higher]

Model response: "[Complete answer with expected detail/terminology]"

Why full marks: [What makes this strong]

Stretch & Challenge (Grade 8-9):
  • Synoptic links: Connect to the previous/next lesson in this theme
  • Real-world: Research use in industry, medicine or research
  • Advanced calc: Try a more challenging variant
  • Critical: "Evaluate limitations of today's model"
  • Research: Recent discovery on illness and injury 1, summarise 100 words

Plenary (5 mins)

Label the Diagram

Unlabelled diagram - write all parts in 1 min

Assessment Criteria

Lesson 3: Application: Illness And Injury 1

Duration: 50 minutes

Starter Activity (5 minutes)

Review Previous Lesson

Quick recap: write 3 key points from last lesson on illness and injury 1. Use mini-whiteboard or paper.

Main Content (35 minutes)

Parent/Teacher Guide:
Before lesson: Read script below. Prepare materials. Pre-teach key vocab: avoir mal Ă  (to have a pain in), la tĂȘte (head), le genou (knee), la cheville (ankle), ĂȘtre malade (to be ill), se casser (to break).
If stuck: See Troubleshooting below. Break into smaller steps.
Extension: See Stretch & Challenge section.
Teaching Script (35 mins):
Mins 0-5 - Hook: "Today: Illness And Injury 1. Goal: describe illness and injury with avoir mal and body parts. Connects to healthy-lifestyle-choices-1 (il faut + advice structures) because you'll reuse il faut for health advice when describing symptoms."
Mins 5-15 - Direct Instruction: 1) Define: "Illness And Injury 1 is..." 2) Key principle: "Most important:..." 3) Draw diagram, label live. 4) Real example: "Like explaining to a pharmacist that you hurt your ankle playing football..."
Mins 15-25 - Guided Practice: Ex1: Teacher models. Ex2: Student tries with guidance. Ex3: Student independent.
Mins 25-35 - Independent Practice: 3-5 questions. Immediate feedback.
Worked Example 1: Basic

Q: Qu'est-ce qui ne va pas ? (4 marks)

  1. What is asked? Qu'est-ce
  2. Recall knowledge: avoir mal Ă  (to have a pain in); la tĂȘte (head); le genou (knee)
  3. Apply: « Je ne me sens pas bien. J'ai mal Ă  la gorge et j'ai de la fiĂšvre depuis deux jours. Hier, je me suis cassĂ© la cheville en jouant au foot — je dois voir le mĂ©decin. »
  4. Check: Check the French spelling and gender agreements.
  5. Answer: avoir mal Ă  + body part ×2 + a reflexive passĂ© composĂ© injury

Tip: "Show working - method marks > answer marks."

Worked Example 2: Multi-step

Q: DĂ©crivez une fois oĂč vous Ă©tiez malade. (16 marks)

  1. Break down: Separate parts?
  2. Solve each: P1: « L'hiver dernier, j'ai attrapĂ© une grippe terrible. » P2: « J'avais mal partout — la tĂȘte, le ventre, les muscles. Je ne pouvais pas aller au collĂšge pendant une semaine. » P3 (rĂ©solution): « Ma mĂšre a appelĂ© le mĂ©decin; j'ai pris des mĂ©dicaments et j'ai dormi. » Judgement: « Depuis, je me lave
  3. Combine: The paragraphs chain: point → evidence → opinion.
  4. Final answer: Past-tense illness narrative with body parts, duration and a lesson learned.
Worked Example 3: Data/Application

Q: Qu'est-ce qui ne va pas ? (4 marks)

  1. Read data: Axes, units, scale
  2. Patterns: Trends, anomalies
  3. Explain: Why? Using illness and injury 1
  4. Conclude: Evidence-based

Common Questions & Troubleshooting

Q: "Why does avoir mal Ă  work this way?"
A: Analogy: "explaining to a pharmacist that you hurt your ankle playing football". Try write three sentences from memory, then check against the model answer.
Q: "Wrong answers on calculations."
A: Checklist: units? formula? calculator mode? sig figs?
Q: "Can't remember key terms."
A: Flashcards (term front, def+diagram back). Spaced repetition: day 1, 3, 7.
Q: "Exam wording confuses me."
A: Commands: Describe=what you see; Explain=reasons; Evaluate=pros/cons+judgement; Calculate=working+units.
Q: "Running out of time."
A: 1 mark/min. Skip hard, return. Attempt all - partial marks count.

Assessment & Model Answers

Mastery Checklist:
  • [ ] Define Illness And Injury 1 in own words
  • [ ] Identify features in diagram
  • [ ] Explain process step-by-step
  • [ ] Apply to unfamiliar context
  • [ ] Score 80%+ on past paper question

Model Answer: Past Paper Question

Q: Qu'est-ce qui ne va pas ? (4 marks)

  • 1 mark: [Key terminology]
  • 1 mark: [Mechanism/process]
  • 1 mark: [Application/example]
  • 1 mark: [Evaluation - Higher]

Model response: "[Complete answer with expected detail/terminology]"

Why full marks: [What makes this strong]

Stretch & Challenge (Grade 8-9):
  • Synoptic links: Connect to the previous/next lesson in this theme
  • Real-world: Research use in industry, medicine or research
  • Advanced calc: Try a more challenging variant
  • Critical: "Evaluate limitations of today's model"
  • Research: Recent discovery on illness and injury 1, summarise 100 words

Plenary (5 mins)

Exam Question Speed Round

5 quick questions, 1 min each. Mark together.

Assessment Criteria

Lesson 4: Exam Practice: Illness And Injury 1

Duration: 50 minutes

Starter Activity (5 minutes)

Review Previous Lesson

Quick recap: write 3 key points from last lesson on illness and injury 1. Use mini-whiteboard or paper.

Main Content (35 minutes)

Parent/Teacher Guide:
Before lesson: Read script below. Prepare materials. Pre-teach key vocab: avoir mal Ă  (to have a pain in), la tĂȘte (head), le genou (knee), la cheville (ankle), ĂȘtre malade (to be ill), se casser (to break).
If stuck: See Troubleshooting below. Break into smaller steps.
Extension: See Stretch & Challenge section.
Teaching Script (35 mins):
Mins 0-5 - Hook: "Today: Illness And Injury 1. Goal: describe illness and injury with avoir mal and body parts. Connects to healthy-lifestyle-choices-1 (il faut + advice structures) because you'll reuse il faut for health advice when describing symptoms."
Mins 5-15 - Direct Instruction: 1) Define: "Illness And Injury 1 is..." 2) Key principle: "Most important:..." 3) Draw diagram, label live. 4) Real example: "Like explaining to a pharmacist that you hurt your ankle playing football..."
Mins 15-25 - Guided Practice: Ex1: Teacher models. Ex2: Student tries with guidance. Ex3: Student independent.
Mins 25-35 - Independent Practice: 3-5 questions. Immediate feedback.
Worked Example 1: Basic

Q: Qu'est-ce qui ne va pas ? (4 marks)

  1. What is asked? Qu'est-ce
  2. Recall knowledge: avoir mal Ă  (to have a pain in); la tĂȘte (head); le genou (knee)
  3. Apply: « Je ne me sens pas bien. J'ai mal Ă  la gorge et j'ai de la fiĂšvre depuis deux jours. Hier, je me suis cassĂ© la cheville en jouant au foot — je dois voir le mĂ©decin. »
  4. Check: Check the French spelling and gender agreements.
  5. Answer: avoir mal Ă  + body part ×2 + a reflexive passĂ© composĂ© injury

Tip: "Show working - method marks > answer marks."

Worked Example 2: Multi-step

Q: DĂ©crivez une fois oĂč vous Ă©tiez malade. (16 marks)

  1. Break down: Separate parts?
  2. Solve each: P1: « L'hiver dernier, j'ai attrapĂ© une grippe terrible. » P2: « J'avais mal partout — la tĂȘte, le ventre, les muscles. Je ne pouvais pas aller au collĂšge pendant une semaine. » P3 (rĂ©solution): « Ma mĂšre a appelĂ© le mĂ©decin; j'ai pris des mĂ©dicaments et j'ai dormi. » Judgement: « Depuis, je me lave
  3. Combine: The paragraphs chain: point → evidence → opinion.
  4. Final answer: Past-tense illness narrative with body parts, duration and a lesson learned.
Worked Example 3: Data/Application

Q: Qu'est-ce qui ne va pas ? (4 marks)

  1. Read data: Axes, units, scale
  2. Patterns: Trends, anomalies
  3. Explain: Why? Using illness and injury 1
  4. Conclude: Evidence-based

Common Questions & Troubleshooting

Q: "Why does avoir mal Ă  work this way?"
A: Analogy: "explaining to a pharmacist that you hurt your ankle playing football". Try write three sentences from memory, then check against the model answer.
Q: "Wrong answers on calculations."
A: Checklist: units? formula? calculator mode? sig figs?
Q: "Can't remember key terms."
A: Flashcards (term front, def+diagram back). Spaced repetition: day 1, 3, 7.
Q: "Exam wording confuses me."
A: Commands: Describe=what you see; Explain=reasons; Evaluate=pros/cons+judgement; Calculate=working+units.
Q: "Running out of time."
A: 1 mark/min. Skip hard, return. Attempt all - partial marks count.

Assessment & Model Answers

Mastery Checklist:
  • [ ] Define Illness And Injury 1 in own words
  • [ ] Identify features in diagram
  • [ ] Explain process step-by-step
  • [ ] Apply to unfamiliar context
  • [ ] Score 80%+ on past paper question

Model Answer: Past Paper Question

Q: Qu'est-ce qui ne va pas ? (4 marks)

  • 1 mark: [Key terminology]
  • 1 mark: [Mechanism/process]
  • 1 mark: [Application/example]
  • 1 mark: [Evaluation - Higher]

Model response: "[Complete answer with expected detail/terminology]"

Why full marks: [What makes this strong]

Stretch & Challenge (Grade 8-9):
  • Synoptic links: Connect to the previous/next lesson in this theme
  • Real-world: Research use in industry, medicine or research
  • Advanced calc: Try a more challenging variant
  • Critical: "Evaluate limitations of today's model"
  • Research: Recent discovery on illness and injury 1, summarise 100 words

Plenary (5 mins)

Exam Question Speed Round

5 quick questions, 1 min each. Mark together.

Assessment Criteria

Common Errors (Mark-Scheme View)

  • Wrong: « j'ai mal de la tĂȘte » Correct: « j'ai mal À LA tĂȘte » — toujours Ă  + body part
  • Wrong: « je suis cassĂ© la jambe » Correct: « je me SUIS cassĂ© la jambe » — reflexive + ĂȘtre
  • Wrong: « le piedS » Correct: irregular plural — « les pieds » (one foot = le pied)

🎯 Examiner Insights

  • Timing: allocate 1 minute per mark — a 4-mark question gets 4 minutes.
  • Command words: "Explain" needs "because"; "Describe" needs factual detail; "Evaluate" needs both sides + a conclusion.
  • AO weighting: AO1 (recall) ~40%, AO2 (application) ~40%, AO3 (analysis) ~20% on most papers.
  • Common loss: candidates write correct science but don’t answer the question asked — re-read the stem before writing.

Board Notes & Revision Links

This lesson is examined by: AQA 8662 | Edexcel 1GN0 | Eduqas units | CCEA units. Tier and paper details vary - always check your board's current specification.

Follow-up revision: all german topics on GCSE Revise (notes, flashcards and auto-graded target tests for this exact topic).

Homework & Consolidation

Recommended Resources

🎓 Smart Lesson (Guided)