Really good, clear and concise summary of various activities especially for forthcoming inspection. Thank you

Really good for ideas when you're tired or stuck in a rut. Thanks very much.

Many thanks - great ideas!

Looks geat thank you. We all need reminders of the kind of activities we can do. Thanks again

Great!. Very interesting, very useful. Thanks

MFL Targets. Targets for MFL PGCE:

Curriculum Knowledge
Subject Knowledge
Teaching Grammar
The Use of the Target Language
Subject Application Strategies
Differentiation
Special Educational Needs
Written Lesson Plans
Teaching Styles
The Use of Hardware
Quality of Learning and Level of Achievement
Presentation, Pace and Timing
Atmosphere and Learning Environment
Classroom Management
Praise and Rewards
Sanctions
Assessment
Professional Demeanour
Rapport with Young People

Curriculum Knowledge:
can define ATs, PoS and AoE from the National Curriculum
has a broad knowledge of the Statements of Attainment
has read through a G.C.S.E. syllabus and is aware of demands
is familiar with G.C.S.E. specimen examination papers
has read through a new 'A' level syllabus and is aware of demands
is familiar with new 'A' level specimen examination papers
is familiar with G.N.V.Q. and/or vocational languages course(s)

Subject Knowledge:
has linguistic confidence and accuracy to teach FL1 to KS 3 & 4
has linguistic confidence and accuracy to teach FL1 to 'A' level
has linguistic confidence and accuracy to teach FL2 to KS 3 & 4
has linguistic confidence and accuracy to teach FL2 to 'A' level
is taking action to improve linguistic level in FL1
is taking action to improve linguistic level in FL2

Teaching Grammar:
has a thorough knowledge of the structure of TL 1
has a thorough knowledge of the structure of TL 2
is addressing gaps in own learning with reference to grammar
understands how grammar underpins pupil progress in MFL
understands grammar's relationship to the NC Programmes of Study
can teach structure employing a text book and/or worksheets
can teach structure using visual aids (e.g. flashcards and OHT)
can teach strategies for committing grammar to memory
can teach structure exploiting IT
can teach structure exploiting song, drama and video
can teach a grammar point effectively in English
can teach a grammar point effectively in the TL
enables pupils to use grammar for the purposes of real communication
can teach & assess a simpler grammar point (e.g. gender & prepositions)
can teach & assess a more complex grammar point (e.g. past tense)
can integrate grammar effectively into a single lesson plan
can integrate grammar effectively into teaching a topic

The Use of the Target Language:
demonstrates a good working knowledge of classroom phraseology
uses TL effectively for welcome, register and dismissal
uses TL for (flashcard/OHP) vocabulary introduction
uses TL confidently at the right volume, speed and level
can introduce a simple activity in the TL
can introduce most activities in TL
uses board/OHP/bright pupil/mime to assist TL comprehension
can give assessment feedback in TL (praise and/or grade)
can set homework in TL
can employ humour in TL
can get pupils to respond spontaneously in TL

Subject Application Strategies:
uses group repetition effectively (regularity/pace/volume/intonation)
uses individual repetition effectively (sensitive pupil choice/praise)
can conduct a simple test (e.g. vocabulary)
can conduct a more complex end of unit test/examination
can execute a simple pair-work exercise effectively
can execute an information-gap exercise effectively
can set up a group activity (questionnaire/survey/group reading)
makes use of mime/body language/humour
employs the effective use of games as a teaching aid
employs the effective use of songs as a teaching aid
employs the effective use of drama as a teaching aid
can set up reading for pleasure

Differentiation:
can plan sections of lesson appropriate to the mean ability of the class
can plan a whole lesson appropriate to the mean ability of the class
introduces basic differentiation (core task plus one extension task)
introduces more advanced differentiation (core + extension/special ed.)
offers pupils differentiation by task (three or four tasks)
offers pupils differentiation by outcome
offers pupils differentiation by choice of topic (interest-led)
offers pupils differentiation by level
manages differentiation effectively by arrangement of groups/seating
makes provision for the effective assessment of differentiated work
can set and monitor differentiated homework
can make effective use of in-class support for special educational needs
pupils of all abilities are fulfilling their potential

Special Educational Needs:
has received training in recognising SEN
is aware of major ways to cater for SEN
recognises SEN at both ends of the spectrum in the class
can find/adapt/produce materials suitable for pupils with learn. diff.
can find/adapt/produce materials suitable for pupils of high ability
is aware of IEPs and can integrate them into lesson planning
is familiar with school SENIMS procedure(s)

Written Lesson Plans:
makes use of observation sessions with meaningful notes
can plan articulately a section of a lesson and evaluate it
can plan a whole lesson well with clear aims, objectives and evaluation
plans a series of lessons + progression, aims, objectives and evaluation
organises teaching file effectively for the teaching of several classes
builds homework & evaluation regularly into lesson planning

Teaching Styles:
can teach part of lesson from front, commanding all pupils' attention
can work with individual pupils, both teaching and assisting
can work with small groups, both teaching and assisting
teaches good balance between teacher-led and teacher-facilitator style
uses a teaching style that is appropriate to the task/activity
moves around the room to monitor behaviour and to assist pupils
can teach pupils effectively when seated in rows/pairs
can teach pupils effectively when seated in groups of 4, 5 and 6
can confidently re-organise the whole class for drama, video, etc.
can manage a carousel of different activities
makes good use of questioning techniques
can analyse the relative effectiveness of different teaching strategies
is clearly developing his/her own effective teaching style

The Use of Hardware:
can use flashcards
can use realia and props
can use white/blackboard with clear, legible writing
prepares white/blackboard in advance of lesson where possible
can make effective use of OHP for games and simple exercises
can make effective use of OHP for teaching grammar
can operate cassette player (counter/pause/rewind/tone/volume/pace)
makes advanced use of cassette player (in groups/gap-fill/recording)
can operate and make basic use of TV and VCR
advanced use of VCR (freeze-frame/volume down/black & white)
can give a photographic slide show
is aware of ML IT software in school and can operate it
makes use of computer technology in lessons
organises spare resources well (pens/paper/spare exercise books, etc.)
organises and looks after text books/hardware/resources effectively
good use of the department's main text book(s) (level/interest/pace)
can adapt and use the text book(s) in an original way
produces material to supplement text book (worksheets/tapes/video)
introduces elements of foreign culture/life-style into teaching

Quality of Learning and Level of Achievement:
most pupils are reaching the levels of achievement expected of them
a few pupils are reaching higher than expected levels of achievement
many pupils are reaching higher than expected levels of achievement

Presentation, Pace and Timing:
presents self and lesson in a way that commands pupils' attention
uses voice control well to manage and to motivate the class
is aware of time required by the class for a given exercise/task
can get the class to pack away on time with a neat finish
manages most pupils' time well to promote quality learning
can adapt lesson plans in situ to allow for miscalculations with timing
delivers lessons with sufficient pace to keep most pupils on task
can exploit pace to motivate more challenging classes

Atmosphere and Learning Environment:
displays pupils' work on classroom walls
changes seating arrangements to suit task(s)
is aware that lighting/heating /ventilation affect learning
aware that the weather/time of day/previous lesson affects learning
promotes an atmosphere in which 'weaker' pupils feel secure
promotes an atmosphere which promotes academic study

Classroom Management:
can let class in and take orderly register
can dismiss class in an orderly fashion
can execute one exercise as part of a lesson effectively
can make a clear, smooth transition from one exercise to another
can distribute and collect in materials in a well-managed way
gives clear, simple explanations appropriate to level of the class
uses board/OHP/mime, etc. to clarify instructions
shows consistency between what (s)he says and does
uses effective strategies* for bringing a 'pleasant' class under control
uses effective strategies* for bringing a 'average' class under control
uses effective strategies* for bringing a 'difficult' class under control
shows consistency in following up threats with action/sanctions
follows up sanctions in accordance with school/departmental policy
refers serious misbehaviour in accordance with school/dept. policy
can exploit grouping/seating to aid classroom management
* e.g. verbal and non-verbal warnings/threats; moving pupil(s); sanctions.

Praise and Rewards:
makes good and frequent use of verbal praise to whole class
makes good and frequent use of verbal praise to individuals
makes appropriate use school/departmental reward system(s)
makes use of own reward system (e.g. sweets for winning games)
keeps good records of rewards given to pupils
informs form tutors/colleagues of very good pupil progress
writes to inform parents of very good pupil progress

Sanctions:
makes appropriate use of sanctions to promote good class discipline
keeps records of sanctions and informs relevant colleagues/parents
follows up his/her own sanction defaulters in the first instance
openly discusses serious discipline problems with relevant colleagues
refers seriously disruptive pupils as appropriate

Assessment:
can conduct a vocabulary test
can conduct an end-of-unit test/examination
can draw up and conduct an end-of-unit test/examination
marks written work regularly in accordance with school/dept. policy
can relate achievement at KS 3 to NC Statements of Attainment
can relate achievement at KS 4 to G.C.S.E. marks and grades
can relate achievement at 16+ to assessment criteria
employs effective strategies for assessing oral work at KS 3
employs effective strategies for assessing oral work at KS 4
employs effective strategies for assessing oral work at 16+
provides pupils with oral and written feedback on their progress
provides parents with feedback on pupil progress
maintains sound written records of pupil progress for all classes
uses assessment to motivate pupil learning & to raise standards
uses assessment to inform good lesson planning and progression
can assess and record results of differentiated work

Professional Demeanour:
has a consistent record of good attendance and punctuality
is sensitive to the school's dress code
is respectful of staff ethos, hierarchy and staff room etiquette
is sensitive to the pressures on other staff
makes effective working relationships with other staff
is keen to support/help other colleagues
contributes to the team spirit in the department
accepts constructive criticism from colleagues
gives feedback on class (behaviour/content) to their usual class teacher
attends staff/year/department meetings and INSET - as directed
attends parents' evenings - as directed
has participated in the day-to-day life of a tutor group
has participated in extra-curricular activity/activities

Rapport with Young People:
clearly shows an interest in and cares about young people
shows an awareness of and interest in youth culture
is keen to be a good rôle model to young people
demonstrates charisma in the presence of young people
shows awareness of equal opportunities in lesson presentation
addresses equal opportunities issues as they arise in class

Source: Sussex School Of Education
http://www.sussex.ac.uk/education/1-2-14-2-6-1.html

thanks so much. really good! reminds me of all the things i know to do but forget!

Merci bien. Amzing. This has given me some great ideas and will save time when planning lessons. It is also easy to tick off each one as you cover it within a topic, therefore knowing that you have created varied lessons