Course development
Models of provision
Recently qualified languages teachers’ contributions to your taught programme
This e-module is offered in order that training institutions might consider this very particular source of staffing of the taught ITT programme for trainee teachers of Languages. The e-module consists of 3 parts, offering a model of the strategy, a brief theoretical rationale, and some suggestions for pursuing the idea.
The seminar consists of 3 parts:
Part 2: Links to educational theory
Part 1: Case study
At the University of Sheffield, recent evaluations of the PGCE course by the Languages student teacher cohort have demonstrated they value inviting back recently qualified ex-trainees to contribute to the taught programme.
Jonathan Calow is an ex-trainee invited back to the University of Sheffield PGCE course to lead a day-long workshop-style session on monitoring, recording and assessing pupil progress. During and after his PGCE year, Jonathan has been keen to develop his use of ICT as a management tool for assessment purposes, and continue to engage with questions about the constitution of meaningful pupil data.
Jonathan was given an outline brief by the tutor team at Sheffield. For the morning period, he was encouraged to both present and provide opportunities for group discussion of points he raised. Sample extracts of the morning session can be viewed below:
VIEW Jonathan Calow working on the Sheffield PGCE Language programme (mov, 8.84MB)
(If you do not have QuickTime click here to download it for free)
The cohort was taken to the ICT suite in the afternoon to opt to work individually or in pairs on some exemplar materials consisting of an ‘electronic’ mark book and a help text for users new to, or unfamiliar with, the Excel package from Microsoft Office.
Download and read Jonathan Calow’s own account of his contribution to the Sheffield Languages PGCE taught programme, Monitoring pupil progress
As a result of working with Jonathan in the workshop, the Languages PGCE
student teacher cohort in Sheffield should be able to make a better informed
choice as to whether they use a traditional paper-based mark book, or a
more modern ICT-based database version.
