Teaching systems and language skills language C - Russian 3200-L2-NSSJCR

In terms of knowledge, the graduate knows and understands:

D.1/E.1.W1.the place of a given subject or type of course in the framework of curricula at specific educational stages;

D.1/E.1.W2. core curriculum of a given subject, educational objectives and content of the subject or classes conducted at particular educational stages, subject or type of classes in the context of earlier and further education, structure of knowledge within the scope of the subject or classes conducted, and key competences and their development within the framework of teaching the subject or classes conducted;

D.1/E.1.W3. intra- and inter-subject integration; curriculum-related issues – creation and modification, analysis, evaluation, selection and approval, as well as principles of designing the educational process and distributing material;
D.1/E.1.W4. substantive, didactic and educational competences of the teacher, including the need for professional development, also using information and communication technology, and adapting the method of communication to the level of students’ development and stimulating students’ cognitive activity, including the creation of teaching situations; the importance of the teacher’s authority and the principles of student-teacher interaction during lessons; moderating interactions between students; the teacher’s role as a disseminator of knowledge and the importance of the teacher’s cooperation in the teaching process with students’ parents or guardians, school staff and the extra-curricular environment;

D.1/E.1.W5. konwencjonalne i niekonwencjonalne metody nauczania, w tym metody aktywizujące i metodę projektów, proces uczenia się przez działanie, odkrywanie lub dociekanie naukowe oraz pracę badawczą ucznia, a także zasady doboru metod nauczania typowych dla danego przedmiotu lub rodzaju zajęć;
D.1/E.1.W6. methodology for implementing individual educational content within a subject or class – substantive and methodological solutions, good practices, adapting interactions to the needs and capabilities of students or student groups with different learning potential and styles, student errors typical of a subject or type of class, their role and ways of using them in the teaching process;
D.1/E.1.W7. the organization of work in the classroom and in student groups, including: the need for individualized instruction; the issue of interdisciplinary teaching; forms of work specific to a given subject or type of class, such as field trips, outdoor and laboratory activities, experiments, and competitions; as well as issues related to homework.
D.1/E.1.W8. methods of organizing the classroom space, taking into account the principles of universal design: teaching aids (textbooks and educational packages), teaching aids – selection and use of educational resources, including electronic and foreign-language ones, educational applications of media and information and communication technologies; computational thinking in solving problems within the scope of the subject taught or classes conducted; the need to search, adapt and create electronic educational resources and multimedia design;

D.1/E.1.W9. Teaching methods in relation to the subject taught or classes conducted, as well as the importance of developing an attitude of responsible and critical use of digital media and respect for intellectual property rights;

D.1/E.1.W10. The role of diagnosis, monitoring, and assessment in teaching; assessment and its types: ongoing, semester, and annual assessment, internal and external assessment; assessment functions;

D.1/E.1.W11. Examinations at the end of the educational stage and methods of constructing tests, quizzes, and other tools useful in the process of assessing students within the subject taught;

D.1/E.1.W12. Initial diagnosis of the student group and each student in the context of the subject taught or classes conducted, and methods of supporting students' cognitive development; the need to shape concepts, attitudes, practical skills, including problem-solving, and the application of knowledge; methods and techniques for effective learning; methods of structuring knowledge and the need to repeat and consolidate knowledge and skills;

D.1/E.1.W13. The importance of developing students' personal and socio-emotional skills: the need to develop students' collaborative skills, including group problem-solving and the development of a value system and ethical attitudes, as well as the development of communication skills and cultural habits;

D.1/E.1.W14. Teacher's work skills; the appropriate use of lesson time by students and teachers; issues related to monitoring and assessing the quality of education and its evaluation, as well as the need to analyze and evaluate one's own teaching and educational work;

D.1/E.1.W15. the need to shape students’ positive attitudes towards learning, develop curiosity, activity and cognitive independence, logical and critical thinking, shape motivation to learn a given subject and systematic learning habits, use various sources of knowledge, including the Internet, and prepare students for lifelong learning by stimulating them to work independently.

In terms of skills, graduates will be able to:

D.1/E.1.U1. Identify typical school tasks with educational objectives, particularly the general requirements of the core curriculum, and key competencies;

D.1/E.1.U2. Analyze the layout of material;

D.1/E.1.U3. Identify connections between the content of a taught subject or class and other curricular content;

D.1/E.1.U4. Adapt communication to students' developmental level;

D.1/E.1.U5. Create teaching situations that foster student activity and interest, and promote knowledge;

D.1/E.1.U6. Collaborate effectively with students' parents or guardians, school staff, and the community outside of school during the teaching process;

D.1/E.1.U7. Select classroom methods and teaching resources, including information and communication technology, that engage students and take into account their diverse learning needs;

D.1/E.1.U8. Substantively, professionally, and reliably assess students' work in class and at home;

D.1/E.1.U9. Design a test to assess specific student skills;
D.1/E.1.U10. Recognize student errors typical of the subject or activity being taught and utilize them in the teaching process;

D.1/E.1.U11. conduct an initial diagnosis of the student's skills. In terms of social competences, the graduate is ready to:

D.1/E.1.K1. Adapting work methods to the needs and diverse learning styles of students;

D.1/E.1.K2. Popularizing knowledge among students in the school and extracurricular environments;

D.1/E.1.K3. Encouraging students to undertake research and engage in regular physical activity;

D.1/E.1.K4. Promoting responsible and critical use of digital media and respecting intellectual property rights;

D.1/E.1.K5. Developing students' collaborative skills, including group problem-solving;

D.1/E.1.K6. Building a system of values ​​and developing students' ethical attitudes, as well as shaping their communication skills and cultural habits;

D.1/E.1.K7. Fostering students' curiosity, activity, and cognitive independence, as well as logical and critical thinking;

D.1/E.1.K8. Developing the habit of systematic learning and using various sources of knowledge, including the Internet;

D.1/E.1.K9. Stimulating students' lifelong learning through independent work.

Oral exam

60%-70% = 3
71%-76% = 3+
77%-83% = 4
84%-89% = 4+
90%-100% = 5

Specified individually by particular teachers.