Module EDUM044 for 2017/8
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EDUM044: Secondary German Subject Knowledge and Pedagogy
This module descriptor refers to the 2017/8 academic year.
Module Aims
The principal aims of the module are to:
1. equip you with a comprehensive understanding of the background theory, issues and practice of the current teaching of MFL in the secondary school;
2. support you to meet the Standards required for Qualified Teacher Status; and
3. nurture your development as a reflective and autonomous professional practitioner who is able to identify strengths and areas for development in content, pedagogy, learning, learners and the curriculum. This is achieved, principally, through critically evaluating current professional practice in relationship to developments in research and educational theory.
On successfully completing the programme you will be able to: | |
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Module-Specific Skills | 1. identify and evaluate educational concepts and issues related to MFL; 2. recognise pupils learning needs in MFL and interpret these learning needs in order to plan, teach, assess and evaluate lessons and schemes of work; 3. demonstrate secure subject content knowledge and pedagogical content knowledge in MFL; 4. demonstrate secure understanding of the statutory requirements of the National Curriculum for MFL; |
Discipline-Specific Skills | 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 for educational contexts; 9. use research data in support of an argument in education; |
Personal and Key Skills | 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. work productively in different kinds of teams (formal, informal, project based, etc.); and 14. think creatively about the main features of a given problem and develop strategies for its resolution. |
Module Content
Syllabus Plan
The module introduces students to current thinking in the teaching of MFL and develops student teachers’ subject content knowledge, pedagogical content knowledge, knowledge of learners and learning and knowledge of the curriculum in the field of MFL. Key elements of the module include:
- Lecture and Seminar Programme: The theoretical basis of MFL education;
- Main Subject Language Programme: Seminars and practical classes to address the range of pedagogy and practice in current teaching and learning in students’ first language.
- Second Subject Language Programme: Seminars and practical classes to address the range of pedagogy and practice in current teaching and learning in students’ second language.
- Peer Teaching Presentations: Short video-taped teaching sessions in which students use the University of Exeter Model of Initial Teacher Education to develop their skills of reflective practice, followed by review and feedback from tutors and peers.
- Seminar Days: Five days when students return to the University to share school-based work experiences and develop the links between theoretical and practical aspects of teaching MFL.
On the Secondary PGCE, you will learn and reflect on the skills and knowledge required by the programme’s credit-bearing and non-credit bearing modules throughout the year. You will need to think about the modules in relation to each other. To facilitate this, the learning and teaching activities and guided independent study described below are scheduled to occur across all three terms both in the context of your university taught course and in the context of your 24 weeks of applied professional experience in schools.
Learning and Teaching
This table provides an overview of how your hours of study for this module are allocated:
Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
---|---|---|
121 | 179 | 0 |
...and this table provides a more detailed breakdown of the hours allocated to various study activities:
Category | Hours of study time | Description |
---|---|---|
Scheduled Learning & Teaching activities | 72 | MFL Lecture and Seminar Programme |
Scheduled Learning & Teaching activities | 18 | Main Subject Language Programme |
Scheduled Learning & Teaching activities | 18 | Second Subject Language Programme |
Scheduled Learning & Teaching activities | 10 | Seminar Days |
Scheduled Learning & Teaching activities | 3 | Tutorials with Academic Tutor |
Guided Independent Study | 179 | Independent Study |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
How this Module is Assessed
In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.
Formative Assessment
A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.
Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
---|---|---|---|
Knowledge & Understanding Initial Audit | 1,000 words | 1, 2, 3, 4 | Verbal feedback (tutorial) |
Report for two-week Preliminary School Experience Tasks & Activities | 1,500 words | 1, 2, 5, 13 | Verbal (tutorial) and written feedback |
Grammar audits in first and second languages | 4 hours | 1, 2, 3, 4 | Verbal (tutorial) feeds into Action Plans 1 & 2 |
Assignment preparation: literature review | 1,500 | 1, 4, 5, 6, 12, 14 | Verbal (tutorial) and written feedback |
Summative Assessment
A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.
Coursework | Written exams | Practical exams |
---|---|---|
100 | 0 | 0 |
...and this table provides further details on the summative assessments for this module.
Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
---|---|---|---|---|
Written Assignment | 100 | 6,000 words | 1 14 | Written feedback |
0 | ||||
0 | ||||
0 | ||||
0 | ||||
0 |
Re-assessment
Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.
Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
---|---|---|---|
Written Assignment | Resubmission of written assignment (6,000 words) | 1-14 | See notes below. |
Re-assessment notes
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 Exam Board 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 Exam Board with the fail mark. You will then be referred to the Consequences Board who will confirm the conditions for resubmission of the work. Normally the resubmission should be by 1st 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 Exam Board following any successful resubmission (normally held in December).
In the case of the assignment for the Education and Professional Studies module, there may not be time to mark a resubmitted assignment before the end of the programme; this will mean that the award of PGCE will be delayed until the first Examination Board after July (this is normally held in December).
If an assignment is deemed to be a Fail by the Exam Board, the mark obtained on resubmission will be capped at 50%.