SML4003 : Advocating and Teaching Languages in Schools
SML4003 : Advocating and Teaching Languages in Schools
- Offered for Year: 2023/24
- Module Leader(s): Miss Nathalie Paris
- Lecturer: Professor Rene Koglbauer
- Owning School: Modern Languages
- Teaching Location: Newcastle City Campus
- Capacity limit: 15 student places
Your programme is made up of credits, the total differs on programme to programme.
|Semester 1 Credit Value:||10|
|Semester 2 Credit Value:||10|
|European Credit Transfer System|
Modules you must have done previously to study this module
Pre Requisite Comment
Students must have achieved at least an Upper Second performance at Stage 2 in the language(s) they intend to teach in their placement school. All students must offer one of the following European languages: French, German, Spanish.
Modules you need to take at the same time
Co Requisite Comment
This module has been calqued on the Career Development Module (NCL3007) developed by the Careers Service. In accordance with the Career Development Module, the overarching aim is “To develop students who can independently self-manage, proactively interact and ethically apply their knowledge and skills in a work-related context.” Specifically, this module gives students an opportunity to observe and gain experience of teaching languages in a school classroom environment, and to reflect on this experience. The partnership between SML and local schools fosters and stimulates the uptake of languages in local schools and the recruitment of students into the teaching profession.
Outline Of Syllabus
Lectures and lecture material include:
- Organising a placement with schools, including child protection, language learning & the role of
the SML4003 student
- National language learning policy
- Reflective practice and reflective writing
- Effective and inclusive presentations and practice
- Speaking and teaching vocabulary in the Modern Languages classroom
- Grammar in the Secondary Language classroom
- Making the case for modern languages in a school context: presentations on the value of learning
- Micro-teaching sessions
- Feedback from Semester 1 and semester 2 assessment
- Conducting an interview with the Head Teacher or their deputy on the position of modern languages
in their school
- assessment support / guidance
- individual feedback
- Observing, supporting and practising teaching in the classroom
Intended Knowledge Outcomes
- Develop skills of reflective practice and reporting and the ability to adapt and apply their performance in a school
- Gain experience of small scale project management in a work-based context including planning and recording milestones, entering and exiting a project appropriately, and reporting on this experience in a foreign language
- Acquire an understanding of the limiting and enabling factors of working in UK schools
- Work collaboratively in groups towards a common aim
- Learn from peer networks, share and innovate good practice
- Systematically collate an evidence trail in a portfolio
- Improve their skill in public speaking by preparing presentations, tailoring and delivering them to different audiences, receiving feedback on them and providing feedback to peers.
- Negotiate priorities and manage time appropriately
- Conduct ongoing primary and secondary research into issues relevant to the placement school and reflective practice
Intended Skill Outcomes
- Develop skills of reflective practice and demonstrate ability to adapt and apply their performance in other professional contexts. (Self awareness & Reflection)
- Gain experience of small scale projects and project management in a work-based context including planning and recording milestones, entering and exiting a project appropriately, and reporting on this in a foreign language (Occupational awareness)
- Better understand the limiting and enabling factors of working in UK schools (Commercial Acumen)
- Work collaboratively in groups towards a common aim (Teamwork)
- Learn from peer networks, share and innovate good practice (Personal Enterprise)
- Systematically collate an evidence trail in a portfolio.
- Improve public speaking by preparing presentations, tailoring and delivering them to different audiences, receiving feedback on them and providing feedback to peers. (Communication)
- Negotiate priorities and manage time appropriately (Planning and Organisation)
- Conduct ongoing primary and secondary research into issues relevant to the host organisation and reflective practice (Subject Knowledge and Understanding and Cognitive skills)
|Scheduled Learning And Teaching Activities||Lecture||9||2:00||18:00||N/A|
|Scheduled Learning And Teaching Activities||Small group teaching||3||2:00||6:00||N/A|
|Scheduled Learning And Teaching Activities||Small group teaching||4||1:00||4:00||N/A|
|Scheduled Learning And Teaching Activities||Fieldwork||45||1:00||45:00||N/A|
|Scheduled Learning And Teaching Activities||Drop-in/surgery||3||1:00||3:00||N/A|
|Scheduled Learning And Teaching Activities||Drop-in/surgery||1||2:00||2:00||N/A|
|Guided Independent Study||Independent study||122||1:00||122:00||N/A|
Teaching Rationale And Relationship
This is a highly selective and demanding careers-focused module which prepares the student for the professional world of education. It combines academic teaching with applied experience in the classroom. The module is of particular interest to students who may consider a career in education.
Students acquire a knowledge of Modern Language education policy and have an important role to play in inspiring future linguists while also generally raising aspiration to further study.
The module draws on appropriate expertise from within the School of Modern Languages, the School of Education Communication and Language Sciences, the University Careers service and local secondary schools.
The format of resits will be determined by the Board of Examiners
|Written exercise||1||M||10||Written Portfolio Task 1 - reflective task in the target language|
|Written exercise||2||M||30||Portfolio Task 2 - reflective task in English|
|Report||2||M||60||2200-word reflective report in the target language|
Assessment Rationale And Relationship
The assessment methods reflect the main emphases of the module. The academic aspect of the module is reflected in the report in the Target Language assignment, whereas the portfolio of tasks is designed to capture the student’s experiential journey, to develop their reflective writing skills, and to provide them with feedback before completing the final reflective report.
Portfolio Task 1: Students reflect on their group micro teaching session using a set of questions. Should not exceed 5 A4 pages, font size Calibri 11.
Task 2: Students reflect on their Teaching Sequence using a set of questions. Should not exceed 2 A4 pages, font size Calibri 11.
Past Exam Papers
Welcome to Newcastle University Module Catalogue
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You may have some queries about the modules available to you. Your school office will be able to signpost you to someone who will support you with any queries.
The information contained within the Module Catalogue relates to the 2023 academic year.
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Modules may be amended on an annual basis to take account of changing staff expertise, developments in the discipline, the requirements of external bodies and partners, and student feedback. Module information for the 2024/25 entry will be published here in early-April 2024. Queries about information in the Module Catalogue should in the first instance be addressed to your School Office.