MFL: Getting ready for the PGCE
Congratulations on securing a place on the PGCE Secondary MFL Course here at Exeter – well done and welcome! We wish you every success as you prepare to embark upon an exciting and exhilarating PGCE year.
Preparation for the first term of the PGCE Secondary MFL Course (i.e. Autumn Term: Monday 30 September 2013 -– Friday 13 December 2013)
As you will no doubt have gathered at your interview, this course is demanding, interactive, participatory, but also a lot of fun! The first term at University is very intensive in order to prepare you well for School-Based Work (SBW) in the following two terms. You will gain far more from these 10 weeks’ input in the Autumn Term, if you arrive ready to hit the ground running. The following pre-course tasks are designed to help you to make that Autumn start easier, so put in as much effort as you can with the time you have available, which will of course vary according to your personal circumstances.
You will need to focus on four principle areas (A to D) as you prepare for the start of the course:
A. Completing the Subject Knowledge Audit tasks set out below will help you to become familiar with the structure and content of the National Curriculum for MFL and to identify the aspects of subject knowledge that you will need to develop at Key Stages 3 and 4 and at post-16 level. Please begin to address those aspects of grammar and other subject knowledge that you are not familiar with before beginning the course. We hope you have already made a start! Do not try to cover too many topics post-16 – we would like you to develop depth of understanding in a few areas rather than breadth of understanding across many areas. In addition to the self audits of subject knowledge in both of your target languages please complete the Audit of Information and Communication Technologies (ICT) competence.
B. Creating a ‘subject knowledge development record’ using a strategy that you feel comfortable with e.g. summary notes, revision lists, concept maps, completing tasks set in the texts, answering revision questions, will help you feel more confident in your first and second languages. This will form an important part of your Individual Development Portfolio (IDP) that you will build up over the course of the PGCE and will inform discussions about the issues it raises with respect to covering all your subject knowledge needs. Use GCSE and A-level MFL textbooks or other appropriate sources of information (e.g. MFL websites such as the Association for Language Learning) to help you develop your understanding and knowledge. Once you have completed the self audit tasks construct a plan to begin the process of addressing your subject knowledge needs. The following pro forma is suggested:
Subject Knowledge and Understanding Development Record
Area/Topicfor development / Learning
Resources / Learning Strategy / Target date / Date achieved
Chosen according to need / e.g. Chapter/section in textbook(s)
‘A’ level questions / e.g. Make summary notes and a concept map
Complete all questions / Be realistic!!
C. Getting organised
The PGCE Secondary MFL Course, like teaching itself, is one in which paperwork plays a significant part, and it would be wise to get yourself well organised before the Autumn Term starts (especially if you know that organisation is not your strong point!). There is little time in the first 10 weeks of Autumn Term to sort yourself out. Beware of throwing out official documentation and lecture notes from your previous studies as they will often contain important and relevant information (especially relating to GCSE and A Level MFL teaching). Treat yourself to a collection of files or folders with dividers – you will need them! Very few people like paperwork, but our experience with past groups of PGCE student teachers is that mastering your personal organisation and time management skills early on saves a huge amount of stress later, both for you and your tutor! Make sure that you control the paperwork, rather than letting it control you!
You will need the following Stationery for both the University sessions and School-Based Work:
1. At least four (4) very large two-ring Lever Arch Files;
2. Dividers (4 sets of 10 OR 8 sets of 5);
3. A 2011-2012 Academic Diary (week to view, ideally with time slots marked);
4. A pack of A4 Plastic Wallets (for storing handouts/resources/materials etc);
5. A stapler and box of staples;
6. A ‘two-hole’ puncher;
7. A pack of coloured stickers (for referencing ‘Further Evidence’ (of meeting the Teachers’ Standards for QTS);
8. Whiteboard Markers (Red, black, green, blue) and whiteboard eraser;
9. Pens, pencils, post-its, rubber, tippex, Pritt stick or similar, pencil case etc.
10. Also recommended is a presentation ‘clicker’.
The one I use costs about £20 – see details (http://www.amazon.co.uk/Kensington-Wireless-Presenter-Laser-Pointer)
D. Professional Subject association membership.
Whilst not compulsory, we strongly urge you to become a member of the Association for Language Learning as soon as you register (ALL); the student teacher membership is currently just £20.00 per year. You can also upgrade to a higher level of membership and receive more language specific journals. This is also tax-deductible once you have an income. See website for Trainee/Student Membership Application form and details of further membership offers.
Student Associate Membership
Annual subscription: £20.00 Includes:/ Three mailings a year, delivered to your home, including Languages Today magazine; / / ALLNet, our weekly email bulletin;
/ Full discounts on ALL regional and national events, including our annual conference, Language World; and / / A host of special offers and opportunities!
In addition, you will be entitled to gain online access to ALL language specific journals.
Additional information for non-native speakers of English or for those of you educated abroad
Please see the additional 3 documents included to help you get to grips with the education system in the UK:
· History of Education in England Part 1
· History of Education in England Part 2
· Eurydice explanation of the English education system
Please also visit the NFER website at
http://www.nfer.ac.uk/nfer/index.cfm?73DA0842-C29E-AD4D-09B9-F45A781F13BD
MFL Pre-course tasks
The National Curriculum for MFL at Key Stages 3 (and 4)
You will need to become familiar with the structure and content of the National Curriculum for MFL. Please carry out the following six tasks, which are designed to help you understand how the curriculum is organised and to identify aspects of subject knowledge that you will need to develop. In order to carry out these tasks you will need to go to the National Curriculum website which can be accessed at http://curriculum.qcda.gov.uk/key-stages-3-and-4/subjects/key-stage-3/modern-foreign-languages/ (last accessed 15/4/13)
Task 1: Familiarise yourself with the Programme of Study below and the Attainment Targets (ATs) and level descriptors found under Level Descriptors at the above link. See also explanatory text.
Modern foreign languages Key Stage 3 – Programme of Study
Importance of Modern foreign languages Key Stage 3
Languages are part of the cultural richness of our society and the world in which we live and work. Learning languages contributes to mutual understanding, a sense of global citizenship and personal fulfilment. Pupils learn to appreciate different countries, cultures, communities and people. By making comparisons, they gain insight into their own culture and society. The ability to understand and communicate in another language is a lifelong skill for education, employment and leisure in this country and throughout the world.
Learning languages gives pupils opportunities to develop their listening, speaking, reading and writing skills and to express themselves with increasing confidence, independence and creativity. They explore the similarities and differences between other languages and English and learn how language can be manipulated and applied in different ways. The development of communication skills, together with understanding of the structure of language, lay the foundations for future study of other languages and support the development of literacy skills in a pupil’s own language.
Key concepts of Modern foreign languages Key Stage 3
There are a number of key concepts that underpin the study of languages. Pupils need to understand these concepts in order to deepen and broaden their knowledge, skills and understanding.
1.1Linguistic competence
a. Developing the skills of listening, speaking, reading and writing in a range of situations and contexts.
b. Applying linguistic knowledge and skills to understand and communicate effectively.
1.2Knowledge about language
a. Understanding how a language works and how to manipulate it.
b. Recognising that languages differ but may share common grammatical, syntactical or lexical features.
1.3Creativity
a. Using familiar language for new purposes and in new contexts.
b. Using imagination to express thoughts, ideas, experiences and feelings.
1.4Intercultural understanding
a. Appreciating the richness and diversity of other cultures.
b. Recognising that there are different ways of seeing the world, and developing an international outlook.
Key processes of Modern foreign languages key stage 3
These are the essential skills and processes in languages that pupils need to learn to make progress.
2.1 Developing language-learning strategies
Pupils should be able to:
a. identify patterns in the target language
b. develop techniques for memorising words, phrases and spellings
c. use their knowledge of English or another language when learning the target language
d. use previous knowledge, context and other clues to work out the meaning of what they hear or read
e. use reference materials such as dictionaries appropriately and effectively.
2.2 Developing language skills
Pupils should be able to:
a. listen for gist or detail
b. skim and scan written texts for the main points or details
c. respond appropriately to spoken and written language
d. use correct pronunciation and intonation
e. ask and answer questions
f. initiate and sustain conversations
g. write clearly and coherently, including an appropriate level of detail
h. redraft their writing to improve accuracy and quality
i. reuse language that they have heard or read in their own speaking and writing
j. adapt language they already know in new contexts for different purposes
k. deal with unfamiliar language, unexpected responses and unpredictable situations.
Range and content of Modern foreign languages Key Stage 3
This section outlines the breadth of the subject on which teachers should draw when teaching the key concepts and key processes.
The study of languages should include:
a. the spoken and written forms of the target language
b. the interrelationship between sounds and writing in the target language
c. the grammar of the target language and how to apply it
d. a range of vocabulary and structures
e. learning about different countries and cultures
f. comparing pupils’ own experiences and perspectives with those of people in countries and communities where the target language is spoken.
Curriculum opportunities of Modern foreign languages Key Stage 3
During the key stage pupils should be offered the following opportunities that are integral to their learning and enhance their engagement with the concepts, processes and content of the subject.
The curriculum should provide opportunities for pupils to:
a. hear, speak, read and write in the target language regularly and frequently within the classroom and beyond
b. communicate in the target language individually, in pairs, in groups and with speakers of the target language, including native speakers where possible, for a variety of purposes
c. use an increasing range of more complex language
d. make links with English at word, sentence and text level
e. use a range of resources, including ICT, for accessing and communicating information in the target language
f. listen to, read or view a range of materials, including authentic materials in the target language, both to support learning and for personal interest and enjoyment
g. use the target language in connection with topics and issues that are engaging and may be related to other areas of the curriculum.
Task 2: National Curriculum Subject knowledge audit at Key Stage 3
Explore the Key Stage 3 Framework for MFL (a guidance document) found at http://webarchive.nationalarchives.gov.uk
As the website name suggests, this document has been archived. It has not been replaced but still contains many useful sections. The website is no longer as interactive as it once was, but you can still see, for example, the learning objectives for Year 7. Take some time to navigate your way around this extremely useful guidance document. Also useful is the Glossary of Terms; brush up on your grammatical terminology before you are required to teach it!
Attached is the archived document KS3 Framework Strands of Progression. Examine this in detail and consider your own competence in both your target languages. Reflect on the implications of this for your own development prior to the course and include any action in your Subject Knowledge and Understanding Development Record.
Task 3: National Curriculum subject knowledge audit at Key Stage 4
Please read the GCSE criteria for MFL at http://www.ofqual.gov.uk/files/qca-07-3468_gcsecriteriamfl.pdf . This document is to be used as a grammar reference only and not exam specification for use in schools. Alternatively, go to the AQA or Edexcel websites below to find specifications for GCSE in both your target languages. In particular familiarise yourself with the grammar requirements for these two languages and begin working on any gaps. Record your progress and learning strategies used in your Learning Journal.
AQA home page http://www.aqa.org.uk/
Edexcel home page http://www.edexcel.com/Pages/home.aspx
Print the content of each section and then rate your competence in each of the topic areas by writing a number (0 = no competence/ knowledge up to 3 for very competent/very secure knowledge) next to each of the items.
Task 4: Compare the current MFL Programme of Study, Key Stage 3 Framework and GCSE criteria with your own experience as a MFL learner and note your reflections in your Learning Journal.
Task 5: Subject knowledge audit at AS and A2 level
Please go to the AQA or Edexcel website to find specifications for AS and A2 in your main specialist subject. AQA home page http://aqa.org.uk (Go to Qualifications → A Level → Language → Specification)