PGCE Secondary Modern Foreign Languages (MFL) with German
The PGCE in Modern Foreign Languages (MFL) offers a course in German to graduates who are keen and eager both to bring to life the German language and the cultures of the German-speaking countries which they themselves love, and to nurture a life-long interest in language learning in their pupils. The course enables you to explore the exciting challenges that face both teachers and learners of the German language in Britain today, the strategies for language acquisition in all its practical skills and the need for cultural awareness within the European dimension.
The University-based term offers a solid grounding in the communicative approach to language teaching, which also puts emphasis on language as structure, as recommended in the National Curriculum. This part of the course includes interactive, practical workshops and seminars, peer teaching and assessment, subject-specific lectures,small group work and discussions. The school-based terms are spent in MFL departments in a wide range of schools across the South West.
The 2010 Ofsted inspection acknowledged the quality of the training provision by experienced practitioners and has been impressed by the coherent link established between the professional studies element and the MFL module as well as the high quality support given to students.
Provision is made for students to develop competence in French or Spanish as a second teaching MFL and prospective trainees are expected to have some grounding in one of these two languages prior to the start of the PGCE course. The use of Information and Communications Technology is developed to enhance the future teacher's own skills as well as to contribute to the preparation for effective MFL teaching in the 21st century.
|Term 1||Term 1 begins with two weeks of observation (preliminary school experience). This leads into the University based course which focuses on professional development, specialist subject knowledge, pedagogy and teaching skills.
Two weeks of this term will be spent in your first placement school as part of the Beginning Practice phase of your training.
|Term 2||Term 2 is spent in your first school placement with three seminar days held at the University.
At the end of the term, you visit your second school placement for a short induction period.
|Term 3||Term 3 is spent in your second school placement with two seminar days held at the University.|
We are leaders in Initial Teacher Education. Our unique approach to teaching PGCE is praised by OFSTED and cited as an example of best practice.
We provide unrivalled opportunities for trainees to achieve through our highly original Exeter Teaching Model. The programme runs over three terms with each term providing progressively more school-based work training.
By learning on campus for most of the first term you access the tools to rapidly build professional knowledge to underpin your work in school placements.
Our unique approach gives you opportunities to learn and become part of a community of trainees and teachers who are passionate about education, and will support you during your course and beyond. We carry out a detailed skills audit with every trainee so we understand your particular development needs and can personalise elements of training to strengthen the skills you need to excel as a teacher.
During placements Exeter trainees benefit from the focused support of two School-based Tutors: a Principle Tutor who works as an expert partner, and a Mentor who develops and challenges your thinking about teaching in ways that can be used to enhance performance.
You will be supported in developing the full range of teaching skills and effective reflection that you will need in your first teaching post as a Newly Qualified Teacher (NQT).
The PGCE is a Masters level programme and once you have achieved QTS, you can continue your studies during your first year of teaching and work towards achieving a Masters in Education.
How am I assessed?
Through University and school-based assignments. There are no formal exams.
Students are also required to pass the Government's numeracy and literacy tests prior to the course.
The programme has three fully integrated components:
The Professional Studies component introduces you to key educational ideas and principles within a range of educational contexts. The module is followed throughout the year with both University and school-based elements and is concerned with classroom issues, whole school issues and the role of education in the wider society.
Central to school-based work is the development of your ability to meet the standards of professional competence which trainees must demonstrate in order to meet national standards for the award of QTS.
The principal aims of the module are to equip students with a comprehensive understanding of the background issues and practice of the current teaching of German in the secondary school, and to enable them to achieve QTS.
Applicants will normally be expected to have a good Honours degree in German (minimum of a 2.2). Other qualifications of degree level equivalence will be considered, e.g. Final Diploma of Institute of Linguists. Native speakers of German should hold a qualification equivalent to a UK degree at a minimum of 2:2, usually a minimum of 3 years of study at an institution of Higher Education. The qualifications can be in any subject, since they have, by definition, the necessary language skills. An OU degree or other degree qualification in a subject other than a foreign language may be acceptable if the applicant can show at interview that residence abroad or other relevant experience has developed appropriate competence in the foreign language. Some further enquiry may be necessary in such cases to ensure adequate written competence and cultural awareness.
Trainees in French, German and Spanish must have a second language (even if only at beginners' level) as this will help with the provision of placements, as well as finding a teaching post. However candidates offering only one language are encouraged to still apply for a place on the course. If successful, and as a condition of their offer, applicants without a second modern language will be directed to apply for Subject Knowledge Enhancement (SKE) funding from the DfE to complete an SKE course in a second language course prior to the PGCE course starting. SKE is also available in applicants’ first language provided they already have a reasonably strong second language. As part of the offer, the Subject Leader will provide information on appropriate courses to attend.
Applicants ideally need to have one week's experience in a UK state secondary school prior to interview. If this is not possible because an applicant is living abroad, please contact PGCE Admissions to enable us to consider applications on an individual basis.
- All our tutors have real-world experience as teachers, senior managers or OFSTED inspectors. They also lead and innovate, developing the latest ideas in teacher education, leading research, writing textbooks, leading subject networks and advising government.
- Our unique approach gives you opportunities to learn and become part of a community of trainees and teachers who are passionate about education, and will support you during your course and beyond.
Dinah Warren joined the University in 2009 after teaching languages for twenty-five years in comprehensive schools in London and Devon.
She was Head of Languages in an outstanding school in North London for eight years and has worked alongside trainee teachers as a Tutor and Mentor in her most recent school, where she taught until 2013.
Dinah is Head of Initial Teacher Education at the Graduate School of Education and course leader for the Primary Modern Languages Pathway module.
Dinah also contributes to the Primary PGCE course and has a strong interest in KS2/KS3 transition.
The German specialist course is taught by Chris Wakely who has a wealth of experiences as a teacher, an MFL Advisor and an Ofsted inspector. The Spanish specialist course is taught by Tim Melia, who has a wealth of experience teaching languages in secondary schools and FE colleges in the region.