trainees MML

Modern Languages

What makes you want to be a Languages teacher?

Is it:

Whatever your beliefs about languages teaching, whatever your convictions about what makes a good languages teacher, this course will challenge, extend and develop your understanding of teaching foreign languages.

Who comes on the course?

The course is for people wishing to train as secondary teachers of Modern Foreign Languages 11 - 18. We welcome enthusiastic and well-qualified linguists, who can convince us that they would enjoy passing on their love of languages to young learners. Applicants must be able to offer two languages for teaching; one of these must be French, and the other a choice of German, Spanish or Italian. Degree level or equivalent in the first language (for teaching to A level in schools), and an A Level or equivalent in the second language is a minimum requirement of the course. Applicants should also have spent a substantial period of residence abroad in a relevant country.

hugh michell
Hugh Michell, PGCE 2009-2010

The faculty sessions have been incredibly useful in giving trainees a broad and deep understanding of education in state schools. They also allow you to share change tips and stories with other trainees, which is often invaluable information for your school-based experience. The trainees on the course are from such a wide range of backgrounds and have such different aspirations as teachers that it is always interesting to hear others’ perspectives on their experience. more.
mary anne lincoln
Mary-Anne Lincoln, Deputy Curriculum Area Leader, Jack Hunt School, PGCE 2005-2006

The rigorous nature of the Cambridge PGCE gave me the confidence to apply for the Fasttrack programme. In turn this provided me with a lot of departmental, as well as whole school, opportunities and experience. Whilst applying for my first position of responsibility I drew on these experiences. Leadership Pathways is designed for professionals aspiring to management positions, my application for this was supported by my Fasttrack distant mentor as well as Prince William School. Whilst completing the Leadership Pathways course I had the opportunity to effect a change at a whole school level, building on my departmental responsibility. My current role requires me to use a lot of the strategies I developed during this course. Each step in my career links back to my early days as a teacher and the support and mentoring I received throughout my Cambridge PGCE. more.

Course content

trainees MML

Teachers need to be able to draw on a wide range of ideas, skills and materials to make their subject relevant and effective across the full range of ages and abilities. Trainees following this course are encouraged to explore a wide range of creative and systematic approaches to teaching, covering the four language skills (speaking, listening, reading and writing), as well as focusing on the role of grammar, cultural awareness and new technologies in language teaching. The course is built upon principles of inclusion and equality of opportunity in teaching and learning for all students whatever their potential and achievements. Trainees are also encouraged to develop an attitude of critical enquiry and see themselves as teachers who research their classrooms so that they make informed choices in all that they do.

Trainees experience a variety of teaching methods including whole class teaching, structured group work and individual or pair work. There is a strong emphasis on active learning through discussion, presentations, peer-tutoring, research, independent study and writing. Throughout the course, trainees study different methods of assessment and how they support classroom learning and teaching. In seminars and workshops, the integral relationship between educational theory and teaching methodology is explored. Trainees are encouraged to reflect critically on their experiences as learners and teachers and to begin to develop a rationale for their classroom practice.

When inspected by OFSTED, in 2002, the MFL course was awarded grade 1s in every aspect inspected, and described as "very good with many outstanding features." Such a description recognises the course as one of the most outstanding MFL PGCE courses available nationally. The faculty's course is graded as Category A (the highest category) by the Training and Development Agency for Schools (TDA). Subsequent OFSTED inspections have upheld these grades.

Who will support me?

tutor Linda Fisher

The Faculty-based work, taught by subject lecturers, a seconded subject mentor and other languages professionals, is closely linked to a programme of classroom experience in local state schools, supervised by experienced teacher-mentors. There is a close, interdependent relationship between faculty-based and school-based learning, with trainees working alongside an experienced mentor, who provides key training opportunities and regular systematic support and feedback on classroom teaching. This structure provides the basis for progressive competence in teaching languages to A-level, and is aimed at the development, by the end of the course, of language teachers who are enthusiastic, knowledgeable, innovative and realistic.

‘Friendly, professional lecturers have made it really enjoyable – the sessions are exceptionally well-organised and robust. The quality of teaching has been excellent.’ Trainee 2007-08

‘My mentor was great and really supportive. She was always really well-informed on all the topics for the mentor session and gave us really useful information – we had really interesting discussions.’ Trainee 2007-08

How does this fit in with the MEd?

Students who successfully complete all examined elements of the PGCE course are able to register for the second year of the Faculty's MEd course. For such students, the Cambridge PGCE year is equivalent to 50% of the Cambridge Masters course and trainees will have the option of completing the second year of the Masters (on a part-time basis) within tthree years of qualifying.

Some students follow the Researching Practice module designed especially for early career teachers. Other options include the Researching Second Language in Education (RSLE) course.

For more information, visit the Master of Education (MEd) page.

trainees MML

Do you have any advice for my application?

It is very important that candidates are able to talk at interview about their views of languages and languages education. It would be desirable for candidates to be aware of the latest developments in languages education and other educational issues. To help with this we strongly recommend that all applicants spend at least one week in a state secondary school prior to being interviewed.

For full application details visit our PGCE admissions page.