SPGSC Paper B 290318

The University of Edinburgh

The Moray House School of Education

School Postgraduate Studies Committee

29th March 2018

Introduction of Languages strand to the MSc TLT

Brief description of the paper This course seeks to prepare teachers at both Primary and secondary levels with an interest in languages including classic (e.g. Latin), heritage (e.g. Gaelic), modern (e.g. French, Spanish) and sign language (e.g. BSL) to pioneer new approaches to languages across the curriculum in ways which reflect transformative principles throughout the MSc programme Action requested For comment and approval Resource implications Does the paper have resource implications? Yes If ‘Yes’, in which section(s) of the paper are they described? Risk assessment Does the paper include a risk analysis? No If ‘Yes’, in which section(s) of the paper is it set out? Equality and diversity Have due considerations been given to the equality impact of this paper? Yes Freedom of information Can this paper be included in open business? Yes Any other relevant information None. Originator of the paper Professor Do Coyle

SPGSC Paper B 290318

The University of Edinburgh

The Moray House School of Education

Programme and Course Information Management (PCIM) and Approval Process for Introduction of Languages strand to the MSc TLT

Reference document :Programme and Course Approval and Management Policy (Sept 2016)

CONSULTATION

Recommendations Action completed date

DUGS/ DPGS academic consultation

Consideration of equality issues

Mar 18

HoI Consultation on Resource

Implications/ Risk for new course/

programme proposals or closures

Jan 18

SCHOOL UNDERGRADUATE/ POSTGRADUATE STUDIES COMMITTEE Required Documents

MAJOR COURSE AMENDMENT

Course amendment proforma

Existing CCAM record or New CCAM record if required

NEW COURSE CREATION

Rationale x

New CCAM record created x

PROGRAMME AMENDMENT

Programme Amendment proforma

before and after DPTs

NEW PROGRAMME PROPOSAL

Degree programme specification

CHASS programme proposal

Enhanced course descriptors

SPGSC Paper B 290318

PROGRAMME CLOSURE

Rationale for Closure

Arrangements to support existing students

Actions required by SUGSC/ SPGSC meeting on (date)________________

Completed

SCHOOL POLICY AND RESOURCES COMMITTEE (SP&RC) Required Documents

Financial modelling and costings

Actions required by SP&RC meeting on (date)__________________

Completed

SCHOOL BOARD OF STUDIES Actions required by Board of Studies on (date) ____________________

Completed

SPGSC Paper B 290318

Rationale Language plays a crucial role in ensuring cultural diversity, democratic citizenship and social inclusion. It thus has a key role to play in promoting social cohesion.

(Council of Europe, 2006, p. 4)

Over the last few decades there have been radical changes to ways in which the teaching and

learning of language and languages in school have been conceptualised. Led by a European

movement in the 1990s, driven by the need to build global citizenship in a rapidly shifting

landscape, the role of language/s as a holistic concept developed with significant change

pioneered then normalised across schools and countries. Whilst it is recognised in the UK

that there is a need to increase linguistic and social capital for economic and socio-political

reasons, nonetheless the ways in which languages are conceptualised within the curriculum

and pedagogic approaches used have not kept abreast with these significant changes. The

notion that languages are connected through social, cultural and cognitive pathways means

that schools on a global scale are positioning languages not only to be learned as linguistic

systems for communicative purposes but also as learning tools which enables meaning-

making across languages and disciplines to be strengthened and deepened. Given also the

richer diversity of young people in our classrooms whose languages and cultures are wider

than ever before suggest that nations need to rethink the role that language plays in and for

learning both for enriching the first language through literacies and also as a learning tool

through interdisciplinary learning i.e. increasing the learning of languages and learning

through languages as an integrated approach.

It is well documented that the UK is behind in this crucial global shift. However in 2011, the

Scottish government undertook an ambitious initiative- 1 + 2 Languages Policy which

requires every child in Scotland to learn two languages in addition to their mother tongue.

This provides a unique opportunity for Scotland to rethink the concept of language learning

in schools. The Language Group of the Scottish Council of Deans of Education, have

therefore undertaken research to create a National Framework for Languages: Plurilingualism

and Pluriliteracies (NFfL) including (but not limited to) modern languages, EAL, heritage

languages, Gaelic, Gàidhlig, BSL and other signed languages. This framework is based on

four principles: plurilingualism, diversity, policy and legislation, and transformative

practices. Underpinning values associated with social justice, integrity, trust and respect are

embedded in pedagogic principles which provide a risk-free environment where languages

are valued, used and progressed in ways which are meaningful and culturally sensitive.

The 1 + 2 policy has led to an urgent need for teachers in across all sectors to be not only

linguistically competent but also pedagogically skilled in terms of the landscapes and the

alternative transformative pedagogies required to enable the learning and using of languages

in schools to be successful. This course seeks to embrace these changes and prepare teachers

at both Primary and secondary levels with an interest in languages including classic (e.g.

Latin), heritage (e.g. Gaelic), modern (e.g. French, Spanish) and sign language (e.g. BSL) to

pioneer new approaches to languages across the curriculum in ways which reflect

transformative principles throughout the MSc programme.

SPGSC Paper B 290318

Subject specialism: Languages (1) (Proposal)

Postgraduate

This is a preview of the course descriptor for a proposed course.

Proposer

Prof Do Coyle Do.Coyle@ed.ac.uk

P: (0131 6)51 6104

Proposed organiser

Prof Do Coyle Do.Coyle@ed.ac.uk

P: (0131 6)51 6104

Proposed secretary

Miss Ellen Callender Ellen.Callender@ed.ac.uk

P: (0131 6)51 6449

Summary Students undertaking this course will develop a theory of practice which is informed by a critical

understanding of learning, teaching and assessment of languages. This course will provide students with a

background to language policies and their articulation with classroom practices in the upper primary and

lower secondary stages. The National Framework for Languages for Initial Teacher Education (2018) will

be used to inform the development of such theory-policy-practice integration. Throughout the course,

students will learn how to design language rich learning environments which are inclusive and which meet

the needs and interests of diverse learners. Students on this course are graduates of Gaelic, Latin, and

Modern Languages (e.g. French, Spanish, German). However, school based experience in primary schools

may afford opportunities to observe and plan for language activities in other languages, such as BSL.

Course Description The notion of building linguistic and social capital and ensuring young people's entitlement to develop a

range of language (s) skills is fundamental to educational systems across the world. Language as a holistic

concept and its role in education - both as a communication tool and as a learning tool - is at the core of

learning. It is also complex and challenging. Language learning and using are open to wide

(mis)interpretations leading to a range of different and at times conflicting pedagogic approaches. Given

the rapidly changing nature of learners and learning in schools in terms of first languages, cultures and life

experiences, languages as a learning tool and as linguistic systems to be understood and progressed,

demand critical analysis of plurilingual, pluriliteracies and pluricultural contributions. In order to design

socially just and equitable environments which prepare learners for global citizenship involves motivating

and enabling learners to understand how language systems promote communication in socially and

culturally diverse communities, across regions and nations, supported by transcultural awareness which

make transparent inherent values and beliefs. In addition, the use of languages to promote literacies and

cognitive development - regardless of the age and ability of the individual - requires safe, language-rich

environments. A transformative languages teacher enables all learners to communicate appropriately,

understand the value of language and languages for personal, societal and global benefit, and to learn how

to use languages in increasingly demanding critical settings. To make this happen, students will be

engaged in critical analysis of languages in use (including learning) in different communities, taking

account of the diverse needs of learners and related issues of identities and successful learning. This will

involve confident, analytical criticality in discussion and debate in the classroom and beyond.

The OECD report (2015) demanded a 'new narrative' for Scotland's national curriculum. For languages to

SPGSC Paper B 290318

make a significant contribution to this narrative, critical evaluation and reconceptualization of the nature of

language learning and teaching, its role in interdisciplinary settings and as a medium for learning is

essential. This course seeks to develop teachers who are able to make use of their understanding of

pedagogical and socio-cultural language knowledge and skills to design and teach in an inclusive and

language-rich environment. Teachers undertaking this course will therefore develop critical and situated

awareness of themselves in their role as a teacher - a role which is political, cultural, social and moral and

about taking action. To this end the course is underpinned by theories of critical pedagogy and critical

literacies.

Students on this course will learn how to critique relevant curricula at policy level in order to develop

purposeful, engaging teaching. Students will explore and develop their knowledge and understanding of

the following areas of learning and teaching in language and interdisciplinary classrooms so that they can:

- analyse and critique curricula at policy level and at classroom level in order to develop purposeful,

engaging teaching for learners from P5 - S3

- build on a widening understanding of integrated language theories, systemic functional linguistics,

cultural and learning theories and use these to inform design principles for classroom practices

- enable learners to learn to use languages, and use languages to learn, paying particular attention to the

diverse cultural heritage of learners and their languages

- connect languages and literacies to wider learning across the curriculum

- design effective learning spaces which are language-rich and challenging, making learning progression

transparent

- understand the role of languaging for meaning-making across languages and in a variety of multimodal

ways.

- learn how to develop specific language skills (e.g. reading and writing) using cognitive functions in

social and culturally appropriate and effective ways

- understand and demonstrate how assessment, when embedded in learning and teaching, can lead to

deeper learning involving self, peers, teachers and others.

- develop understanding of assessment within the context of languages teaching in the broad general

education

- begin the process of becoming a reflective and reflexive practitioner through early iterations of a theory

of practice

Students taking this course will work in collaborative groups in seminars and in directed study time, both

in university and in cluster sites. Learning will be problem-based and students will be expected to

contribute extensively in seminar sessions.

The course will comprise 10 hours of whole group teaching/ tutor contact.

Students will engage in 35 hours of site-based learning and 20 hours of directed study on campus.

Independent Learning of 35 hours completes the breakdown of learning and teaching activities.

Course Outline

College &

School

College of Humanities and Social

Science Moray House School of

Education

Course

Availability

Available to all

students

SCQF Credit

Level SCQF Level 11 (Postgraduate) Subject Area(s) Education

SCQF Credit

Volume 10

ECTS Credit

Volume 5

Enrolment Requirements

SPGSC Paper B 290318

Pre-Requisites None

Co-Requisites None

Prohibited Combinations None

Visiting Student Information Pre-Requisites None

As this is just a proposal, there is no delivery information yet. Instead, here are the proposed details related

to delivery.

Total contact hours 10

Default delivery period Full Year

Components of Assessment This 10-credit course is assessed by portfolio work.

The course uses a student-driven assessment approach in which the students negotiate with the course

organiser about a personally meaningful topic for their investigation which is consistent with the learning

outcomes of the course. On agreement of topic:

Part 1 of the task is to develop a theorised proposal that details the aim of the investigation, a rationale and

clear identification of associated pedagogies, the deliverables and a plan for carrying it out with site-based

colleagues. There is scope for students to collaborate on a group investigation to undertake larger, more

challenging topics. Indicative themes could include (but are not restricted to):

o An investigation of the impact of a new or alternative teaching approach on learners' use of language for

learning;

o The development of a teaching progression and sequence of lessons on an agreed topic that can be

implemented during site-based experience (theme negotiated with site-based colleagues);

o A review of the literature on inclusive practices within languages education and an evaluation of site-

based approaches in the classroom.

Part 2 of the task will constitute a report and reflection on the development and implementation of the

investigation. This will usually take the form of a portfolio which will contain the deliverables including a

reflective report.

Part 1 is a formative assessment with Part 2 worth 100% of the summative grade.

Exam information N/A.

Learning Outcomes On completion of this course, the student will be able to:

1. Demonstrate critical understanding of the principal theories, concepts and principles related to the

teaching, learning and using of languages in schools

2. Apply knowledge, skills and understanding of theoretical perspectives as related to planning and

preparing for practice, through developing imaginative and creative curricular materials and

learning spaces

3. Critically review, evaluate and synthesise key issues related to development of curricular materials

and learning spaces, or issues that are informed by practise in professional site-based contexts

SPGSC Paper B 290318

4. Engage critically and analytically with academic and policy literature related to languages

(plurilingualism, pluriliteracies and pluriculturalism) in schools and begin to apply this thinking

to their development as reflective and reflexive professionals

5. Analyse learning on this course in relation to relevant core concepts of social justice,

sustainability, global perspectives, digital and statistical literacies and professional enquiry skills.

Reading List Driscoll, P., Macaro, E. & Swarbrick, A. (2014) Debates in Modern Languages Education. Oxon:

Routledge.

Johnson, K.E. & Golombek, P.R. (2016) Mindful L2 Teacher Education. Oxon: Routledge.

Lightbrown, P.M. & Spada, N. (2013) How Languages are Learned. Oxford: Oxford University Press

Long, M.H. & Doughty, C.J. (2011) The Handbook of Language Teaching. London: Wiley-Blackwell.

Macaro, E., Graham, S. & Woore, R. (2016) Improving Foreign Language Teaching: Towards a Research

Based Curriculum and Pedagogy. Oxon: Routledge.

Additional Information

Graduate Attributes,

Personal and

Professional Skills

Mindset: Enquiry and Lifelong learning

Inspired by a deeper understanding of the critical and fundamental role

language/s play/s in all learning and intercultural awareness, students will

conceptualise how make a positive difference to themselves and the

world around them.

Mindset: Aspiration and Personal Development

To take personal responsibility in pursuing goals and grasping

opportunities to grow their own learning, abilities, self-awareness and

confidence thereby demonstrating resilience and self-criticality.

Mindset: Outlook and Engagement

Draw on the quality, depth and breadth of their experiences of language

learning learning, using and dynamic intercultural awareness to engage

with the communities and world around them. This involves modelling

global citizenship built on social justice and valuing diversity.

Skills: Research and Enquiry

Skills in research and enquiry to creatively tackle problems and to

generate and make use of opportunities for learning, taking into account

diversity and digital resources.

Skills in interpreting cultural events and histories, past and present.

Skills: Personal and Intellectual Autonomy

Evaluate ideas and evidence using critical, creative and reflective

thinking.

Skills: Communication

Skills in communication across languages and cultures to enhance

understanding and to engage and collaborate effectively with others.

Skills: Personal Effectiveness

Skills in personal effectiveness to be adaptable and have a positive

influence, taking into account their own and others values, abilities and

wider context as fundamental to designing learning spaces.

Confidence to work and learn both independently and with others,

proactively seeking and valuing open feedback to hone self-awareness

and performance

SPGSC Paper B 290318

Skill: Leading Change

Skills to innovate and lead change which best meets the needs of diverse

contexts in a flexible, proactive yet principled manner which models the

values and belief underpinning global citizenship.

Feedback

There are opportunities on this course for students to make use of formative

feedback from peers and tutor as part of ongoing course work.

Self assessment opportunities are provided through journaling as part of

ongoing course work.

There is one formative and one summative assessment where students will be

given feedback by tutors.

Keywords Critical pedagogies,Integrated Language Learning,Using Languages to

Learn,Broad General Education

The information below is not displayed on DRPS.

Organisation and Teaching Load Contact Hours 10

Marking Scheme APT PG Mark/Grade

Default Course Mode of Study Classes & Assessment excl. centrally arranged exam

Fee Code Not applicable

% not taught by this institution 0%

Collaboration Information (School/Institution) None

Course Proposal Course Proposer Do Coyle

Proposal Code (internal) CC1_00000150837114542253

SPGSC Paper B 290318

Subject Specialism: Languages (2) (Proposal)

Postgraduate

This is a preview of the course descriptor for a proposed course.

Overview

Delivery Information

Learning Outcomes

Reference Data

Proposal details

Print

Proposer

Prof Do Coyle Do.Coyle@ed.ac.uk

P: (0131 6)51 6104

Proposed organiser

Prof Do Coyle Do.Coyle@ed.ac.uk

P: (0131 6)51 6104

Proposed secretary

Miss Ellen Callender Ellen.Callender@ed.ac.uk

P: (0131 6)51 6449

Summary This course builds on learning in the first year of the programme for Languages. Students

undertaking this course will continue to develop their theory of practice which is informed by

a critical understanding of learning, teaching and assessment of languages. This course will

provide students with a background to language policies and their articulation with classroom

practices in the upper primary and lower secondary stages. The National Framework for

Languages for Initial Teacher Education (2018) will be used to inform the development of

such theory-policy-practice integration. Throughout the course, students will learn how to

design language rich learning environments which are inclusive and which meet the needs

and interests of diverse learners. Students on this course are graduates of Gaelic, Latin, and

Modern Languages (e.g. French, Spanish, German). However, school based experience in

primary schools may afford opportunities to observe and plan for language activities in other

languages, such as BSL.

Course Description This course builds on Subject Specialism: Languages (1) and provides students with further

guided opportunities to enhance their ability to develop their own theory of practice bridging

deepening theoretical understanding and related implications for designing the languages

classroom in ways which are motivating and challenging for all learners. Learning to teach is

an iterative learning process which requires deep and progressive intellectual analysis

alongside practical engagement. It requires an understanding of the demands made on

learners which encourage self-agency and risk-taking and ways in which mentoring learning

can lead to deeper learning. A particular emphasis on dialogic classrooms, using language for

and through learning and task sequencing for progression will be supported by the National

SPGSC Paper B 290318

Framework for Languages (ITE).

This course delves further into the notion of building linguistic and social capital and

ensuring young people's entitlement to develop a useful range of language(s) skills is

fundamental to educational systems across the world. Language as a holistic concept and its

role in education - both as a communication tool and as a learning tool - is at the core of

learning. It is also complex and challenging. Language learning and using are open to wide

(mis)interpretations leading to a range of different and at times conflicting pedagogic

approaches. Given the rapidly changing nature of learners and learning in schools in terms of

first languages, cultures and life experiences, languages as a learning tool and as linguistic

systems to be understood and progressed, demand critical analysis of plurilingual,

pluriliteracies and pluricultural contributions. To design socially just and equitable

environments in order to prepare learners for global citizenship involves motivating and

enabling learners to understand how language systems promote communication in socially

and culturally diverse communities, across regions and nations, supported by transcultural

awareness which make transparent inherent values and beliefs. In addition, the use of

languages to promote literacies and cognitive development - regardless of the age and ability

of the individual - requires language-rich environments. A transformative languages teacher

enables all learners to communicate appropriately, understand the value of language and

languages for personal, societal and global benefit, and to learn how to use languages in

increasingly cognitively demanding settings. To make this happen, students will be engaged

in critical analysis of languages in use (including learning) in different communities, taking

account of the diverse needs of learners and related issues of identities and successful

learning. This will involve confident, analytical criticality in discussion and debate in the

classroom and beyond.

The OECD report (2015) demanded a 'new narrative' for Scotland's national curriculum. For

languages to make a significant contribution to this narrative, critical evaluation and

reconceptualization of the nature of language learning and teaching, its role in

interdisciplinary settings and as a medium for learning is essential. This course seeks to

develop teachers who are able to effectively use their understanding of pedagogical and

socio-cultural language knowledge and skills to design and teach in an inclusive and

language-rich environment. Teachers undertaking this course will therefore develop critical

and situated awareness of themselves in their role as a teacher - a role which is political,

cultural, social and moral and about taking action. To this end the course is underpinned by

theories of critical pedagogy and critical literacies.

Students on this course will further develop their skills in critiquing relevant curricula at

policy level in order to develop purposeful, engaging teaching. Students will continue to

explore and develop their knowledge and understanding of the following areas of learning

and teaching in language and interdisciplinary classrooms so that they can:

- demonstrate how an analysis and critique of curricula at policy level and at classroom level

has the potential to develop purposeful, engaging teaching for learners, with particular focus

on the secondary school stage

- deepen understanding of integrated language theories, systemic functional linguistics,

cultural and learning theories, and use these to inform classroom practices

- enable learners to learn to use languages, and use languages to learn, paying particular

attention to the diverse cultural heritage of learners and their languages

- demonstrate the connection between language and literacies across the curriculum in

multimodal ways

- learn how to communicate effectively, and understand different ways in which languages

can support meaning-making, in increasingly complex situations

- design effective learning spaces which are dialogic and challenging - making learning

progression transparent

- learn how to develop specific language skills (reading and writing) using cognitive

functions in social and culturally appropriate and effective ways

SPGSC Paper B 290318

- understand and demonstrate how assessment, when embedded in learning and teaching, can

lead to deeper learning involving self, peers, teachers and others.

- develop understanding of assessment within the context of languages teaching in the

secondary school so that students are familiar with, and can implement, Broad and General

and National 4, 5, Higher and Advanced Higher requirements

- continue the process of becoming and being a reflective and reflexive practitioner through

further iterations of a theory of practice

Throughout the second year course, key principles drawn from the first course will be further

developed, analysed, critiqued to encourage teacher reflection. Students taking this course

will work in collaborative groups in seminars and in directed study time, both in university

and in cluster sites. Learning will be problem-based and students will be expected to

contribute extensively in seminar sessions.

The course will comprise 10 hours of whole group teaching/ tutor contact.

Students will engage in 35 hours of site-based learning and 20 hours of directed study on

campus.

Independent Learning of 35 hours completes the breakdown of learning and teaching

activities.

Course Outline

College &

School

College of Humanities and Social

Science Moray House School of

Education

Course

Availability

Available to all

students

SCQF Credit

Level SCQF Level 11 (Postgraduate) Subject Area(s) Education

SCQF Credit

Volume 10

ECTS Credit

Volume 5

Enrolment Requirements

Pre-Requisites Subject specialism: Languages (1)

Co-Requisites None

Prohibited Combinations None

Visiting Student Information

Pre-Requisites None

As this is just a proposal, there is no delivery information yet. Instead, here are the proposed

details related to delivery.

Total contact hours 10

Default delivery period Full Year

SPGSC Paper B 290318

Components of Assessment This 10-credit course is assessed by portfolio work.

The course builds on the student-driven assessment approach used in Course 1, in which the

students negotiate with the course organiser about a personally meaningful topic for their

investigation which is consistent with the learning outcomes of the course. On agreement of

topic:

Part 1 of the task is to develop a theorised proposal that details the aim of the investigation, a

rationale and clear identification of associated pedagogies, the deliverables and a plan for

carrying it out with site-based colleagues. There is scope for students to collaborate on a

group investigation to undertake larger, more challenging topics. Indicative themes could

include (but are not restricted to):

o An investigation of the impact of a new or alternative teaching approach on learners' use of

language for learning;

o The development of a teaching progression and sequence of lessons on an agreed topic that

can be implemented during site-based experience (theme negotiated with site-based

colleagues);

o A review of the literature on inclusive practices within languages education and an

evaluation of site-based approaches in the classroom.

Part 2 of the task will constitute a report and reflection on the development and

implementation of the investigation. This will usually take the form of a portfolio which will

contain the deliverables including a reflective report. Part 1 is a formative assessment with

Part 2 worth 80% of the summative grade.

The remaining 20% of summative assessment shows the development of a personal theory of

practice for transformative learning in languages education.

Exam information N/A.

Learning Outcomes On completion of this course, the student will be able to:

1. Demonstrate enhanced critical understanding of the principal theories, concepts and

principles related to the teaching, learning and using of languages in schools.

2. Demonstrate a critical awareness of current, and at times contested, issues in

languages education.

3. Apply critical analysis, evaluation and synthesis of site-based experiences to identify

key strengths and areas for development related to personal pedagogical practices

within languages education

4. Communicate, using innovative and appropriate methods for a range of academic

and professional audiences, their reflections on professional practice and next steps

for personal professional development.

5. Analyse their learning on this course in relation to relevant core concepts of social

justice, sustainability, global perspectives, digital and statistical literacies and

professional inquiry skills.

Reading List Coyle, D., Hood, P., Marsh, D. (2010) Content and Language Integrated Learning.

Cambridge: Cambridge University Press.

Driscoll, P., Macaro, E. & Swarbrick, A. (2014) Debates in Modern Languages. London:

Routledge.

SPGSC Paper B 290318

Fullan, M. & Langworthy, M. (2014) A Rich Seam: how new pedagogies find deep learning.

Pearson. Available online: http://www.michaelfullan.ca/wp-

content/uploads/2014/01/3897.Rich_Seam_web.pdf

Macaro, E. Graham, S. & Woore, R. (2016) Improving Foreign Language Teaching: towards

a research-based curriculum and pedagogy. London: Routledge.

Nunan, D. (2004) Task based language teaching. Cambridge: Cambridge University Press

Richards, J.C. (2015) Key Issues in Language Teaching. Cambridge: Cambridge University

Press.

Swarbrick, A (2002) Teaching Modern Foreign Languages in Secondary Schools A Reader.

Oxon: Routledge

Additional Information

Graduate

Attributes,

Personal and

Professional Skills

Mindset: Enquiry and Lifelong learning

Inspired by a deeper understanding of the critical and fundamental role

language/s play/s in all learning and intercultural awareness, students will

conceptualise how make a positive difference to themselves and the

world around them.

Mindset: Aspiration and Personal Development

To take personal responsibility in pursuing goals and grasping

opportunities to grow their own learning, abilities, self-awareness and

confidence thereby demonstrating resilience and self-criticality.

Mindset: Outlook and Engagement

Draw on the quality, depth and breadth of their experiences of language

learning learning, using and dynamic intercultural awareness to engage

with the communities and world around them. This involves modelling

global citizenship built on social justice and valuing diversity.

Skills: Research and Enquiry

Skills in research and enquiry to creatively tackle problems and to

generate and make use of opportunities for learning, taking into account

diversity and digital resources.

Skills in interpretation of past present events and cultures through a

socio-cultural lens.

Skills: Personal and Intellectual Autonomy

Evaluate ideas and evidence using critical, creative and reflective

thinking.

Develop a sense of agency and responsibility

Skills: Communication

Skills in communication across languages and cultures to enhance

understanding of histories and cultures past and present

Skills: Personal Effectiveness

Skills in personal effectiveness to be adaptable, to engage and collaborate

effectively with others and have a positive influence, taking into account

their own and others values, abilities and wider context as fundamental to

designing learning spaces.

Confidence to work and learn both independently and with others,

proactively seeking and valuing open feedback to hone self-awareness

and performance

Skills: Leading Change

Skills to innovate and lead change which best meets the needs of diverse

SPGSC Paper B 290318

contexts in a flexible, proactive yet principled manner which models the

values and belief underpinning global citizenship.

Feedback

There are opportunities on this course for students to make use of formative

feedback from peers and tutor as part of ongoing course work.

Self assessment opportunities are provided through journaling as part of

ongoing course work.

There is one formative and two summative assessment points where students

will be given feedback by tutors.

Keywords dialogic classrooms,deeper learning,pluriliteracies,language learning,senior

phase

The information below is not displayed on DRPS.

Organisation and Teaching Load

Contact Hours 10

Marking Scheme APT PG Mark/Grade

Default Course Mode of Study Classes & Assessment excl. centrally arranged exam

Fee Code Not applicable

% not taught by this institution 0%

Collaboration Information (School/Institution) None

Course Proposal

Course Proposer Do Coyle

Proposal Code (internal) CC1_00000150837114572450

Latest Approval Status

Submitted for Level 1 Approval? No

Level 1 Approval Status -

Level 2 Approval required? -

Submitted for Level 2 Approval? -

Level 2 Approval status -

SPGSC Paper B 290318

Senatus Approval required? -

Submitted for Senatus Approval? -

Approved by Senatus? -

Full Approval Status -

Submitted for input of further task details? -

Further Course Details task completed? -

Has Proposer cancelled proposal? No

Reasons for rejection

Level 1 rejection reason -

Level 2 rejection reason -

Senatus rejection reason -

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