Students will have first-hand experience of teaching various sets of students at Higher Education, or if available, at local primary and secondary schools, under supervision from language-specific teaching staff and will benefit from class observation in different contexts. This placement will allow students to engage in observation of teaching, and class-based and learning activities.

Pedagogy students will be expected to support the language teachers in conversation and language classes for students of MFL at all levels including absolute beginners. They may work alongside the language teachers in class but will be expected to teach independently, developing their own teaching resources. They will be required to take small groups of students for speaking and listening practice. Tasks will include helping students with pronunciation, listening and reading comprehension and basic correction of grammar. Their central role is to help our language students gain confidence in speaking the target language by offering real-life language practice and making language learning a fun and friendly activity for the students. They will also be required to speak to students about the culture and society they come from.   

The students will be assessed by a learning portfolio, which contains a folder of evidence of classroom experiences, newly-generated teaching materials and narrative outlining the contexts of teaching, pedagogical theory and self-reflective commentary.

1. Engage in an ongoing cycle of self-reflective teaching using Kolb’s Experiential Learning Cycle.
2. Discuss ways in which teaching practice and environment can promote deep learning
3. Research and source cultural materials in the target language to engage with students on topics relevant to their learning
4. Generate engaging teaching resources to develop oracy.
5. Engage with students using a variety of visual, audio visual and online media.

The module will be delivered through a range of interactive teaching sessions supplemented by online teaching and learning activities and materials – and may include, where relevant, asynchronous materials such as lecture recordings. Full details on the delivery mode of this module will be available on Learning Central at the start of the academic year – and may be, in part, determined by Welsh Government and Public Health Wales guidance.  

• Classroom management (online or face-to-face)
• Lesson planning
• Behaviour management
• Student motivation
• Effective delivery of language lessons: Timing of lessons, pace of delivery, student-teacher interaction
• Utilizing and engaging with VLEs (Virtual Learning Environments)
• Remote delivery of language lessons
• Creation and use of synchronous and asynchronous teaching and learning resources for use in an online foreign language teaching environment
• Use of AV materials in a foreign language teaching environment
• Give constructive feedback to pupils to support their learning
• Identify the specific support required by students according to their level and ability
• Learn from peer networks and innovate good practice
• Use ICT and oral and written communication skills effectively

Attendance of all timetabled classes and extra-conversation hours is compulsory. Failure to attend classes will result in the module being failed.

The method(s) of assessing the learning outcomes for this module are set out in the Assessment Table, which also contains the weightings of each assessment component.

Mapping of Assessments to Intended Learning Outcomes:

Portfolio assesses ILOs 1, 2, 3, 4, 5

THE OPPORTUNITY FOR REASSESSMENT IN THIS MODULE:

Because this module is based on practical work and classroom teaching experience, there is no possibility for reassessment.

The module is based on teaching experience and practice. Pedagogy students will have regular meetings with their language-specific tutors to review lesson plans, however the majority of the contact time is hands-on experience either in the face-to-face or virtual classrooms.