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

Knowledge: the student knows and understands

S_W01 - to an advanced degree, selected facts, theories, institutions, processes and phenomena related to the following disciplines relevant to the field of studies - teaching foreign languages, which have practical application in foreign language teaching in kindergartens and at the first and second educational stages
S_W03 - the methods, norms, procedures and standards of good practice in educational institutions, related to teaching foreign languages
S_W04 - to a significant extent, human development in biological, psychological, social and cultural terms and its various determinants
S_W06 in an orderly manner, the factors governing educational environments
S_W07 to an advanced degree, the structure and functions of the education system: its purpose, legal basis, organisation and the professional responsibilities of various educational institutions
S_W08 - various participants involved in educational, caregiving, and cultural activities
S_W09- the methodology to perform common tasks; the standards and procedures used in various educational areas
S_W10 the learners (recipients of educational services) and the methods of diagnosing their needs and assessing the quality of educational services
S_W11 the legal and financial aspect of teaching institutions, particularly those involved in teaching foreign languages
S_W19 - the core curriculum regarding the content of teaching French at the second educational stages (primary school) and associated typical learning difficulties

Skills: the student is able to
S_U02 - plan and implement projects typical for foreign language teaching environments
S_U03 diagnose the needs, abilities and aptitudes of every learner, as well as design and implement individually tailored teaching and educational programs
S_U06 use basic theories in psychology and education and other related disciplines to analyse, interpret and resolve educational and social issues, as well as understand the motives and patterns of human behaviour
S_U10 work with children from various cultural backgrounds and those with limited knowledge of the Polish language
S_U19 - using the basic organisational skills, plan and carry out tasks related to teaching French

Social competences: the graduate is prepared to
S_K06 correctly identify the priorities for the implementation of specified tasks
S_K10 - see the importance of behaving in a professional manner and reflect on the ethical issues raised in the teaching profession

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;

Didactics of the Second Stage of Education

Course Requirements and Attendance Policy
A passing grade in the course (konwersatorium) requires regular attendance and completion of all assigned coursework throughout the semester.
Students are allowed up to two absences per semester. Attendance is mandatory (as stated in the University of Warsaw Study Regulations, Section III, Rights and Responsibilities of Students, Article 19, Point 2).
Exceeding this limit will result in the loss of the right to obtain credit for the course, and the student will be required to retake it.

Rules for using AI tools: their use is permitted only with the instructor's consent and after prior determination of the scope; use without consent will be treated as a violation of the principles of independence and will result in a failing grade.

Methods of Learning Outcomes Verification

Final written test

Oral exam

Completion of in-class assignments, including school-scenario simulations and oral presentations

Lesson plan – defining lesson objectives and preparing learning activities

Students are allowed to use Artificial Intelligence (AI) tools to assist with lesson plan preparation — e.g., for checking the linguistic accuracy of French instructions or generating activity ideas.
All other tasks and assignments must be completed independently, without the use of AI tools.

Assessment Components

a) Designing a French lesson for the second stage of education – Lesson plan:
The lesson plan is assessed based on the following criteria (max. 20 points, 40% of the final grade):

Correctly formulated lesson objectives – 4 pts

Coherent structure of the lesson and its phases – 4 pts

Appropriateness of selected activities – 4 pts

Clarity of instructions – 4 pts

Linguistic accuracy – 4 pts

(Learning outcomes: S_W03; S_U02; S_U19)

b) Final written test
Includes both multiple-choice and open-ended questions. To pass, the student must score at least 60% (i.e., 24 out of 40 points).
Assessment criteria (max. 40 points):

Content accuracy

Relevance and completeness of analysis – 20 pts

Proper use of didactic and methodological terminology – 10 pts

Linguistic and structural accuracy

Grammar – 3 pts

Vocabulary – 3 pts

Spelling – 2 pts

Clear, logical, and coherent text structure – 2 pts

The test covers the full material discussed during the semester and constitutes 60% of the final grade.
(Learning outcomes: S_W01; S_W04; S_W06; S_W07; S_W010; S_W11; S_W19; S_U03)

Additional grading factors:

Consistent completion of homework will be verified at the beginning of each class through questions asked by the instructor. This may increase the final grade by 10%.
(Learning outcomes: S_K06; S_K10)

Active participation in class (involvement in discussions, lesson simulations, oral presentations) is rewarded through a plus-point system, updated after each class. Active participation may increase the final grade by 10%.
(Learning outcomes: S_U02; S_U06; S_U10)

Grading Scale
Final Score (%) Grade
60–68% Satisfactory (3)
69–76% Satisfactory+ (3+)
77–84% Good (4)
85–92% Good+ (4+)
93–100% Very Good (5)

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/
Français dans le monde - wybrane numery czasopisma
Języki Obce w Szkole - wybrane numery czasopisma
Podręczniki do nauczania j. francuskiego w klasach IV-VIII (zatwierdzone do użytku szkolnego): https://podreczniki.men.gov.pl/
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Karpińska-Szaj K. (2013) Nauczanie j. obcych uczniów z niepełnosprawnościami w szkołach ogólnodostępnych, Wydawnictwo naukowe UAM, Poznań.
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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 information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system:

• Description of 4100-5SDPIIEEFRA in USOSweb