French teaching practice: developing teacher competences for upper primary schools 4100-5SDPIIEEFRA

Knowledge: the student knows and understands:

S1_W02 – the teaching content of the school subject French at the second educational stage, as well as typical difficulties encountered by learners in mastering this content.

S1_W03 – teaching methods and the selection of effective teaching aids, including online resources, supporting the teaching of French at the second educational stage, taking into account learners’ diverse educational needs.
Skills: the student is able to:

S1_U03 – interpret the teaching content covered by the core curriculum for the school subject French at the second educational stage from the perspective of the current state of knowledge in related disciplines.

S1_U06 – appropriately select, create and adapt teaching materials and resources, including information and communication technologies, as well as teaching methods, to learners’ diverse needs in order to independently design and effectively implement pedagogical, teaching, educational and care-related activities within the school subject French at the second educational stage.

S1_U15 – use the Polish language correctly and use terminology related to the school subject French correctly and appropriately to learners’ age.
Social competences: the graduate is ready to:

S1_K02 – responsibly fulfil the role of a teacher, including applying universal ethical principles and standards, showing respect for every person and expecting the same from others, as well as demonstrating care for the achievements and traditions of the teaching profession in the field of French language education.

Standards for Teacher Education – Subject Didactics for Teaching an Additional Subject
E.1. Subject Didactics

Knowledge – The graduate knows and understands:

E.1.W1. The place of the given subject or type of class in the core curriculum at various educational stages;

E.1.W2. The core curriculum of the subject, learning objectives, and teaching content at each educational stage; the subject in the context of prior and further education; the structure of knowledge in the subject area; key competencies and their development within the teaching of the subject;

E.1.W3. Intra- and interdisciplinary integration; issues related to curriculum development – creation, modification, analysis, evaluation, selection, and approval, as well as principles for designing the educational process and curriculum mapping;

E.1.W4. The teacher's professional, didactic, and educational competencies, including the need for professional development (also using ICT); adapting communication to students’ developmental levels and stimulating cognitive activity; the importance of the teacher's authority and the rules of teacher-student interaction during lessons; moderating student interactions; the teacher’s role in promoting knowledge and cooperating with parents, school staff, and the wider community;

E.1.W5. Conventional and unconventional teaching methods, including activating methods and the project method; learning by doing, discovery, or inquiry-based learning; student research work; the principles of choosing teaching methods specific to the subject;

E.1.W6. Methodology for teaching particular content within the subject – substantive and methodological solutions, good practices, and adaptation of instruction to the needs and abilities of diverse learners, typical student errors in the subject area and how to use them in the teaching process;

E.1.W7. Classroom and group work organization: the need for individualized instruction, interdisciplinary teaching, subject-specific forms of work such as field trips, labs, experiments, competitions, and homework;

E.1.W8. Organizing classroom space in line with universal design principles: didactic resources, textbooks and educational packages, teaching aids – selecting and using educational resources (including digital and foreign-language); educational applications of media and ICT; computational thinking in subject-specific problem-solving; the need to search for, adapt, and create digital resources and design multimedia materials;

E.1.W9. Teaching methods for the subject or class, including fostering responsible and critical use of digital media and respect for intellectual property rights;

E.1.W10. The role of diagnosis, monitoring, and assessment in teaching; types of assessment (formative, summative, internal, external); functions of assessment;

E.1.W11. Exams ending an educational stage and the construction of tests, quizzes, and other tools for student assessment in the subject area;

E.1.W12. Initial student/group diagnostics in the context of the subject and supporting cognitive development; the need to develop concepts, attitudes, and practical skills (e.g., problem-solving and knowledge application); learning strategies; knowledge structuring methods; and the importance of repetition and consolidation;

E.1.W13. The importance of developing students’ personal and socio-emotional skills: cooperation, group problem-solving, building values, ethics, communication, and cultural habits;

E.1.W14. The teacher’s toolkit; efficient use of lesson time; issues related to quality assurance in education, its evaluation, and self-assessment of the teacher’s work;

E.1.W15. The importance of fostering a positive attitude toward learning, curiosity, cognitive independence, logical and critical thinking, motivation to learn the subject, habits of systematic learning, and preparation for lifelong learning;

Skills – The graduate is able to:

E.1.U1. Link typical school tasks with learning objectives, especially those from the core curriculum and key competencies;

E.1.U2. Analyze the curriculum plan;

E.1.U3. Identify connections between the content of the subject and other subjects;

E.1.U4. Adapt communication methods to the developmental level of students;

E.1.U5. Create didactic situations that promote student activity, interest, and knowledge dissemination;

E.1.U6. Collaborate effectively with parents, school staff, and the wider community in the teaching process;

E.1.U7. Choose teaching methods and didactic tools, including ICT, that engage students and reflect diverse learning needs;

E.1.U8. Objectively and professionally assess student work in class and at home;

E.1.U9. Design assessments targeting specific student skills;

E.1.U10. Recognize typical student errors in the subject and use them didactically;

E.1.U11. Conduct preliminary diagnostics of student skills;

Social Competences – The graduate is prepared to:

E.1.K1. Adapt teaching methods to students’ needs and learning styles;

E.1.K2. Promote knowledge in the school and community environment;

E.1.K3. Encourage students to undertake research and physical activity;

E.1.K4. Promote responsible and critical use of digital media and respect for intellectual property;

E.1.K5. Foster collaboration and group problem-solving skills in students;

E.1.K6. Build a system of values and ethical attitudes, communication skills, and cultural habits in students;

E.1.K7. Develop curiosity, cognitive independence, and logical and critical thinking in students;

E.1.K8. Encourage systematic learning and using various knowledge sources, including the Internet;

E.1.K9. Stimulate students to pursue lifelong learning through independent work;

Teaching Methodology at the Second Educational Stage
The basis for passing the course is attendance and completion of all partial assignments during the semester. Students are entitled to two absences per semester. Attendance is mandatory (University of Warsaw Study Regulations, III. Rights and Responsibilities of Students, Article 19, paragraph 2). After exceeding this limit, the student loses the right to complete the course and must retake it.

Rules for the Use of AI Tools
The use of AI tools is permitted only with the instructor’s consent and after the scope of their use has been agreed upon in advance. Use without permission will be treated as a violation of the principle of independent work and will result in a failing grade.

Methods of Verifying Learning Outcomes
Preparation of a lesson plan (defining lesson objectives and preparing appropriate activities)
Designing teaching materials and instructional tasks
Completion of tasks during classes, including activities involving the practice of school-based situations, as well as oral presentations – microteaching
Students may use artificial intelligence (AI) tools when preparing lesson plans, specifically for checking the linguistic correctness of instructions in French and generating ideas for activities. All other assignments/tasks should be completed independently by the student, without the use of AI tools.

Assessment Criteria
a) Designing a French language lesson for the second educational stage – lesson plan

correctly defined lesson objectives – 5 points;
correct lesson structure and lesson stages – 5 points;
appropriate selection of activities – 5 points;
correctly formulated instructions – 5 points;
linguistic accuracy – 5 points.
Total: 25 points
(S1_W02; S1_W03; S1_U03; S1_U06)

b) Passing the oral presentation in class (S1_U15; S1_K02)

The following will be assessed:

1. Substantive accuracy of the response

relevance and completeness of the analysis of the issues – 10 points;
correct use of didactic and methodological terminology – 5 points.
2. Linguistic accuracy and structure of the presentation – 5 points.

Total: 20 points

Systematic completion of homework assignments, as well as active participation in classes, will constitute an additional 5 points towards the final grade.

A student may obtain a total of 50 points during the semester.

Grading Scale
60%–68% – satisfactory
69%–76% – satisfactory plus
77%–84% – good
85%–92% – good plus
93%–100% – very good
Passing the course is a prerequisite for taking the final examination. The examination is written.

1.5 ECTS

Practices shaping teaching competences (second educational stage)

Cadre européen commun de référence pour les langues : apprendre, enseigner, évaluer. (2001) Conseil de l’Europe/les Editions Didier https://rm.coe.int/16802fc3a8
CECRL (2022) - Volume complémentaire: https://rm.coe.int/cadre-europeen-commun-de-reference-pour-les-langues-apprendre-enseigne/1680a4e270
EPS: Europejskie portfolio dla studentów- przyszłych nauczycieli języków: https://www.ecml.at/Portals/1/documents/ECML-resources/C3_EPOSTL_PL_web.pdf?ver=2018-03-22-164310-823
Europejskie Portfolio Językowe dla dzieci i młodzieży w wieku 10 - 15 lat: https://www.ore.edu.pl/2015/07/europejskie-portfolio-jezykowe-dla-dzieci-w-wieku-10-15-lat/
Courtillon, J. (2003) Elaborer un cours de FLE, Paris, Hachette
Cuq J.-P., Gruca I. (2002) Cours de didactique du français langue étrangère, PUG, Grenoble.
Karpińska-Szaj K. (2013) Nauczanie j. obcych uczniów z niepełnosprawnościami w szkołach ogólnodostępnych, Wydawnictwo naukowe UAM, Poznań.
Komorowska H. (2005) Metodyka nauczania języków obcych, Wydawnictwo Fraszka Edukacyjna, Warszawa.
Pamuła M., Europejskie portfolio językowe- opis i ocena umiejętności komunikacyjnych i językowych ucznia (2002) (w) Komorowska H., Ewaluacja w nauce języka obcego, Wyd. UwB, Białystok.
Perry R. (2000) Teoria i praktyka. Proces stawania się nauczycielem, WSIP Warszawa.
Wilczyńska W. (2005) Introduction à la didactique du FLE, Wydawnictwo FLAIR, Kraków.

Additional Materials:
Le français dans le monde – selected issues of the journal
Języki Obce w Szkole – selected issues of the journal
Textbooks for teaching French in grades 4–8 (approved for school use): https://podreczniki.men.gov.pl/
Core Curriculum for General Education for Primary Schools. Primary School Grades 4–8. Modern Foreign Language. (n.d.): https://podstawaprogramowa.pl/Szkola-podstawowa-IV-VIII/Jezyk-obcy-nowozytny