Primary Modern Foreign Languages Specialism
| Module title | Primary Modern Foreign Languages Specialism |
|---|---|
| Module code | EMLM008 |
| Academic year | 2023/4 |
| Credits | 30 |
| Module staff | Ms Dinah Warren (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 12 | 12 | 12 |
| Number students taking module (anticipated) | 10 |
|---|
Module description
This module will help you gain an understanding of the Department for Education requirements in relation to the National Curriculum for Modern Languages and help you meet The Teachers’ Standards for Qualified Teacher Status. The module will develop the knowledge, skills and confidence required for you to teach Modern Languages in Key Stage 2 and enable you to understand how it is taught in related phases. The emphasis throughout this module will be on evidence-informed practice; integrating theory, policy and practice; identifying your own personal theories and beliefs, and encouraging reflective, critical approaches to your professional and personal development. There is also an emphasis within the module on developing you as a future subject leader in Modern Languages. The module covers Modern Languages in wider contexts beyond the classroom and it is hoped that you develop a longer-term view on effective teaching of Modern Languages, grounded in theory and practice. Taught sessions will be delivered via lectures, seminars and workshops, on and off campus, including peer teaching, as appropriate.
Module aims - intentions of the module
The module will focus on extending the breadth and depth of your understanding of primary education in several directions, in order that you can develop children’s learning in a number of ways. These include:
- gaining a deeper understanding of approaches to language learning in order to understand its place in the curriculum and ways in which it can relate to other subjects;
- focusing on leadership in modern languages to enable you to evaluate and select materials, organise the subject within a school, and support your colleagues’ languages teaching;
- being able to handle intercultural issues with knowledge, tact and confidence;
- being able to teach languages creatively;
- understanding the contexts and strategies of languages learning and be able to incorporate this knowledge into your practice as a teacher;
- nurturing your development as a reflective and autonomous professional practitioner who is able to identify strengths and areas for development in your subject knowledge and pedagogy, through evaluating current professional practice in relationship to developments in research and curriculum theory;
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. identify and evaluate educational concepts and issues related to the teaching of languages and engage in critical debate about current educational issues in the teaching of languages drawing on evidence from theory, research and practice;
- 2. recognise pupils learning needs in languages and interpret these learning needs in order to plan, teach, assess and evaluate lessons and schemes of work;
- 3. demonstrate confident academic and pedagogic subject knowledge to teach languages in Key Stage 2;
- 4. demonstrate secure understanding of the statutory requirements and/or non-statutory guidance for languages;
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 5. critically evaluate the relevance of educational theory to practice;
- 6. synthesise relevant educational literature in support of an argument;
- 7. use appropriate technologies for data handling and writing in education;
- 8. present data and findings in a form appropriate in educational studies;
- 9. use research data in support of an argument in education;
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 10. manage your own learning development;
- 11. learn effectively and be aware of your own learning strategies;
- 12. express ideas and opinions, with confidence and clarity, to a variety of audiences for a variety of purposes;
- 13. think creatively about the main features of a given problem and develop strategies for its resolution.
Syllabus plan
Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following topics:
- Languages Policy and Guidance: understanding the national languages landscape including recent curriculum developments
- Understanding oracy in languages: teaching listening and speaking skills
- Understanding literacy in languages: teaching reading and writing skills
- Practical approaches in the classroom with a focus on storytelling
- Transition from Key Stage 2 to Key Stage 3: opportunities and challenges
Assessment of languages in the primary phase: considering informal, formative and summative assessment strategies
- Language learning strategies: helping pupils to learn
- Knowledge about language: teaching about grammar
- Intercultural understanding and its place in the languages classroom
The role of the subject coordinator
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 51 | 249 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning & Teaching activities | 33 | Practical classes and workshops including Peer Teaching and Subject Support Groups |
| Scheduled Learning & Teaching activities | 8 | Seminar days |
| Scheduled Learning & Teaching activities | 9 | Pathway activities |
| Scheduled Learning & Teaching activities | 1 | Tutorials with academic tutor |
| Guided independent study | 40 | Reading set texts |
| Guided independent study | 50 | Wider reading |
| Guided independent study | 22 | Web-based activities |
| Guided independent study | 35 | Seminar/workshop preparation |
| Guided independent study | 12 | Peer teaching activity preparation |
| Guided independent study | 30 | Learning support group preparation |
| Guided independent study | 60 | Coursework assignment preparation |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Written assignment: Literature review Using research, policy & theory to explore a question | 1,500 words | 1-2, 6-12, 13 | Written feedback |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Written assignment: Research Based Enquiry | 100 | 4000 words | 1-12,14 | Written feedback |
| 0 |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Specialist written assignment: Research Based Enquiry | Specialist written assignment: Research Based Enquiry | 1-12,14 | See notes below. |
Re-assessment notes
If a submitted assignment is deemed to be a Fail, you will be given feedback outlining what needs to be done to bring the assignment to a pass standard and one opportunity for resubmission will be allowed.
You can choose to resubmit a failed assignment ‘in year’ (i.e. before the final PGCE Assessment, Progression and Awarding Committee (APAC) in July). The resubmission would normally be made 4 weeks after receiving feedback on the first submission. Alternatively, you may opt to go to the PGCE Assessment, Progression and Awarding Committee with the fail mark. You will then be referred to the College level Assessment, Progression and Awarding Committee who will confirm the conditions for resubmission of the work. Normally the resubmission should be by 1 st September. You should discuss these options with your tutor.
Note: if you choose the second option, the award of PGCE will be delayed until the Assessment, Progression and Awarding Committee following any successful resubmission (normally held in December).
If an assignment is deemed to be a Fail,, the mark obtained on resubmission will be capped at 50%.
Indicative learning resources - Basic reading
Jones, Jane and Coffey, Simon (2006) Modern Foreign Languages 5-11: a guide for teachers Pub: David Fulton (e-book)
Martin, Cynthia (2008) Primary Languages: Effective Learning and Teaching Pub: Learning Matters Ltd. (e-book)
Maynard, S (2011) Teaching Foreign Languages in the Primary School. Publisher: Taylor & Francis (e-book)
Pachler, N and Field,K (2014) Learning to Teach Modern Foreign Languages in the Secondary School. Routledge (e-book)
Indicative learning resources - Web based and electronic resources
Association for Language Learning website: https://www.all-languages.org.uk/
Ensemble Languages Project: http://www.ensemble-mfl.co.uk/
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | None |
| Module co-requisites | Educational & Professional Studies module (EPSM000) Primary Professional Learning module (EDUM034) Primary Curriculum Studies module (EDUM033) |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 01/08/2009 |
| Last revision date | 24/04/2023 |
