Competence 1: Planning
Students further develop their planning skills and gain independence in planning their learning sequences and EFL lessons. Competence 2: Cooperative activities
Students will be able to make use of a wide range of cooperative activities in order to implement them in meaningful learning contexts. Competence 3: Task-based learning
Students will be able to integrate the four skills (listening/video comprehension, reading, speaking, writing) into their communicative EFL classes. They know how to support understanding and how to promote learning with pre/while/post activities. They know different strategies that foster pupils’ understanding of both authentic and adapted written and oral texts and they can provide pupils with useful language support to develop their productive skills. They are further able to develop tasks and projects of their own, including typical characteristics of TBL. Competence 4: CLIL
Students will know principles of CLIL (content and language integrated learning) and will be able to find and adapt suitable teaching materials. Competence 5: Digital resources
Students will be able to choose from a wide range of digital resources to support pupils’ individual learning. They can reflect on the usefulness of different kinds of resources. Competence 6: Differentiation
Students will be able to compose a wide range of tasks that take into consideration pupils’ individual needs, interests, abilities and goals. They will be able to implement and adapt differentiated learning settings, tasks and material. Competence 7: Assessment
Students further develop their competences by getting to know and implementing different types of assessment during their placement/work practice. They know how, when and why to implement progress and achievement tests. They are able to create a variety of assessments which are based on learning goals and activities implemented in class. Competence 8: Meta-level
Students are able to base their teaching on theoretical background and link practical teaching experiences to theoretical concepts. They continually adapt their teaching concepts to different contexts and develop their reflective capacity. They are able to consider alternative methodological decisions and provide arguments for and against them.
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