The PGDE programme has three specialisations: Early Childhood Education, Primary Education, Secondary Education, and is offered in three languages: English, Chinese, and Portuguese. The PGDE consists of five core modules, two specialisation modules and a Teaching Practice (practicum) component in a local school. The Teaching Practice is an essential and integral part of the PGDE programme. The duration of the Teaching Practice component is approximately three months.
Year 1
This module provides a foundation to the study and practice of education. Key figures and ideas in the field of education will be elaborated before an exploration of how various concepts and themes in education inform teaching in a range of contexts. The module will then provide an overview of the different characteristics and needs of learners and how these interact with the role of teachers. In addition, the nature and purposes of education and its relationship with wider society will be explored as well as an examination of current controversies in educational theory and practice.
This module enables students to plan, develop and evaluate curricula and assessment policies and practices. It introduces key issues and models of curriculum planning and development. The module considers approaches to curriculum planning, to defining curriculum aims and objectives, to selecting and organizing content and other learning resources and to changing and developing the curriculum at several levels of curricular decision in an institution. The module also examines curriculum planning; evaluation and record keeping for different temporal frames of reference, from long term based planning to weekly, daily and specific lesson planning. The methods and instruments used to assess student learning, i.e., assess the knowledge, skills and abilities acquired as well as changes in attitudes and values will also be examined.
This module explores information and communication technology (ICT) by looking at its varied usage in education, for example: word processing, spreadsheets, graphics and graphing, databases, sound packages, desktop publishing multimedia usage, internet/intranet and e-mail usage, games and simulations. The module critically examines the claimed benefits and limits of ICT in education. Also, how ICT can be used to promote new ways of teaching and the principles of learning which underpin these, for example the move from instructivism to constructivism, the development of higher order thinking, collaborative and cooperative learning, motivation and differentiation, assessment and evaluation. The module also addresses provision for special educational needs through ICT.
This module introduces key aspects and issues in school and curriculum management and leadership, including the complementary nature and purposes of management and leadership and the contrasting ways in which they influence group dynamics, roles, norms, authority, active collaboration and change. Through this module students will develop greater awareness of the roles of management and leadership in the collective creation of spaces for continuous learning at different levels within a school.
This module examines different models of parental and community involvement in education and the principles on which they are based. The module takes as its starting point the view that parents and the community should be fully involved in education and vice versa, and that all parties may need support for this. The nature of home school and community liaison, communication and development is addressed, as is classroom practice and feedback. Parents’ rights and obligations are addressed, as are teachers’ obligations and responsibilities to parents, within a legal and broader moral context. Difficulties in parental and community involvement are addressed, and community development practices are introduced, which render the boundaries between schools, community and home permeable.
This module will begin by exploring the needs and characteristics of kindergarten pupils, in particular how to create a secure and stimulating learning environment for early years learners. Then the key theoretical perspectives in childhood teaching will be discussed and how to develop age appropriate learning objectives and outcomes. In addition, the development of teaching material and methods suitable for the engagement of early years learners will be described as well as the application of suitable assessment methods which can effectively cover the full range of kindergarten pupils’ learning abilities. Finally, the role of parents and family in supporting the learning of kindergarten pupils will be discussed as well as relationships with the wider community.
This module will cover the most relevant theories of developmental psychology of infants and children and its relevance to teaching and learning as well as different strategies to support and enhance the infant and child’s social, emotional, psychological and cognitive skills. The module will then explore how both psychological and educational development can be disrupted by a range of problems associated with childhood. Students will learn how to identify pupils with learning difficulties and how to work with others to allow all pupils to achieve their full educational potential.
In this placement module students will experience learning and teaching as a practical skill and social activity. Initially, students will observe the lessons of an experienced class teacher within a school under her or his guidance, as well as with the weekly support of the University tutor. Students can then begin to work with small groups of pupils on activities that have been decided upon in collaboration with the university tutor and the experienced class teacher. Students will gradually become involved in the various functions of a class teacher leading to their full involvement in the whole range of class activities.
Continuing to develop the skills and experience acquired in Teaching Practice I, this placement module will comprise a more substantial block of teaching experience. In this module, students will be expected to take considerable responsibility for teaching, whilst still under the supervision of an experienced class teacher and the university tutor. Students will be expected to put the knowledge and understanding acquired in taught modules into practice in the classroom by effectively planning teaching and learning and by selecting appropriate teaching methods and assessment strategies to motivate student learning. Students will gain experience in managing the learning dynamics and interactions in the classroom, integrating theory and practice.
This module will begin by exploring the needs and characteristics of primary pupils, in particular how to create a secure and stimulating learning environment for young learners. Then the key theoretical perspectives in childhood teaching will be discussed and how to develop age appropriate learning objectives and outcomes. In addition, the development of teaching material and methods suitable for the engagement of young learners will be described as well as the application of suitable assessment methods which can effectively cover the full range of primary pupils’ learning abilities. Finally, the role of parents and family in supporting the learning of primary pupils will be discussed as well as relationships with the wider community.
In this placement module students will experience learning and teaching as a practical skill and social activity. Initially, students will observe the lessons of an experienced class teacher within a school under her or his guidance, as well as with the weekly support of the University tutor. Students can then begin to work with small groups of pupils on activities that have been decided upon in collaboration with the university tutor and the experienced class teacher. Students will gradually become involved in the various functions of a class teacher leading to their full involvement in the whole range of class activities.
Continuing to develop the skills and experience acquired in Teaching Practice I, this placement module will comprise a more substantial block of teaching experience. In this module, students will be expected to take considerable responsibility for teaching, whilst still under the supervision of an experienced class teacher and the university tutor. Students will be expected to put the knowledge and understanding acquired in taught modules into practice in the classroom by effectively planning teaching and learning and by selecting appropriate teaching methods and assessment strategies to motivate student learning. Students will gain experience in managing the learning dynamics and interactions in the classroom, integrating theory and practice.
This module is designed to equip prospective teachers with the skills relevant to teaching secondary school pupils. In this module, students will learn how to teach and assess learning outcomes appropriate to secondary pupils, with emphasis on the use of teaching methods and strategies in accordance with students’ age and educational needs. Students will learn to appreciate the importance of engaging students with a varied set of educational activities and how a range of approaches to assessment assist in the evaluation of learning for a diversity of students. Finally, the role of parents and family in supporting the learning of secondary pupils will be discussed as well as relationships with the wider community.
This module will cover the most relevant theories of developmental psychology of adolescents and its relevance to teaching and learning as well as different strategies to support and enhance the adolescents social, emotional, psychological and cognitive skills. Relevant issues associated with adolescence, such as friendships, peer cultures, bully/vitim problems at school, teens independence and autonomy within families, will be examined. The module will explore how both psychological and educational development can be disrupted by a range of problems related with adolescence. Students will learn how to identify pupils with learning difficulties and how to work with others to allow all pupils to achieve their full educational potential.
In this placement module students will experience learning and teaching as a practical skill and social activity. Initially, students will observe the lessons of an experienced class teacher within a school under her or his guidance, as well as with the weekly support of the University tutor. Students can then begin to work with small groups of pupils on activities that have been decided upon in collaboration with the university tutor and the experienced class teacher. Students will gradually become involved in the various functions of a class teacher leading to their full involvement in the whole range of class activities.
Continuing to develop the skills and experience acquired in Teaching Practice I, this placement module will comprise a more substantial block of teaching experience. In this module, students will be expected to take considerable responsibility for teaching, whilst still under the supervision of an experienced class teacher and the university tutor. Students will be expected to put the knowledge and understanding acquired in taught modules into practice in the classroom by effectively planning teaching and learning and by selecting appropriate teaching methods and assessment strategies to motivate student learning. Students will gain experience in managing the learning dynamics and interactions in the classroom, integrating theory and practice.
