Teaching systems and language skills in a post-primary high school, language B/C - English 3200-M1-NSJSPPA

In terms of knowledge, the graduate knows and understands:
D.1./E.1.W4. the subject-specific, didactic, and educational competences of a teacher, including the need for professional development (also through the use of information and communication technologies), the need to adapt communication methods to students’ developmental level, and to stimulate learners’ cognitive activity, including the creation of didactic situations; the importance of the teacher’s authority and the principles of teacher–student interaction during lessons; moderating interactions between students; the teacher’s role as a promoter of knowledge; and the importance of cooperating in the educational process with students’ parents or guardians, school staff, and the broader community.
D.1./E.1.W5. conventional and unconventional teaching methods, including activating methods and the project method; learning through action, discovery, or scientific inquiry, as well as students’ research work; and the principles of selecting teaching methods appropriate for a given subject or type of class.
D.1./E.1.W6. the methodology of implementing specific curriculum content within a subject or class, including substantive and methodological solutions, good practices, adapting instruction to the needs and abilities of students or groups of students with different learning potentials and styles; typical subject-related learner errors, their role, and ways of using them in the teaching process.
D.1./E.1.W8. ways of organizing classroom space with consideration for universal design principles; teaching aids (textbooks and educational packages), educational resources – selecting and using materials, including electronic and foreign-language resources; educational uses of media and information and communication technologies; computational thinking in solving problems within the taught subject or classes; the need to search for, adapt, and create electronic educational resources and design multimedia.
D.1./E.1.W9. teaching methods relevant to the subject taught or classes conducted, as well as the importance of shaping attitudes 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; types of assessment: ongoing, mid-term, and end-of-year assessment, internal and external evaluation; the functions of assessment.
D.1./E.1.W11. final examinations at a given educational stage and ways of constructing tests, quizzes, and other tools useful in assessing students within the taught subject.

In terms of skills, the graduate is able to:
D.1./E.1.U5. create didactic situations that foster students’ activity, develop their interests, and promote knowledge.
D.1./E.1.U7. select classwork methods and teaching aids, including ICT tools, that activate students and address their diverse educational needs.
D.1./E1.U8. evaluate students’ work completed in class and at home in a substantive, professional, and reliable manner.
D.1./E.1.U9. design a test to assess specific student skills.
D.1./E.1.U10. identify typical learner errors characteristic of the subject or type of class and use them in the teaching process.
D.1./E.1.U11. conduct an initial diagnosis of a student’s skills.

In terms of social competences, the graduate is ready to:
D.1./E.1.K1. adapt working methods to students’ needs and diverse learning styles.
D.1./E.1.K4. promote responsible and critical use of digital media as well as respect for intellectual property rights.
D.1./E.1.K5. foster students’ collaboration skills, including group problem-solving.
D.1./E.1.K7. develop students’ curiosity, activity, cognitive independence, and logical and critical thinking.
D.1./E.1.K8. shape the habit of systematic learning and using various sources of knowledge, including the Internet.
D.1./E.1.K9. stimulate students’ willingness to learn throughout life through independent work.

The course concludes with an examination. Eligibility to take the examination is conditional upon meeting the requirements specified by the instructor (e.g., completing a mini-project and/or preparing and delivering a mini-lesson for secondary school students during class). Upon successfully passing the examination, students are awarded 2 ECTS credits.
The final grade is calculated on the basis of continuous assessment (40%) and the final examination (60%).
Grading Scale:
60%–70% = 3
71%–76% = 3+
77%–83% = 4
84%–89% = 4+
90%–100% = 5

The course includes teaching internship:
60 hours for English as the first subject
or
45 hours for English as the second subject.

1. Dakowska, M. 2005. Teaching English as a Foreign Language: A Guide for Professionals. Warszawa: Wydawnictwo Naukowe PWN.
2. Erlam, R., Philp, J. & Feick, D. 2021. Teaching Languages to Adolescent Learners: From Theory to Practice. Oxford: Oxford University Press.
3. Harmer, J. 2015. The Practice of English Language Teaching. 5th ed. Harlow: Pearson Education.
4. Komorowska, H. 2011. Metodyka nauczania języków obcych. Warszawa: Fraszka Edukacyjna.
5. Roland, C. 2018. Understanding Teenagers in the ELT Classroom: Practical Ideas and Advice for Teaching Teenage Students in the English Language Classroom. Carmarthen: Pavilion Publishing.
6. Ur, P. 2024. A Course in English Language Teaching. 3rd ed. Cambridge: Cambridge University Press.
7. Williams, M. & Burden, R. L. 2004. Psychology for Language Teachers: A Social Constructivist Approach. Cambridge: Cambridge University Press.

Websites:
1. https://cke.gov.pl/egzamin-maturalny/
2. https://www.cambridgeenglish.org/exams-and-tests/
3. https://www.ielts.org/
4. https://www.coe.int/en/web/common-european-framework-reference-languages