Competence Dossier 01

Me as a Subject Expert

~15 min read3 STARR reflections · 5 evidence items

Competence Definition

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Placeholder. The teacher has in-depth, accurate, and pedagogically organised knowledge of the subject, can make disciplinary thinking transparent to learners, and connects content to students' prior knowledge and vocational context.

Development narrative

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Question 1

What knowledge and skills have you gained?

Placeholder. During this assessment period I deepened my understanding of English as it functions in vocational education: CEFR levels, exam expectations, vocational vocabulary, and professional communication.

Question 2

How have you applied them, and how will you continue to?

Placeholder. I applied this knowledge by differentiating language materials for mixed-level groups and designing speaking and writing tasks rooted in students' vocational fields.

Question 3

What has this brought you?

Placeholder. This expanded my repertoire from general English delivery toward subject-informed, context-sensitive decision-making, and sharpened my vision on what vocational language education should achieve.

STARR reflections (3)

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Subject ExpertReflection 1 of 3

Differentiating language levels in a mixed class

Situation
Placeholder. I taught first- and second-year students in one classroom, with language levels ranging widely while project requirements differed per year group.
Task
Placeholder. Design lessons in which every student works at an appropriate language level without splitting the class apart.
Action
Placeholder. I built tiered task sets around one vocational theme, so all students shared the context while working at their own level.
Result
Placeholder. Students stayed engaged and level-appropriate work increased; the strongest students stopped finishing early and the weakest stopped dropping out.
Reflection
Placeholder. Linking differentiation to one shared context proved more workable than separate materials per level. Next time I would formalise the tiers earlier in the block.
Feedback
Placeholder. Coach feedback: the shared-context tiering kept both year groups engaged; formalise the tier criteria so students can self-select more confidently.
Lesson plan with tiered tasksStudent work sampleWatch fragment
Subject ExpertReflection 2 of 3

Making exam language meaningful

Situation
Placeholder. Exam preparation lessons leaned on abstract exam formats that students found distant from their daily practice.
Task
Placeholder. Reframe exam-oriented language work so it connects to students' vocational interests.
Action
Placeholder. I let students choose vocational topics as the carrier for the four skills, keeping the exam format but changing the content.
Result
Placeholder. Participation in exam practice rose noticeably, and students began transferring vocabulary between project work and exam tasks.
Reflection
Placeholder. Content relevance did more for exam readiness than extra format drilling. I would involve students in topic selection even earlier.
Exam preparation task setStudent feedback summary
Subject ExpertReflection 3 of 3

Teaching persuasive language through projects

Situation
Placeholder. Students had to present final projects but delivered flat, descriptive talks that undersold their work.
Task
Placeholder. Develop students' persuasive register so presentations match the selling context of their field.
Action
Placeholder. I taught persuasive devices through model pitches, then had students rework their presentations as investment pitches.
Result
Placeholder. Presentations became structured arguments; several students reused the pitch structure in other subjects.
Reflection
Placeholder. Register teaching lands when the audience is real. Next iteration I would bring in an external listener for the final pitches.
Pitch lesson materials