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Secondary German Subject Knowledge, Pedagogy, Research and Practice

Module description

In this module you will examine a range of approaches to the teaching of your chosen subject area across the Key Stage 3, 4 and 5 curricula as well as the theory that underpins this practice. This module will be taken alongside the Secondary Education Theory, Research and Practice module and the Professional Learning in Schools module.

Module aims - intentions of the module

The principal aims of the module are to:

1. provide opportunities for you to develop a systematic understanding and critical awareness of educational theory, research, policy and practice in secondary German;
2. enable you to apply this knowledge in practice to become an effective secondary German teacher;
3. introduce you to current knowledge about pupils as learners, both from research and professional experience;
4. enable you to develop your understanding of subject-specific pedagogical knowledge, so that you can apply your existing subject knowledge to teach secondary German effectively;
5. develop your understanding of the design and sequencing of the secondary German curriculum;
6. develop your understanding of the principles and practices of assessment including those of the National Curriculum and relevant national tests and/or examination specifications;
7. enable you to understand and demonstrate the professional behaviours required of teachers, including with respect to the safeguarding of young people, SEND and inclusion, the organisation and management of schools and the wider systems surrounding them, and the requirements in different school contexts;
8. develop your ability to deal with complex issues, make sound judgements and communicate outcomes clearly in a form appropriate to the audience;
9. support you to develop the ability to learn independently and apply this to your continuing professional development as you enter the teaching profession.

It includes dedicated University-led taught content as part of 20 days of Intensive Training and Practice (ITAP) where trainees focus on particular aspects of teaching, gain immediate and targeted feedback focused on improvement and access appropriate expert support.

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the module you will be able to...

• 1. Identify and evaluate educational concepts and issues related to secondary German and engage in critical debate about current educational issues, drawing on evidence from theory, research and practice
• 2. Deploy a range of personal and professional skills relevant secondary German teaching
• 3. Identify and justify solutions to teaching and learning problems relevant to secondary German teaching
• 4. Demonstrate development of academic and pedagogic subject knowledge relevant to secondary German teaching

ILO: Discipline-specific skills

On successfully completing the module you will be able to...

• 5. Critically evaluate the relevance of research and theory to practice
• 6. Synthesise relevant literature in support of an argument
• 7. Use appropriate technologies for data handling and writing
• 8. Present data and findings in an appropriate form
• 9. Use research data in support of an argument

ILO: Personal and key skills

On successfully completing the module you will be able to...

• 10. Learn effectively and be aware of your own learning strategies
• 11. Competently use library and electronic resources including databases, websites and virtual learning environments to support learning.

Syllabus plan

The module introduces students to current thinking in the teaching of German and develops students’ pedagogic and academic subject knowledge in this field. Key elements of the module include:

• Lecture and Seminar Programme: This covers the theory and practice of pedagogy in your chosen subject area.
• Peer Teaching: These sessions give you an opportunity to practice your teaching in a safe and supportive environment.
• Seminar Days: Six days when students return to the university to share school-based work experiences and develop the links between the theoretical and practical aspects of teaching.

On the PGCE, you will learn and reflect on the skills and knowledge required by the programme’s credit-bearing and non-credit bearing modules throughout the year. You will need to think about the modules in relation to each other. To facilitate this, the learning and teaching activities and guided independent study described below are scheduled to occur across all three terms both in the context of your university taught course and in the context of your applied professional experience in schools.

Learning activities and teaching methods (given in hours of study time)

Details of learning activities and teaching methods

Formative assessment

Summative assessment (% of credit)

Details of summative assessment

Details of re-assessment (where required by referral or deferral)

Re-assessment notes

If your assignment is deemed to be a fail, you will be given feedback outlining what needs to be done to bring the assignment to a pass standard and one opportunity for resubmission will be allowed.  The resubmission will be capped at 50%.

You can choose to resubmit a failed assignment ‘in year’ (i.e. before the PGCE Assessment, Progression and Awarding Committee (APAC) in July or after the end of the course (normally towards the end of the summer vacation period).

If you choose the first option and gain a pass for your resubmission (and pass all other modules) you can be awarded the PGCE with QTS at the APAC in July.

If you choose the second option but have passed the Professional Learning in Schools module by the end of the course, you can exit with QTS only at the APAC in July and therefore still gain employment as an Early Career Teacher (ECT).  If you subsequently gain a pass for your resubmission, you will be awarded the PGCE during the following Autumn term.

With either option, if after resubmitting you have still failed to gain a pass mark, you will be deemed to have failed the PGCE with no further opportunity for resubmission.  If however you have passed the Professional Learning in Schools module, you can leave the programme with QTS only.

If you pass both the Subject Knowledge, Pedagogy, Research and Practice module and the Education Theory, Research and Practice module but fail the Professional Learning in Schools module, you can leave the programme with a Postgraduate Certificate (PG Cert) in Professional Studies in Education which does not confer QTS status

Indicative learning resources - Basic reading

• 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.
• 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
• 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

Indicative learning resources - Web based and electronic resources

• Bauckham, I (2016) Modern Foreign Languages Pedagogy Review https://ldpedagogy.org/resources/mfl-review/
• Collen, I (2023) Language Trends Survey Report, British Council.
• Ofsted (2011) Modern Languages Achievement and Challenge
• Ofsted (2015) Key Stage 3, The Wasted Years?
• Ofsted (2021) Curriculum Research Review – Languages

Key words search

PGCE, QTS, Qualified Teacher Status, Teaching, Secondary, Education, Schools, Teacher, Teacher Training, Languages, German