table of contentsportal.mie.ac.mu/wp-content/uploads/2020/10/pgce...1 table of contents...

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TABLE OF CONTENTS

FOREWORD .................................................................................................................................. 3

Introduction ................................................................................................................................ 4

AIMS OF THE PGCE PART TIME PROGRAMME ......................................................... 5

RULES AND REGULATIONS ................................................................................................ 6

GUIDELINES FOR IMPLEMENTING QUALITY IN THE PROGRAMME ......... 11

The MIE Academic Board .................................................................................................. 11

CONTACT PERSONS .............................................................................................................. 13

PGCE PT PROGRAMME STRUCTURE............................................................................. 14

PROGRAMME CONTENT AND STRUCTURE ............................................................... 15

Core Modules ............................................................................................................................ 17

Curriculum Studies ............................................................................................................... 18

Assessment and Evaluation ............................................................................................ 19

Developmental and Educational Psychology ........................................................ 20

Principles of Teaching and Learning .......................................................................... 21

The Social Contexts of Teaching and Learning .................................................... 22

Educational Theory, Policy and Practice.................................................................. 23

ICT in Teaching ....................................................................................................................... 24

Subject Didactics I - III..................................................................................................... 25

Business Education ............................................................................................................... 26

Computer Education ............................................................................................................ 35

Design and Technology ...................................................................................................... 38

English .......................................................................................................................................... 41

French ........................................................................................................................................... 44

Home Economics .................................................................................................................... 47

Mathematics ............................................................................................................................. 50

Science with (Biology and chemistry) ...................................................................... 53

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Social Sciences ........................................................................................................................ 58

Art and Design ......................................................................................................................... 61

Arabic ............................................................................................................................................ 64

Hindi .............................................................................................................................................. 67

LIST OF ELECTIVES............................................................................................................... 71

PROFESSIONAL PRACTICE COMPONENT ................................................................. 93

Professional Practice Seminars .................................................................................... 93

Peer Micro Teaching............................................................................................................. 99

TEACHING PRACTICE ........................................................................................................ 100

Appendix I: PROFESSIONAL STANDARDS ............................................................ 101

Appendix II: REQUEST FOR EXTENSION OF

ASSIGNMENT/PROFESSIONAL JOURNAL.............................................................. 105

Appendix III: ASSIGNMENT SUBMISSION SHEET ........................................... 106

Appendix IV: ATTENDANCE STATUS REPORT SHEET ..................................... 107

Appendix V: PEER/MICRO TEACHING - ASSESSMENT CRITERIA ........... 108

Appendix VI (a): PEER/MICRO TEACHING FEEDBACK SHEET .................. 109

Appendix VII (a): TEACHING PRACTICE ASSESSMENT FORM .................. 111

Appendix VII (b): TEACHING PRACTICE - ASSESSMENT CRITERIA ..... 112

Appendix VIII (a): PROFESSIONAL PRACTICE SEMINARS (I) -

ASSESSMENT CRITERIA ................................................................................................... 113

Appendix VIII (b): PROFESSIONAL PRACTICE SEMINARS (II) -


Appendix VIII (c): PROFESSIONAL PRACTICE SEMINARS (III) -


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FOREWORD

We are pleased to offer you the PGCE Part-Time programme that has been reviewed and developed

taking into consideration the views of our past students and other stakeholders. This reviewed

programme was first offered in 2013. It has been structured to provide our trainees with more choices

and autonomy in order to meet their needs and prepare them to meet the challenges of teaching in this

new era. This new programme places more emphasis on the practice of teaching so as to empower

trainees with best practices while, at the same time, giving them the opportunity to critically reflect on

their own practices. Added to this is the opportunity for trainees to choose elective modules that will

lead them to an area of their choice, such as Educational Leadership and Management, Special

Education Needs or Educational Technology.

One major innovation that the current PGCE PT programme offers is the opportunity for trainees to opt

for assessment of selected modules at Master’s level, so that they are, after completion of the PGCE,

eligible for exemption towards a Master’s programme in Education with the University of Brighton.

This has been made possible as our training is internationally recognised and we are now in an

established position as one of the leading institutions in the provision of teacher education in the region.

We are fully aware of the high standard expected by our trainees; we are certain that the latter will

recognise and appreciate the opportunity offered to them by the MIE through the PGCE.

I take this opportunity to thank all those who have contributed to develop this programme that will help

to enhance the quality of training offered by the MIE.

Dr O. N. Varma

Director

February 2020

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Introduction

The PGCE PT programme has been designed in line with the Professional Standards developed by the

MIE. Conceptualised by academics of the MIE and MGI, this programme proposes modules which are

highly relevant to your professional development with the aim of fostering transformative practices at

the level of your classroom and the school at large.

The PGCE PT programme comprises:

1) Professional Studies

2) Professional Practice

3) Electives

The Professional Studies component deals with areas of study which will empower you with the

essential pedagogical knowledge, skills and attitudes to sustain a supportive teaching and learning

environment while at the same time understand and tackle issues which are prevalent at secondary level

schooling.

Peer/Micro Teaching and Teaching Practice are key elements of the PGCE PT programme and are part

of the Professional Practice component where you will benefit from the support and advice of tutors

in view of improving your classroom practices. The Professional Practice Seminars (PPS), which are

integral to the Professional Practice component, serve as platform for interaction with tutors and peers

on pertinent issues that shape your professional identity and practice.

An attractive feature of the PGCE PT programme is the inclusion of a diversity of elective modules

which, at times, might depart from the customary teaching and learning of your subject area, but which

still contribute to the development of enhanced pedagogical skills and knowledge.

The handbook comprises the rules and regulations, the programme structure, module details and the

scheme of evaluation and should remain a useful reference for you throughout the programme.

We wish you well in your studies and we are sure that your sustained interest, commitment and effort

will bring forth a more transformed, dedicated, reflective and competent practitioner.

Mr N. Hurreeram Mr R. Korlapu-Bungaree

Programme Coordinator Assistant Programme Coordinator

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AIMS OF THE PGCE PART TIME PROGRAMME

The PGCE Part Time (PT) Programme extends over a period of two years or four semesters. It

endeavours to empower practicing trainee educators for transformative practice within a supportive

environment. The Programme has been designed around three cornerstones, namely key knowledge,

skills and attitudes that educators require to engage in reflective practice, thereby paving the way for

further professional growth.

The aims of the PGCE PT Programme are to:

• Assist trainee educators in the development of core competencies as per the Professional

Standards of the MIE (see Appendix I)

• Sensitize trainee educators to the diversity of intrinsic and extrinsic factors that impact upon the

teaching and learning process

• Equip trainee educators with appropriate pedagogical content knowledge that will enhance the

effectiveness of their teaching

• Develop trainee educators’ understanding of learners and the learning environment as crucial

factors influencing the choice of teaching and learning strategies.

• Develop trainee educators’ ability to adopt a critical stance towards their own practice as a prompt

for continuous innovation

• Initiate trainee educators into a research culture that will lead to lifelong learning

• Empower trainee educators with the ability to integrate elements of research and innovation in

their practice for the benefit of their learners

• Support trainee educators in the development of a strong sense of professionalism and

commitment in the conduct of their duties

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RULES AND REGULATIONS

PGCE trainee educators are governed by the prevailing General Rules, Regulations and Information for

Students [October 2015]1 pertaining to all MIE students.

PGCE trainees are further governed by regulations specific to the PGCE programme as outlined below:

Entry Requirements

The PGCE is offered to candidates with the following profiles:

(i) A degree relevant to the main field of study offered.

(ii) Candidates should be practising secondary school teachers.

Registration

Trainee educators on the PGCE programme will be registered at the beginning of the academic year.

They can be registered for a maximum of three years.

Duration

The PGCE programme will be run over four semesters, i.e. two academic years on a part-time basis.

The normal duration of the programme is four semesters with a maximum duration of six semesters. A

candidate may be allowed to take a referred/failed module up to the maximum duration of the

programme.

Scheme of Evaluation

To be awarded the PGCE, a trainee educator has to pass in all modules/components, and obtain a Grade

Point Average (GPA) of at least 2.00. To be awarded a PGCE with distinction, candidates should earn

a minimum GPA of 3.20 and above.

All modules will be assessed through written examination and/or coursework. The appropriate

weighting between the two modes of assessment will be determined by the departments concerned.

Each module/component will be assessed on a four-point scale. To pass in these modules/components,

students will have to earn at least a C grade.

When modules are assessed through coursework and examination, a minimum of at least 40% should

be attained separately in coursework and examination, with an overall total of a minimum of 50% for

the trainee educator to pass in the module. To pass in these modules/components, candidates have to

earn at least a ‘C’ grade.

Each of the grades ‘A’ to ‘E’ will be assigned Grade Points as follows:

Grade Percentage Grade Point

A+ m ≥85 4

A 70 ≤ m<85 4

B 60 ≤ m < 70 3

C 50 ≤ m < 60 2

E m < 50 0

m – mark

1 http://portal.mie.ac.mu/wp-content/uploads/2018/03/Regulations-for-students-7-Dec-2015.pdf

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Grade D (partly referred)

Grade D will apply for any module with more than one component where the student has secured an

overall pass mark of 50% but has failed to meet the minimum pass mark of 40% in any one component.

Grade I (Incomplete)

Grade I will cover the following situations:

(i) Student is absent for one or more modules but the absence is justified (e.g. absence due to ill-health

and presentation of valid medical certificates within the prescribed time limit.

(ii) Interruption of courses.

(iii) Teaching Practice has not been completed yet and is justified by valid reasons.

Professional Practice

The Professional Practice component (Professional Practice Seminars, Peer/Micro Teaching and

Teaching Practice) will be assessed on a four-point scale, as follows:

Grade Percentage Grade Point

A+ m ≥ 85 4

A 70 ≤ m < 85 4

B 60 ≤ m < 70 3

C 50 ≤ m < 60 2

E m < 50 0

A, B, C and E, with ‘A’ to ‘C’ are considered to be a pass and ‘E’ a failure. Students should score a

minimum of 50% in each component to pass.

Failure in Professional Practice Component

For School-Based Experience, a maximum of two re-sits will be allowed. In case the student is

unsuccessful after two re-sits, the matter will be referred to the Academic Board by the Award

Committee for necessary action.

A trainee educator who has failed in Teaching Practice and Peer/Micro Teaching shall be given a

maximum of two re-sits in the final semester. In case of failure again, the Academic Board will consider

the withdrawal of the candidate.

A trainee educator who has failed in Professional Practice Seminars (PPS) will be reassessed in this

component the following semester, if available. Two re-sits are allowed for PPS. Should the candidate

fail on both occasions, the Academic Board will consider the withdrawal of the candidate.

Submission of Assignment

Assignments for MIE tutors shall be submitted to the ‘Assignment Office’, Room F 11, South Block

where a record of all incoming assignments along with the trainee educator’s signature and date of

submission will be kept. The submission of assignments for MGI tutors will be done at the MGI. The

trainee must keep a copy of the assignment. The assignment should be typed in font size 12, Times New

Roman, unless indicated otherwise by the tutor(s) concerned. An Assignment Submission Sheet (see

Appendix III) should be attached to the assignment submitted. All submitted works are subject to the

rules outlined in the MIE Anti-Plagiarism Policy (2018).2

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Where to submit?

Subject Area/School of Education Modules Room

Accounting

Arabic

Art and Design

Business Studies

Computer Education

Curriculum Studies

Design and Technology

Economics

Education Studies

English

French

Home Economics

Mathematics

Science with Biology

Science with Chemistry

Social Sciences

Travel and Tourism

All Elective modules

Assignment Office

Room F11

South Block

MIE

Hindi

Department of Hindi Studies

MGI

PPS Journals (2 copies) should be submitted at:

Assignment Office

Room F11

South Block

MIE

Hindi trainees should submit one copy of the PPS Journal at the above section, at the MIE,

and one copy at their respective departments at the MGI.

Request for Extension

Deadline for the submission of assignments shall be strictly observed. To request for extension, the

relevant form (Appendix II) should be filled in and submitted two weeks before the deadline for

approval by the respective tutors. All unwarranted delay in the submission of assignments by the

trainee educators shall be treated as ‘referred for the semester’ and results will be declared at the end

of the subsequent semester.

Use of Turnitin

In some cases, trainees may be required to submit their assignment through the Turnitin website

and attach a generated report alongside their assignment. Students agree that by taking this course

all required papers will be subject to submission for textual similarity review toTurnitin.com for the

detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com

reference database solely for the purpose of detecting plagiarism of such papers. Use of

the Turnitin.com service is subject to the Usage Policy posted on the Turnitin.com site. Trainees are

strongly advised to consult the MIE Anti-Plagiarism Policy (2018).

The lecturer will not be held responsible for any loss of assignment if no evidence of signature is

available. The Officer shall hand over all assignments submitted to the lecturer concerned who shall

acknowledge receipt of same.

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Referred/Failed Candidates

At the end of each semester, a candidate who will not have obtained a minimum GPA of 2.00 will be

allowed to be re-examined/re-assessed in the following semester in the course/s in which s/he will have

obtained a ‘C’ grade.

A candidate who has obtained an ‘E’ grade in either written examination or coursework will be re-

examined/re-assessed for same in the following semester if the module is being run.

The highest grade obtainable for a re-examination/re-assessment in any component will be a ‘C’.

The maximum number of modules that a student is allowed to be referred in should not exceed one third

of the total number of modules offered in that year.

Exceptional Cases/Cases of Illness

A trainee educator who fails to sit for one or more examinations or fails to submit any assignment, on

the ground of exceptional circumstances or illness may be given special examination in the paper/s

concerned in the following semester, if available.

In the case of illness, a medical certificate from a Government Medical Practitioner must be submitted

to the Registrar at latest on the day of the examination. The MIE reserves the right to have the candidate

examined by a doctor of its choice. In all cases, the MIE must be satisfied with the evidence submitted.

Unsatisfactory Progress/Conduct

A trainee educator whose progress or conduct is not satisfactory shall be given a written warning by the

Registrar on the recommendation of the Programme Coordinator and the lecturer concerned.

In the absence of improvement, a strong and final written warning shall be sent to the trainee educator

by the Registrar on the recommendation of the Programme Coordinator and the Course Coordinator. In

case there is still no improvement, the matter shall be referred to a Committee set up by the Academic

Board. The Committee will hear all parties concerned and make its recommendations to Academic

Board.

The decision of the Academic Board shall be final.

Attendance

A trainee educator shall satisfy a minimum of 80% attendance for each module in order to be eligible

for assessment in any module (either for examination or assignment/coursework).

In case a trainee educator fails to satisfy the 80% attendance for module assessed by course work only,

he/she will have to resubmit coursework after having met the 80% attendance by joining the course as

and when it is next offered.

The attendance shall be taken by each lecturer concerned on registers specially prepared for the purpose.

In case a trainee educator shows signs of eventual deficit attendance, the lecturer concerned shall issue

an attendance report status (Appendix IV) with copy to the Course Coordinator and the Programme

Coordinator.

If, at the end of the Semester, the trainee educator falls short of the mandatory 80% in any one or more

modules without any plausible reason, s/he shall be barred from the examinations/coursework concerned

and shall be informed accordingly in writing by the Registrar.

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Punctuality

A trainee educator shall be punctual and shall attend all classes.

A trainee educator who is regularly late may not be allowed to enter the class at the discretion of the

lecturer concerned. He/she will be marked absent. In such a case, the trainee educator may fall short of

the required 80% attendance requirement in that module and he/she shall be barred from related

examinations and coursework.

Award of Certificate

To be awarded a Certificate, candidates will have to obtain 45 credits with an overall minimum GPA

of 2.00.

Validation of Results

Semester Results

The results for each semester are validated by the:

(i) Subject Board of Examiners (Departmental Board)

(ii) School Board

(iii) Award Committee

Final results

The Award Committee will make recommendations to the Academic Board for the award of the

Certificate.

On termination of the programme, each candidate will be given an official transcript indicating the

course(s)/component(s) taken and results obtained.

Right of Appeal

A candidate may make a request for a reviewing (process) of a script / coursework / portfolio /

Professional Journal after results have been officially proclaimed by the MIE. S/he must address a

request in writing within 15 days of the date of proclamation of results to the Head of the Examination

Section, MIE. No request will be entertained thereafter.

A nominal fee of Rs 500/- per paper/ assignment will be charged for any request for re-marking or re-

viewing of any officially declared result.

Plagiarism

All cases of plagiarism will be reported to a Disciplinary Committee. If a case is established, the student

will be informed of the decision of the Disciplinary Committee. Refer to Section 3.12 of the General

Rules, Regulations and Information for Students for details on Plagiarism.

Amendment to General Regulations and Scheme of Evaluation

The Academic Board of the Mauritius Institute of Education reserves the right to amend the General

Regulations, Programme structure and Scheme of Evaluation as and when the need arises.

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GUIDELINES FOR IMPLEMENTING QUALITY IN THE PROGRAMME

The Quality Assurance for the PGCE will be managed and maintained through the following

mechanisms:

• Academic Board

• Teacher Education Committee (TEC)

• The MIE Quality Assurance Unit

• PGCE Programme Committee

The MIE Academic Board

The MIE Academic Board gives the final approval for the running of the programme. The Academic

Board is the Supreme Academic Authority of the MIE. The committee is chaired by the Director of the

MIE.

The members of the committee include the Deputy Director, the Registrar, Heads of Schools and Centre,

one Academic staff from each School, Librarian, Representatives from the Tertiary Institutions, the

Ministry of Education and Human Resources, Private Secondary Schools Authority (PSSA), Mauritius

Examination Syndicate, Primary and Secondary School Unions, Representatives of students’

organisation of the Institute.

The Teacher Education Committee

Before going to the Academic Board, the programme is carefully scrutinized by the Teacher Education

Committee (TEC). The Members of TEC are:

i Chairperson nominated by Director

ii Heads of School (4)

iii Head of Centre for Open and Distance Learning

iv Head of Pre-Primary Unit

v Head Librarian

vi Officer responsible for the Examinations Section

vii Quality Assurance Division Coordinator

viii 2 Associate Professors nominated by Director

Module and Programme Evaluation

For each module, trainee educators are given Student’s Feedback Questionnaires (SFQ). The Student’s

Feedback Questionnaire falls under the responsibility of the Quality Assurance (QA) Division. This

unit develops, administers, collects and processes these questionnaires. The individual reports are then

sent to the Heads of School, Quality Assurance Division Coordinator, Chairperson of Quality Assurance

Division and the lecturers concerned. The feedback received is used for reviewing/re-designing the

module.

At the end of each programme, a programme evaluation covering all the different aspects of the

programme, namely administrative and organisational issues and the overall relevance of the

programme to the needs of the trainee educators is carried out. The data thus obtained are fed back into

the programme.

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PGCE Programme Committee

The PGCE Programme Committee, chaired by the Programme Coordinator, is responsible for the

review, design, development, implementation and evaluation of the programme.

The other members of the committee are the Course Coordinators from each subject area in which the

course is offered, as well as officers from administration and examination section as and when the

need arises.

Members of the PGCE Programme Committee Team

Programme Coordinator : Mr N. Hurreeram

Assistant Programme Coordinator : Mr R. Korlapu-Bungaree

Coordinators Department / Subject area Institution

Mr S Somally Arabic MIE Primary Block, 2nd floor

Mrs M Beeharry-Konglar Art and Design MIE Tower, 6th floor

Dr (Miss) N S Abbass

Business Education

(Accounting, Business Studies,

Economics, Travel and Tourism)

MIE Tower, 6th floor

Mr C Li Luen Ching Computer Education MIE Tower, 2nd floor

Ms S Fulena Curriculum Studies and Evaluation MIE Tower, 4th floor

Mr S M I Belath Design and Technology MIE Tower, 3rd floor

Mrs N Congo-Poottaren Educational Administration and

Management MIE Tower, 1st floor

Mr S Beedassy Education Studies MIE Tower, 4th floor

Ms H Hookoomsing English / Performing Arts Unit MIE Tower, 6th floor

Dr S Oozeerally French MIE Tower, 6th floor

Dr (Ms) A Chintamunnee Hindi MGI

Miss S Kawol Home Economics

(Design and Textiles, Food Studies) MIE Tower, 3rd floor

Mr S Purdasseea Mathematics Education MIE Tower, 5th floor

Mr R Rajcoomar Movement and Physical

Education MIE, South Block

Dr R Bholah Science (Biology and Chemistry) MIE Tower, 5th floor

Dr (Mrs) T Mohabeer Social Sciences MIE Tower, 6th floor

Mr S Jhugroo SEN MIE Tower, 4th floor

Mrs W Udhin CODL CODL MIE

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The Programme Committee is responsible for the smooth running of the programme as well as

monitoring the trainee educators’ progress and welfare throughout the programme. It looks into all

aspects of the running of the programme and seeks to promote the development of the programme in

ways that are beneficial to the professional needs of the trainee educators.

The committee meets regularly to discuss the progress at the various levels of the programme and take

action/s, if necessary. The information obtained is fed back into the programme to be responsive to the

needs of the trainee educators.

CONTACT PERSONS (in order of priority)

Trainee educators are advised to address themselves initially to the lecturer concerned and the course

coordinator for the respective department if they need assistance regarding their studies.

(Note that no request will be entertained if the proper channel of communication is not respected).

For Component I – Professional Studies (MIE / MGI based Modules):

The lecturer concerned

The Course Coordinator of the respective departments

For Component II – Professional Practice

Same as component I

For matters related to the online learning platform

Ms A Gungadeen, Centre for Open & Distance Learning (CODL)

[email protected] / [email protected]

For information regarding examinations:

Mrs R Azaree, Deputy Registrar, Old Building, Block A, 1st floor

In case of problems of general nature:

N Hurreeram, PGCE Programme Coordinator, Ground floor, Block D

or

R Korlapu-Bungaree, PGCE Assistant Programme Coordinator, Room 609 (6th floor)

mailto:[email protected]

mailto:[email protected]

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PGCE PT PROGRAMME STRUCTURE

Semester I Semester II Semester III Semester IV

Subject Area: Subject Didactics I - 45 hrs

School of Education:

(1) Curriculum Studies - 22.5 hrs

(2) Developmental & Educational Psychology -

30 hrs

Subject Area: Subject Didactics II - 45hrs


(1) Classroom Practices: Principles of

Teaching & Learning - 22.5 hrs

(2) The Social Contexts of Teaching &

Learning - 15 hrs


(1) Assessment & Evaluation - 30 hrs

(2) Educational Theory, Policy &

practice - 15 hrs

Subject Area:

Subject Didactics III - 45hrs

ICT with Subject Area - 45 hrs* ICT with Subject Area - 45 hrs*

Elective Module - 45 hrs Elective Module - 45 hrs


Peer Micro Teaching - 15 hrs

Subject Area:

Peer Micro Teaching - 30 hrs

Teaching Practice

Teaching Practice

Teaching Practice


(Stage 1) – 15 hrs

Wk 1-15


(Stage 2) – 9 hrs

Wk 1-15

Professional

Practice

(Stage 2) - 3 hrs

Professional

Practice

(Stage 3) - 6 hrs


(Stage 3) - 9 hrs

PGCE Week

Total Credits - 45

3 core (Subject Area) – 3x3 credits

3 core (School of Education) – 3x3 credits

2 electives – 2x3 credits

ICT * (sem. II or III) – 3 credits

Professional Practice: 3 stages – 3x3 credits

Teaching Practice – 6 credits

Peer/Micro Teaching – 3 credits

4 seminars 3 seminars

5 seminars

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PROGRAMME CONTENT AND STRUCTURE

PROFESSIONAL STUDIES

YEAR 1 MODULE

CODE

MODULE TITLE NO. OF

CREDITS

CONTACT

HOURS

DEPT/SCHOOL

RESPONSIBLE

SEMESTER 1

PG 401-1 Curriculum Studies 1.5 22.5

Curriculum

Studies &

Evaluation

PG 402-1

Developmental &

Educational

Psychology

2 30 Education Studies

PG 404 Subject Didactics I 3 45 Subject Area

SEMESTER 2

PG 401-2

Classroom Practices:

Principles of

Teaching and

Learning

1.5 22.5 Education Studies

PG 402-2

The Social Contexts

of Teaching and

Learning


PG 403 ICT in Teaching* (3) 45

Computer

Education &

Subject Area

PG 405 Subject Didactics II 3 45 Subject Area

Total credits: 12

YEAR 2 MODULE

CODE

MODULE TITLE NO. OF

CREDITS

CONTACT

HOURS

DEPT/SCHOOL

RESPONSIBLE

SEMESTER 3

PG 406-1 Assessment and

Evaluation 2 30

Curriculum

Studies &

Evaluation

PG 406-2

Educational

Theory, Policy and

Practice


PG 403 ICT in Teaching* 3 45

Computer

Education &

Subject Area

PG 407-E

(1-10) Elective module** 3 45

School of

Education/

Subject Area

SEMESTER 4

PG 408 Subject Didactics

III 3 45 Subject Area

PG 407-E

(11-20) Elective module** 3 45

School of

Education/ Subject

Area

Total credits: 15

Note:* ICT in Teaching will be run either during semester 2 or 3, subject to availability of the

Computer Laboratory.

Note: **The running of elective modules is subject to the availability of resources and the

minimum required number of students enrolled for the elective.

Some modules can only accommodate a limited number of trainees on a first-come,

first-served basis.

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PROFESSIONAL PRACTICE

YEAR 1 MODULE/

COMPONENT

CODE

MODULE/

COMPONENT

TITLE

NO. OF

CREDITS

CONTACT

HOURS

DEPT/SCHOOL

RESPONSIBLE

SEMESTER 1

PG 409 Peer/Micro

Teaching* 15

Curriculum

Studies/

Education Studies

PPS-1 Professional Practice

Seminar - Stage 1 3 15

School of

Education/

Subject Area

SEMESTER 2

PG 409 Peer/Micro Teaching

(complete) 3 30 Subject Area


Seminar - Stage 2 6

School of

Education/

Subject Area

Teaching Practice **

School of

Education/

Subject Area

SEMESTER 3


Stage 2 (complete) 3 6

School of

Education/

Subject Area


Seminar - Stage 3 9

School of

Education/

Subject Area

Teaching Practice

(cont’d)

School of

Education/

Subject Area

SEMESTER 4

PPS-3


Seminar - Stage 3

(complete)

3

School of

Education/

Subject Area

Teaching Practice

(complete ) 6

School of

Education/

Subject Area

Total credits: 18

*Note: Peer-Micro Teaching will be conducted during semesters 1 and 2. Results will be

submitted at the end of Semester 2.

**Note: Teaching Practice will be carried out during semesters 2, 3 and 4. Results will be

submitted at the end of Semester 4.

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Core Modules

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Curriculum Studies

Curriculum Studies and Evaluation Department: Semester I

Module Title : Curriculum Studies

Module Code : PG 401-1

No. of credits: 1.5

Aim

To assist trainee educators develop an understanding of theories and factors that influence the

design, planning and development of curriculum.

Learning Outcomes

Trainee educators should be able to:

• discuss the implications of the different definitions, main elements and perceptions of

curriculum for the students

• demonstrate understanding of the educational orientations as proposed by the NCF-

(Secondary)

• critically analyse the role and functions of the different parts of a curriculum in shaping the

learning experiences of students

• discuss the factors which may affect curriculum

• critically analyse types of curriculum

• discuss models of curriculum development

• design, plan and develop curriculum relevant to class context

• describe relevant strategies to evaluate teaching and learning.

Content

• Concept of curriculum, meaning, definitions and elements

• The NCF- (Secondary)

• Different parts of the curriculum shaping learning experiences of students

• Factors influencing the curriculum

• Types of curriculum

• Process and models of curriculum development

• Factors affecting planning

• Curriculum planning and evaluation in classroom context

Teaching and Learning Strategies

Lecture, group discussion, presentation

Mode of Assessment

Continuous Assessment: 100%

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Assessment and Evaluation

Curriculum Studies and Evaluation Department: Semester III

Module Title : Assessment and Evaluation


No. of credits: 2

Aim

To assist trainee educators develop knowledge of the procedures involved in evaluation for

effective and meaningful performance at classroom level.

Learning Outcomes


• describe the key concepts associated with evaluation

• explain the role of evaluation in enhancing learning

• demonstrate the skills required for effective evaluation

• construct classroom tests to measure a variety of learning outcomes

• discuss the ethical issues related to assessment and evaluation

• develop and implement relevant assessment techniques

• collect, analyse and interpret test results effectively

• develop skills of keeping records and reporting on individual learners

• analyse factors that influence students achievement.

Content

• Definition of assessment, measurement and evaluation

• Assessment functions and roles with regards to different categories of learners

• Modern orientation in evaluation: continuous assessment, portfolios, projects

• Planning for the collection of information on students

• Construction of table specification/blue print and classroom tests

• Reliability, validity and ethical issues relating to assessment and evaluation

• Statistical analysis of test scores and interpretation

• Record keeping and reporting

• Factors affecting achievement


Discussion, presentation, lecture

Mode of Assessment


20

Developmental and Educational Psychology

Education Studies Department: Semester I

Module Title : Developmental and Educational Psychology


No. of credits: 2

Aim

To develop an understanding of Developmental and Educational Psychology, theories and

concepts in the context of ongoing changes in adolescent learners and schooling.

Learning Outcomes


• demonstrate an understanding of adolescent development and learning

• demonstrate strategies to cope with adolescent behaviour problems

• critically reflect on the importance of psychological knowledge in the teaching/learning

process

• discuss the relevance of higher order cognitive abilities.

Content

• The adolescent stage of development: physical, socio-emotional, cognitive perspectives

• Adolescent construction of personality and character

• Normality and deviancy in adolescent development

• Motivation and the adolescent learner

• Learning process:

o Theories and milestones of the psychology of learning/learning styles

o Learning difficulties, learning deficiency, learned helplessness, de-motivation

• Theories of intelligence

• Thinking, understanding and problem solving

• Cognition and creativity


Lecture, group work, hands-on activities, case study, roleplay

Mode of Assessment

Continuous Assessment: 100 %

21

Principles of Teaching and Learning

Education Studies Department: Semester II

Module Title : Principles of Teaching and Learning


No. of credits: 1.5

Aim

To help trainee educators acquire the fundamental knowledge, skills and attitudes relevant to

effective teaching and learning with a view to enhancing classroom practices.

Learning Outcomes


• develop learner-centred approaches of teaching

• demonstrate knowledge of how to create and maintain a purposeful learning environment

• use a variety of approaches, teaching strategies and resources for effective and meaningful

learning

• discuss the appropriateness of different types of teaching skills

• devise motivational strategies

• demonstrate a disposition to be self critical

Content

• Learner-centred approaches-implications to teaching and learning

• Managing the learning environment

• Differential pedagogy

• Teaching strategies

• Teaching skills (instructional skills, classroom management skills and communication skills)

• Motivational strategies


Role play, lecture, case study, group work

Mode of Assessment


22

The Social Contexts of Teaching and Learning

Education Studies Department: Semester II

Module Title : The Social Contexts of Teaching and Learning


No. of credit: 1

Aim

To enable trainee educators to understand their teaching and their learners’ learning contexts.

Learning outcomes


• demonstrate an understanding of different schools of thought underpinning the Sociology of

Education

• demonstrate an understanding of the school as an organization

• reflect on teachers’ roles and beliefs

• evaluate the relationship between youth, culture and indiscipline and violence at school

• analyse factors affecting achievement.

Content

• Introducing schools of thought underpinning the Sociology of Education

• The school organisation and school culture

• The teacher’s roles and beliefs

• The social background of the learner and youth culture

• Factors affecting achievement


Lecture, workshops, group work, presentations and role play

Mode of Assessment


23

Educational Theory, Policy and Practice

Education Studies Department: Semester III

Module Title : Educational Theory, Policy and Practice


No. of credit: 1

Aim

To enable trainee educators to develop their teaching philosophy and produce their teaching

statements in the light of their experience and reading of policy and practice.

Learning Outcomes


• examine concepts and aims of education from the perspective of educational

philosophies/theories

• analyse policy and practice issues in relation to philosophical concepts of diversity, equity,

discipline, freedom and ethics in the context of globalisation

• justify their personal practical theories of education and teaching based on own biography as

learners and teachers.

Content

• Aims and concepts in education from selected philosophies-Peters, Plato, Rousseau, Dewey,

Freire

• Practice and policy issues–Reading through philosophical/theoretical lenses:

o Diversity, equity, knowledge and power (Plato, Freire, Hooks)

o Democracy in education (Dewey, Rousseau, Hooks)

o Ethics, Discipline, Freedom, Authority (Peters)

• Educational reforms in the context of globalisation - Carnoy, Torres

• Personal Practical Theories


Expository, group discussion, role play

Mode of Assessment


24

ICT in Teaching

Computer Education Department/Subject Areas: Semester I or Semester II

Module Title : ICT in Teaching

Module Code : PG 403

No. of credits: 3

Aim

To develop trainee educators’ knowledge and skills in the use of ICT as a teaching and learning

tool.

Learning Outcomes


• demonstrate how ICT can be used as a tool for knowledge representation

• design teaching aids using ICT

• analyse performance scores of learners

• use open educational resources in teaching and learning

• develop multimedia resources for learners.

Content

• ICT as a tool for knowledge representation

• ICT for designing teaching aids

• Spreadsheets to analyse learners’ performance scores

• Open Educational Resources for teaching and learning

• Multimedia resources for learners


Lectures, demonstration, discussion, presentation, lab work, group work and guided self-study

Mode of Assessment


25

Subject Didactics I - III

26

Business Education

Business Education Department: Semester I

Module Title: Subject Didactics I–Principles & Practice of Business & Entrepreneurship Education

Module Code: PG 404-1

No. of credits: 3

Aim

To enable trainees to develop an understanding of Business & Entrepreneurship Education

(Accounting, Economics, Business Studies, Enterprise and Travel & Tourism) and adopt an

integrated approach in the teaching and learning of Business subjects at lower secondary level.

Learning Outcomes

At the end of the module, trainees should be able to:

• demonstrate an understanding of the nature and scope of Business & Entrepreneurship

Education and its role in modern business society

• use appropriate resources to teach Business & Entrepreneurship Education using the integrated

approach

• demonstrate an understanding of the integrated approach in the teaching and learning of

Business & Entrepreneurship Education

• apply the integrated approach in the teaching and learning of concepts in Business &

Entrepreneurship Education.

Content

• Nature and scope of Business and Entrepreneurship Education

• Resources in the teaching and learning of business subjects

• Integrated approach in the teaching and learning of Business and Entrepreneurship Education

• Concepts in Business & Entrepreneurship Education: Resource Allocation, Economic

Development, Costs, Profits and Investment


Expository, brainstorming, group work, case mode, project-based learning

Mode of Assessment


27

Business Education Department: Semester II

Module Title: Subject Didactics II - Accounting Education I

Module Code: PG 405-1(a)

No. of credits: 3

Aim

To enable trainees to develop knowledge and skills in the teaching of Financial Accounting at

secondary level.

Learning Outcomes


• demonstrate an understanding of the aims, learning outcomes, assessment objectives and

concepts in Financial Accounting

• select and use appropriate resources in the teaching and learning of Financial Accounting

• use appropriate teaching strategies to teach Financial Accounting at secondary level

• use appropriate assessment techniques in Financial Accounting.

Content

• Financial Accounting at SC and HSC levels (or in any other syllabi)

• Concepts in Financial Accounting

• Resources for teaching and learning Financial Accounting

• Teaching strategies for Financial Accounting

• Assessment and evaluation techniques in Financial Accounting


Expository, brainstorming, practicals, peer presentation

Mode of Assessment


Examination: 70 %

28


Module Title : Subject Didactics II - Business Studies and Enterprise Education I

Module Code : PG 405-1(b)

No. of credits: 3

Aim

To enable trainees to develop knowledge and skills in the teaching of Business Studies and

Enterprise at secondary level.

Learning Outcomes



concepts in Business Studies and Enterprise

• select and use appropriate resources in the teaching and learning of Business Studies and

Enterprise

• use appropriate teaching strategies to teach Business Studies & Enterprise at secondary level

• use appropriate assessment techniques in Business Studies and Enterprise.

Content

• Business Studies and Enterprise at SC,HSC levels (or any other syllabi)

• Concepts in Business Studies and Enterprise

• Resources for teaching and learning Business Studies and Enterprise

• Teaching strategies for Business Studies and Enterprise

• Assessment and evaluation techniques in Business Studies and Enterprise


Expository, brainstorming, case mode, group work

Mode of Assessment


Examination: 70 %

29


Module Title : Subject Didactics II - Economics Education I

Module Code : PG 405-1(c)

No. of credits: 3

Aim

To enable trainees to develop knowledge and skills in the teaching of Microeconomics at

secondary level.

Learning Outcomes



concepts in Microeconomics

• select and use appropriate resources in the teaching and learning of Microeconomics

• use appropriate teaching strategies to teach Microeconomics at secondary level

• use appropriate assessment techniques in Microeconomics.

Content

• Microeconomics at SC, HSC levels and (any other syllabi)

• Concepts in Microeconomics

• Resources for teaching and learning Microeconomics

• Teaching strategies for Microeconomics

• Assessment and evaluation techniques in Microeconomics


Expository, brainstorming, project-based learning, case mode

Mode of Assessment


Examination: 70 %

30


Module Title : Subject Didactics II - Travel and Tourism Education I

Module Code : PG 405-1(d)

No. of credits: 3

Aim

To enable trainees to develop knowledge and skills in the teaching of Travel and Tourism industry

at secondary level.

Learning Outcomes



concepts in Travel and Tourism industry

• select and use appropriate resources in the teaching and learning of Travel and Tourism

industry

• use appropriate teaching strategies to teach Travel and Tourism industry at secondary level

• use appropriate assessment techniques in Travel and Tourism industry.

Content

• Travel and Tourism industry at SC and HSC levels (or in any other syllabi)

• Concepts in Travel and Tourism industry

• Resources for teaching and learning Travel and Tourism industry

• Teaching strategies for Travel and Tourism industry

• Assessment and evaluation techniques in Travel and Tourism industry


Expository, brainstorming, case mode, project-based learning, group presentation

Mode of Assessment


Examination: 70 %

31

Business Education Department: Semester IV

Module Title : Subject Didactics III - Accounting Education II

Module Code : PG 408-1(a)

No. of credits: 3

Aim

To equip trainees with knowledge and skills in the teaching of Cost and Management Accounting

at secondary level.

Learning Outcomes


• develop and use appropriate resources in the teaching and learning of Cost and Management

Accounting

• plan and implement lessons using selected teaching strategies in Cost and Management

Accounting

• use appropriate assessment methods in teaching and learning of Cost and Management

Accounting

• address challenges in the teaching and learning of concepts in Accounting.

Content

• Concepts in Cost and Management Accounting

• Resources for teaching and learning Cost and Management Accounting

• Teaching strategies for Cost and Management Accounting

• Lesson planning and its implementation in Cost and Management Accounting

• Assessment and evaluation techniques in Cost and Management Accounting

• Challenges in the teaching and learning of Accounting


Expository, brainstorming, peer presentation, problem-solving, practicals

Mode of Assessment


Examination: 70 %

32


Module Title : Subject Didactics III - Business Studies & Enterprise Education II


No. of credits: 3

Aim

To equip trainees with knowledge and skills in the teaching of Principles of Management at

secondary level.

Learning Outcomes


• plan and implement lessons using selected teaching strategies in Principles of Management

• develop and use appropriate resources in the teaching and learning of Principles of

Management

• use appropriate assessment methods in teaching and learning of Principles of Management

• address challenges in the teaching and learning of concepts in Business Studies & Enterprise.

Content

• Concepts in Principles of Management

• Resources for teaching and learning Principles of Management

• Teaching strategies for Principles of Management

• Lesson planning and its implementation in Principles of Management

• Assessment and evaluation techniques in Principles of Management

• Challenges in the teaching and learning of Business Studies & Enterprise


Expository, brainstorming, case mode, guided self -study, group presentation

Mode of Assessment


Examination: 70 %

33


Module Title : Subject Didactics III - Economics Education II

Module Code : PG 408-1(c)

No. of credits: 3

Aim

To equip trainees with knowledge and skills in the teaching of Macroeconomics at secondary

level.

Learning Outcomes


• develop and use appropriate resources in the teaching and learning of Macroeconomics

• plan and implement lessons using selected teaching strategies in Macroeconomics

• use appropriate assessment methods in teaching and learning of Macroeconomics

• address challenges in the teaching and learning of concepts in Economics.

Content

• Concepts in Macroeconomics

• Resources for teaching and learning Macroeconomics

• Teaching strategies for Macroeconomics

• Lesson planning and its implementation in Macroeconomics

• Assessment and evaluation techniques in Macroeconomics

• Challenges in teaching and learning of Economics


Expository, brainstorming, project-based learning, case mode

Mode of Assessment


Examination: 70 %

34


Module Title : Subject Didactics III - Travel and Tourism Education II

Module Code : PG 408-1(d)

No. of credits: 3

Aim

To equip trainees with knowledge and skills in the teaching of Tourism Planning and Management

at secondary level.

Learning Outcomes


• develop and use appropriate resources in the teaching and learning of Tourism Planning and

Management

• plan and implement lessons using selected teaching strategies in Tourism Planning and

Management

• use appropriate assessment methods in teaching and learning of Tourism Planning and

Management

• address challenges in the teaching and learning of concepts in Travel & Tourism.

Content

• Concepts in Tourism Planning and Management

• Resources for teaching and learning Tourism Planning and Management

• Teaching strategies for Tourism Planning and Management

• Lesson planning and its implementation in Tourism Planning and Management

• Assessment and evaluation techniques in Tourism Planning and Management

• Challenges in the teaching and learning of Travel & Tourism


Expository, brainstorming, case mode, project-based learning, group presentation

Mode of Assessment


Examination: 70 %

35

Computer Education

Computer Education Department: Semester I

Module Title : Subject Didactics I - Teaching Computer Science at Lower

Secondary & SC Levels


No. of credits: 3

Aim

To develop trainee educators’ knowledge and skills to enable them to plan, deliver and evaluate

lessons in Computer Literacy at Lower Secondary level and in Computer Science at SC level.

Learning Outcomes


• analyse the Computer Literacy syllabus in the National Curriculum Framework

• interpret the aims, learning outcomes, content and assessment objectives of SC Computer

Science syllabus

• develop schemes of work for Computer Literacy and Computer Science

• design, deliver and evaluate lessons in Computer Literacy and Computer Science

• select, use and manage ICT resources.

Content

• The Lower Secondary ICT syllabus

• The SC Computer Science syllabus

• Scheme of work for Computer Literacy and Computer Science

• Lesson planning

• Teaching-learning strategies

• Assessment techniques for ICT

• Computer laboratory resources


Group work, class discussion, brainstorming, peer-teaching, laboratory work, lecture and self-

guided study

Mode of Assessment


36

Computer Education Department: Semester II

Module Title : Subject Didactics II - Teaching Computer Science at HSC Level

Module Code : PG 405 - 2

No. of credits: 3

Aim

To develop trainee educators’ knowledge and skills to enable them to plan, deliver and evaluate

lessons in Computer Science at HSC level.

Learning Outcomes


• interpret the aims, learning outcomes, content and assessment objectives of the HSC Computer

Science syllabus

• demonstrate knowledge and skills in the management and assessment of computer projects at

HSC level

• design, deliver and evaluate lessons in Computer Science

• design assessment tools in Computer Science

Content

• The HSC Computer Science syllabus

• Computer projects and assessment

• Examiners’ reports

• Teaching-learning strategies in Computer Science

• Assessment tools in Computer Science


Group work, class discussion, brainstorming, peer-teaching, laboratory work, lecture and self-

guided study

Mode of Assessment


Examination: 70%

37

Computer Education Department: Semester IV

Module Title : Subject Didactics III - Systematic Design of Instruction


No. of credits: 3

Aim

To develop trainee educators’ skills and knowledge in the systematic design, development and

revision of instructional materials in ICT to meet curricular goals of the secondary school

curriculum.

Learning outcomes


• demonstrate understanding of the importance of designing instructional materials in a

systematic manner

• demonstrate understanding of the various instructional design models

• describe the components of the Systems Approach model in instructional design

• use the Systems Approach model to design, develop, evaluate and revise instructional

materials in ICT.

Content

• Introduction to instructional design

• Instructional design models

• The components of the Systems Approach Model to instructional design

• Systematic Design of Instructions


Lecture, peer teaching, group work, discussion laboratory work and guided self-study

Mode of Assessment


38

Design and Technology

Design and Technology Department: Semester I

Module Title : Subject Didactics I – Design and Technology:

Curriculum Practice in School


No. of credits: 3

Aim

To acquaint trainee educators with the fundamentals of design concepts, communication skills and

technological principles in the teaching and learning of Design and Technology.

Learning Outcomes


• Interpret the aims, learning outcomes and assessment objectives of the Design and Technology

Syllabi

• Demonstrate the competence to implement the Design and Technology Curriculum

• Use appropriate teaching strategies and assessment methods in Design and Technology

• Develop and use appropriate monitoring techniques for project-based work

Content

• Design and Technology Curriculum: Aims, Learning Outcomes, Content and Assessment

modes

• Planning and implementation of the syllabus

• Teaching strategies in Design and Technology

• Project monitoring techniques

• Media resources in the teaching and learning of Design and Technology

• Graphical Communication

• Assessment and evaluation techniques in Design and Technology


Lectures, demonstration, discussion/seminars, research work and presentations, group work, peer

teaching, project work, simulation and modelling.

Mode of Assessment


39

Design and Technology Department: Semester II

Module Title : Subject Didactics II - Design and Technology:

Curriculum Development and Management


No. of credits: 3

Aim

To provide trainee educators with an understanding of the development in Design and Technology

Education and its practice in schools.

Learning Outcomes


• Critically examine the pragmatic theory of learning and the application of curriculum practice

in Technology Education

• Assess the Technology curriculum model and examine the problems of teaching methods in

Technology Education

• Examine the influence of Technology in the curriculum design of secondary education

• Develop managerial skills for the implementation of the Design and Technology curriculum

• Develop a pedagogical approach to materials processing

Content

• Technology Education Movement

• Technological Framework and Technology Curriculum

• Trends and Technology Education Organisation

• Design and Technology Curriculum

• Managing the Design and Technology Curriculum

• Materials and Processes I: Timber and Polymers


Lectures, open discussions, group work, exposés, discussions, tutorials, experiential sharing

sessions.

Mode of Assessment


Examination: 30%

40

Design and Technology Department: Semester IV

Module Title : Subject Didactics III - Design and Technology:

Instructional Material Development and Support


No. of credits: 3

Aim

To enable trainee educators to design, develop and validate instructional materials to effectively

cater for different teaching/learning situations in Design and Technology.

Learning Outcomes


• Explain the principles of instructional planning and instructional development

• Design teaching/learning materials required to teach a unit of instruction in Design and

Technology

• Evaluate, edit and revise instructional materials in Design and Technology

• Develop pedagogical approach to materials processing

Content

• Concepts and terms related to curriculum, curriculum development and instructional material

development

• Teacher support materials

• Instructional planning for multiple intelligences

• Student support materials: characteristics and learning principles

• Stages in the preparation of instructional materials

• Evaluation of instructional materials

• Materials and processes II: Metals and Ceramics

• Materials: design and environmental issues


Lectures, demonstrations, simulations and modelling, discussions, seminars and tutorials, research

work and presentations.

Mode of Assessment


41

English

English Department: Semester I

Module Title : Subject Didactics I – Foundation in English Language Teaching


No. of credits: 3

Aim

To provide trainee educators with an overview of the main approaches underpinning the teaching,

learning and assessment of English language at secondary level.

Learning Outcomes


• demonstrate an understanding of theories pertaining to language acquisition/learning

• situate English language teaching at secondary level within the linguistic contexts prevailing

in Mauritius

• describe the different approaches to the teaching of English

• demonstrate awareness of different types of tools used for assessment in English language

Content

• Language acquisition and language learning theories

o From Behaviourism to current theories

• Overview of the National Curriculum Framework Secondary, ‘O’ and ‘A’ level syllabi

• Current trends in English Language Teaching

o CLT, CALT, Content-based approach, Task-based approach, Eclectic approach

• Tools and resources for the teaching of English language

• Assessment techniques for English language


Lecture, group discussion, presentation, e-learning and self-study

Mode of Assessment


Examinations: 30%

42

English Department: Semester II

Module Title : Subject Didactics II – English Language Teaching and Testing


No. of credits: 3

Aim

To equip trainee educators with the knowledge, skills and attitudes to teach English at secondary

level.

Learning Outcomes


• use a range of strategies to teach language skills

• devise, adapt and use relevant materials and teaching aids

• devise appropriate assessment tools

• evaluate performance and implement remedial work

Content

• Teaching of listening, speaking, reading, writing, vocabulary and grammar at different levels

of secondary education

• Analysis and implementation of ‘O’ and ‘A’ levels syllabi

• Assessment of language learning

o assessment tools

o marking criteria

o evaluation and feedback

• Identification of language learning problems

• Implementation of remedial work


Lecture, discussion, group work, presentation, self-study

Mode of Assessment


43

English Department: Semester IV

Module Title : Subject Didactics III – Teaching Literature in English


No. of credits: 3

Aim

To equip trainee educators with the knowledge, skills and attitudes to teach Literature in English

at secondary level

Learning Outcomes


● demonstrate an understanding and appreciation of literary genres and theories

● implement relevant strategies for the teaching and evaluation of Literature in English

● use appropriate tools and resources for the teaching of Literature in English

Content

• The importance of Literature in the Curriculum

o The origins and evolution of Literature in English

o The teaching of Literature in English as an academic subject

o Teaching the canon

o Literature teaching goals in the NCF and Cambridge Syllabi

• An overview of major Literature teaching models

o The Language Model, Cultural Model and Personal Model

o The Generic Approach – The nature and characteristics of the three main literary genres

(Prose, Drama, Poetry)

o Text-based approaches; The Thematic Approach; Stylistic Analysis of texts

• Literary theories and critical interpretations of texts

• Strategies to develop critical and empathic understanding of text, theme and character

• Tools and resources for the teaching of different genres at lower and upper secondary levels

• Evaluation of students’ work and remediation


Lecture, group work, brainstorming, independent learning, e-learning

Mode of Assessment


44

French

French Department: Semester I

Module Title : Subject Didactics I – Fondements pour une Didactique du Français

Adaptée au Contexte National


No. of credits: 3

Objectif Terminal

Ce module vise à amener les enseignants-stagiaires à s’engager dans la formation en tant que

processus de transformation de représentations et de pratiques.

Objectifs d’Apprentissage

L’enseignant-stagiaire sera capable de/d’:

• cerner les représentations et les différents plans de l’intervention didactique auprès des

apprenants

• démontrer une connaissance des méthodes/approches et des stratégies de l’apprentissage et de

l’enseignement du français

• adapter et ajuster son intervention didactique à son contexte particulier.

Contenu

• Le profil de l’enseignant de langue et les différents plans de son intervention didactique auprès

des apprenants

• Le programme de français au collège; Le N.C.F.

• Le profil des compétences des apprenants au collège en français

• Les méthodes et les approches de l’enseignement/apprentissage des langues

• Les stratégies d’apprentissage du français

• Un enseignement/apprentissage fonctionnel et opératoire dans la classe de langue

Les stratégies d’enseignement

Exposés, discussions, travaux de groupes, tours de table, cours magistral, cours en ligne

Modalités d’évaluation

Contrôle Continu: 70%

Examens: 30%

45

French Department: Semester II

Module Title : Subject Didactics II – L’Enseignement-Apprentissage de la Littérature


No. of credits: 3

Objectif Terminal:

Ce module vise à offrir aux enseignants-stagiaires une compréhension du rôle de la littérature dans

le projet éducatif de la scolarité au secondaire et un cadre méthodologique et des outils pour son

enseignement et son apprentissage.



• Amener ses apprenants à apprécier et analyser des œuvres qui relèvent de différents genres et

qui s’inscrivent dans différents courants littéraires

• Mettre en œuvre un enseignement de la littérature qui s’inscrit de manière centrale dans les

objectifs et les finalités de l’enseignement national au secondaire

• Mettre en œuvre des stratégies efficaces et innovantes d’enseignement des textes littéraires.

Contenu

• Les différents genres littéraires et les fonctions de la littérature

• Le triangle didactique en littérature

• La conception de conduite d’activités pour un renouvellement de l’enseignement de la

littérature au collège

• La séquence didactique en littérature

• L’utilisation des outils de l’analyse dans les séquences didactiques

• La médiation et le décloisonnement du texte littéraire: principes et perspectives (lecture, mise

en scène, visionnage et analyse d’adaptations cinématographiques ou scéniques)


Exposés, discussions (face à face et en ligne), travaux de groupes, tours de table, cours magistral,

cours en ligne



46

French Department: Semester IV

Module Title : Subject Didactics III – L’Enseignement-Apprentissage de la Traduction


No. of credits: 3

Objectif Terminal

Ce module vise à amener les enseignants-stagiaires à comprendre les théories et les mécanismes

de la traduction.


L’enseignant-stagiaire sera capable de:

• Démontrer sa compréhension que toute traduction dépend d’une théorie sous-jacente et que

c’est le choix de cette théorie qui conditionne la version finale

• Démontrer une connaissance des méthodes/approches et des stratégies de l’apprentissage et

de l’enseignement de la traduction

• Concevoir sa didactique de la traduction.

Contenu

• Les pré-requis en anglais

• Les approches théoriques de la traduction

• L’approche linguistique

• L’approche culturelle

• La traduction d’imitation, traduction grammaticale, traduction suivie

• L’évaluation de la traduction


Exposés, discussions, travail de groupe, cours magistral, cours en ligne



Examens: 70%

47

Home Economics

Home Economics Department: Semester I

Module Title : Subject Didactics I – Home Economics Education


No. of credits: 3

Aim

To develop in trainee educators an understanding of Home Economics education.

Learning Outcomes


• discuss the development of Home Economics education

• select and discuss different strategies in the teaching and learning of Home Economics

• develop relevant teaching and learning resources for Home Economics

• demonstrate knowledge to manage Home Economics classes

• plan schemes of work in Home Economics.

Content

• Development of Home Economics education

o History and evolution of Home Economics

o Philosophy and goals of Home Economics education

o Curricular orientation of Home Economics education

o Secondary National Curriculum Framework of Home Economics

• Teaching and learning strategies for Home Economics

• Teaching and learning resources for Home Economics

• Managing theory and practical classes in Home Economics

• Planning schemes of work


Lectures, discussion, groupwork, project-based learning and presentations

Mode of Assessment


48

Home Economics Department: Semester II

Module Title : Subject Didactics II – Teaching Home Economics at Lower Secondary


No. of credits: 3

Aim

To equip trainee educators with the knowledge, skills and attitudes for the teaching of Home

Economics at lower secondary level.

Learning Outcomes


• demonstrate an understanding of the relationship between diet and health

• demonstrate an understanding of textile materials, from fibres to fabrics and an appreciation

of the development of new fibres and smart fabrics

• apply knowledge and skills in the working of basic garment construction processes

• apply the principles involved in basic culinary skills and techniques

• demonstrate an understanding of the application of good practices in teaching, learning and

assessment strategies for Human Development & Family, Food & Nutrition and Design,

Clothing & Textiles.

Content

• Relationship between diet and health

• Textile materials – from fibres to fabrics, including the new trends in textiles

• Basic garment construction processes

• Basic culinary skills and techniques

• Good practices in teaching, learning and assessment strategies for lower secondary Home

Economics:

o Human Development & Family

o Food & Nutrition

o Diet related diseases: risk factors and prevention

o Design, Clothing & Textiles

Teaching and Learning Strategies (blended mode)

Lectures, discussion, demonstration, project-based learning, practical work and presentation

Mode of Assessment


Examination: 30%

49

Home Economics Department: Semester IV

Module Title : Subject Didactics III – Teaching Home Economics at Upper Secondary


No. of credits: 3

Aim

To further develop in trainee educators the relevant knowledge and practical skills in Food Studies

and Design & Textiles.

Learning Outcomes


• demonstrate an understanding of sensory evaluation of foods

• use advanced culinary skills in food preparation

• apply the underlying scientific principles in food preparation

• modify basic recipes in line with dietary guidelines

• demonstrate knowledge and skills on techniques of colour application

• apply advanced knowledge and skills in garment construction and fabric surface decoration

• select appropriate teaching and learning strategies for Food Studies and Design & Textiles

• demonstrate an understanding of assessment at upper secondary levels in Food Studies and

Design & Textiles

Content

• Sensory evaluation of foods

• Advanced practical skills and techniques in Food Studies

• Scientific principles underlying food preparation

• Dietary guidelines

• Recipe modification

• Application of colour

• Garment construction processes

• Fabric surface decoration

• Teaching and learning strategies for Food Studies and Design & Textiles

• Assessment at upper secondary levels in Food Studies and Design & Textiles


Lectures, discussion, group work, demonstration, practical work, presentation

Mode of Assessment


50

Mathematics

Mathematics Education Department: Semester I

Module Title : Subject Didactics I – Teaching and Learning of Pure Mathematics

Module Code : PG 404 -7

No. of credits: 3

Aim

To enable trainee educators to develop knowledge and skills in the teaching and learning of Pure

Mathematics pertaining to the secondary curriculum.

Learning Outcomes


• develop an awareness of the nature of Mathematics

• demonstrate an understanding of the secondary Mathematics curriculum

• identify and analyse students’ misconceptions and learning difficulties in Pure Mathematics

• use diverse relevant teaching strategies in the teaching of Pure Mathematics

• design, deliver and evaluate lessons in Pure Mathematics

• use research findings in the teaching and learning of Pure Mathematics.

Content

• Nature of Mathematics

• Secondary Mathematics curriculum

• Concept formation in Mathematics

• Misconceptions and learning difficulties in Pure Mathematics

• Teaching strategies in Mathematics

• Planning for the teaching of Pure Mathematics

• Assessment in Pure Mathematics

• Research in Mathematics Education


Lectures, group/individual portfolio, presentation, e-learning, laboratory work

Mode of Assessment


Examination: 70%

51

Mathematics Education Department: Semester II

Module Title : Subject Didactics II – Teaching and Learning of Probability and Statistics


No. of credits: 3

Aim

To enable trainee educators to develop knowledge and understanding of the foundations of

Mathematics and to acquire competencies in the teaching and learning of Probability and

Statistics.

Learning Outcomes


• demonstrate an understanding of the foundations of Mathematics

• demonstrate an understanding of major psychological theories in Mathematics education

• demonstrate competencies in assessing learning of Mathematics

• develop resources for the teaching and learning of Probability and Statistics

• design, deliver and evaluate lessons in Probability and Statistics.

Content

• Philosophy of Mathematics

• Psychological foundations of Mathematics

• Assessment and evaluation in Mathematics

• Lesson planning and implementation in Probability and Statistics

• Resource development in teaching Probability and Statistics

• Pedagogical approaches to teaching Probability and Statistics



Mode of Assessment:


Examination: 70%

52

Mathematics Education Department: Semester IV

Module Title : Subject Didactics III – Teaching and Learning of Mechanics


No. of credits: 3

Aim

To enable trainee educators to develop an understanding of the history of Mathematics and to

acquire competencies in the teaching and learning of Mechanics.

Learning Outcomes


• use the history of Mathematics in teaching and learning

• identify and analyse students’ learning difficulties and misconception in the teaching and

learning of Mechanics

• develop resources for the teaching and learning of Mechanics

• design, deliver and evaluate lessons in Mechanics.

Content

• History of Mathematics

• Concept formation in Mechanics

• Misconceptions and learning difficulties in Mechanics

• Concept analysis and lesson planning of topics in Mechanics

• Resource development for teaching Mechanics

• Pedagogical approaches to teaching Mechanics



Mode of Assessment


Examination: 70%

53

Science with (Biology and chemistry)

Science Education Department: Semester I

Module Title : Subject Didactics I – Teaching and Learning of Science


No. of credits: 3

Aim

To enable trainee educators to develop an understanding of Science Education and adopt the

integrated approach in the teaching and learning of Science at lower secondary level.

Learning Outcomes


• demonstrate an understanding of the history and philosophy of Science Education

• identify and address misconceptions in Science

• develop and use appropriate resources for teaching and learning of Science concepts

• apply the integrated approach in teaching and learning of Science

• use appropriate assessment techniques in the learning of Science

• use research findings in teaching Science concepts.

Content

• History and philosophy of Science Education

• Misconceptions and conceptual change in Science

• Resources in the teaching and learning of Science

• Integrated approach in Science

• Assessment techniques in Science

• Research in the teaching and learning of Science

• Concepts in Energy & Matter, The Environment, Sustainable Living, Health & Safety, and

Science & Technology


Lecture, discussion, group work, practical work

Mode of Assessment


Examination: 70 %

Note: Subject Didactics I is a common module offered to PGCE (Science) with Biology,

Chemistry and Physics.

54

Science Education Department: Semester II

Module Title : Subject Didactics II – Teaching and Learning of Biology I


No. of credits: 3

Aim

To enable trainee educators to develop competencies to effectively teach Biology, and assess and

monitor students’ learning.

Learning Outcomes


• identify and address misconceptions

• use selected teaching-learning strategies

• develop and use appropriate resources for teaching and learning

• design and organize practical work

• assess learning.

Content

• Misconceptions and conceptual change

• Concept mapping and concept cartoons

• Project-based learning

• Field work

• Resources in teaching and learning

• Practical work

• Assessment techniques

• Concepts in Biological Molecules, Photosynthesis, Respiration and Immunity & Diseases


Lecture, discussion, group work, practical work, field work

Mode of Assessment


Examination: 70 %

55

Science Education Department: Semester II

Module Title : Subject Didactics II – Teaching and Learning of Chemistry I


No. of credits: 3

Aim

To enable trainee educators to develop competencies to effectively teach Chemistry, and assess

and monitor students’ learning.

Learning Outcomes


• identify and address misconceptions

• use selected teaching-learning strategies

• develop and use appropriate resources for teaching and learning

• design and organize practical work

• assess learning.

Content

• Misconceptions and conceptual change

• Concept mapping and concept cartoons

• Project-based learning

• Field work

• Resources in teaching and learning

• Practical work


• Concepts in Physical Chemistry and Inorganic Chemistry


Lecture, discussion, group work, practical work, problem-solving

Mode of Assessment


Examination: 70 %

56

Science Education Department: Semester IV

Module Title : Subject Didactics III – Teaching and Learning of Biology II


No. of credits: 3

Aim

To enable trainee educators to develop competencies to differentiate instruction and adopt the

integrated approach in the teaching of Biology.

Learning Outcomes


• plan and implement lessons using the differentiated approach

• use the integrated and multidisciplinary approaches in teaching and learning

• use active learner-centred approaches in teaching

• select and use appropriate ICT resources for teaching and learning.

Content

• Differentiated teaching and learning

• Integrated and multidisciplinary approaches

• Inquiry learning, problem-solving and role-play

• ICT-based resources

• Concepts in Molecular & Gene Technology, Plant & Animal Physiology, and Genetics &

Evolution



Mode of Assessment


Examination: 30 %

57

Science Education Department: Semester IV

Module Title : Subject Didactics III – Teaching and Learning of Chemistry II


No. of credits: 3

Aim

To enable trainee educators to develop competencies to differentiate instruction and adopt the

integrated approach in the teaching of Chemistry.

Learning Outcomes


• plan and implement lessons using the differentiated approach

• use the integrated and multidisciplinary approaches in teaching and learning

• use active learner-centred approaches in teaching

• select and use appropriate ICT resources for teaching and learning.

Content

• Differentiated teaching and learning

• Integrated and multidisciplinary approaches

• Inquiry learning, problem-solving and role-play

• ICT-based resources

• Concepts in Organic Chemistry and Analytical Techniques



Mode of Assessment


Examination: 30 %

58

So

cial Sciences

Social Studies Department: Semester I

Module Title : Subject Didactics I – Social Sciences: Teaching Social Studies


No. of credits: 3

Aim

To develop in trainee educator knowledge, skills and attitudes to teach Social Studies at lower

secondary level.

Learning Outcomes


• demonstrate an understanding of principles and methods of investigation in Social Sciences

(History/Geography/Sociology)

• describe the salient features of the Social Studies Curriculum

• apply relevant instructional skills for teaching at forms I-III

• select, develop and use appropriate resources in the teaching and learning of Social Studies

• use appropriate assessment techniques in Social Studies.

Content

• Principles and methods of investigation in Social Sciences

• The Social Studies Curriculum

• Integrated approach in the teaching of Social Studies

• Resources for teaching and learning Social Studies

• Portfolio and Project based teaching and learning

• Assessment and Evaluation techniques in Social Studies


Lectures, group work, group discussion and e-learning

Mode of Assessment


59

Social Studies Department: Semester II

Module Title : Subject Didactics II – Social Sciences: Teaching Social Sciences


No. of credits: 3

Aim

To equip trainee educators with the necessary knowledge, skills and attitudes to teach Social

Sciences* (History/Geography/Sociology) at upper secondary level.

Learning Outcomes


• demonstrate an understanding of the aims, learning outcomes and assessment objectives of the

Social Sciences Curriculum

• demonstrate competencies to implement the SC & HSC or equivalent syllabi

• select, develop and use appropriate resources for teaching

• use appropriate teaching strategies and assessment methods in Social Sciences.

Content

• The Social Sciences syllabi

• Examiner’s report and marking scheme

• Lesson planning and teaching strategies in Social Sciences

• Resources in the teaching and learning of Social Sciences

• Assessment and evaluation techniques

NOTE*: The choice will depend on the specialisation opted by the trainee, i.e., either History,

Geography or Sociology



Mode of Assessment


60

Social Studies Department: Semester IV

Module Title : Subject Didactics III – Social Sciences: Addressing Contemporary

Social Issues


No. of credits: 3

Aim

To equip trainee educators with knowledge, skills and attitudes to teach contemporary social

issues.

Learning Outcomes


• show an awareness of contemporary social issues

• develop the ability to teach controversial issues considering the ethical dimensions

underpinning the same

• demonstrate ability to engage in critical, reflective and creative thinking

• develop the ability to construct arguments objectively

Content

• Emerging contemporary social issues (poverty, exploitation, social inequality, sustainable

development, capitalism, colonialism, human rights)

• Multiple perspectives related to Social Sciences (Functionalist, Marxist, Feminist, Post

modernism, Interpretative)

• Teaching contemporary social issues

• Modes of thinking: critical, reflective and creative

• Ethical issues



Mode of Assessment


Examination: 70%

61

Art and Design

Visual Arts Department: Semester I

Module Title : Subject Didactics I - Theory and Practice of Art and Design Education


No. of credits: 3

Aim

To help trainee educators develop understanding of the rationale of Art and Design Education

with regards to its role in the school curriculum.

Learning Outcomes


• discuss the philosophy of Art and Design education

• reflect on theories promulgating Art and Design education with a view to linking theory and

practice

• discuss factors influencing the teaching of Art and Design

• analyse the contribution of Art and Design in the school curriculum

• critically analyse the NCF and Art and Design curriculum/syllabus

• develop a school-based curriculum/syllabus for Upper Secondary.

Content

• Philosophy and theories of Art and Design Education

• Evolution of Art and Design Education

• Curriculum Development and Implementation:

o The National Curriculum Framework

o Models of Art and Design curriculum

o Art & Design syllabus

o Lesson Planning including remedial strategies

o Art for inclusive education


Lecture, studio work, group discussion, presentation and e-learning

Mode of Assessment


62

Visual Arts Department: Semester II

Module Title : Subject Didactics II - Innovative Practices in Art and Design Education


No. of credits: 3

Aim

To equip trainee educators with appropriate knowledge, skills and attitudes for the effective

teaching and learning of Art and Design.

Learning Outcomes


• demonstrate an understanding of their roles as Educators

• reflect on teaching and learning with a view to improve practice

• demonstrate awareness in aesthetics and cognitive skills

• use ICT in the teaching of Art and Design

• use eco friendly approaches in art activities

• apply various assessment tools.

Content

• Classroom organization & management

• Concept, skills and techniques relating to Art and Design Education

• New trends in the teaching and learning of Art and Design

• Eco friendly approach in Art making

• School-based projects

• Assessment in Art and Design


Lecture, studio work, group discussion and presentation

Mode of Assessment


Examination: 70%

63

Visual Arts Department: Semester IV

Module Title : Subject Didactics III - Creative Expressions in Art and Design


No. of credits: 3

Aim

To equip trainee educators with the knowledge and skills of traditional and new media of

expression in the field of Art and Design.

Learning Outcomes


• demonstrate their creative expression through Art and Design

• show expertise in the chosen medium of expression in the context of a personal project

• mount and display outcomes of the project.

Content

• The Educator as a resourceful practitioner

• Traditional and new media of expression in Art and Design [art process versus art product]

• The philosophy of a personal project

• Mounting and displaying artworks


Lecture, studio work, group discussion and presentation

Mode of Assessment


64

Arabic

Arabic Department - Semester I

Module Title : Subject Didactics I-Linguistics and Arabic Language Teaching


No. of credits: 3

Aim

To equip trainee educators with the appropriate knowledge and skills and develop attitude for

the teaching and learning of Arabic language.

Learning Outcomes

Trainees should be able to:

• demonstrate an understanding of organisational structures of Arabic language

• discuss development stages of Arabic language

• reflect critically on cultural aspects in Arabic language teaching.

Content

• The basic organizational structures of Arabic language- phonetics and phonology; syntax,

semantics and stylistics

• Development and evolution of Arabic language

• Linguistic heritage of the Arabs and cultural aspects in teaching Arabic

Teaching and learning Strategies

Lecturing, brainstorming, group discussion and presentation

Mode of Assessment


Examinations: 70%

65

Arabic Department - Semester II

Module Title : Subject Didactics II- Arabic Language Teaching and Assessment


No. of credits: 3

Aim

To enable trainee educators to develop appropriate knowledge, skills and attitude to teach and

assess Arabic at secondary level.

Learning Outcomes


• demonstrate an understanding of the place of Arabic in the National Curriculum framework

• use a variety of strategies in Arabic language teaching

• analyse errors in the process of second language learning

• develop and adapt resources in teaching Arabic

• use appropriate assessment and remedial strategies.

Content

• Lower and upper forms syllabi

• Strategies in Arabic language teaching

• Resources in language teaching


• Error analysis and remedial teaching

Teaching and learning Strategies

Lecture, group work, discussion, peer teaching, presentation

Mode of Assessment


Examinations: 70%

66

Arabic Department - Semester IV

Module Title : Subject Didactics III-Teaching Arabic Literature


No. of credits: 3

Aim

To equip trainee educators with the appropriate knowledge and skills and develop attitude for

the teaching of Arabic literature at secondary level.

Learning Outcomes


• demonstrate an understanding and appreciation of literary genres

• implement relevant strategies for teaching and evaluation in literature

• use appropriate tools and resources for the teaching of Arabic literature.

Content

• Literary theories and critical interpretation of texts

• Approaches in teaching Arabic Literature


• Resources in the teaching of Arabic literature

• Strategies for teaching Arabic literature

Teaching and learning strategies

Lecture, group work, brainstorming, discussion

Mode of Assessment


Examinations: 70%

67

Hindi

Hindi Department - MGI: Semester I

Module Title : Subject Didactics I – Linguistics and Hindi Language Teaching


No. of credits: 3

Aim

To equip trainee educators with knowledge of basic linguistic concepts and approaches for the

teaching of Hindi at secondary level.

Learning Outcomes


• demonstrate an understanding of major linguistic concepts

• show an understanding of the theories of language acquisition/learning

• describe the different approaches for the teaching of Hindi

• critically reflect on Hindi language teaching at secondary level.

Content

• Concepts of phonetics, phonology, morphology, syntax and semantics

• Theories of language acquisition and language learning

• Historical development of Hindi

• The place of Hindi in the National Curriculum framework

• Main approaches in the teaching and learning of Hindi


Lecture, group discussion, presentation

Mode of Assessment


Examination: 70%

68

Hindi Department - MGI: Semester II

Module Title : Subject Didactics II – Language Skills, Translation and Evaluation


No. of credits: 3

Aim

To equip trainee educators with knowledge, skills and attitudes to teach Hindi and translation at

secondary level.

Learning Outcomes


• use a range of strategies to teach Hindi

• devise, adapt and use relevant materials and teaching aids

• use appropriate strategies to teach translation

• implement appropriate strategies for evaluation and assessing the acquisition of Hindi

• devise and apply appropriate tools for remediation.

Content

• Methods and strategies for the teaching of Hindi

• Modern language teaching tools

• Pedagogy of translation

• Evaluation and assessment strategies

• Error analysis and remedial teaching strategies


Lecture, discussion, group work, presentation

Mode of Assessment


Examination: 70%

69

Hindi Department - MGI: Semester IV

Module Title : Subject Didactics III – Teaching Hindi Literature


No. of credits: 3

Aim

To equip trainee educators with the knowledge and skills to teach Hindi Literature at secondary

level.

Learning Outcomes


• demonstrate an understanding and appreciation of different literary genres and theories

• apply relevant strategies for teaching and evaluation of literary works

• devise and apply appropriate tools and resources for the teaching of Hindi Literature.

Content

• The place of Hindi Literature in the Curriculum

• Major literature teaching models

• Literary theories and critical appreciation of literary genres (Poetry, Prose, Fiction)

• Techniques for teaching different literary genres


Lecture, group work, brainstorming, presentation

Mode of Assessment


Examination: 70%

70

Note:

The running of elective modules is subject to the availability of resources

and the minimum required number of students enrolled for the elective.

Some modules can only accommodate a limited number of trainees on a

first-come, first-served basis.

List of Electives

Elective Modules

71

LIST OF ELECTIVES

SEMESTER 3 SEMESTER 4

Module

Code Module Title

Module

Code Module Title

PG 407-E1

Fundamentals of Psychology

for Educators:

Understanding Adolescent

Culture

PG 407-E11 Leading Home School

Community Partnership

PG 407-E3 Introduction to Digital

Curriculum PG 407-E12

Introduction to Special and

Inclusive Education

PG 407-E4 Teacher Leadership PG 407-E13 Technology and Special

Educational Needs

PG 407-E5 E-learning Environment in

Education PG 407-E14

Curriculum Leadership in

Secondary School

PG 407-E6

Developing Communities of

Practices

PG 407-E15

3D Modelling in Teaching

and Learning

PG 407-E7 Statistics in Education PG 407-E16 Active and Healthy Living

PG 407-E8 Creative Drama PG 407-E17 Building and Developing

High Performance Team

PG 407-E9 Science, Technology and

Society PG 407-E18

Citizenship Education

PG 407-E10 Digital Photography PG 407-E19

Education for Sustainable

Development

PG 407-E21 Introduction to Film Study PG 407-E20

Initiation à la littérature de

jeunesse

72

Elective Modules

Module Title : Fundamentals of Psychology for Educators:

Understanding Adolescent Culture

Module Code : PG 407-E1

No. of credits: 3

Aim

To enable trainee educators to better relate to adolescent students and cope with issues related to

adolescent culture.

Learning Outcomes


• demonstrate an understanding of adolescent culture from a psychological perspective

• identify students with psychological and behavioural problems and provide relevant

assistance

• discuss the current challenges and threats faced in the local context

• demonstrate an understanding of the multi-dimensional role of the teacher in providing

psychological support to students

• critically reflect on ways in which the school can positively contribute to sound development

of the Mauritian adolescent.

Content

• Psycho-sociology of adolescent culture: peer influence and group dynamics, relation with

authority, role modeling, media & fashion, normality and deviance

• Sexuality and adolescents

• Personal and Cognitive psychology of adolescence:

o identity formation, body image, anxiety

o motivation and ambition, personal educational/vocational project, thinking and

reasoning, problem solving

• Psychopathology of adolescent: impulsivity, aggressivity, addiction, depression, suicide

• Application of Positive Psychology to cope with adolescent culture


Lecture, fieldwork, case study

Mode of Assessment


73

Module Title : Introduction to Digital Curriculum


No. of credits: 3

Aim

To equip trainee educators with the knowledge and skills for effective implementation of the

digital curriculum.

Learning Outcomes


• identify the key concepts that inform the digital curriculum

• describe different models of digital curriculum

• explain the theoretical and conceptual underpinnings of digital curriculum

• plan lessons for digital practices

• discuss the impact of the digital curriculum on classroom practices

Content

• Introduction to digital curricula-perspectives and models of digitization

• Theoretical and conceptual underpinnings of digital curriculum

• Planning lessons with digital practices

• Designing digital curriculum

• Digital classrooms and digital curriculum

• Pedagogies informing digital classroom

• Open Source Software for digital curriculum

• Assessment in the digital curriculum


Lecture, demonstration, online discussion/seminar and presentation

Mode of Assessment


74

Module Title : Teacher Leadership

Module code : PG 407-E4

No. of credits: 3

Aim

To equip trainee educators with practical leadership knowledge and skills with a view to sustaining

school effectiveness and improvement.

Learning Outcomes


• show an understanding of leadership theories, styles and skills

• apply essential concepts of teacher leadership in schools

• demonstrate effective communication skills

• demonstrate team building and conflict management skills

• describe practical approaches to motivate stakeholders

• devise, plan and implement a code of ethics for educators.

Content

• Overview of key leadership theories, styles and skills

• Concepts of teacher leadership

• Communication with various stakeholders

• Team building and conflict management

• Approaches to motivation

• Ethics and professional values


Lectures, group work, brainstorming, case studies and discussions

Mode of Assessment


75

Module Title : E-learning Environment in Education


No. of credits: 3

Aim

To develop trainee educators’ knowledge and skills in the use of e-learning environment in

education.

Learning Outcomes


• demonstrate understanding of e-learning environment

• discuss learning theories related to e-learning

• use learning management systems in their professional practice

• apply Web technologies in teaching and learning.

Content

• E-learning environment

• Learning theories related to e-learning

• Learning management systems

• Web technologies in teaching and learning


Lecture, group work, discussion, laboratory work and guided self-study

Mode of Assessment


76

Module Title : Developing Communities of Practices (CoP)


No. of credits: 3

Aim

To develop trainee educators’ ability to set up Communities of Practice (CoP) within the school.

Learning Outcomes


• describe a Community of Practice (CoP)

• underline the characteristics of CoP

• identify the opportunities and benefits of joining CoP in the field of interests

• develop a CoP in classroom context and highlight the benefits to peers as well as learners.

Content

• Development of Communities of Practice–underlying theories

• Types of Communities of Practice

• Evolution of Communities of Practice

• Stages involved in setting up Communities of Practice

• Developing effective Communities of Practice

• Expected changes and contribution in the field of education through Community of Practice


Lecture, discussion & brainstorming, case mode, questioning and mini presentation

Mode of Assessment


77

Module Title : Statistics in Education


No. of credits: 3

Aim

To enable trainee educators to analyse and interpret quantitative data using statistics and

appropriate statistical software in educational research.

Learning Outcomes


• demonstrate an understanding of different sampling methods

• appraise the different data collection methods

• demonstrate knowledge and understanding of basic statistics

• represent data graphically

• carry out statistical analysis

• select appropriate statistical software.

Content

• Sampling methods

• Data collection methods

• Basic statistical concepts

• Data presentation

• Correlation analysis

• Inferential statistics

• Statistical software



Mode of Assessment


78

Module Title : Creative Drama


No. of credits: 3

Aim

To provide trainee educators with creative skills in drama and to hone their ability to use the same

as a teaching and learning tool.

Learning Outcomes


• demonstrate the ability to use drama as an effective tool and apply drama techniques to various

areas of the teaching and learning process

• show confidence, reflexivity and a mastery of body posture, self-expression and voice

projection

• engage in creative practices and promote imaginative, personal and social skills in students

• use practical, experiential classroom approaches to enable students to develop critical thinking

as well as reflective and communicative abilities in dynamic ways

Content

• Process Drama and Teacher-in-Role

• Drama Techniques for cross-curricular teaching

• Improvisation and Simulation

• Reader’s Theatre, Narration and Storytelling

• Drama games to enhance group dynamics


Discussion, workshop, hands-on activities

Mode of Assessment


79

Module Title : Science, Technology & Society (STS)


No. of credits: 3

Aim

To enable trainee educators to develop an understanding of science- and technology-related issues

in society with a view to making informed decisions about issues and questions that involve

science.

Learning Outcomes


• demonstrate an understanding of the history and philosophy of Science

• show an awareness of the nature of Science

• demonstrate an understanding of how Science and Technology have contributed to the well-

being of society

• reflect on and discuss the impact of Science and Technology on society

• show an awareness of the social and ethical debates about Science and Technology.

Content

• History and Philosophy of Science

• Nature of Science

• Contribution of Science and Technology to society

• Impact of Science and Technology on society

• Ethical issues in STS


Lecture, case studies, seminar, group work

Mode of Assessment


80

Module Title : Digital Photography


No. of credits: 3

Aim

To develop trainee educators’ understanding of the techniques involved in basic digital

photography and use same in the teaching and learning context.

Learning Outcomes


• demonstrate skills in capturing images using basic digital cameras and mobile phones.

• edit photographs for desired effect

• demonstrate creativity in producing a series of quality photographs

• use photography to enhance teaching and learning.

Content

• Layout and composition

• Indoor shooting

• Use of light (natural and artificial)

• Outdoor shooting

• Perspective and focus

• Project work


Lecture, studio-work, group discussion, presentation and exhibition

Mode of Assessment


NOTE:

Students are expected to have a basic digital camera of at least 2 megapixels. A camera of at

least 2 megapixels on a mobile phone can also be used for the purpose of this module.

81

Module Title : Introduction to Film Study


No of credits : 3

Aim

To develop in trainee educators the necessary knowledge and competencies to engage in the study

and appreciation of a range of films for their personal development and use in professional

contexts

Learning Outcomes


• Demonstrate a broad knowledge of the development of cinema across social, cultural and

technological contexts

• Demonstrate an understanding of film terminology, aesthetic conventions and traditions,

and film-making practices

• Apply selected approaches for the interpretation and analysis of form and content of

selected films

• Critically reflect upon the potential of films and film literacy for personal development

and educational purposes

Content

• Origins of film and cinema and their evolution across different contexts

• Key concepts in film studies

• Cinematography and cinematic techniques

• Selected approaches for the analysis and interpretation of a range of cinematic texts

• Film literacy for personal development and educational purposes


Lectures, discussions, film-viewing, individual / group presentation.

Mode of Assessment

Coursework: 100%

82

Module Title : Leading Home School Community Partnership


No. of credits: 3

Aim

To equip trainee educators with the skills to lead home-school-community micro projects.

Learning Outcomes


• demonstrate an understanding of the theories and models in Home School Community

Partnership

• demonstrate decision making and leadership skills

• design, implement and monitor a Home-School-Community project

• engage in varied aspects of the school life

• share good practices in the Home School Community.

Content

• Approaches and Frameworks to Home School Community Partnership

• Models of Teacher Leadership

• Decision making and networking skills

• Project design, monitoring and evaluation

• Appreciative Inquiry, volunteering and service learning

• School life, culture, climate and ethos

• Development and sharing of good practices to sustain Home School Community Partnership


Lecture, role play, case studies, field work and presentation

Mode of Assessment


83

Module Title : Introduction to Special and Inclusive Education


No. of credits: 3

Aim

To develop in trainee educators basic knowledge on disabilities and skills that will enable them to

adapt and respond to the educational needs of students with different abilities in an inclusive set-

up.

Learning Outcomes


• demonstrate an understanding of disabilities, concept, nature and history of Special and

Inclusive Education in the national and global contexts

• understand the process of identification and the need for assessment of students with special

needs

• acquire needs-based instructional planning skills for students with various disabilities and

develop appropriate classroom management skills

• develop and adapt instructional materials and make effective use of teaching strategies as per

the diverse needs of students with various disabilities.

Content

• Definition, characteristics and categorisation of disabilities

• Concepts, definitions, legal and emerging trends in Special and Inclusive Education

• Creating an enabling environment and managing behaviour of students in an inclusive

classroom

• Planning for intervention and developing adapted educational programmes at secondary

school level

• Home-School-Community Partnership


Lectures, discussion, experiential learning

Mode of Assessment


84

Module Title : Technology and Special Education Needs


No. of credits: 3

Aim

To develop trainee educators’ knowledge and skills in the design of technology-enabling learning

environments for learners with special education needs.

Learning Outcomes


• demonstrate understanding of the benefits of technology in SEN classrooms

• apply principles related to the social, ethical, legal and human aspects of using technology in

their professional practice

• implement curriculum plans as well as methods and strategies for applying technology in SEN

learning environments

• adapt technology-based resources to the needs of learners with SEN (LSEN)

• design technology-supported learning environments for LSEN.

Content

• The SEN learner (LSEN), ICT and SEN: Benefits and challenges

• Social, ethical, legal and human aspects related to the use of technology in the SEN context:

Principles and practice

• Hardware and software issues, educational software and Internet based resources for SEN

• Adapting curriculum and developing strategies for applying technology in SEN learning

environments

• Technology adaptation to the needs of LSEN

• Features of technology-supported learning environments for LSEN


Lecture, group work, discussion, laboratory work, case studies and guided self-study

Mode of Assessment


85

Module Title : Curriculum Leadership in Secondary School


No. of credits: 3

Aim

To assist trainee educators develop competencies that would help them to take responsibilities of

a curriculum leader in their departments and/or schools.

Learning Outcomes


• situate curriculum leadership in the broader definition of curriculum

• describe the importance of curriculum leadership for the school

• discuss the characteristics of an effective curriculum leader

• analyse the dimensions and roles of a curriculum leader

• demonstrate skills of a curriculum leader

• demonstrate a critical understanding of curriculum management.

Content

• The concept of curriculum leadership

• Curriculum leadership and its importance

• Characteristics of leaders for effective curriculum management at school

• Dimensions and roles of a curriculum leader

• Challenges for the curriculum leader

• Curriculum development, instruction and assessment


Lecture, group discussion, presentation and project-based learning

Mode of Assessment


86

Module Title : 3D Modelling in Teaching and Learning


No. of credits: 3

Aim

To equip trainee educators with the knowledge and skills to design and realise 3D Models to

support teaching and learning.

Learning Outcomes


• Demonstrate an understanding of the different types of models in teaching and learning

• Apply the appropriate principles and processes to design 3D educational models

• Realise 3D models using appropriate techniques and safe working practices for use in the

teaching and learning environment

Content

• Types of modelling

• Model making: principles and processes

• Modelling materials

• Manufacturing principles and practices in 3D modelling

• Health and safety in designing, realising and using 3D models in teaching and learning


Lecture, demonstration, discussion/seminar, research work and presentation, group work, peer

teaching, project work and simulation.

Mode of Assessment


87

Module Title : Active & Healthy Living


No. of credits: 3

Aim

To enable trainee educators to develop the appropriate knowledge, skills, attitudes and behaviour

to lead a healthy and active lifestyle.

Learning Outcomes


• identify the current major health problems in Mauritius.

• have a good knowledge and understanding about Wellness and its dimensions.

• differentiate between physical fitness and Wellness.

• understand the benefits and the significance of participating in a lifetime fitness and

wellness programme.

Content

• Major Health Problems (NCDs; Diabetes; Hypertension; and Cardiovascular)

• Scope and definition of Wellness.

• Stress Management and its causes.

• Ageing and exercise.

• Weight management.

• Benefits of physical activities


Lecture, group work, discussion, practical sessions, independent study

Mode of Assessment


88

Module Title : Building & Developing High Performance Team


No. of credits: 3

Aim

To equip trainee educators with the basic knowledge of group behaviour development in a

classroom environment.

Learning Outcomes


• outline the purpose of groups in organizations

• sketch the stages in group development

• draw the difference between teams and groups

• identify some key features in team building

• recognise the effect of learners group behaviour on the teaching process.

Content

• An introduction to group development

• Stages of group development

• Work teams

• Process of creating high performance teams

• Virtual teams

• Group behaviour in classroom context


Lecture, discussion & brainstorming, case mode, simulated teaching, questioning and mini

presentation

Mode of Assessment


89

Module Title : Citizenship Education


No. of credits: 3

Aim

To enable trainee educators to develop an understanding of aspects of citizenship education and

to infuse the same in their teaching across the curriculum.

Learning Outcomes


• demonstrate attitudes required of an active and responsible citizen

• appreciate one’s multifaceted culture through inquiry-based activities

• show an awareness and appreciation of natural and historical heritage

• explain the importance of preserving our cultural heritage

• implement project-based activities to promote heritage education.

Content

• Concept of active and responsible citizenship

• Aspects of citizenship education

• Living in a multicultural society

• Tangible and intangible heritage

• Historical and natural heritage in Mauritius, Rodrigues and outer-islands

• Inquiry- and project-based learning


Lecture, discussion, presentation, group work, activity-based and discovery learning

Mode of Assessment


90

Module Title : Education for Sustainable Development (ESD)


No. of credits: 3

Aim

To provide a platform for trainee educators to critically reflect on broad issues in the field of

education for sustainable development (ESD).

Learning Outcomes


• demonstrate an understanding of the history and philosophy of ESD in global, regional and

local contexts

• reflect on the principles and values guiding ESD

• explain the strategic perspectives of ESD and their relevance to local contexts

• integrate ESD-related concepts in their respective subject areas

• show understanding of the ‘Maurice Ile Durable’ (MID) concept and its relevance to

education.

Content

• History of ESD

• Philosophy and Principles of ESD

• ESD Strategic Perspectives

• ESD in Subject Areas

• The MID Concept


Lecture, case studies, seminar, group work

Mode of Assessment


91

Module Title : Initiation à la Littérature de Jeunesse


No. of credits: 3

Objectif Terminal

Ce module vise à initier les enseignants-stagiaires à la littérature de jeunesse en s’appuyant sur

une sélection de textes tirés d’un répertoire aussi bien local qu’international.



• démontrer une appréciation de textes et d’auteurs de la littérature de jeunesse

• démontrer une appréciation des différents genres et sous-genres de la littérature de jeunesse

• démontrer une connaissance des contes du patrimoine local

• exploiter des textes issus de la littérature de jeunesse dans sa discipline respective.

Contenu

• Définitions de la littérature de jeunesse

• Exploration de différents genres et sous-genres (albums illustrés, bandes dessinées, fables,

contes, textes de théâtre, romans d’aventure, romans fantastiques, etc.) en littérature de

jeunesse

• (Re) découverte des contes du patrimoine local

• Initiation à la littérature dite «classique» sous forme de bandes dessinées ou d’albums (ex.

Molière)

• Les grands thèmes de la littérature de jeunesse

• Exploitations pédagogiques et/ou interdisciplinaires de gros succès de librairie auprès des

jeunes


Exposés, discussions, travaux de groupes, cours en ligne



92

Professional

Practice Component

93

PROFESSIONAL PRACTICE COMPONENT

In line with the aims of the PGCE (PT) Programme, the drive behind the Professional Practice

component is to empower you for transformative and reflexive practice and thereby develop your

ability to constantly reinvent yourselves. The emphasis is thus on practicum at classroom level

with due consideration to the factors impacting upon teaching and learning.

Professional Practice component comprises the following:

(i) Professional Practice Seminars

(ii) Peer/Micro Teaching

(iii) Teaching Practice

Professional Practice Seminars

Professional Practice seminars (PPS) will be conducted over four semesters. These seminars will

serve to establish a community of practice whereby you will have the opportunity to reflect upon

salient aspects of your profession and professional self with your peers and tutors in order to reach

new understandings.

The PPS, that comprises 3 stages, will lead you along a learning journey as you progress on the

course. The stages are as follows:

Stage I: Preparation for Transformation

Stage II: Transforming Practices

Stage III: Reflection on Transformed Practice

In each stage, you will work on a set of tasks. You will be guided and supported to tackle the tasks

in the course of seminars. These will involve discussion with your peers and tutors from the

Subject Area and the School of Education; the provision of reading materials and other relevant

resources; and the possibility for you to interact with guest speakers.

Professional Journal

You will be required to keep a Professional Journal throughout the duration of your course. This

journal will document your growth as a practitioner and will contain the write-up for all PPS tasks.

The Professional Journal will be submitted to your tutors at the end of each stage for assessment

purposes (see assessment criteria for each task). You are expected to score at least 50% in each

stage in order to pass in the PPS component. Failure to score 50% will lead to a resit as per MIE

regulations

PPS Stage I: Preparation for Transformation

The aim of Stage I is to enable you to critically revisit your own practice with a view to developing

fresh perspectives as professionals. This stage requires you to carry out the 5 tasks described

below.

For Stage 1, the assessment criteria are based on the following overarching competencies:

(i) Ability to demonstrate the skills of observation, recording and documenting own practice.

(ii) Awareness of one’s own identity through self examination

(iii) Ability to explicitly articulate one’s own experiences

(iv) Ability to make meaningful links between agents, processes and components in teaching

and learning.

94

Task 1: Critical reading and academic writing

Task 1 requires you to demonstrate the skills of critical reading and writing. You will:

(i) Identify the differences in writing styles between the two texts which will be provided

(ii) Using the texts and readers provided for part (i) above, write a report using the academic

writing style.

Word limit: 500 words

Assessment Criteria for task 1 Marks

I Demonstrate the ability to identify the characteristics of academic writing.

10

II Demonstrate the ability to use the required conventions of academic

writing.

10

Total 20

Task 2: My autobiography as a teacher/learner

The present task is introspective in nature. It requires you to create your own portrait as a learner

paying attention to the following areas:

1. Your disposition to learning and education

2. Your preferred learning styles (under what conditions you believe you learn best)

3. Your intellectual and professional interests

4. Your thoughts and ideas about how people learn

This portrait is not only about your success story but also a vibrant and honest snapshot of your

journey as a learner and as a teacher.


Assessment Criteria for Task 2 Marks

I Demonstrate the ability to consider milestones on one’s personal journey and

examine how these have shaped personal dispositions, values, and beliefs about

teaching and learning.

10

II Ability to use one’s personal narrative to construct one’s professional portrait. 10

Total 20

Task 3: Challenges in teaching and learning

This task requires you to reflect on one of the challenges you have met in your teaching and

learning career. Elaborate on how you coped with it and what you learnt about yourself.

You may wish to relate to some of the themes suggested below which may have challenged you:

a. Classroom management

b. Fears in teaching

c. Issues related to teaching and learning

d. Building rapport with students, colleagues, parents

e. Overcoming barriers


95


I Demonstrate the ability to analyse one challenge met in the course of one’s teaching

and learning career.

10

II Demonstrate the ability to reflect on the opportunities for personal growth in coping

with the challenge.

10

Total

20

Task 4: My relationship with my subject area

‘The more I know, the more I realise I do not know’ (adapted from Socrates)

This task requires you to write a critical appraisal of your relationship with your subject area.

You will consider the following themes:

(i) What does it mean to teach my subject?

(ii) How do I keep abreast with developments in my field?

(iii) How does my subject inspire me?

(iv) Where is my subject area situated in the broad scheme of knowledge?



I Demonstrate the ability to articulate the relevance of the subject area on

personal and professional identity.

10

II Demonstrate the ability to analyse how the subject area contributes to

knowledge and the broader aims of education.

10

Total 20

Task 5: Understanding learners and learning

Students come to school from different backgrounds and with varying needs. As such, this task

requires you to make use of a metaphor to explain your understanding of learners and learning.

Develop your arguments in line with the following:

(i) Who are your learners?

(ii) Why do you need to know them?

(iii) What is learning?



I Demonstrate the ability to represent learners and learning using a

metaphor.

10

II Demonstrate the ability to analyse the metaphor in terms of learners’

identities and learning.

10

Total 20

96

PPS Stage II: Transformative Practices

The aim of Stage II is to assist you in developing the knowledge, skills and attitudes necessary for

the effective teaching of your subject. It is expected that the development of reflective practice

will lead to innovative, contextualised and transformed practices.

For Stage II, the assessment criteria are based on the following overarching competencies:

(i) Ability to identify, reflect upon, overcome/capitalize upon contextual issues that may

influence teaching and learning

(ii) Awareness of the need for and ability to exercise professional behaviour as an educator

(iii) Sound knowledge of subject area being taught

(iv) Ability to ensure effective teaching through an analysis of content, learners and contextual

factors

(v) In-depth understanding of the skills needed to perform as a resourceful, creative and

effective practitioner.

You will work on three tasks in this stage. These are as follows:

Task 1: Understanding the school context, professional conduct and ethics.

For this task, you will:

(i) Carry out a critical analysis of your school context and the implications thereof for

teaching/learning.

Issues that may be considered for this task:

• School vision/mission/organization/culture/status…

• Infrastructure/resources

• Management style

• Relationship among staff

• Students; socio-economic background


(ii) Discuss what makes a teacher, with regard to the professional attitudes and ethical principles

required.

Themes that may be considered:

• Professional conduct of teacher

• Roles/ responsibilities

• Ethical norms



I Demonstrate ability to critically analyse contextual factors and reflect on their

impact on teaching and learning. 15

II Demonstrate ability to discuss professional behaviour of teacher. 15

Total 30

97

Task 2: Effective teaching and learning

For this task, you will have to demonstrate, reflect upon and discuss changes in your teaching

practices.

This will be illustrated through:

(i) A series of lessons that have been planned, implemented and evaluated.

The series of lessons will include two sets of 5 consecutive lesson plans implemented at two

different class levels.

(ii) A reflection on the ongoing lessons in terms of changing practices (innovation, challenges,

use of ICT and/or other resources, etc).

Word limit: 700 words (excluding lesson plans)


I Demonstrate ability to produce a series of lesson plans including reflection and

evaluation for each lesson.

20

II Demonstrate ability to provide generic reflection on transformative practices.

20

Total 40

Task 3: Developing classroom competencies

You are here required to make an appraisal of any two of the proposed themes in the table below,

one theme only from each block. The appraisal has to be made from a critical/reflective stance,

showing how those themes are infused in your transformative practices in the teaching of your

subject area.

Block 1 Block 2

• Questioning skills

• Communication skills

• Classroom management skills

• Motivation

• Evaluating learners

• Developing relationship skills

• Cross-curricular teaching

Note: More details about each task will be provided during the PPS.

Word limit: 700 words on each theme

Assessment Criteria for Task 3

Marks

I Ability to demonstrate in-depth and critical understanding of any two of the themes

proposed with regard to transforming practices in subject teaching.

2x 15

Total 30

98

PPS Stage III: Reflection on Transformed Practice

Stage III seeks to engage you in analysing your experience of transformed practice and continuous

learning through selected theories. It also takes you on the final stage of your learning journey to

revisit one instance of your experience as a professional educator. It requires you to develop a

theoretical perspective on your practice and to compose a personal statement about your learning

trajectory. You are required to carry out the task given below.

For Stage III, the assessment criteria are based on the following overarching competencies:

(i) Ability to reflect critically on one’s experience as an educator

(ii) Ability to relate theory and practice

(iii) Ability to articulate added insight into one’s practice and professional growth.

Task for Stage III:

Select and critically analyse one instance of your experience that challenged your assumptions

about teaching and learning. In particular, you are expected to:

(i) Describe an instance of your experience that challenged your assumptions about teaching

and learning (~350 words)

(ii) Examine this experience from one or more theoretical lense(s) (~1000 words)

(iii) Evaluate your personal and professional learning gains based on the insights obtained from

your transformed practice (~650 words)

Assessment Criteria Marks

I Ability to describe the challenging nature of this experience which is

authentically located within own practice.

20

II a. Ability to demonstrate a comprehensive understanding of selected and

appropriate educational theories.

20

b. Ability to relate theories and practice in analysing one’s experience. 20

III A personal statement about transformed practice showing:

a. The relevant learning gains derived from the insights developed through all

the 3 stages of the PPS.

15

b. An evaluation of own growth as a professional. 15

IV Use of an academic style of writing. 10

Total 100

Total marks to be brought down to 70%

PGCE Week

PPS Stage III will culminate in a series of seminars which will be held to provide a platform for

dissemination and discussion of the studies conducted. The PGCE Week is an event that will rally

all PGCE PT trainee educators and enable you to share your growth and emerging insights with a

wider audience. Each presentation will last 30 minutes and include 10 minutes question time from

the audience.

Assessment Criteria - Presentation Marks

I Ability to put forward relevant theories to justify transformation in own practice. 10

II Presentation skills (coherence, clarity, appropriate support documents, fluency,

pace, awareness of audience, etc).

10

III Response to panel questions (relevance, knowledge/understanding of issue, etc). 10

Total 30

99

Peer Micro Teaching

Module Title : Peer/Micro Teaching

Module Code : PG 409

No. of credits: 3

Aims

• To develop lesson planning, instructional and communication skills of trainee educators.

• To develop trainee educators’ ability to critically reflect on their own teaching, based on self-

evaluation and feedback obtained from peers and tutor(s).

Learning Outcomes


• design, plan and implement lessons appropriate for teaching and learning in their respective

subject areas

• view and evaluate their own teaching in a scaled-down simulated classroom environment

• discuss their own teaching practice as well as that of their peers in a collegial atmosphere

• reflect and discuss on lessons implemented

Content/Process

Part I - Lesson Planning

1. Lesson planning (short, medium and long-term planning)

2. Factors in lesson planning

3. Elements in lesson plans

4. Different formats of lesson plans

Part II - Peer/Micro Teaching

1. Planning and teaching part of a lesson in a simulated classroom environment within a

time frame of about 15 minutes.

2. Viewing video-taped lesson

3. Reflecting critically on the lesson carried out by self and peers.

4. Providing constructive feedback on lesson conducted.


Brainstorming and questioning, simulated teaching, group discussion

Mode of Assessment


(see Appendix V)

Each trainee educator will submit a report of approximately 700 words that will take into

account the following:

• The lesson plan implemented, with adequate justification for the choice of approach

• Reflection on own teaching taking into consideration feedback from peers and tutor(s)

(see Appendices VI a & b).

• Emerging insights from the experience, changes in attitude/ behaviour/ teaching approach with

adequate justification.

Note: The lesson plan and resources used will be submitted along with the report.

100

COMPONENT: PROFESSIONAL PRACTICE

TEACHING PRACTICE

The Teaching Practice component aims at enabling trainee educators to attain the required

standards in teaching skills, classroom management, monitoring of students’ learning and

evaluation practices. It will assist trainee educators to:

• transform subject knowledge into pedagogical content knowledge;

• develop the skills and attitudes necessary for appropriate planning and implementation of

teaching and learning activities;

• cater for students of different learning styles and abilities;

• develop the ability to communicate clearly and confidently;

• use appropriate assessment strategies and techniques for learning and of learning;

• develop the necessary skills and attitudes to manage a class efficiently

The Teaching Practice component will extend over semesters II to IV. Trainee educators will be

assigned one tutor from their respective Subject Area and one tutor from the School of Education,

who will guide them throughout the period of Teaching Practice. It is the responsibility of the

trainee educators to keep in touch with their tutors, to arrange for appointments and school visits,

and discuss their progress.

Trainee educators will keep a file which will include lesson plans, samples of marked scripts and

assignments, or activities set for learners. Formative Assessment Reports of tutors should also be

kept in the file. The trainee educators must keep this file up-to-date and present it to their tutors

as and when requested by the latter.

During the Teaching Practice period, trainee educators will be visited at least twice, by each of

their two tutors, from the School of Education and from their Subject Area. In both cases, the first

visit will be for formative purposes and the second one for final assessment. However, if the tutors

deem it necessary, additional formative visits can be carried out. The tutors will provide the trainee

educators with the necessary feedback after each visit and targets for improvement will be agreed

upon. The tutors will also complete a SBE Report form and provide the trainees with a copy.

Tutors from both Subject Area and School of Education will consult each other before agreeing

upon the final grade attributed to the trainee educator.

(see Appendices VII a & b for Assessment Criteria)

101

Appendix I: PROFESSIONAL STANDARDS

Professional Standard 1:

The ‘Personal and Professional dispositions’ standard requires trainees to demonstrate desirable

attitudes and dispositions to work in the field of education

Descriptors:

1. Demonstrates a broad understanding of the concept of education and the ‘educated person’

2. Recognises the value of education

3. Shows commitment to the quality and standards in education by exercising professional

behaviour in all circumstances

4. Shows commitment to the pursuit of knowledge in terms of breadth and depth

5. Demonstrates respect and enthusiasm for the job

6. Embraces diversity as a cardinal principle in education


The ‘Acquisition of subject knowledge and understanding’ standard requires trainees to master

the content to be taught

Descriptors:

1. Demonstrates sound knowledge of subject areas to be taught and beyond

2. Shows understanding of the major concepts, assumptions, debates, process of inquiry and

ways of knowing that are central to the discipline they teach

3. Demonstrates knowledge of inter-connectedness within and across disciplines

4. Identifies and selects a range of sources of content to be taught


The ‘Learners and contexts’ standard requires trainees to use learning theories and adapt to

learners context

Descriptors:

1. Assesses the needs, interests and dispositions of learners

2. Connects lessons to real life applications and to learners’ prior experiences

3. Considers contextual factors in planning lessons and activities(instructional materials,

individual student’s needs, interests, aptitudes, background and the community)

4. Understands how learners (children/adults) develop and learn in a variety of contexts and

provides opportunities that support their intellectual, social, emotional and physical

development.

102


The ‘Pedagogical content knowledge’ standard requires trainees to convert curriculum content

and intentions into learnable forms

Descriptors:

1. Interprets curriculum requirements for implementation at class/school level

2. Demonstrates mastery of content to be taught at different instructional levels

3. Casts knowledge in different representations to show scope, breadth, structure and inter-

connectedness

4. Establishes precise learning objectives and relevant methods during lesson planning

5. Proposes a range of developmentally-appropriate experiences for active learning.

6. Demonstrates resourcefulness and creativity in preparing relevant teaching and learning

materials

7. Uses appropriate strategies to engage students’ cognitive processes and stimulate higher order

thinking

8. Presents teaching and learning as comfortable and enjoyable activities


The ‘Planning, teaching, learning and class management’ requires trainees to plan, implement

and manage teaching-learning processes/environments effectively

Descriptors:

1. Plans teaching to achieve progression in pupil’s learning

2. Provides clear structures for lessons and for sequences of lessons in the short, medium and

long term

3. Ensures effective teaching of whole classes, groups and individuals within the whole class

setting

4. Uses a variety of appropriate strategies and resources to enhance teaching & learning

5. Establishes and maintains a purposeful and productive learning environment

6. Motivates learners to engage in the learning process

7. Communicates clearly in a variety of ways to ensure that students make sense of concepts

being developed

8. Copes effectively with subject-related questions which pupils raise and knows pupils’

difficulties and misconceptions


The ‘Monitoring, assessment and recording’ standard requires trainees to monitor and evaluate

teaching and learning for different purposes

Descriptors:

1. Shows awareness of the different purposes of assessment and of a range of assessment tools.

2. Devises and selects tasks to assess learners.

3. Uses a variety of assessment tools to diagnose, evaluate, re-orient and monitor pupils’ progress

and own practice

4. Provides constructive oral and written feedback/reports and sets targets for pupils’ progress

and curricular adjustments

5. Documents and keeps record of learners’ progress

103


The ‘Reflective practice’ standard requires trainees to reflect on practice(s) to improve future ones

and engage with educational discourses

Descriptors:

1. Understands that practice has an evolving nature

2. Develops a critical stance to practice

3. Compares current personal practice with relevant theories and best practices in the field

4. Reflects to modify, upgrade, enhance and improve personal as well as team practice

5. Develops constructively critical and creative approaches to improve through adaptations and

innovations


The ‘Engaging in ethical and/legal practice’ standard requires trainees to work within the legal

provisions and the ethics related to education

Descriptors:

1. Is aware of the basics of Good Governance and respects all the rights of all stakeholders,

particularly students.

2. Shows respect for the opinions, beliefs and sensibilities of people in the educational

community.

3. Enhances the climate and ethos of the educational environment through effective and fair

practices.

4. Demonstrates knowledge of own organisational issues, relevant laws and regulations.

5. Promotes the success of all students by acting with integrity, fairness and in an ethical manner.

6. Is conversant with, and operates within, the legal provisions which define education and its

practices


The ‘Integration into a community of practioners and contributes to school life and the wider

community’ standard requires trainees to participate in, and contribute to, school life, to network

within the community of practitioners and to outreach the wider community

Descriptors:

1. Demonstrates awareness of the education system and the organizational setup of the school

2. Develops positive interpersonal skills in the workplace and with other stakeholders

3. Contributes to the creation of an integrative, welcoming and motivating environment for

pupils, school personnel and other stakeholders

4. Participates with management to develop school policy and collaborates for its effective

implementation.

5. Initiates sustains and participates in the varied aspects of school life

6. Helps to develop links among the school, organisations and the community for the

advancement of education

7. Is instrumental to social (re)construction and nation building

104


The ‘Professional and personal development’ standard requires trainees to plan and engage in

learning to improve practice and advance knowledge and to demonstrate engagement in a broad

range of academic and non-academic pursuits

Descriptors:

1. Keeps abreast of developments in education and related fields.

2. Acts upon advice and feedback and is open to coaching, mentoring and training.

3. Appraises practice and identifies priorities for professional growth and engages in professional

development activities.

4. Pursues a variety of intellectual, social and artistic interests

5. Is a lifelong learner capable of using new knowledge, skills and experience for innovating and

improving their personal practice and that of others


The ‘Technology and education’ standard requires trainees to use appropriate educational

technology in teaching, learning and the school

Descriptors:

1. Demonstrates an awareness of the school and classroom technology policies within the NCF.

2. Identifies the role of electronic technology as an integral part of the curriculum

3. Identifies a range of integrated/instructional/developmental software suitable for educational

use.

4. Uses the contributions ICT makes to the teaching of different subjects

5. Uses various communication technologies to access information for educational purposes.

6. Encourages learners to use technology responsibly in their own learning and life


The ‘Safety and Welfare’ standard requires trainees to participate in making the school a safe

learning environment and to be involved in the welfare of pupils and staff

Descriptors:

1. Knows, upholds and adheres to rules of safety to create secure environments for everyone

2. Generates, and helps to generate and implement safety protocols in emergent/new situations

3. Works towards the welfare of staff and learners

4. Demonstrates awareness of the need for self-care and for achieving work/study/life balance

105

Appendix II: REQUEST FOR EXTENSION OF ASSIGNMENT/PROFESSIONAL

JOURNAL

PGCE PT 2020 - 2021

Trainee’s Name :

Course :

Subject Area :

Tutor's Name :

Title of Assignment

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

No. of tutorials held (if applicable):

______________________________________________________________________________________

Reasons for applying for extension:

______________________________________________________________________________________

Documents to be attached:

______________________________________________________________________________________

Signature :

Date :

To be submitted to the Programme Coordinators’ Support Unit (1st floor)

106

Appendix III: ASSIGNMENT SUBMISSION SHEET

(To be attached with each submission)

To access the template of assignment cover sheet, follow the steps below:

• Go to the following website: www.mie.ac.mu

• Click on the Tab “Student Corner”, then click on the tab ‘Assignment Office’

• Go to ‘Assignment cover Sheet’

• Download cover sheets for your respective subject area.

107

Appendix IV: ATTENDANCE STATUS REPORT SHEET

_________________________________________________________

ATTENDANCE STATUS REPORT SHEET

1. Name of Trainee : ………………………………………...................................

2. Course : ………………………………………...................................

3. Subject Area : ………………………………………...................................

4. Module Code and Title : ………………………………………...................................

5. Name of Lecturer/s : ………………………………………...................................

6. Semester : ………………………………………...................................

7. No of lectures held till date : ………………………...............................................

8. No of full attendances : ………………………………………...................................

9. (a) No of explained absences (written):…………………………....................................

(b) Dates : ………………………………………...........................................................

10. (a) No of unexplained absences : ……………………...................................................

(b) Dates : …………………...........................................................................................

11. Percentage of attendance (to date) : ………………………...................................

Signature of Lecturer : ……………………………………….................

Date : ………………………………………...............................................

Mauritius Institute of Education Réduit - Mauritius

Tel: (230) 401 6555

A copy of this form should be sent to the Programme Coordinators Support Unit, 1st Floor (or emailed to:

[email protected]

108

Appendix V: PEER/MICRO TEACHING - ASSESSMENT CRITERIA

PGCE PT 2020 - 2021

PEER/MICRO TEACHING - ASSESSMENT CRITERIA

Name of Trainee Educator :_____________________________________________________

Department/School :_____________________________________________________

Subject Area :_____________________________________________________

Criteria Indicators

Marks

Allotted

Marks

Scored

1 Planning

Planning of lesson

Strategies employed

Teaching Resources 10

2 Implementation Lesson implementation

Evaluation process 20

3 Mastery of content Evidence of mastery of concepts 10

4 Pedagogical Content

Knowledge

Organisation of content into learning

activities 15

5 Communication Skills Clarity and fluency in classroom instruction

and interaction 15

6 Reflection on Practice -

Self

• Ability to criticise own practice

• Remedial Actions 15

7 Reflection on Practice –

Tutor(s) and peers

• Ability to respond positively to feedback

from tutor(s)/peers

• Remedial actions proposed

15

Total 100

Tutor(s)’ Remarks

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Name of Tutor(s) : ______________________________________________

Signature : ______________________________________________

Date : ______________________________________________

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Appendix VI (a): PEER/MICRO TEACHING FEEDBACK SHEET

Tutor’s Evaluation

Name of Trainee Educator: _____________________________________________________

Department/School:____________________________________________________________

Subject Area :_________________________________________________________________

Strengths

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Weaknesses

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-----------------------------------------------------------------------------------------------------------------

-----------------------------------------------------------------------------------------------------------------

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Area(s) for improvement

-----------------------------------------------------------------------------------------------------------------

-----------------------------------------------------------------------------------------------------------------

-----------------------------------------------------------------------------------------------------------------

-----------------------------------------------------------------------------------------------------------------

-----------------------------------------------------------------------------------------------------------------

-----------------------------------------------------------------------------------------------------------------

-----------------------------------------------------------------------------------------------------------------

Name of Tutor(s) : _________________________________

Signature : _________________________________

Date : _________________________________

110

Appendix VI (b): PEER/MICRO TEACHING FEEDBACK SHEET

Self evaluation Peer evaluation (Tick as appropriate)



Subject Area :_________________________________________________________________

Strengths

-----------------------------------------------------------------------------------------------------------------

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Weaknesses

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111

Appendix VII (a): TEACHING PRACTICE ASSESSMENT FORM

Name of Trainee: ……………………………………………………………………………………………………………………..................................

School : …………………………………………………………………………………………………………………..................................................

Subject Taught : ………………………………………………………………………………………………………………..........................................

Comments by Tutors: …………………………………………………………………….………………………………….........................................

…………………………………………………………………………………………………………………..........................

…………………………………………………………………………………………………………………........................

Tutor’s Name:………………………………………………………….…... (School of Education) Signature:…………………………………….

Tutor’s Name:……………………………………………………………… (Subject Area) Signature:…………………………………….

Date: ……………………………………

P.T.O

TEACHING PRACTICE

PGCE PT 2020 - 2021

ASSESSMENT FORM

112

Appendix VII (b): TEACHING PRACTICE - ASSESSMENT CRITERIA

PGCE PT 2020 – 2021

Name of Trainee Educator: _______________________ Subject Area: ______________________

Criteria Weighting Education

Studies

Subject

Area

Agreed

Marks

Planning & Preparation

• Evidence of weekly/term plan

• Lesson planning

• Preparation of appropriate teaching and learning resources

15

Implementation of lesson

• command and knowledge of content

• appropriate use of teaching strategies

• use of questioning techniques

• appropriate use of resources

• delivery of lesson (introduction, sequencing, pacing,

coherence and summing up)

• facilitates learning activities (organizing, guiding, advising,

providing feedback to students)

• guides discussion based on students’ response

• provides learning opportunities to accommodate diversity of

learners

30

Communication skills

• clarity

• fluency

• use of appropriate language

• use of appropriate non-verbal expressions

10

Classroom Management

• manages learning environment (space, resources and time)

• monitors learners’ behaviour and responses

• encourages responsible attitude

• adopts positive approach to discipline problem

15

Evaluation

• makes use of both formative and summative evaluation;

• checks students’ learning and provides feedback

• identifies learning difficulties

• makes provision for appropriate remedial measures

• evaluates achievement of set objectives

15

Personal Qualities

• shows confidence and composure

• maintains positive relationship with learners

• fosters students’ interest, participation and motivation

• uses feedback from tutors to improve and facilitate teaching

and learning

15

Total Marks Obtained: ……………................... Grade: …………….....

Tutor’s Name: …………...................................... (School of Education) Signature: …………..................

Tutor’s Name: …………....................................... (Subject Area) Signature: ………….............................

Date: ………………………………………...

113

Appendix VIII (a): PROFESSIONAL PRACTICE SEMINARS (I) - ASSESSMENT

CRITERIA

PGCE PT 2020 - 2021

PROFESSIONAL PRACTICE SEMINARS - ASSESSMENT CRITERIA

STAGE I



Subject Area :_________________________________________________________________


School

of

Education

Subject

Area

Agreed

Marks

I Demonstrate the ability to identify the characteristics of

academic writing. 10

II Demonstrate the ability to use the required conventions of

academic writing. 10

Total 20


I Demonstrate the ability to consider milestones on one’s

personal journey and examine how these have shaped

personal dispositions, values, and beliefs about teaching

and learning.

10

II Ability to use one’s personal narrative to construct

one’s professional portrait. 10

Total 20


I Demonstrate the ability to analyse one challenge met in the

course of one’s teaching and learning career. 10

II Demonstrate the ability to reflect on the opportunities for

personal growth in coping with the challenge. 10

Total 20


I Demonstrate the ability to articulate the relevance of the

subject area on personal and professional identity. 10

II Demonstrate the ability to analyse how the subject area

contributes to knowledge and the broader aims of education. 10

Total 20


I Demonstrate the ability to represent learners and learning

using a metaphor. 10

II Demonstrate the ability to analyse the metaphor in terms of

learners’ identities and learning. 10

Total 20

Grand Total 100

Tutor’s Name: …………........................ (School of Education) Signature: …………..............

Tutor’s Name: …………....................... (Subject Area) Signature: …………..........................

Date: ………………………………………...

Grade: ____

114

Appendix VIII (b): PROFESSIONAL PRACTICE SEMINARS (II) - ASSESSMENT

CRITERIA

PGCE PT 2020 - 2021


STAGE II



Subject Area :_________________________________________________________________

Assessment Criteria for Task 1 Marks School

of

Education

Subject

Area

Agreed

Marks

I Demonstrate ability to critically analyse contextual

factors and reflect on their impact on teaching and

learning.

15

II Demonstrate ability to discuss professional

behaviour of teacher. 15

Total 30


I Demonstrate ability to produce a series of lesson

plans including reflection and evaluation for each

lesson.

20

II Demonstrate ability to provide generic reflection on

transformative practices. 20

Total 40


I Ability to demonstrate in-depth and critical

understanding of any two of the themes proposed

with regard to transforming practices in subject

teaching.

2x15

Total 30

Grand Total 100



Date: …………………………………

Grade: ____

115

Appendix VIII (c): PROFESSIONAL PRACTICE SEMINARS (III) - ASSESSMENT

CRITERIA

PGCE PT 2020 - 2021


STAGE III


Department/School: ___________________________________________________________

Subject Area: _________________________________________________________________

Assessment Criteria

Marks

School

of

Education

Subject

Area

Agreed

Marks

I

Ability to describe the challenging nature of this

experience which is authentically located within own

practice. 20

II

a Ability to demonstrate a comprehensive

understanding of selected and appropriate educational

theories.

20

b Ability to relate theories and practice in analysing

one’s experience. 20

III

A personal statement about transformed practice

showing:

a the relevant learning gains derived from the insights

developed through all the 3 stages of the PPS. 15

b An evaluation of own growth as a professional. 15

IV Use of an academic style of writing. 10

Total 100

Total marks to be brought down to 70%

PGCE WEEK

Assessment Criteria - Presentation Marks Agreed

Marks

I Ability to put forward relevant theories to justify transformation in

own practice. 10

II Presentation skills (coherence, clarity, appropriate support documents,

fluency, pace, awareness of audience, etc). 10

III Response to panel questions (relevance, knowledge/understanding of issue, etc). 10

Total 30

Grand Total 100



Date: …………………………………

Grade: ____