Module EDUM051 for 2021/2
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EDUM051: Secondary Spanish Subject Knowledge and Pedagogy
This module descriptor refers to the 2021/2 academic year.
Module Aims
The principal aims of the module are to:
• enable you to gain a comprehensive and up to date understanding of the background theory, issues and practice relating to current teaching of MFL in the secondary curriculum;
• support you to meet the Standards required for the award of Qualified Teacher Status; and
• nurture 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 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 education; 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 pedagogic subject knowledge in MFL; 4. demonstrate secure understanding of the 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. |
Indicative Reading List
This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.
Bauckham (2016) Modern Foreign Languages Pedagogy Review, The Teaching Schools Council
https://ncelp.org/resources/modern-foreign-language-pedagogy/
Chambers, G (2019) Pupils’ perceptions of Key Stage 2 to Key Stage 3 transition in modern foreign languages. Language Learning Journal, 47 (1). pp. 19-33.
Collen, Ian (2020) Language Trends Survey Report, British Council.
https://www.britishcouncil.org/research-policy-insight/research-reports/language-trends-2020
Driscoll, P, Macaro, E and Swarbrick, A (eds) (2014) Debates in Modern Languages Education. Routledge (e-book)
Jones, J and Coffey, S (2013) Modern Foreign Languages 5-11: a guide for teachers David Fulton (e-book)
Ofsted (2011) Modern Languages Achievement and Challenge
https://www.gov.uk/government/publications/modern-languages-achievement-and-challenge-2007-to-2010
Ofsted (2015) Key Stage 3, The Wasted Years?
https://www.gov.uk/government/publications/key-stage-3-the-wasted-years
Pachler, N (2002) Foreign Language Learning in England in the 21st Century. Language Learning Journal No. 25, pp6-11
Pachler, Barnes and Field (2014) Learning to teach foreign languages in the secondary school Routledge (ebook)
Ramage, G (2013) The Modern Languages Teacher’s Handbook: Continuum (e-
book)