Session 7C, Language in SE - NKUA Implementing EDC/HRE education through subject language teaching in secondary education



Basic Topics
  1. The development of language teaching paradigms and the aims of language teaching
  2. Subject language methods which implement EDC/HRE education

The duration of the session is 9 hours (3 reading + 3 learning + 3 working/practicing)


The Objectives of this session are:

  • Develop students’ confidence in leading initiatives and developing educational programs on EDC/HRE/IE.
  • To establish a firm understanding of how the teaching of subject language can promote democratic competences, employing different teaching approaches
Learning outcomes

On completion of the session the students will be able to:

  1. identify which subject language teaching methods enable students to develop attitudes, values and skills associated with EDC/HRE
  2. develop different teaching approaches to language teaching so as to promote intercultural competences, critical understanding and critical literacies.
Outcomes and CDC
  • Knowledge and critical understanding
    • Knowledge and critical understanding of culture, cultures, religions
      • 1812: Can reflect critically on how his/her judgments are influenced by his/her own cultural affiliations (intermediate/advanced) 
      • 2025: Can explain why all cultural groups are constantly evolving and changing (intermediate/advanced)
      • 2026: Can explain why all cultural groups are internally variable, diverse and heterogeneous (intermediate/advanced)
      • 132: Can explain why there are no cultural groups that have fixed inherent characteristics (advanced)
    • Knowledge and critical understanding of politics, law and human rights
      • 130: Can describe the diverse ways in which citizens can influence policy (advanced) 
    • Knowledge and critical understanding of history, media, economies, environment and sustainability
      • 134: Can reflect critically on the fluid nature of history and how interpretations of the past vary over time and across cultures (advanced)
      • 2051: Can reflect critically on the fluid nature of history and how interpretations of the past vary over time and across cultures (advanced)
      • 2054: Can outline diverse narratives from different perspectives about the historical forces and factors that have shaped the contemporary world (advanced)
      • 2055: Can reflect critically on processes of historical investigation (advanced)
      • 2058: Can reflect critically on the connections between economic, social, political and environmental processes (advanced)
  • Values
    • Valuing cultural diversity
      • 9: Expresses the view that the cultural diversity within a society should be positively valued and appreciated (intermediate)
      • 205: Argues that one should try to learn from one another in order to deepen understanding of both one’s own and other people’s backgrounds (intermediate/advanced) 
  • Attitudes
    • Respect
      • 503: Expresses respect for different opinions, world views and ways of life unless they violate human rights (intermediate)
    • Open to Cultural Otherness
      • 25: Seeks and welcomes opportunities for encountering people with different values, customs and behaviours (intermediate)
    • Tolerance of ambiguity
      • 50: Engages well with other people who have a variety of different points of view (basic)
  • Skills
    • Autonomous Learning Skills
      • 58: Shows ability to identify resources for learning (e.g. people, books, internet)  (basic)
    • Analytical and critical thinking skill
      • 1102: Uses evidence to support his/her opinions (basic)
      • 1111: Can analyse alternative points of view (basic/intermediate)
      • 1108: Can distinguish between statements of fact and statements of opinion (basic/intermediate)
      • 1116: Can construct a logical and defensible argument for or against a particular interpretation (basic/intermediate)
      • 1117: Can evaluate arguments, claims and beliefs (basic/intermediate)
      • 1141: Can analyse the motives, intentions and agendas of the people who produce propaganda, stereotypes, intolerance and hate speech in the mass media (e.g. newspapers, TV) (advanced)
    • Skills of listening and observing
      • 70: Listens carefully to differing opinions (basic)
    • Linguistic, communicative and plurilingual skills
      • 88: Can express his/her thoughts on a problem (basic)
    • Co-operation skills
      • 95: When working as a member of a group, does his/her share of the group’s work (basic)


A series of resources that the student teacher must study in this session and a series of additional resources for further study.

A full paper and additional e-lessons on the topics of the session and additional interactive presentation of the materials, for the student teachers to study all the materials in a row.

A series of authentic, up to date and relevant activities with their accompanying materials, which deliver the intended learning outcomes of the session and are carried out face to face or E-learning with groups of student teachers.

Several types of questions to evaluate how much the student teachers have learned throughout the session (reading material, learning material and workshop).



  • - There are no announcements -