ࡱ> Q Ebjbj00 ReiRei=* fff$P$J6&>&& ?JAJAJAJAJAJAJ$|M2PeJf&x&"&&&eJzJ...&8f?J.&?J..6DNCG6Yl{'ZE+JJ0JE` QL) Q8CG QfCG&&.&&&&&eJeJ+&&&J&&&& Q&&&&&&&&& X :  Name: Route:Placement A: Placement B: This self-assessment is designed to assist you in tracking your progress towards the subject knowledge required for completion of the course. You are required to demonstrate competence in all the areas listed to teach MFL (your first and second foreign languages) at KS3, KS4 and post-16 if appropriate. The self-assessment is structured so that you can: Profile your progress Identify action points at strategic points during the course. The self-assessment is based on the Common European Framework of Reference for Languages. The sheet on which the pre-course tasks are detailed (a copy of this will be sent to you on acceptance) outlines recommendations and advice, if appropriate for you to improve your knowledge of the first or second modern foreign language which you will be trained to teach. Moreover, in January and February of the course, between your first and second block teaching practices, you will have an opportunity to attend a 5 day booster course which will help you with your second foreign language (French, Spanish or German). Your supporting school will almost certainly help you and direct you accordingly. The Common European Framework of Reference for Languages divides linguistic levels into 6 (A1 to C2, A1 being the lowest level). The subject knowledge self-assessment below assumes that there are 4 levels at which you may be able to teach: Basic (A2): you feel confident to teach that language but only beginners (e.g. a year 7 class) Independent lower level (B1): you feel confident to teach that language throughout KS3 Independent higher level (B2 = A level standard): you feel confident to teach that language to GCSE level Proficient lower level (C1 = post-A level standard): you feel confident to teach that language to AS level Proficient lower level (C2 = degree level): you feel confident to teach that language to A2 standard Common European Framework of Reference for Languages Proficient User (can teach to A2 standard) C2I can understand with ease virtually everything I heard or read. I can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. I can express myself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations.Proficient User (can teach to AS level standard) C1I can understand a wide range of demanding, longer texts, and recognise implicit meaning. I can express myself fluently and spontaneously without much obvious searching for expressions. I can use language flexibly and effectively for social, academic and professional purposes. I can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.Independent User (can teach to GCSE level)B2I can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in my field of specialisation (education). I can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. I can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.Independent User (can teach throughout KS3) B1I can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. I can deal with most situations likely to arise whilst travelling in an area where the language is spoken. I can produce simple connected text on topics which are familiar or of personal interest. I can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.Basic User (can teach beginners only e.g. year 7)A2I can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. I can describe in simple terms aspects of my background, immediate environment and matters in areas of immediate need.Basic User (level too low to teach, even at beginner level)A1I can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. I can introduce myself and others and can ask and answer questions about personal details such as where I live, people I know and things I have. I can interact in a simple way provided the other person talks slowly and clearly and is prepared to help. Trainees are asked to rate themselves for each Modern Foreign Language that they feel able to teach at the outset of the course. For most trainees, this will be 2 languages; for some, it will be more. For instance, a native speaker of German with a degree in French and Spanish will be required to carry out 3 Subject Knowledge Self-assessments which may conclude that s/he can teach all 3 languages to A2 standard. As another example, an English trainee with a degree in French with Spanish (started ab initio at University) may have studied German to GCSE standard and got a B grade. This trainee is likely to assess him/herself as able to teach French to AS or A2 standard, Spanish to GCSE and German to beginner (year 7) standard. As and when appropriate, these self-assessed levels may be matched by a school tutor rating. These numbers may not be the same! The trainee should prioritise particular targets. These targets then need to be monitored, with the University Tutor signing off the whole self-assessment at the culmination of the course. You will have to carry out this self-assessment at 4 crucial stages of the PGCE course: When being interviewed, then at the end of each term (RP 1, 2 and 4) discuss with your subject mentor the development of your subject knowledge and pedagogy and re-grade and add additional justification Trainees are advised to log what they have been learning in order to enhance their linguistic/cultural knowledge, understanding and skills. For this purpose, you need to be precise. For instance, you may log that you learnt how to form the future tense in French during the Booster Course in January/February. Trainees need to provide good quality evidence for the realisation of the areas of this self-assessment. It could be lesson plans, lesson observation notes, evidence of reading, teaching of revision groups, resources etc. Please bear in mind that Subject Knowledge is not just of the languages you will be teaching but also of the resources you will be using and, when teaching at KS4 or post-16, the specifications of the examinations for which you will be preparing your pupils. The self-assessment requires you to reflect upon your own personal strengths knowledge and skills of using the range and content then on your experience of enabling pupils to grasp these key elements. You will be asked to self-assess your knowledge & skills and experience using the following grading: 1 = Significant area of strength2 = A firm grasp of this aspect3 = A developing understanding4 = Limited grasp of this area In the comments section please give a brief justification of why you have graded yourself as you have. Name: Route:Placement A: Placement B: Personal knowledge and skillsExperience of developing pupil knowledge and skills1-4Justification1-4JustificationKey Concepts, Language, Skills and TopicsI can understand with ease virtually everything I heard or read. I can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. I can express myself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations. I am therefore confident to teach this language and its culture to all my pupils, however advancedI can understand a wide range of demanding, longer texts, and recognise implicit meaning. I can express myself fluently and spontaneously without much obvious searching for expressions. I can use language flexibly and effectively for social, academic and professional purposes. I can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices. I am therefore confident to teach this language and its culture to my pupils, up to AS levelI can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in my field of specialisation (education). I can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. I can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. I am therefore confident to teach this language and its culture to my pupils, up to GCSE levelI can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. I can deal with most situations likely to arise whilst travelling in an area where the language is spoken. I can produce simple connected text on topics which are familiar or of personal interest. I can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans. I am therefore confident to teach this language and its culture to my pupils throughout KS3I can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. I can describe in simple terms aspects of my background, immediate environment and matters in areas of immediate need. I am therefore reasonably confident that I can teach this language and its culture to pupils who started learning it this year (e.g. who are in year 7)I can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. I can introduce myself and others and can ask and answer questions about personal details such as where I live, people I know and things I have. I can interact in a simple way provided the other person talks slowly and clearly and is prepared to help. I therefore feel unable to teach this language and its culture, even at basic level Please note that the sections below cover up to 3 languages Key Stage 3Personal knowledge and skillsExperience of developing pupil knowledge and skills1-4Justification1-4JustificationRequirements of MFL as specified in the MFL National Curriculum/KS3 programmes of Study. Being familiar with:The guidance set out in the National Strategy for KS3, including the KS3 Framework for MFLThe main textbooks and resources available for the first foreign language Im training to teach (e.g. Studio, Viva or Stimmt)The main textbooks and resources available for the second foreign language Im training to teach (e.g. Studio, Viva or Stimmt)The main textbooks and resources available for the third foreign language Im training to teach (e.g. Studio, Viva or Stimmt ) Key Stage 4Personal knowledge and skillsExperience of developing pupil knowledge and skills1-4Justification1-4JustificationRequirements of MFL as specified in the MFL National Curriculum/KS3 programmes of Study. Being familiar with:The MFL (French, Spanish, German, whichever languages are relevant) GCSE specifications from at least two Examination Boards e.g. Pearson Edexcel/AQAThe main KS4 textbooks and resources for the first foreign language Im training to teach (e.g. Studio, Viva or Stimmt)The main KS4 textbooks and resources available for the second foreign language Im training to teach (e.g. Studio, Viva or Stimmt)The main KS4 texbooks and resources available for the third foreign language Im training to teach (e.g. Studio, Viva or Stimmt) Key Stage 5 / post 16Personal knowledge and skillsExperience of developing pupil knowledge and skills1-4Justification1-4JustificationRequirements of MFL as specified in the MFL Examination specifications Being familiar with:The MFL (French, Spanish, German, whichever languages are relevant) AS/A2 specifications from at least two Examination Boards e.g. Edexcel/AQAThe main AS/A2 textbooks and resources available for the first foreign language Im training to teach The main AS/A2 textbooks and resources available for the second foreign language Im training to teach  University Tutor: . Date: . Recommended Texts/Resources for MFL Teachers BooksAinslie, P. (2001)Mixed-ability Teaching in Language Learning, CILTBuckland, D. (2001)Putting achievement first Info Tech 5, CILTCajkler, W. & Addleman, R. (2000)The Practice of Foreign Language Teaching (2nd ed). David FultonCheater, C. (2001)The Literacy Link, CILTDCSF (2008)Modern Foreign Languages in the National Curriculum. HMSOFawkes, S. (2001)Using Authentic Materials in KS3 and 3. CILTJones, B. (2001)Boys Performance in Modern Foreign Languages. CILTDfES (2003)Framework for Teaching Modern Foreign LanguagesFrom CILT series, as is appropriate: Pathfinders, as well as Advanced Pathfinders Classic Pathfinders New Pathfinders Young Pathfinders How to guides Info Tech Reflections on Practice Pachler, Evans and Lawes (2007) HYPERLINK "http://www.cilt.org.uk/publications/series.htm" http://www.cilt.org.uk/publications/series.htm Modern Foreign Languages (Teaching School subjects 11-19, Routledge  Useful websites HYPERLINK "http://www.aqa.org.uk" http://www.aqa.org.uk  HYPERLINK "http://www.edexcel.com/Pages/home.aspx" http://www.edexcel.com/Pages/home.aspx  HYPERLINK "http://www.ocr.org.uk" http://www.ocr.org.uk  HYPERLINK "http://www.nelsonthornes.com" http://www.nelsonthornes.com  HYPERLINK "http://www.pearsonschoolsandfecolleges.co.uk/Secondary/ModernLanguages/ModernLanguages.aspx" http://www.pearsonschoolsandfecolleges.co.uk/Secondary/ModernLanguages/ModernLanguages.aspx  HYPERLINK "http://www.languagelearn.co.uk/" www.languagelearn.co.uk/ HYPERLINK "http://www.cilt.org.uk" www.cilt.org.uk HYPERLINK "http://www.bonjour.org.uk" www.bonjour.org.uk HYPERLINK "http://www.teachernet.gov.uk/Teaching_and" www.teachernet.gov.uk/Teaching_and _Learning/resourcematerials/ HYPERLINK "http://www.linguanet.org.uk" www.linguanet.org.uk  HYPERLINK "http://www.reallyusefulfrench.co.uk" www.reallyusefulfrench.co.uk HYPERLINK "http://www.standards.dfes.gov.uk/schemes/mflindex" www.standards.dfes.gov.uk/schemes/mflindex HYPERLINK "http://www.studyspanish.com" www.studyspanish.com HYPERLINK "http://www.thefrenchworkshop.com" www.thefrenchworkshop.com HYPERLINK "http://www.ncaction.org.uk/subjects/mfl" www.ncaction.org.uk/subjects/mfl HYPERLINK "http://www.nc.uk.net/" www.nc.uk.net/Journals Language Learning Journal Language World Newsletter Francophonie Deutsch: Lehren Und Lernen Vida Hispanica Tuttitalia Journal     Subject Knowledge Self-Assessment: MFL     ()678=L  @ Q g i j n }   K ^ ` ƻwwwjjjjhpShdOJQJ^JhOJQJ^JhpSh#OJQJ^Jh|OJQJ^JhpShOJQJ^Jh$-hA%/OJQJhA%/5OJQJ^Jh5OJQJ^J#hpSh5CJOJQJ^JaJhVmHnHu jhEWhVUmHnHujhVUmHnHu)   ()6bkd+$$Ifl0X9 t0644 lalpyt$- $Ifgd$-$a$gdgdV 678i j xskkkk``kkk $ & Fa$gd$a$gdgdA%/kdH,$$Ifl0X9 t0644 lalpyt$- [ q 4 5 < = F G K L U UV*+JKV[|}34@EŻűűűŧŕ hpSh UCJOJQJ^JaJ#hpSh U5CJOJQJ^JaJhA%/OJQJ^Jh UOJQJ^JhdOJQJ^JhpSh UOJQJ^Jh|OJQJ^Jh%OJQJ^JhpShOJQJ^JhpShdOJQJ^J4 V+J $1$IfgdpSgd U V]^gd|$a$gdA%/$ & F ^`a$gd U$a$gdJKV[|}3tiiiiii $1$IfgdpSkd,$$Ifk4F3k 98/0{8    4 kaf4ytvd34@E_bEtiiiii $1$IfgdpSkd-$$Ifk4F3k 98/0{8    4 kaf4ytvdE_bEFRWrsvABHMtw67=Bsv\mxz{CR︧ޙޙޙދ}ޙh|CJOJQJ^JaJhA%/CJOJQJ^JaJhpSCJOJQJ^JaJ hpShCJOJQJ^JaJ hpSh7iCJOJQJ^JaJ(hpSh UCJOJQJ^JaJmH sH  hpShQ/CJOJQJ^JaJ hpSh UCJOJQJ^JaJ1EFRWrsvAtiiiii[ 0$*$IfgdpS $1$IfgdpSkdW.$$Ifk4F3k 98/0{8    4 kaf4ytvdABHMtw6tiiiii $1$IfgdpSkd/$$Ifk4F3k 98/0{8    4 kaf4ytvd67=Bsvtiiiii $1$IfgdpSkd/$$Ifk4F3k 98/0{8    4 kaf4ytvduvA B rjjjjjjj_j $ & F a$gd$a$gdkd0$$Ifk4iF3k 98/0{8    4 kaf4ytvd  9:;>]^q=LPQuvͮͮ͠p hBrhhBrhCJOJQJ^JaJ hBrhhCICJOJQJ^JaJhBrhCJOJQJ^JaJh|CJOJQJ^JaJ hpSh UCJOJQJ^JaJhpSCJOJQJ^JaJ hpShCJOJQJ^JaJ hpShQ/CJOJQJ^JaJ hpShCICJOJQJ^JaJ& @ A B !!!!!"!#!y!z!{!!!!!!"Z"˺||k]kkh|CJOJQJ^JaJ hpShCJOJQJ^JaJ hpSh7iCJOJQJ^JaJhvdCJOJQJ^JaJhpSCJOJQJ^JaJ hpSh CJOJQJ^JaJ hpShi9CJOJQJ^JaJ hpShBrhCJOJQJ^JaJhBrhhCJOJQJh pCJOJQJhBrhhBrhCJOJQJ"B z!{!Z"["^#_#$$$$ %dhxx$IfgdxcE$dhxxa$gdBrh$a$gd)$a$gd Z"["#^#_#c#r#$$$$$% % %u%v%|%}%%%%%%%%%%%%%%%%Ѻѥr]]V] hAhBrh(hxcEhBrh5B*CJOJQJaJph hxcEhBrh5B*OJQJph%hxcEhBrhB*CJOJQJaJphhvdh$-hvdOJQJhpSCJOJQJ^JaJ hhBrhhxcEhBrhCJOJQJh|CJOJQJhBrhhBrhCJOJQJ hpShJfsCJOJQJ^JaJ hpShCICJOJQJ^JaJ! 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