This page is the placeholder for the students on the QTS Level 5 Pathway at the University of Portsmouth School of Education, Languages and Linguistics.
This page is mainly for Andrew Starr to organise materials for easy delivery in seminars. Much of the relevant material will be available on Moodle for the ITT QTS Pathway students.
A shortened link to this page is rebrand.ly/uopqts5
Red Links will only work for me when signed in to my account.
Blue Links are universal and should work for you.
Burgundy links need a password, which you will have if you are in my class.
Key Texts: Practical Guide Learning to Teach MFL
In TB1, you will have some intensive ITT Training sessions with the ITT department from the original School of Education and with me from the School of Languages for specific MFL teaching input.
In TB2, you will begin a one-day-per-week placement. As your university mentor, I will continue to support you with visits and observations. From June, you will spend seven weeks on a placement in a school.
Helpful Documents for your entire course.
Your classes for Teaching Block 1 will be held on Wednesday afternoons, mainly from October 9th, 2024, from 2 to 5 pm.
The below plans could change according to specific requirements...
Wednesday, 18th December, 14:00 - 17:00 - [Tutorials - Group lesson reviews and reflection].
Wednesday, 11th December, 14:00 - 17:00 - [Tutorials - Group lesson delivery]
Wednesday, 4th December, 14:00 - 17:00 - [Tutorials - Group lesson planning]
Wednesday, 27th November, 14:00 - 17:00
Lecture from T. Riordan
Adaptive Teaching (Tanya Riordan)
Subject Specific Input (AS)
Reflection on Tanya’s lecture.
Reflection and discussion on Tanya’s session.
How can we adapt and differentiate to support our MFL Learners?
[Paperwork for school - intro to the Mentoring record].
[Intro to formal lesson observation form and informal lesson observation form].
Wednesday, 20th November, 14:00 - 17:00
Lecture from T. Fleming
SEND
Subject Specific Input (AS)
Reflection on Tom’s lecture.
How can we support various needs in MFL?
Phonics in MFL
Looking at GCSE / KS3 languages
Wednesday, 13th November, 14:00 - 17:00
Lecture from J. Wood
Behaviour management (Jane Wood) PPT
Subject Specific Input (AS)
Following on from Andrew Porter's lecture last week on the Rosenshine Principles...
This page will help you apply those principles to the MFL Classroom.
Reflection on Jane’s lecture.
Time to discuss - Q&A.
How do we manage behaviour in the MFL classroom? Is it different to other lessons?
Looking at different MFL activities and how we would manage behaviours that might crop up. (rowdiness during games, etc)
Ideas:
Some strategies for managing behaviour in the classroom are the same for all subjects, including MFL:
Model your desired behaviour: Demonstrate the behaviour you expect your students to show.
Establish clear rules: Make rules positive and involve students in the process.
Create a class culture: Develop a classroom culture that promotes discipline.
Set expectations: Students need consistency and predictability.
Create stimulating lessons: Avoid dull lessons.
Approach issues positively: Discuss with students why the rules are essential.
Acknowledge good behaviour: Recognize and reinforce good manners.
Encourage initiative: Consider peer teaching or pairing students with cooperative peers.
Role play: Demonstrate appropriate responses through role play.
Of course, all the above are just theoretical ideas. You would need to get to know your classes and develop a relationship with them that demonstrates the best behaviour outcomes for learning.
Behaviour Management Blog - Strategies for New Teachers
Unison - Tom Bennett Guide
There are no simple answers, ever, in behaviour management. This webinar (about an hour long) is for you to watch in your own time and for teachers from various backgrounds and experiences.
This one is about motivating and engaging students (preventing poor behaviour).
REMINDER
Hays Safeguarding Training (once we have the correct version and access means)
Wednesday, 6th November, 14:00 - 17:00
Lecture from AJ Porter
How children learn (AJP) PPT
Subject Specific Input (AS). PPT
Reflection on Andrew’s lecture - how does this link to MFL?
The importance of memory.
Use of modelling and the target language.
Developing lesson planning (planning 2).
Starters and plenaries.
Lesson objectives
Last time, you were asked to consider developing a lesson plan. If you have done anything with that and would like me to look at it, please upload it to the correct folder.
See Moodle for further links.
Wednesday, 23rd October, 14:00 - 17:00
Lecture from M. Casey
Subject Specific Input (AS)
Documents and links - These need to be actioned before the end of this calendar year/going in to a school.
Hays Safeguarding Training (once we have the correct version and access means)
Wednesday, 16th October, 14:00 - 17:00
Lecture from A. Smith
Modern Context of Teaching and Learning (Andy Smith).
Subject Specific Input (AS)
First, I would like to know - your feedback on the documents you reviewed last week.
Q&A with reflection on Andy's lecture.
What is the journey that MFL has had over the years?
Where did MFL fit in previous curriculums/years?
How do we break down new language in an MFL Lesson, and how do we teach it? PPT
Presentation of language demo:
Students are to introduce five words of a new language to a partner/. You should be able to teach someone something new - to work with people who do not yet speak one of your languages!!.
It would be best if you aimed to put some ideas on to this padlet. It will be a source for you to use as you work your way through the QTS route.
Links and Documents
Planning the perfect lesson ppt Ingredients for the perfect lesson Lesson plan template Abbreviations in Education Starters and Plenaries Ideas for starters
For next week you should plan to teach at least 5 new words to some others in your group for next week...
Wednesday, 9th October, 14:00 - 17:00
Lecture from AJ Porter
Introduction to pathway
The course outline/timings.
Personal and professional conduct as a teacher (AJP)
Subject Specific Input (AS)
Introduction
Every Lesson Shapes a Life - (Videos from the PPT)
What are you hoping to get from this course? Why teaching?
What do you envisage the role of a Modern Foreign Languages Teacher to be?
Why do languages matter in schools? SCILT Pearson TES British Council
What makes a good teacher/language teacher? TES FutureLearn
Reflections from students on their own language learning experiences...
What does a good language lesson look like?
What should be included?
For next week, following our seminar today, you should create a document (shared with me) or padlet that answers the above questions as you see them now.
This will be interesting for you to look back on in the future!
Students are to read through one of the documents below (key reading) and make a 2—to 5-minute presentation on their findings next week.
Students are to prepare to teach five words from a language they know to others in next week's seminar.
Essential Reading for the week:
Students to read through:
Some key reading:
Further Reading
British Academy - Language Learning
Guardian View - We need language graduates
A professional association
Recording of 2022 Language Trends Webinar. British Council 2002 Report
And then there is this...
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