PGCE
Modern Languages
Handbook
2015-2016
University of Nottingham
School of Education
Teaching & learning languages
for Global Citizenship and Intercultural Competence
Contents
1.
PGCE Modern Languages Tutors
3
2.
The PGCE Course: Partnership
4
3.
PGCE Course Structure
5
4.
The ML Subject Course
7
5.
SKE
9
6.
Key Messages
10
7.
ML Coursework and Assessment
32
8.
Bibliography
41
Appendices:



ML lesson plan format
ML lesson observation form
ML Progress Sheet for TP Mentor Meetings
2
PGCE Modern Language Tutors
..........who we are and what we do.........
Lesley Hagger-Vaughan
(Tel: 0115 846 6469; room C75; lesley.hagger-vaughan@nottingham.ac.uk)
Lesley has been involved in teaching German and French, examining, advising
and developing national policy in the field of languages since the early 1980s,
moving from Head of Languages to Deputy Head of a large urban comprehensive
school in the Midlands. As a Senior Curriculum Advisor for the Qualifications and
Curriculum Development Agency, she was involved in the development of the
National Curriculum and national languages qualifications. She held the post of
Principal Examiner for German GCSE for a major Awarding Organisation and now
works as a Languages Subject Expert for Ofqual. Lesley has published in the
field of Languages Education and her research interests include Languages
Education Policy, Curriculum and Assessment, the teaching and learning of
German and the use of technology to support the teaching and learning of
languages. She currently teaches on the Modern Languages PGCE course.
Chris Shelton
(Tel: 0115 9514428; room C74; christine.shelton@nottingham.ac.uk)
Chris began teaching in 1981 and has held positions of responsibility in two
mixed comprehensive schools in Derbyshire. During her career, she has taught
French and German to thousands of students aged between 11 and 18, as well
as ‘A’ level General Studies. She has extensive experience of visits and exchange
projects both in Europe and the USA. In her role as PGCE and NQT mentor, she
has supported over 40 students from the University of Nottingham and has
worked closely with the School of Education since 1988. She teaches on the one
year Modern Languages PGCE course in the School of Education.
Jill Jennison
(Tel:01509 853213; room C13; jill.jennison@nottingham.ac.uk)
Jill began teaching in 1979 and has held posts in two mixed comprehensive
schools in Leicestershire and Nottinghamshire. During her career, most of which
she spent in an 11 - 18 Leicestershire comprehensive school, she has held
various positions of responsibility including Assistant Head of Sixth Form, Head
of Year and latterly Head of Languages. She has taught French to A level
standard as well A level General Studies and German and Humanities to KS3.
She has organised and participated in various programmes of visits and
exchanges across all key stages. In her role as PGCE and NQT Mentor she has
supported many ML students from Nottingham University over the years and has
worked within the School of Education for the last two years across the PGCE,
School Direct and Teach First Programmes.
3
THE POST GRADUATE CERTIFICATE IN EDUCATION COURSE
Introducing the University of Nottingham Partnership
The course operates within the context of a Partnership between the University
of Nottingham and a wide range of schools and colleges, both local and national.
The ethos of partnership is set out in the PGCE Partnership Handbook and can be
summarised as follows:
Partnership is the shared responsibility between schools and the university for
the initial training and induction of the beginning teacher. Schools, training
institutions and student teachers all have clearly-defined roles based on mutual
trust, openness and team work in order that the training course may be fully
integrated.
Consequently, Partnership in the Modern Languages Subject Course involves the
Modern Languages Subject Advisory Group (consisting of university tutors and
representative school mentors) in





the
the
the
the
the
planning of the course
selection of students
delivery of the course
support and assessment of student teachers
monitoring and evaluation of the course
The PGCE course is organised in such a way as to involve student teachers in a
variety of different modes of working, teaching styles and strategies. This is
intended to offer many models of good practice. Students participate actively in
seminars, self-led workshops, discussion groups, practical sessions, support
groups and tutorials.
4
The PGCE Course Structure
In order to pass the PGCE course student teachers must satisfy the Professional
Standards for QTS in three aspects of the course:
 Schools and Society module
 Learning and Teaching module including Modern Languages Pedagogy
 Practical Teaching
The course structure, designed to help you achieve this, is shown below:
Course Structure
The course is divided into three main elements:
PGCE
Subject:
Teaching &
Learning
Module
Schools &
Society Module
Practical teaching
(66%)
In addition there are different phases of the course which allow individuals to
develop progressively:
The Initial phase
(Weeks 1 – 14)





The Teaching Practice phase
(Weeks 15 – 29)





The Further Professional Development
phase
(Weeks 30 – 36)


introduction to the teaching and learning of
modern languages
Subject Knowledge Enhancement (SKE)
language development work
experience of a secondary school to provide a
context for observations
introduction to team and individual teaching
awareness-raising of general educational
issues through the school/university
programme of Schools and Society
experience of a different secondary school
opportunities to build on and practise the work
undertaken during the Initial phase including
SKE work
work in a supportive environment with a half
to two-thirds teaching timetable
opportunities to continue to gain awareness of
whole-school issues
opportunities to reflect on and discuss aspects
of teaching and learning in university seminars
emphasis on professional development and the
completion of a School-Based Inquiry project
time divided between university and school, to
enable student teachers to work more
autonomously
5
Subject (Personal) Tutor
Your subject tutor is your personal tutor, who will provide you with extensive
help and support throughout your course. In many ways this will reflect the
student support system which is integral to British education in schools. Your
subject tutor is responsible for monitoring your progress during the course and
for writing your reference at the end of it. She will also be responsible for all the
visits made to you during the school-based phases of the course.
In addition, you will be expected to support each other during the course: there
is a real “trade” in skills when working in pluri-lingual and pluri-cultural groups.
Much of the work carried out in the Modern Languages Subject Group will be cooperative and collaborative in nature, with the sharing of knowledge, skills and
understanding being actively encouraged and promoted.
Schools and Society Tutor
Your Schools and Society tutor will lead seminars and support your work during
the Schools and Society strand of the course during the Autumn term.
6
The Modern Languages Subject course
The PGCE Modern Languages Subject course has a national and international
reputation of being outstanding for its innovative practice and global vision, as
evidenced by successive external examiner reports and the most recent Ofsted
report (November, 2013). The course is designed to meet the Professional
Standards for Qualified Teacher Status, in line with the Requirements for Initial
Teacher Education (DfE, 2012). We also aim to encourage student teachers’
capability for professional reflection and autonomous development. We want you
to become a thinking professional and to be able to articulate your own
values and beliefs through your own dynamic theory of practice. In that
process you will experience the self as teacher-learner-researcher and change
agent.
Vision
Professionals have an understanding of theory and its application to practice. We
believe in uniting theory and practice through the joint construction of
professional strands of knowledge. We also believe that learning a modern
language is for all ages and it goes across schools, subjects and nations. We
want to open up possibilities for the teaching and learning of global citizenship
through modern languages. We use collaborative and innovative approaches to
teaching and learning, as well as technology, to break down different kinds of
barriers. Becoming a pioneer, for teaching languages across the curriculum and
to Primary as well as post-16 students, is fundamental to our vision. Using
language to learn as well as to communicate is at the core of our vision and we
believe that it is possible to motivate many more students than is currently the
case. We want you to take risks and be a change agent in our schools – this is
the challenge! Be prepared to think outside as well as inside the box.
Themes
Five themes permeate the course, which embody developing innovative
approaches to teaching and learning ML in schools for the future:
a) content of ML learning and teaching
b) communication in ML learning and teaching
c) cognition and thinking skills through ML
d) cultures for ML learning and teaching
e) contexts for learning from classrooms to global communities
The following strands will run through the course:
 Global citizenship/intercultural competence
 KS2/3 transition
 Content and Language Integrated Learning (CLIL)
 Technology-enhanced learning
7
Specific Aims

to increase awareness amongst student teachers working in a multinational and pluri-lingual group, of their crucial role in raising ML
competence in both a national and international arena

to enable student teachers, through the SKE programme and masters
level study to develop in themselves and in all their learners, positive
attitudes towards life-long learning and a greater understanding of others

to encourage student teachers to incorporate an intercultural dimension
into their teaching, which will enrich the learning of their pupils and
support the development of global awareness

to enable student teachers to develop a critical awareness of teaching and
learning processes through evaluation, comparison and reflection

to develop knowledge and understanding of the role of modern languages
in the whole curriculum, with particular reference to the National
Curriculum Key stages 2, 3 and 4 and post-16 courses

to provide opportunities to develop effective teaching and assessment
strategies in the modern languages classroom, focusing on appropriate
planning, methodologies and organisation of the learning environment

to consider the role and relationship of teachers and learners in the
modern languages classroom with particular reference to individual
differences, teaching and learning styles, differentiation and the
management of pupil behaviours

to motivate student teachers to inspire their learners and colleagues and
take with them a sense of positive realism balanced with essential
idealism into their professional career

to equip student teachers to operate competently in a variety of situations
during their early years as novice teachers, especially in the NQT year,
and to lay the foundations for their longer term professional development
in the profession
8
Subject Knowledge Enhancement (SKE)
Programme
As professional linguists we need to maintain and develop our skills in all the
languages we are teaching.
The Subject Knowledge Enhancement Programme encourages you to use the
following methods of support:

Self-analysis and improvement through reading, listening and general
revision of languages to be taught

Setting and reviewing of SKE targets in Professional Development Tutorials
with Subject Tutors and in school with Mentors.

Peer support (pairing with another student teacher who has the opposite
language strength/weakness combination to you)

Peer support (pairing with a native speaker who can help develop your
language skills, perhaps in exchange for your English support in assignment
writing)

Utilising and identifying a range of resources to support subject knowledge
development as part of your day-to-day routine

Observations of lessons: there will be organised observations of classes in
Partnership schools. You are encouraged to attend these and to take part in
the discussions, which follow them.

Preparation for teaching at KS3 / KS4 by borrowing a school text-book from
your School Experience placement school and working on the materials you
would need to teach

Creation of an SKE Portfolio which will chart your progress and the process of
your subject knowledge development

Preparation and delivery of a presentation on subject knowledge development
strategies and approaches to peers
9
Key Messages and Further Support for ML PGCE Subject Sessions
Each of the following sections contains a selection of key messages and watch
points from major ML themes in the Teaching and Learning module. Additionally,
where relevant, there are web references to further writing about these issues
for you to follow up after you have attended the sessions. These tend to be quite
practical pieces and are not intended to be a substitute for serious reading which
you can access through the library or in on-line journals. The mentors also
receive this document as part of their on-line provision, so that you can
integrate university and school-based work as much as possible.
Individual Needs
Key Messages
1
All pupils need clear, short-term and achievable goals. All pupils should
be included.
2
Some pupils will see better achievement if language is broken down into
smaller steps, and if such progress is rewarded and encouraged.
3
Increasingly pupils have already learned a language in KS2, if not the one
they are being taught at secondary school. From 2014 all pupils will learn
a Language at Key Stage 2, so ensure that you build on this prior leaning.
4
Materials should always match the age and maturity levels of pupils.
5
Lessons need careful planning to incorporate a variety of learning
styles/activities, interest and pace, thereby aiding concentration.
6
If pupils are actively/physically involved via a multi-sensory approach this
will aid learning.
7
Activities/tasks should revise, recycle and revisit language, in order to
promote transfer between topics at all levels of ability.
8
Activities/tasks should be challenging at an appropriate level, build on
previous success and promote self-esteem, in a non-threatening
environment.
9
Materials will need to be readable, uncluttered, and with symbols/visuals
as support. Use ICT where possible and pay attention to layout of the
board (less can be more). For Powerpoints, make sure the font is
accessible, the size is large enough (size 20+) and the colour combination
is visible from the back of the room.
10
Grids, joining up, matching etc. are important tools in recording
information.
10
11
In general avoid the abstract - try to make difficult concepts concrete. But
offer thought-provoking material, including ‘theory’, in a stimulating way
to all who can benefit from it.
12
Choice of materials and tasks can help motivation and develop more
independent learning.
Watch points

Do not underestimate the time needed to practise language structures.

Do not over-rely on memory/recall, this could build in failure. Unachievable
tasks will demotivate.

Do not put pupils on the spot, especially in speaking. Value all contributions!

Emphasise the enjoyment and importance of learning new information.

Some pupils struggle to copy/read from the board – have a paper copy
available.
'Individual needs' will often be interpreted as catering for learners who either
have learning difficulties or are gifted. This is not the 'whole story' and individual
needs implies that we need to focus on the complete range of needs which may
be exhibited by the whole range of learners.
Websites which look at learning styles and multiple intelligences can be accessed
at:
http://www.ldpride.net/learningstyles.MI.htm
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/w
hat.cfm
An academic article about 'affect' in language learning is at:
http://www.finchpark.com/afe/affect.htm
The Association for Language Learning has a very useful overview of the current
situation regarding individual needs and languages in the UK at:
http://www.alllanguages.org.uk/uploads/files/Languages%20Today/David%20Wilson,%20Speciale
ducationalneeds.com.pdf
11
Communicative theory and practice
'Communicative theory' is used to describe a wide range of practice. More precise
descriptions of what this might mean in the classroom are found at:
http://zanjansadra.ir/attaches/26779.pdf
http://www.zoltandornyei.co.uk/uploads/2009-dornyei-persp.pdf
Key messages
1
The ML classroom should be a context for genuine communication in the
target language.
2
Pupils need to use the target language in the classroom and not merely
practise it.
3
Pupils need to learn to ask questions as well as answer them.
4
Creating a need to convey or receive a message motivates the learner (eg
information gap activities).
5
Purposeful communication has a context.
6
When communicating, learners have social, cultural and emotional roles.
7
Pupils benefit from communicating both with and without the aid of nonverbal supports (eye contact, gesture etc.).
8
Pre-communicative tasks practise the language and skills needed for true
communication – this is the stage at which pupils learn to manipulate
language.
9
Correct errors during pre-communicative tasks but not necessarily during
communicative activities.
10
Plan for a staged degree of unpredictability in tasks in order to promote
spontaneity.
11
Teachers' support gradually diminishes from pre-communicative stages
towards communicative activities.
Watch points
-
Be aware of the issues of pupil confidence and self-esteem when devising
communicative activities.
Over-correction of error during a communicative activity can inhibit pupils
and harm self-confidence.
When designing tasks, always consider the purpose of the task and the
language needed to complete it.
Clarity and brevity of instructions is paramount. Use a student interpreter or
model tasks.
12
Planning
Lesson planning is often seen as the major key to successful classroom
management. Your own planning should be closely linked to the needs of the
learners in your placement school. Two aspects may be worth further research establishing good lesson structures and gathering a broad range of activities to
draw from. Websites, which may help, are:
https://www.teachingenglish.org.uk/teaching-teens/resources/lesson-plans
This is from an extensive ESL site from the BBC and the British Council, which
may offer further ideas about activities
http://www.csun.edu/~hcedu013/eslsp.html
http://712educators.about.com/od/languagelessons/Foreign_Language_Lesson_
Plans.htm
Key Messages
1. Planning is a crucial stage in the teaching and learning process.
2. You need to plan explicitly for transfer, progression and extension, both
within a lesson and over a series of lessons.
3. Aims are long-term guiding principles, which are often expressed in terms of
the content and contexts of a unit in a scheme of work.
4. Objectives are short-term and achievable. They may be expressed as
teaching & learning objectives and learning outcomes.
5. Teaching and learning objectives should stress what the teacher intends
to teach in terms of knowledge and skills. They should also refer to the level
of pupil understanding expected.
6. Learning outcomes should offer a concrete example of how pupils will
demonstrate the knowledge, skills and understanding of the teaching &
learning objectives.
7. Differentiated teaching & learning objectives are fundamental to an
inclusive classroom.
8. Lesson objectives must be made clear and explicit to pupils at the
beginning of each lesson.
9. Lesson plans should also address how objectives are being monitored.
10. Learning objectives should be reviewed with the learners at the end of
each lesson.
11. Ongoing planning should always be informed by the monitoring of
objectives during the lesson and by assessed work.
13
12. Planning should always be informed by feedback obtained during the
lesson.
13. After a series of lessons it is useful to reflect on teaching and learning over
a period of time, and these reflections should also inform subsequent
planning.
14. There is a range of different planning support materials available:
National Curriculum Programme of Study PoS; departmental schemes of
work; Teachers’ Books from published courses.
15. Progression in the skill of planning also involves using a more holistic
approach, incorporating the key skills of communication, numeracy, ICT,
working with others, working individually and study skills, problem-solving
and thinking skills.
16. Consider how to communicate the rationale to pupils of teaching and
learning activities – why they are doing certain tasks.
17. Learning activities involve consideration of what pupils will learn, how and
why.
18. If an activity does not work first time consider why and try again (with
another class).
Watch points
Remember to consider the following issues:

Learner interest and motivation

Learner needs

Time of day/week/year

Sequence of lessons

Environment

Variety

Relationships

Built-in flexibility (be clear about what is essential and do this well, take
feedback from pupils to check it is time to move on)

Plan B! (especially if you are using ICT)

Transfer, progression, extension do not just happen – plan for them!

Think through the delivery of the plan
14
Language Learning Cycle: Meeting new language
Key Messages
1. Teachers need to provide clear, accurate models of new language and to
teach pronunciation and intonation.
2. Learners need a variety of opportunities and formats to hear and see new
language.
3. Ensure strong links are made between sounds and writing, in order to assist
independent learning.
4. This stage is sometimes teacher-centred and directed, but it need not be,
e.g. cue cards in small groups/pairs.
5. The methods used should match the age and maturity level of the learners.
6. New language can be introduced by embedding it in known language.
7. Different forms of visual support, including the written word, aid
understanding.
8. Learners should begin to join in as they feel confident to do so, possibly via
pair/group work.
9. This stage provides the opportunity to model accurate pronunciation and
accent.
10. This stage provides the opportunity to model the spelling of new words and
phrases.
11. More able learners might model for others.
Watch points

Check understanding! Repetition without understanding is meaningless.

Ensure that learners cognitively engage with repetition e.g. tasks such as:
only repeat the phrases which are true.

Monitor how your learners are meeting new language. Use flashcards
judiciously – ensure you use all means at your disposal, e.g. data projector,
video, audio, text, OHP.

Be sensitive to the length of time spent on imitation and repetition – it can be
boring!
15
Language Learning Cycle: Manipulating language (practice stage)
Key messages
The manipulation stage is intended to allow vocabulary and structures to be
fixed firmly in short-term and long-term memory and to prepare pupils to use
the language more independently.
1.
Visuals are useful during this stage, both to underpin and stimulate
language use.
2.
Manipulation and practice need intensive pupil involvement – models can
be given in a variety of ways, but the pupils need to use the language as
soon as possible.
3.
Manipulation tasks should still be interesting, contextualised and as
communicative as possible.
4.
Manipulation tasks should involve thinking as far as possible
5.
The manipulation stage can also encompass a lot of progression - look for
different ways of re-using the language several times, for example via the
different skills, and raising the level of challenge.
6.
Use reading and writing in this stage, not just listening and speaking.
7.
Listen for pupils who are being adventurous in an oral practice task and
encourage them to be creative with the language.
8.
Stress the importance of process in practising the language - the tasks
may involve an element of repetition in order to fix the vocabulary and
structures. But if the pupils still insist that it's boring, look at the task
again
9.
Keep a list of varied and effective oral/aural repetition devices for all four
skills
Watch points
-
Setting up manipulation tasks takes care and careful planning, especially
those involving speaking. Script target language instructions in advance
and use pupil interpreters and 'task-modelling' to explain difficult
activities.
-
Give sufficient practice - don't short-cut the process. All activities which
are worth doing are worth doing for at least 5-7 minutes.
-
Give a target time for completion of the activities as learners begin and
give reminders. This helps with pace. Some interactive whiteboards have
count down facilities.
16
-
Make tasks lively, enjoyable, inject humour yourself and allow the pupils
to do so too.
-
Monitor pupils working on all practice activities and give praise where it's
due/ strategic - if you hold back from listening in, the task is devalued.
-
Listen to your learners. Be alert to their responses and know when to
move on or when to provide reinforcement.
-
Handle error correction sensitively- but do handle it and prioritise errors.
-
The amount of new language met by pupils should represent an
appropriate challenge for that class.
Language Learning Cycle: Making Language My Own (Production
Stage)
Key messages
When pupils produce language they are engaging in the stage of making the
language their own. Therefore such tasks should:
1
differentiate by outcome.
2
give scope for pupil independence.
3
give scope for using ICT where possible.
4
give scope for creativity and imagination.
5
give scope for the pupils to use language to express their own messages
and therefore also to recycle language in different contexts.
6
encourage pupils to adapt and extend themselves and experiment/take risks
with vocabulary and structure e.g. by adding more detail, connectives,
qualifiers…
7
draw on the interest/experience of pupils.
8
have a real audience/purpose.
9
provide cross curricular links.
10
be an assessed activity (internal/GCSE coursework).
11
be redrafted towards production of a best copy/version - aiding study skills.
17
Watch points






Have you moved through the language manipulation stage? Sufficient practice
is required before the language can become more their own.
It is important to set up tasks clearly, with target completion times for stages
otherwise the task will drag on unproductively.
Differentiation may be by outcome but how will weaker pupils' productions be
judged in comparison with others? Consider the role of presentation of work
e.g. by using ICT.
Don't be over-ambitious in your models of working. Pupils will need to develop
the skills of working together to become successful/confident in producing
collaborative work.
Monitor how groups/individuals are working and remember that some enjoy
performing, others do not.
If what is produced is on paper - display it! If it is spoken/acted record or video
it!
Target Language
Key Messages
1. You are responsible for creating opportunities and an environment where
learners are used to talking to each other and to you in the target language.
For example you might link TL use to a reward system.
2. To achieve 1 takes skill, careful planning, patience and conviction.
3. Pupils need to be taught to use the TL.
4. Using target language as a means of communication is possible even with
complete beginners.
5. TL use in the classroom involves using language as a real means of
communication. For this to happen, it must be carefully planned and
supported.
6. Target language input must be comprehensible in meaning but learners
should be encouraged to realise it is not necessary to understand every word
to get the message.
7. TL should be the means of communicating by T  P, P  P and P  T.
8. You have to create a supportive environment which encourages learners to
‘have a go’ and to use the language for themselves.
9. The ultimate goal is to enable learners to use TL spontaneously – you will
have to ‘scaffold’ this – (see watch points).
10. Your own TL use can be maximised by body language, visual clues, verbal
clues, demonstration, delivery techniques, contextual clues and context.
18
11. Pupil language use can be maximised by cueing languages, giving them
foundation phrases with visual and written reminders and prompts, exploiting
routines, and both engineering/exploiting interactions.
12. You need to plan for progression in learners’ use of TL.
13. Target Language may take longer to get the message across initially but the
rewards are great, and it will be as quick eventually.
14. By teaching in the Target Language the wide gap which exists between the
controlled classroom environment and the unpredictability of real
communication can be bridged.
15. Whilst the TL will be the principal means of communication, considered use
of English at appropriate times may be beneficial, e.g. when setting
objectives, discussing cultural issues, discussing learning strategies and when
comparing the TL and English.
Watch points
-
Learners need a ‘comfortable’ environment if they are to gain confidence and
enjoy using the TL.
-
Switching in and out of TL and ‘sandwiching’ are not helpful. Use a pupil
interpreter.
-
Scaffold the classroom language in terms of content to be taught, topic
language, instructions for an explanation of activities; classroom language,
chatter, interaction, real talk; pupil language – what they are likely to want
to and need to say to each other.
-
Teaching of key phrases will be crucial.
-
Find some way of giving pupils regular opportunities and support to say what
they want to.
-
Encourage pupils to be creative with their language (e.g. poetry, imaginative
dialogues etc).
-
Engineer some time each lesson to allow for pupil talk (e.g. IWB obscured,
using dates, cd too quiet, not enough resources, lost something etc).
-
Exploit the unexpected (e.g. news items, classroom interruptions, sneezes,
wasps, forgotten books etc).
19
The Four Language Learning Skills
Key Messages
1.
All four skills are active ways of using language.
2.
There should be a mix of the four skills in use from the very beginning of
language learning.
3.
A mixture of the four skills can be used both to consolidate the language
and to introduce progression.
4.
All four skills have strategies associated with them - teachers can model
these strategies and design tasks which elicit use amongst pupils. Overtly
teaching a strategy does not always allow it to be transferred or used
independently, but talking about strategies after they have been used is
helpful, as is sharing strategies before they are used.
5.
It is important to be aware of what exactly tasks require of the pupil. The
task needs to fit the objective.
6.
Each lesson should contain a mix of skills, but it is not necessary to include
all four in every lesson.
Listening and responding
Key messages
1
There are many purposes and contexts for listening in real life.
Classrooms need to reflect this variety in terms of content and task.
2
Listening is an active skill, not passive. We rarely listen to something
without a purpose or doing something as a result. Pupils need a purpose
for listening, wherever possible authentic.
3
Pupils need to develop different types of listening skills, e.g. skimming
and scanning, extensive and intensive. The learning focus is not just on
the language, but also on the skill. Pupils need to learn strategies for
listening.
4
Pupils should be exposed to tasks which develop the strategies they have
at their disposal, e.g. guessing, using cognates, prediction.
5
Tasks should be varied and differentiated, and offer opportunities to
achieve the National Curriculum levels. Remember that listening might be
effective in small groups
6
Listening is often combined with other skills.
20
7
The 'Production' phase in listening involves authenticity of text and task,
spontaneity, and listening for pleasure. Use of the target language in the
classroom, for example, is a major source of authentic listening. 'Need to
know' should be an important part of the task.
8
Confidence is key. Pupils need to be encouraged not to panic or to give
up when they don't understand.
9
Listening needs to be an explicit activity rather than something which
pupils are left to do without advice.
11
If you do not have a suitable pre-recorded listening text, consider recording
your own voice or that of native speakers on the course. The software
programme ‘Audacity’ is helpful for this, free to download and easy to use.
http://audacityteam.org
This can be entertaining and often will help to focus pupils’ attention more
readily than reading out in a lesson.
Watch points
-
Protecting pupils from language spoken at normal speed or with varied
accents will not help them in the long run. They need to realise from the
beginning that they do not need to understand every word in order to
extract information. Don't be tempted to repeat the listening in your voice.
-
Listening should not always be 'milked' for every bit of linguistic detail, it is
tempting but counter-productive.
-
Always listen to the transcript before planning an activity and using with
pupils, do NOT rely on the transcript. Make sure the recording is clear.
-
When doing whole class listening, make sure you think through how you are
going to manage it, e.g. how many times to play, with or without pauses,
with note-taking or not, extension for those who finish quickly.
-
Make sure that the speaker is facing the class and that it is audible at the
back of the room. Use the tone controls if applicable (bass down, treble up
is worth trying).
-
Learn how to use electronic listening materials through your laptop and
interactive whiteboard where possible.
-
If pupils are using listening stations, teach them how to use the equipment
and how to find the place on the listening if they lose it.
Advice on strategies can be found at:
http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=299
21
Speaking and Talking
Key Messages
1. Speaking can be an active and enjoyable activity and can be a means of
achieving success for many pupils.
2. Spontaneous language use (i.e. real talking) by pupils should be
encouraged by using naturally occurring events to provide a context for pupil
talk
3. When first practising new language orally, variety in imitation and repetition
avoids monotony
4. Successful pair work builds confidence and self-esteem, and so such tasks
need to be structured, explained and modelled carefully.
5. Speaking tasks should be differentiated in order to enable pupils to operate
at different levels and to experiment with language.
6. Speaking tasks should be structured to allow true communication to take
place as far as possible.
7. Dealing with unpredictable events is essential for real-life situations –
unpredictability can be built into speaking tasks from an early stage so that
learners expect to listen and speak.
8. Consider whether you can physically get pupils to a country where the TL is
spoken -with fund raising, accessing hardship funds. If this is possible,
plan activities for them to succeed in using the TL.
Watch points
-
Speaking activities often require careful scripting of target language
instructions.
-
Modelling pair work or group work will enable pupils to perform more
effectively.
-
Speaking activities require careful management, e.g. pupil movement
around the classroom needs to be planned and monitored.
-
Don't try to monitor every pupil in one lesson - evaluation and assessment
can be spread over a number of lessons.
22
Reading and responding
Key messages
1
Reading is an active not a passive skill.
2
Reading can start from the first FL lesson and should always be available
with each new set of language.
3
Reading in a FL should as far as possible reflect real reading purposes.
4
Reading aloud is a different process from reading silently.
5
Reading can be a way to learn new language - words and structures.
Given the right encouragement, pupils can make some sense of texts
which include unknown vocabulary especially if they are interesting.
6
Reading can often precede and link actively with speaking or writing.
7
Reading should sometimes be simply for pleasure
8
The interest value of texts should be considered. Authentic material is
generally better than 'made-up' material, although there are exceptions.
Problem solving and simple puzzles can make reading more motivated.
9
The task used with a text is crucial in determining how much pupils do
actually read and understand. Testing vocabulary by asking questions
about texts can be a worthwhile activity but in itself it is not reading.
Watch points
-
It is important to consider how many unknown words a text contains if pupils lack confidence the number should kept to a minimum
-
It is important to consider how long the text is - it might be off-putting
if it is too long. Consider amounts of about half a page in KS3 and a
page in KS4 as a rule of thumb.
-
Check if the presentation of the text is accessible - is the print large
enough and if handwritten, is it reasonably legible?
-
Consider a variety of tasks: sequencing; true/false; ticking/filling-in
grids; questions in the target language tend to encourage selective
reading. Identifying key information; correcting false information;
problem solving; decision-making tend to encourage linear reading.
-
Consider working with the class on texts to highlight how reading
strategies can be used
-
Consider asking the class to read the text first before giving the task this allows you to do some whole-class preparation work and also to
encourage more detailed linear reading
23
Writing
Key messages
1.
Writing can be seen as both an important process and a product. It can
start from the beginning of language learning as long as it is realistically
demanding in its format.
2
Writing tasks can take a variety of forms, both formal and informal and for
creative and personal expression.
3
Writing can progress from very controlled practice to free expression.
4
Drafting and re-drafting a piece of writing can help learners to improve their
accuracy. This applies both to very small-scale tasks, using single words,
right up to long pieces of examination coursework.
5
ICT can be a useful medium for writing - not just in terms of presentation.
6
Purposeful, personal and meaningful activities will help to motivate learners.
7
Authentic writing involves an audience.
Watch points

Approach writing with care - some pupils might already feel failure in this skill
in their own language. NB think about differentiation e.g. gap fill, writing
frame, model and open-ended tasks.

Move beyond copywriting! Good, enjoyable writing tasks enable learners to
express themselves creatively even at very simple levels.

Take care with error correction in production tasks. Consider the effect of
endless red pen on a piece of writing. Be selective, tease out general errors,
build in success (was the task too difficult/not differentiated?).

Examine the possibilities for support and extension afforded by ICT:
drafting/redrafting; presentation; differentiation; working at own pace;
working independently or in pairs; consolidation etc.
24
Grammar
Key messages
1.
Grammar should be seen as a useful means of helping learners to make
sense of the language and thus to learn better.
2.
Learning about grammar and achieving accuracy are not necessarily
simultaneous processes.
3.
Grammar can be discussed in many different ways.
4.
It is probably better to prepare a grammar teaching point by practising
the material very thoroughly before drawing out the rule.
5.
A large part of grammar teaching can be carried out in the target
language.
6.
Allowing pupils to discuss a grammar rule, or even to deduce what it is,
usually helps them to remember it.
7.
Learning a rule and applying a rule are two different skills - You probably
know your grammar 'globally', i.e. all the rules governing the formation of
the past tense, or all of the prepositions taking the dative in German pupils need to learn in smaller chunks - the global understanding comes
later, not first.
8.
Practising grammar is much more interesting if it is given a meaningful
context.
9.
Although je suis allé(e) is the desired form, it might be that j'ai allé
demonstrates an initial understanding of past tense whereas je suis aller
does not - in other words, view errors sympathetically if they so deserve,
but then be sure to build on them.
10.
Grammatical rules need to be reinforced and recycled through many
topics, not just taught and then assumed to be known.
Watch points
-
Always try to start work on a new structure using familiar material present the new point in the way that you would present new items of
vocabulary.
-
Try to pick a logical context to work in e.g. perfect tense in holidays
topic, indirect objects in festivals or birthday topic, adjectival
agreement in descriptions topic.
-
Use examples over more than one lesson before formalisation.
25
-
Use both teacher-pupil and pupil-pupil work before formalisation.
-
Allow and encourage questioning by pupils - make this in a set part of
a lesson where English can be used if necessary.
-
Deliberately revise the point three weeks later to check on retention,
and build recycling into the scheme of work through subsequent topics.
Differentiation
Key Messages
1
Differentiation is about more than differences in ability - there are many
other factors that make children different from one another.
2.
Differentiation can take place through the use of a variety of teaching and
learning styles. There are different approaches to, and types of,
differentiation.
3
The possibilities for differentiation increase the better you get to know
your pupils.
4.
Many teachers differentiate intuitively - it becomes a guiding principle.
Seek their guidance regarding individual needs.
5.
When planning a lesson, having differentiated objectives/learning
outcomes will help to ensure that pupils are working at appropriate levels.
6.
Not all work needs to be differentiated - CORE work is accessible to all
pupils, and some tasks can be differentiated by outcome.
7.
It is advisable to have extension activities available at all
times
8.
Differentiation by interest can help motivate reluctant
learners
9.
Individual target setting can be an effective way of differentiating by
outcome.
Watch points
-
When differentiating by outcome, the teacher must have a clear idea of the
range of outcomes expected, and must communicate this to the class and/or
individuals.

Extension work should not be provided only for the more able pupils - all
pupils need to progress and therefore all pupils need to be extended at times.

Similarly, reinforcement work will benefit pupils across the ability range at
different times.
26

Setting pupils according to ability does not mean that differentiation becomes
unnecessary.
A brief academic article on brain research and second language learning can be
viewed at:
http://www.cal.org/resources/digest/0012brain.html
A view of task design for learners with additional needs, written by Gail Ellis, is
at:
http://www.teachingenglish.org.uk/think/articles/teaching-children-additionaleducational-needs
A specific page on dyslexia and MFL is at:
http://www.languageswithoutlimits.co.uk/dyslexia.html
Behaviour for Learning
Key messages
1
Aim to be a role model of good behaviour and timekeeping – model the
respect you want from pupils in your dealings with them.
2
Variety in teaching and learning styles should be planned in to every
topic.
3
Match tasks carefully to the range of pupils' interests and abilities.
4
A set procedure for beginnings and ends of lessons is very important,
especially in the early stages of teaching a class.
5
A shared set of ground rules/code of conduct can be established early in
the contact with the class and should then be used consistently and
overtly.
6
Praise and encouragement should be used generously when deserved and
any rewards schemes in operation should be promoted and actively used.
8
The use of pupils' first names is vital, both when you are praising and
sanctioning them.
9
Pupils should be encouraged to take responsibility for their own behaviour.
10
Non-verbal communication is an effective skill in class management.
27
Watch points
-
Be very aware of the school and departmental procedures for both rewards
and sanctions and use them consistently.

Work out your own scaled reactions to continual poor behaviour within the
classroom, e.g. a verbal warning, a talk at the end of the lesson, a breaktime detention, reporting to tutor etc. Be consistent.

Confrontations should be avoided wherever possible - they rarely lead to
positive outcomes. Deal individually with problem behaviour wherever
possible.

Avoid punishing the whole class - this will lead to resentment. Consider
carefully what you hope to achieve through individual detentions, and what
detention tasks you will give.

Criticism and sarcasm can destroy confidence and self-esteem.

See each new lesson as a fresh start. Do not allow a difficult lesson with a
previous group to skew your attitude with a subsequent group.

Behaviour management is linked strongly to lesson planning and the best
advice always comes from colleagues who know the learners well.
Nevertheless, it is useful to review approaches.
An archived document on learning behaviour principles and practice can be
found at:
https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DF
ES-0281-2006
http://webarchive.nationalarchives.gov.uk/20130401151715/http://www.educat
ion.gov.uk/publications/eOrderingDownload/0281-2006PDF-EN-04.pdf
Teacher’s TV (now on the Times Educational Supplement web-site:
www.tes.co.uk) provides a range of video clips outlining strategies for positive
behaviour management:
http://www.tes.co.uk/mypublicprofile.aspx?uc=447531&parametrics=WS-52126
28
Assessment for Learning
Key messages
1.
Assessment is not just about formal examinations. It is fundamental to
the whole teaching and learning process. It is not synonymous with
testing.
2.
Assessment can be formative, diagnostic, summative, evaluative,
motivational- or a combination of these.
3.
We need to be clear about what, why and how we are assessing.
4.
Criteria for assessment need to be explicit to teachers and learners.
5.
Criteria for assessment should be differentiated where appropriate.
6.
In order to be fair, these criteria need to measure how well the stated
learning objectives have been learnt.
7.
Summative assessment should only test what has been taught, but it may
include unseen language (cognates etc).
8.
Assessment can take many forms and needs to be integrated into
everyday classroom activities.
9.
Assessment is not just about recording information, but also acting upon it
- it should inform future planning.
10.
Positive feedback/constructive criticism is essential.
11.
Assessment can be enjoyable and motivating. It should provide
opportunities for success at various levels, and opportunities for learning
through the process, e.g. by the use of self-assessment and peer
assessment.
12.
Assessment should be linked to NC levels (with which pupils are familiar).
Watch points

Find out what the Department's Assessment Policy is and follow it. Consider
how effective this is in terms of Assessment for Learning.

Use a range of assessment techniques and monitor how successful they
seem.

Learners need quick feedback. Books should therefore be marked regularly,
following the school’s marking policy.

Make sure your marking benefits learning and is not a waste of time - find
ways of encouraging the learners to learn from their previous work.
29

Think carefully about what you need to record in your mark book and be
organised and systematic.

When writing reports, be positive and factual, and offer recommendations for
future development.
The government announced the removal of Levels for assessment in 2014. The
NFER has produced a report around assessment which offers a broad
consideration of the issues.
http://www.nfer.ac.uk/publications/99940/99940.pdf
Teaching Post-16
Key messages
1. There is often a wide range of ability in post 16 groups, especially with the
AS & A2 level structure. Students at this age and level of maturity often
have many other commitments on their time and energies.
2. Group dynamics are therefore often an issue. Depending on the context some
groups are very large, some groups small, some are even mixed year groups.
Mixed year groups especially require careful planning in order that interaction
is still facilitated.
3. Although numbers continuing language learning Post-16 are small, their
achievements compare favourably with other subjects.
4. Students work more effectively together, especially on contentious issues, if
they are able to get to know each other through group-building at the
beginning of the course. They may have completed their KS4 education in
different institutions, and therefore need support in building relationships.
5. A spiralling scheme of work can help students see progression, by revisiting
vocabulary areas and grammar items. Seeing the entire Sixth Form as a
spiral rather than as a period of transition followed by 'real' 'A' level gives a
more realistic perspective.
6. Students will need strategies for accessing more difficult and longer texts.
7. Students need to be eased into the depth of Post-16 study. Brainstorming of
key issues in English might be advantageous with a complex topic.
8. Students have an entitlement to target language use in the classroom.
9. A study guide introducing the course, teachers, types of work, strategies,
study skills etc. can help to give students realistic expectations and aims.
10. Post-16 students are as much entitled to use technology, in all its forms, as
pre-16.
30
11. Post-16 MFL courses need to be interesting - they can give it up!
Therefore some negotiation of topics is desirable.
12. Applications to Higher Education from non-specialist linguists with a
vocational language qualification are favourably viewed and can project
forward to study periods abroad.
13. Vocational courses in languages are often neglected and maligned but such
courses offer a real opportunity for non-specialist linguists to further their
language study in contexts which mirror real life.
14. Vocational course assignments offer an interesting model for pre-16
language work.
Watch points
-
Launching headlong into very difficult work will demotivate students. Y12
students have only just completed GCSEs when they start - they are rarely as
confident as you might expect.

Post-16 Advanced level lessons require even more planning, preparation and
marking than pre-16. Post-16 vocational FL courses need creative task
designers!

Lessons should be very carefully structured; individual activities may take
longer, but still do not forget to include a variety of tasks and a balance of
learning styles.

Students will still really enjoy working in small groups and being independent
where appropriate.

Try to use additional qualifications such as word-processing in the FL to
demonstrate the connection with lifeskills and foreign language learning.
31
PGCE Modern Languages
Coursework Tasks and M level Assessments
Overview
The PGCE ML course is assessed through written tasks, assignments and oral
presentations.
QTS Tasks
There are three different QTS tasks:
1. Task 1 Part 1: Submission: Monday 14 September 2015
2. Task 1 Part 2: Submission: Friday 30 October 2015
3. SKE Portfolio: Submission: Tuesday 8 December 2015
Masters Level Tasks
You will complete 4 masters level assignments
There are three Modern Language assignments, which are assessed at masters
level:
1. Module 1: Schools and Society: Personalised Provision: 3000 words
Submission: Monday 4 January 2016
2. Module 2: Learning and Teaching: Part A: 3000 words
Submission: Monday 18 April 2016
3. Module 2: Learning and Teaching: Part B: Presentation and Academic
Poster
Submission: Wednesday 18 May 2016
Additionally, there is a whole course assignment for Module 1, details of which
are in the PGCE Course Handbook. This is a generic assignment for all PGCE
students on the School Based Inquiry.
The ML Tasks and Assignments are described on the following pages.
32
SECTION ONE
Modern Languages PGCE QTS Coursework Tasks
Task 1 Part 1: “My Starting Point as a teacher of Modern Languages:
myself as learner”
In approximately 500 words, respond to the following three questions:



How did I learn the foreign languages that I speak?
What were my views of the processes involved at the time of learning?
How would I describe my preferred learning style(s)?
Note, please write this task:
 In English, if you are a native speaker of the foreign language you
are teaching
 Otherwise, in your first foreign language for teaching
Criteria for assessment:
(i)
(ii)
(iii)
(iv)
Accuracy of foreign language (please note suggestions made in precourse letter)
Content: each of the above questions addressed
Style: should contain description, analysis, evaluation and reflection
Professional presentation
Date for submission: Monday 14 September 2015 (hard copy to tutor)
Assessment at QTS: Pass/Fail
Date for return of marked task: Monday 5 October 2015
*****
33
Task 1 Part 2: “Understanding learning: implications for myself as
teacher”
Use the questions below as a stimulus for a coherent analysis of your personal
learning and the implications for your professional practice, in 1500 words:


How have the lecture programme, subject seminars and early classroom
observations impacted on your views about yourself as a teacher?
At this early stage in the course, how far have you developed a ‘theory of
practice’ in the learning and teaching of languages?
Note
 This task must be written in English
Criteria for assessment:
(v)
Content: each of the above questions addressed to link theory and
practice
(vi)
Style: should contain analysis, evaluation and reflection
(vii) Appropriate use of assignment literature
(viii) Professional presentation and technical accuracy
Date for submission: Friday 30 October 2015 (by email to your tutor)
Assessment at QTS: Pass/Fail
Date for return of marked task: Friday 20 November 2015 (by email)
*****
Task 2: Submission of SKE Portfolio
See separate instructions for completion of the Portfolio
Date for submission: Tuesday 8 December 2015
Assessment at QTS: Pass/Fail
*****
34
SECTION TWO
M Level Module Assignments
Module 1: Schools and Society (XX4TT1)
Assignment Title: “Personalised Provision - What theories have
influenced your practice in order to improve the learning of a
student with specific or general educational needs? Critically
analyse and evaluate the contribution of these theories and their
application to your student’s learning.”
Rationale: to consider the theory and practice of supporting a student with
specific or general learning needs.
Preliminary work (during School Experience)
During the second part of your School Experience, you will need to work with
your mentor to identify a student who has a particular learning need and with
whom you will work closely during the remainder of your SE placement.
-
Explore any documentation relating to this student, including, where
relevant, an IEP or School Action Plan, for example;
have discussions with any staff who have an input into your student’s
learning;
observe your student in at least three different subject areas and make
detailed notes on your student’s behaviour and responses to the
teaching and learning;
explore the literature relating to learning theories and current policy
and practice with regard to provision for students with SEN.
In preparation for this assignment, draw on the following areas:

PGCE Course input: Educating the whole child lecture (6 Oct); introduction to
children’s learning lecture (20 Oct); subject session on children’s learning (19
Oct); Inclusion and Special Educational Needs lecture (1 Dec); subject
session on Inclusion (1 Dec); and inclusive schools seminars (autumn term).

School Experience observations and SEN specific tasks in your School
Experience Learning Record (SELR)

National policies:
a) SEND Code of Practice: 0 to 25 Years:
https://www.gov.uk/government/uploads/system/uploads/attachment_da
ta/file/342440/SEND_Code_of_Practice_approved_by_Parliament_29.07.1
4.pdf
b) Guide for schools on using the new code of practice:
35
https://www.gov.uk/government/uploads/system/uploads/attachment_da
ta/file/349053/Schools_Guide_to_the_0_to_25_SEND_Code_of_Practice.p
df
c) MFL and SEN (although this is no longer a government policy document, it
contains some useful practical ideas):
http://dera.ioe.ac.uk/13801/1/modernforeignlanguagesmfl.pdf
This website has a wealth of information about MFL and SEN
http://www.specialeducationalneeds.com/

Theoretical perspectives, including learning theories, using references from
your own literature review and the ML bibliography.
You are encouraged to design your own structure for this assignment, which
is logical and appropriate for you, however a suggested structure for the
assignment is provided here:





Introduction, analysing question, defining terminology and giving brief
context.
Section 1: National and wider perspectives – Analyse and critique key
literature and policy documentation relating to SEN provision in a modern
languages and whole school context.
Section 2 – School context – Provide a brief overview of a student in one of
your modern languages classes with a special educational need. Outline the
extent to which your reading and research in section one has influenced how
you, as a teacher of modern languages would attempt to meet the needs of
this student both in class and within the wider school context.
Section 3 – Reflections - Reflect on your own research, experiences, beliefs
and values in order to start outlining your own theory of practice in relation
to working with students with special educational needs in both modern
languages and wider school contexts.
Conclusion, summarising key points and implications for your future practice.
Write 3000 words in English
Criteria for Assessment: See Assessment Handbook (on Moodle) for
Masters criteria
Date for Submission: Monday 4 January 2016, by 09.00 via Moodle
Assessment at QTS/Masters level
Date for return of marked assignment: Monday 25 January 2016, via
Moodle
36
Module 2: Learning and Teaching (XX4TT2)
Assignment Title: “Personal theories of teaching and learning”
Rationale: to explore ideas about how children learn and what constitutes
effective teaching.
Preliminary work: In order to complete this assessment successfully, we would
expect you to refer to:
•
•
•
•
your reflections on yourself as a learner;
your own literature searches;
notes on lessons observed in schools;
lesson plans, evaluations and feedback notes from your own teaching.
There will be two core assessed elements:
Part A – Critical analysis of how you have approached teaching and learning in
Modern Languages
Part B – Critical exploration of your experiences which leads to a personal theory
of teaching and learning
One of these elements will be a piece of written work (Part A) and one will be an
assessed and videoed presentation supported by an academic poster (Part B).
Each element is equivalent to 3000 words.
Part A – Critical analysis of how you have approached teaching and
learning in Modern Languages
TITLE: “Developing and evaluating a lesson sequence with a Key Stage 3
group”
The aim of this part of the assignment is to enable you to think critically about
the relationship between classroom planning, teaching and learning. This will
involve you drawing on the theoretical perspectives you have already started
analysing in your QTS Task 1, together with your practical experiences, in order
to develop further your personal learning theory and model of teaching.
The task involves four stages in which you plan a sequence of lessons; provide a
clear and informed rationale for your plan; teach the sequence of lessons; and
finally write a critical reflection on the plan, in the light of your teaching. The
four stages MUST be carried out in sequential order:
Stage 1: Overview of lesson sequence
Start by selecting a topic which you are planning to teach and through which you
can develop your students’ intercultural understanding and global citizenship
awareness. Choose a topic and pedagogical approaches that will enable you to
apply the theoretical perspectives that you believe should underpin effective
teaching and learning. For example, if you would like to use the concept of
scaffolding as a means of supporting learning in a structured manner, you will
need to choose a topic and teaching approach that have the potential to be
enhanced through such scaffolding. Similarly, if you want to demonstrate the
37
importance of theories relating to assessment, you will plan your sequence of
lessons to include appropriate strategies.
Write an overview of your lesson sequence, including:





context (e.g. phase, age and background of learners);
aims and objectives;
subject content and how this enhances intercultural understanding and
global citizenship awareness;
teaching approaches;
assessment strategies.
Include the individual lesson plans in your appendices. There is some flexibility
around the length of the lesson sequence, but as a rough guide we would expect
around 3 or 4 lesson plans. If you are in any doubt about what would be suitable
for this part of the task, please discuss it with your tutor.
This section should be about 500 words.
Stage 2: Rationale for your lesson sequence
It is vital that your lesson sequence reflects the theory and principles explored
during the course. In this section you should explain the theoretical principles
underpinning your lesson sequence. Justify how the different aspects of your
proposed sequence of lessons reflect good practice in teaching and learning in
relation to planning, group work, assessment or differentiation. You should make
specific reference to readings from the ML bibliography that have influenced your
thinking and planning. Use links to your lesson plans in the appendices to
support your arguments.
This section should be about 1250 words.
Stage 3: Now teach your lesson sequence
It is essential that you complete Sections 1 and 2 before teaching your lesson
sequence. Only then will both your rationale (Stage 2) and critical evaluation
(Stage 4) be distinctive and authentic.
Stage 4: Critical evaluation of lesson sequence
Critically evaluate all aspects of your lesson sequence in the light of having
taught the lessons. What aspects do you believe were particularly strong in your
planning, and why? To what extent were your aims and objectives achieved?
What aspects of your planning were you dissatisfied with, and why? What
changes would you make to your lesson sequence in order to address these
issues?
It is important that this critical evaluation is underpinned throughout by
pedagogical theory. Again, significant reference should be made to any readings
which you have undertaken and found useful. You should, in this concluding
section, make a more in-depth analysis of key areas which have interested or
inspired you.
38
This section should be about 1250 words.
Assessment
Write 3000 words in English
Criteria for Assessment: See Assessment Handbook (on Moodle) for
Masters criteria
Date for Submission: Monday 18 April 2016, by 09.00 via Moodle
Assessment at QTS/Masters level
Date for return of marked assignment: Monday 9 May 2016, via Moodle
39
Part B – Critical exploration of your experiences which leads to a
personal theory of teaching and learning
TITLE – My personal theory of the use of the target language with a
focus on both teachers and learners
Part B takes the form of an assessed, videoed presentation and an academic
poster. You will reflect on how your ideas about teaching and learning in Modern
Languages, with a focus on the use of the target language, have developed in
the light of the completion of your QTS Task 1, Part A of this assignment, further
teaching experiences you have had and your ongoing engagement with
professional and academic reading.
You need to:
Prepare a fifteen-minute presentation, using no more than 5 PowerPoint
slides, plus an introduction, a conclusion and a reference list (8 slides in total)
and an academic poster to support your presentation.
Your presentation should include:







a brief overview of the key elements you are going to draw on during your
presentation;
a critical exploration of your current understanding of how pupils can be
supported in their use of the target language, applying theory to practice;
a synthesis of arguments drawn from learning theories (including second
language acquisition theories) and evaluation of your teaching and
learning experiences;
a reflection on the development of your personal theory of teaching and
learning in Modern Languages on the use of the target language;
a reflection on one critical incident that has shaped the development of
your understanding of your use of the target language;
questions to stimulate your audience to think about the issues you
present;
critical engagement with professional reading and academic literature.
Criteria for Assessment: See Assessment Handbook (on Moodle) for
Masters criteria
Date for Presentations: Wednesday 18 May 2016
Assessment at QTS/Masters level
Date for return of feedback: Wednesday 8 June 2016 via Moodle
40
PGCE MODERN LANGUAGES BIBLIOGRAPHY
During the ML PGCE course, students are expected to provide evidence in their
masters level work of having read widely, demonstrating an understanding and
awareness of key and seminal ML texts of the last 30 years and how these are
applied in today's classrooms. Students must make use of at least the essential
references listed below; to gain higher grades at masters level, students should
also research and reference academic journals and policy documents.
ESSENTIAL
REFERENCES
Driscoll, P., Macaro, E. and Swarbrick, A. (Eds.) (2014) Debates in Modern
Languages Education. Oxford: Routledge.
Green, S. (Ed.) (2000) New perspectives on teaching and learning Modern
Languages. North Somerset: Multilingual Matters.
Harris, V., Burch, J., Jones, B. and Darcy, J. (2001) Something to say?
Promoting spontaneous classroom talk. London: CILT.
Lightbown, P. and Spada, N. (2006) How Languages are Learned. (3rd edition)
Oxford: OUP.
Ofsted (2011) Modern Languages: Achievement and Challenge 2007 -2010
http://www.ofsted.gov.uk/resources/modern-languages-achievement-andchallenge-2007-2010
Pachler, N., Evans, M., Redondo, A. and Fisher, L. (2013) Learning to teach
Foreign Languages in the Secondary School. A companion to School Experience
(4th edition). London and New York: Routledge.
Swarbrick, A. (Ed.) (2002) Teaching Modern Languages in Secondary Schools: A
Reader. London: Routledge Falmer.
GENERAL
Allan, S. (2015) Teach Now! Modern Foreign Languages: Becoming a great
teacher of Modern Foreign Languages. Abingdon, Routledge
Cajkler, W. and Adelman, R. (2000) The Practice of Foreign Language Teaching.
London: David Fulton.
Chase, A (2015) Target Language Toolkit: Ninety ideas to get your language
learners using more target language. CreateSpace Independent Publishing
Platform
Coyle, D., Hood, P. and Marsh, D. (2010) Content and Language Integrated
Learning. Cambridge: CUP.
41
Harris, V. (1992) Fair Enough? Equal Opportunities and Modern Languages
(PF14). London: CILT.
Hunton, J. (2015) Fun Learning Activities for Modern Foreign Languages: A
Complete Toolkit for Ensuring Engagement, Progress and Achievement.
Carmarthen, Crown House Publishing Ltd.
Jones, B. and Jones, G. (2001) Boys’ Performance in Modern Foreign Languages.
London: CILT.
Lee, J; Buckland, D. and Shaw, G. (1998) The invisible child. London: CILT.
Mutton, T. and Bartley, B. (2006) The Modern Foreign Languages Teacher’s
Handbook: A Guide for Professional Learning. Deddington: Philip Allan.
Nuffield Foundation (2000) Languages: the next generation [online]. Available
at: http://languages.nuffieldfoundation.org/languages/home/
Pachler, N. and Redondo, A. (eds.) (2014) A Practical Guide to Teaching Foreign
Languages in the Secondary School, 2nd edition. Abingdon, Routledge.
Sewell, C. (Ed.) (2004) Language learning for work in a multilingual world.
London: CILT.
FOUNDATION TEXTS
Ellis, R. (1997) Second Language Acquisition. Oxford: OUP.
Johnstone, R. (1998) Communicative Interaction: A Guide for Language
Teachers. London: CILT.
Krashen, S.D. and Terrell, T.D. (1983) The Natural Approach. New York:
Pergamon.
Krashen, S.D. (2003) Explorations in Language Acquisition and Use. Portsmouth,
NH: Heinemann.
Larsen-Freeman, D., & Anderson, M. (2013). Techniques and Principles in
Language Teaching. 3rd edition. Oxford University Press.
Littlewood, W. (1981) Communicative Language Teaching: An Introduction.
Cambridge: CUP.
Littlewood, W. (1984) Foreign and Second Language Learning. Cambridge: CUP.
Mitchell, R., Myles, F., & Marsden, E. (2013). Second language learning theories.
Routledge.
Mitchell, R. (1988) Communicative language teaching in practice. London: CILT.
42
CITIZENSHIP AND CULTURAL AWARENESS
Brown, K. and Brown, M. (Eds.) (2002) Reflections on Citizenship in a
multilingual world (RoP8). London: CILT.
Brown, K. & Brown, M. (1998) Changing Places: cross-curricular approaches to
teaching languages (RF1). London: CILT.
Brown, K. & Brown, M. (1996) New Contexts for Modern Language Learning (PF
27). London: CILT.
Byram, M., Lloyd, K. and Schneider, R. (1995) Defining and Describing Cultural
Awareness. Language Learning Journal 12(1): pp.5-8.
Byram, M. (1997) Teaching and Assessing Intercultural Competence. Clevedon,
Multilingual Matters
Byram, M. (2008) From Foreign Language Education to Education for
Intercultural Citizenship: Essays and Reflections. Clevedon, Multilingual Matters
Convery, A. and Kerr, K. (2007) Acting locally to have global impact: Citizenship
education in theory and practice in England. Citizenship, Social and Economics
Education 7(3): pp.189-200.
Jones, B. (1995) Exploring Otherness - an approach to cultural awareness (PF
24). London: CILT.
Osler, A. and Starkey, H. (2005) Citizenship and language learning: international
perspectives. Stoke-on-Trent: Trentham Books.
Peiser, G. and Jones, M. (2013) The significance of intercultural understanding in
the English modern foreign languages curriculum: a pupil perspective. Language
Learning Journal, 41(3), pp 340-356.
Risager, K. (2011). The cultural dimensions of language teaching and learning.
Language Teaching, 44, pp 485-499.
Wright, M. (1996) The Cultural Aims of MFL teaching - why are they not being
met? Language Learning Journal 13(1): pp.36-37.
TARGET LANGUAGE USE
Chambless, K. S. (2012) Teachers’ Oral Proficiency in the Target Language:
Research on its Role in Language Teaching and Learning. Foreign Language
Annals Vol 45, S1 pp 141-162
Christie, C. (2013) Interact! Learning through spontaneous speaking in Modern
Languages. University of Cumbria.
43
Crichton, H. (2009) ‘Value added’ modern languages teaching in the classroom:
an investigation into how teachers’ use of classroom target language can aid
pupils’ communication skills. Language Learning Journal 37(1): pp.19-34.
Elston, T. (2000) Up, up and away! Using classroom target language to help
learners say what they want to say (RF2). London: CILT.
Evans, M. (2009) Using stimulated recall to investigate pupils’ thinking about
online bilingual communication: code-switching and pronominal address in L2
French. British Educational Research Journal 35(3): pp.469-485.
Halliwell, S and Jones, B. (1991) On target: teaching in the target language.
London: CILT.
Harris, V., Burch, J., Jones, B. and Darcy J. (2001) Something to say? Promoting
spontaneous classroom talk. London: CILT.
Littlewood, W. and Yu, B. (2011) First language and target language in the
foreign language classroom. Language Teaching, 44, pp 64-77
Macaro, E. (1997) Target Language, Collaborative Learning and Autonomy.
Clevedon: Multilingual Matters.
Neil, P. (1997) Reflections on the Target Language. London: CILT.
INDIVIDUAL DIFFERENCES
Ainsle, S. & Purcell, S. (2001) Mixed-ability teaching in language learning (RF4).
London: CILT.
Alison, J. (1993) Not Bothered? : Motivating reluctant language learners.
London: CILT.
Chambers, G. (1999) Motivating Language Learners. Clevedon: Multilingual
Matters.
Chambers, G. (Ed.) (2001) Reflections on Motivation (RoP6). London: CILT.
Convery, A. and Coyle, D. (1999) Differentiation and individual learners (PF37).
London: CILT.
Holmes, B. (1991) Communication Reactivated: Teaching Pupils with Learning
Difficulties (PF6). London: CILT.
Jimenez Raya, M. and Lamb, T. (Eds.) (2003) Differentiation in the modern
languages classroom. Oxford: Peter Lang.
McKeown, S. (2004). Meeting SEN in the Curriculum: Modern Foreign
Languages. David Fulton.
44
McLachlan, A. (2002) Raising the Standard: Addressing the needs of gifted and
talented pupils (NPF1). London: CILT.
McLagan, P. (1994) Steps to learning modern languages for pupils with special
educational needs. London: CILT.
Pillette, M. (1999) Stretching the More Able at 14-16. Glasgow: Collins
Educational.
CLASSROOM MANAGEMENT
Alison, J. and Halliwell, S. (2002) Challenging classes, focus on behaviour
(CPF1). London: CILT.
Flint, A. and Gordon, A. (1993) Managing the Modern Languages Classroom.
Cheltenham: ALL/MGP.
Halliwell, S. (1991) Yes – but will they behave?: managing the interactive
classroom. London: CILT.
PLANNING / ASSESSMENT
Adams, J. (2002) On course for GCSE Coursework (PF35). London: CILT.
Barnes, A. & Hunt, M. (2003) Effective assessment in MFL. London: CILT.
Black, P., Harrison, C., Lee, C., Marshall, B. and Wiliam, D. (2002) Working
inside the black box. Phi Delta Kappan 86(1): pp.8-21.
Carter, D. (2003) The language of success. Improving grades at GCSE (NPF2).
London: CILT.
Hughes, A. (2003) Testing for language teachers. Cambridge: CUP.
Jones, J. and Wiliam, D. (2008) Modern Foreign Languages inside the Black Box.
London, GL Assessment
Parr, H. (1997) Assessment and Planning in the MFL Department (PF29).
London: CILT.
Thorogood, J. (1992) Continuous Assessment and Recording (PF13). London:
CILT.
LANGUAGE SKILLS
Adams, J. and Panter, S (2001) Just write! (PF40). London: CILT.
Davis, P. (1989) Dictation: New Methods, New Possibilities. Cambridge: CUP.
45
Grellet, F. (1981) Developing Reading Skills. Cambridge: CUP.
James, C., Clarke, M. and Woods, A. (1999) Developing speaking skills in MFL.
London: CILT.
Lynch, T. (2009) Teaching Second Language Listening. Oxford: OUP.
Mitchell, I. (1994) Developing skills for independent reading. London: CILT.
Nuttall, C. (1996) Teaching Reading Skills in a Foreign Language. Oxford:
Macmillan ELT.
Pillette, M. (1999) Independent Reading – How to Make it Work. Glasgow:
Collins Educational.
Pillette, M. (1999) Effective Use of a Bilingual Dictionary. Glasgow: Collins
Educational.
Rinvolucri, M . and Morgan, J. (2004) Vocabulary: Resource Book for Teachers.
Oxford: OUP.
Snow, D. (1998) Words: teaching and learning vocabulary (PF34). London: CILT.
Swarbrick, A. (1998) More Reading for Pleasure in a Foreign Language (PF36).
London: CILT.
Turner, K., Mitchell, I. and Swarbrick A. (2005) Learning by ear and by eye.
London: CILT.
TEACHING GRAMMAR
Biriotti, L. (2001) Getting the basics right: nouns, gender and adjectives (RF3).
London: CILT.
Halliwell, S. (1993) Grammar matters. London: CILT.
Neather, T. (2003) Getting to grips with grammar (APF5). London: CILT.
Purcell, S. (1997) Teaching grammar communicatively (Netword 6). London:
CILT.
Rendall, H. (1998) Stimulating Grammatical Awareness (PF33). London: CILT.
Rendall, H. (2006) Patterns and Procedures. London: CILT.
Taylor, A. (1994) Teaching and Learning Grammar. Cheltenham: ALL/MGP
46
CREATIVITY
Green, S. and Haworth, S. (2003) Action stations! Transforming learning
through creative strategies. London: CILT.
Hamilton, J., McCleod, A. and Fawkes, S. (2003) Inspiring performance: focus on
drama and song. London: CILT.
Jones B. and Swarbrick A. (2004) It makes you think (NPF4). London: CILT.
Kavanagh, B. and Upton, L. (1994) Creative use of texts (PF21). London: CILT.
Maley, A. and Duff, A. (1983) Drama Techniques in Language Learning.
Cambridge: CUP.
Martin, C. (2002) Rhythm and rhyme. Developing language in French and
German (RF6). London: CILT.
PRIMARY LANGUAGES
Hood, P. and Tobutt, K. (2009) Modern Languages in the Primary
School. London: Sage.
Bevis R. and Gregory A. (2005) Mind the Gap! (YPF13). London: CILT.
Cheater C. and Farren A. (2001) The Literacy Link (YPF9). London: CILT.
Datta M. and Pomphrey C. (2004) A World of Languages (YPF10). London: CILT.
Evans, M., & Fisher, L. (2012). Emergent communities of practice: secondary
schools' interaction with primary school foreign language teaching and learning.
The Language Learning Journal, 40(2), 157-173.
Jones, J. and Coffey, S. (2013) Modern Foreign Languages 5-11: A Guide for
Teachers 2nd edition. Abingdon, Routledge.
Jones, J. and McLachlan, A. (2009) Primary Languages in Practice: A Guide to
Teaching and Learning. Maidenhead, OUP.
Johnstone, R. (2003) Evidence-based policy: early modern language learning at
primary. Language Learning Journal, 28(1), pp 14-21.
Maynard, S. (2011) Teaching Foreign Languages in the Primary School.
Abingdon, Routledge.
Satchwell P. and De Silva J. (2004) A flying start! (YPF1). London: CILT.
47
POST-16
Christie, C. (2002) Managing Coursework (APF4). London: CILT.
Graham, S. (1997) Effective Language Learning: Positive Strategies for
Advanced Level Language Learning. Clevedon: Multilingual Matters.
Grenfell, M. (1993) Reflections on Reading: from GCSE to A Level. London: CILT.
Jones, B. (2001) Developing Learning Strategies (APF2). London: CILT.
McLachlan, A. (2001) Advancing Oral Skills (APF1). London: CILT.
Neather, T. (2001) Tests and targets (APF3). London: CILT.
Pachler, N. (1999) Teaching Modern Foreign Languages at Advanced Level.
London: Routledge.
Pickering, R. (1991) Planning and Resourcing A-Level French. London: CILT.
Shaw, G. (Ed.) (1998) Aiming High 2 Straight As. London: CILT.
Wright, H. (2004) Learning through listening (APF6). London: CILT.
INDEPENDENT LANGUAGE LEARNING
Buckland, D. and Short, M. (1993) Nightshift: Ideas and Strategies for
Homework (PF20). London: CILT.
Gathercole I. (1990) (Ed.) Autonomy in Language Learning. London: CILT.
Gläsmann, S. (2004) Communicating on-line (IT7). London: CILT.
Grenfell, M and Harris, V. (1999) Modern Languages and Learning Strategies.
London: Routledge.
Harris, V. (1997) Teaching Learners How to Learn (PF31). London: CILT.
Harris V. and Snow, D. (2004) Doing it for themselves. Focus on learning
strategies and vocabulary building (CPF4). London: CILT.
Lamb, T. (1998) Now you are on your own! Developing Independent Language
Learning Strategies. In: Gewehr, W. (Ed.) Aspects of Modern Languages
Teaching in Europe. London: Routledge, pp.30-47.
Little, D; Ridley, J. and Ushioda, E. (2003) Learner Autonomy in the Foreign
Language Classroom: Teacher, Learner, Curriculum and Assessment. Dublin:
Authentik Language Learning.
Page B. (Ed.) (1992) Letting Go - Taking Hold: A Guide to Independent
Language Learning by Teachers for Teachers. London: CILT
48
USING RESOURCES
Atkinson, T. (2001) Reflections on ICT (RoP7). London: CILT.
Atkinson, T. (2002) www/The Internet: In the Modern Foreign Languages
Classroom (IT3). London: CILT.
Bailey R. and Dugard C. (2006) Lights, camera, action! (NTF6). London: CILT.
Berwick, G. and Horsfall, P. (1996) Making Effective Use of the Dictionary
(PF28). London: CILT.
Buckland, D. (2000) Putting achievement first: managing and leading ICT in the
MFL department (IT5). London: CILT.
Dugard, C and Hewer, S. (2003) Impact on Learning: What ICT Can Bring to
MFL (NPF3). London: CILT.
Hill, B. (2000) Video in Language Learning (IT4). London: CILT.
Jenkins, J. (1993) Teacher’s Handbook: Japanese. London: CILT.
Little, D., Devitt, S. and Singleton, D. (1994) Learning Foreign Languages from
Authentic Texts. Dublin: Authentik Language Learning.
Macrae, J. (1991) Teacher’s Handbook: Russian. London: CILT.
McGarry, D. (1995) Learner Autonomy: the Role of Authentic Texts. Authentik
Language Learning.
Rowles, D., Carty, M. and McLaughlan, A. (1998) Foreign Language Assistants: a
guide to good practice. London: CILT.
Slater, P. and Varney-Burch, S. (2001) Multimedia in language learning (IT6).
London: CILT.
Townshend, K. (1997) E-Mail (IT1). London: CILT.
Wright, A., Bettridge, D. and Buckby, M. (1984) Games for language learning.
Cambridge: CUP.
49
MODERN LANGUAGES PGCE
LESSON PLAN
Class (set):
Date:
Time:
Room:
AIM:
Class teacher:
Curriculum Framework:
No. of girls:
No. of boys:
No. of G&T:
IEPs:
No. of SEN:
EAL:
(data sheet in file?)
LEARNING OBJECTIVES:
LEARNING OUTCOMES:
PLANNING PROMPTS (to be filled in as you think about planning your lesson):

How am I encouraging learner independence?

Have I thought about creative opportunities to address the following in motivating ways?
1. CONTENT (intercultural awareness; global citizenship; cross-curricular approaches; CLIL)
2. COMMUNICATION (use of TL; varied questioning; pupil-pupil; pupil-teacher; teacher-pupil;
talk/speak; spontaneity)
3. DIFFERENTIATION (individual needs; outcome; task; text; resources; learning styles;
stretch; support)
4. COGNITION (thinking skills; grammar)
5. ASSESSMENT (AfL: self; peer; teacher; checking progression; formative; summative;
plenary)
6. LEARNING ENVIRONMENT (seating arrangement; welcoming learners; settling activity;
visual display)
How have I secured my Subject Knowledge for
this lesson?
Resources needed:
Authentic?
FLA/TA/other adult?
50
ICT?
Other?
Time
Teaching
Learning
Introduction
Phase 1
Phase 2
Phase 3
Conclusion
Plenary
Homework
51
Skill/ Progress
Descriptor
POST LESSON EVALUATION
:
Were the lesson objectives met – for all/most/some students? How do I know?
How have I acted upon:
i)
ii)
iii)
my evaluation of the previous lesson?
feedback from my mentor/class teacher/tutor?
feedback from assessed student work?
What went well? why?
What did not go well? why?
How did I consider the individual needs of students?
Reflection: What changes would I make if I did this lesson again?
What are the implications for future lessons?
How am I addressing progression?
How do I need to further develop my Subject Knowledge as a result of today’s lesson?
52
Modern Languages PGCE
Lesson observation form
2015 – 2016
Student: ___________________
School: ___________________
Observer: __________________
Date: ___________ Time: ____
Class/set: __________________
Language___________________
No. of pupils: _______________
The lesson
Agreed focus of this observation:
Comments on lesson plan:
Time
Description of lesson
Thoughts, ideas, challenges
Lesson beginning
Settles class and establishes working environment;
communicates purpose of lesson; relates to previous
lesson(s); uses target language. Starter appropriately
organised and structured.
Main activities
Clearly communicates purpose, activities and targets;
considers individual needs and keeps all pupils engaged
through effective teaching strategies; monitors
behaviour and progress, maintains effective interaction,
manages transitions smoothly.
53
Time
Description of lesson (continued)
Lesson ending
Brings class together; summarises lesson; involves
pupils sharing what they have learnt; effective plenary;
sets homework, if appropriate; well timed ending; wellmanaged, orderly exit
54
Thoughts, ideas, challenges
Summary of Observation and Discussion
1.
Content: (intercultural awareness; global citizenship; cross-curricular approaches; CLIL)
2.
Communication:
(use of TL; varied questioning; pupil-pupil; pupil-teacher; teacher-pupil;
talk/speak; spontaneity)
3.
Differentiation:
(individual needs; outcome; task; text; resources; learning styles; stretch;
support)
4.
Cognition:
5.
Assessment:
6.
Learning environment: (seating arrangement; welcoming learners; settling activity; visual
(thinking skills; grammar)
(AfL: self; peer; teacher; checking progression; formative, summative, plenary)
display)
Positive elements in this lesson and on-going strengths:
Issues for further development (refer to specific Teacher Standards):
Targets for the future and strategies to achieve them:
Comments on Teaching file
Comments on SKE
(lessons plans up to date, organisation, evaluations completed):
(accent, pronunciation, fluency, accuracy):
Student: ________________________
55
Observer: __________________
Professional Standards for Qualified Teacher Status
Please use this form on a fortnightly basis in your mentor meetings.
Relevant Standards for QTS
Level
0= n/a 4=
unsatisfactory
1= excellent
Part 1: Teaching
1 Set high expectations which inspire, motivate and challenge
pupils
establish a safe and stimulating environment for pupils, rooted in
mutual respect; set goals that stretch and challenge pupils of all
backgrounds, abilities and dispositions; demonstrate consistently the positive
attitudes, values and behaviour which are expected of pupils.
2 Promote good progress and outcomes by pupils
be accountable for pupils’ attainment, progress and outcomes; plan
teaching to build on pupils' capabilities and prior knowledge; guide pupils to
reflect on the progress they have made and their emerging needs;
demonstrate knowledge and understanding of how pupils learn and how this
impacts on teaching; encourage pupils to take a responsible and
conscientious attitude to their own work and study.
3 Demonstrate good subject and curriculum knowledge
have a secure knowledge of the relevant subject(s) and curriculum
areas, foster and maintain pupils’ interest in the subject, and address
misunderstandings; demonstrate a critical understanding of developments in
the subject and curriculum areas, and promote the value of scholarship;
demonstrate an understanding of and take responsibility for promoting high
standards of literacy, articulacy and the correct use of standard English,
whatever the teacher’s specialist subject.
4 Plan and teach well structured lessons
impart knowledge and develop understanding through effective use of
lesson time; promote a love of learning and children’s intellectual curiosity;
set homework and plan other out-of-class activities to consolidate and
extend the knowledge and understanding pupils have acquired; reflect
systematically on the effectiveness of lessons and approaches to teaching;
contribute to the design and provision of an engaging curriculum within the
relevant subject area(s).
5 Adapt teaching to respond to the strengths and needs of all pupils
know when and how to differentiate appropriately, using approaches which
enable pupils to be taught effectively; have a secure understanding of how a
range of factors can inhibit pupils’ ability to learn, and how best to overcome
these; demonstrate an awareness of the physical, social and intellectual
development of children, and know how to adapt teaching to support
pupils’ education at different stages of development; have a clear
understanding of the needs of all pupils, including those with special
educational needs; those of high ability; those with English as an additional
language; those with disabilities; and be able to use and evaluate distinctive
teaching approaches to engage and support them.
6 Make accurate and productive use of assessment
know and understand how to assess the relevant subject and
curriculum areas, including statutory assessment requirements; make use of
formative and summative assessment to secure pupils’ progress; use
relevant data to monitor progress, set targets, and plan subsequent lessons;
give pupils regular feedback, both orally and through accurate marking, and
encourage pupils to respond to the feedback.
56
04321
04321
04321
04321
04321
04321
Next Steps
7 Manage behaviour effectively to ensure a good and safe learning
environment
have clear rules and routines for behaviour in classrooms, and take
responsibility for promoting good and courteous behaviour both in
classrooms and around the school, in accordance with the school’s
behaviour policy; have high expectations of behaviour, and establish a
framework for discipline with a range of strategies, using praise, sanctions
and
rewards consistently and fairly; manage classes effectively, using approaches
which are appropriate to pupils’ needs in order to involve and motivate
them; maintain good relationships with pupils, exercise appropriate
authority, and act decisively when necessary.
8 Fulfil wider professional responsibilities
make a positive contribution to the wider life and ethos of the school;
develop effective professional relationships with colleagues, knowing how
and when to draw on advice and specialist support; deploy support staff
effectively; take responsibility for improving teaching through appropriate
professional development, responding to advice and feedback from
colleagues; communicate effectively with parents with regard to pupils’
achievements and well-being.
04321
04321
Part 2: Personal and professional conduct
A teacher is expected to demonstrate consistently high standards of personal
and professional conduct. The following statements define the behaviour and
attitudes which set the required standard for conduct throughout a teacher’s
career.
Teachers uphold public trust in the profession and maintain high standards
of ethics and behaviour, within and outside school, by: treating pupils with
dignity, building relationships rooted in mutual respect, and at all times
observing proper boundaries appropriate to a teacher’s professional position;
having regard for the need to safeguard pupils’ well-being, in accordance
with statutory provisions; showing tolerance of and respect for the rights of
others; not undermining fundamental British values, including democracy,
the rule of law, individual liberty and mutual respect, and tolerance of those
with different faiths and beliefs; ensuring that personal beliefs are not
expressed in ways which exploit pupils’ vulnerability or might lead them to
break the law.
Teachers must have proper and professional regard for the ethos, policies
and practices of the school in which they teach, and maintain high standards
in their own attendance and punctuality.
Teachers must have an understanding of, and always act within, the
statutory frameworks which set out their professional duties and
responsibilities.
Teaching Practice file: (organisation; teaching strategies; resources; lesson evaluations)
Skills tests:
SKE progress:
57