POST GRADUATE

CERTIFICATE IN EDUCATION
(PGCE)
Part -Time | 2023 - 2025

Course Handbook
Mauritius
July 2023
Programme Handbook
PGCE Part Time
2023-2025
 TABLE OF CONTENTS
Foreword ....................................................................................................................... 4

Introduction ................................................................................................................ 5

Aims of the PGCE Part Time Programme ................................................... 6

Rules and Regulations .......................................................................................... 7

Guidelines for Implementing Quality in the Programme............... 14

Contact Persons ...................................................................................................... 17

PGCE PT Programme Structure ..................................................................... 18

Programme Content and Structure ............................................................. 19

Core Modules ............................................................................................................ 21

Curriculum Studies................................................................................................ 22

Computer Education ............................................................................................. 28

Subject Didactics I - III ..................................................................................... 29

Business Education with ( Accounting/Business Studies) ........... 30

English .......................................................................................................................... 45

French ........................................................................................................................... 48

Food and Textiles Studies ................................................................................. 51

Mathematics Education ...................................................................................... 54

Physical Education ................................................................................................ 57

Science with (Biology/ Chemistry/ Physics) ...................................... 60

Social Sciences with Specialisation in Sociology ................................ 67

Social Sciences with Specialisation in History ..................................... 70

Visual Arts .................................................................................................................. 71

Arabic ............................................................................................................................ 74

Hindi ............................................................................................................................... 77

Marathi ......................................................................................................................... 80

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Telugu ........................................................................................................................... 83

Dance............................................................................................................................. 86

Instrumental Music ............................................................................................... 89

Vocal Music ................................................................................................................ 92

Hinduism ..................................................................................................................... 95

Islamic Studies ........................................................................................................ 98

Tamil ............................................................................................................................ 101

Urdu.............................................................................................................................. 104

Kreol Repiblik Moris ........................................................................................... 107

Agriculture ............................................................................................................... 110

List of Electives for Year 2 Semester 1 ................................................... 114

Elective Modules ................................................................................................... 115

List of Electives for Year 2 Semester 2 ................................................... 136

Elective Modules ................................................................................................... 140

Professional Practice Component .............................................................. 182

Component Professional Practice .............................................................. 190

Appendix I: Professional Standards ......................................................... 191

Appendix II: Request for Extension of Assignment/ Professional

Journal ........................................................................................................................ 195

Appendix III: Assignment Submission Sheet ..................................... 196

Appendix IV: Attendance Status Report Sheet .................................. 197

Appendix V: Peer/Micro Teaching - Assessment Criteria ........... 198

Appendix VI (A): Peer/Micro Teaching Feedback Sheet ............. 199

Appendix VI (B): Peer/Micro Teaching Feedback Sheet ............. 200

Appendix VII (A): Teaching Practice Assessment Form .............. 201

Appendix VII (B): Teaching Practice - Assessment Criteria ..... 202

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Appendix VIII (A): Professional Practice Seminars (I) -
Assessment Criteria ........................................................................................... 203

Appendix VIII (B): Professional Practice Seminars (II) -

Assessment Criteria ........................................................................................... 204

Appendix VIII (C): Professional Practice Seminars (III) -

Assessment Criteria ........................................................................................... 205

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 FOREWORD

The current educational landscape calls for adaptive, flexible and contextually relevant
professional learning opportunities for teachers across all sectors of education.The PGCE
programme has thus been adjusted in the light of the new educational realities of the secondary
school contexts taking into account technology enhanced teaching and learning modes of a
post-Covid 19 era.It has also been adjusted to meet needs of a more diverse profile of teachers
or aspiring teachers who are called upon to engage in formal professional development
activities as per the Education Act as amended in 2022.

More than ever today, teachers need to show the required competence to be pedagogical
effective by designing teaching and learning experiences for students who have a wide range
of learning needs given their different trajectory and life circumstances.The programme,
through its various components engages teachers anew with lived experience supporting them
to draw richer insights from current practices and create innovative pedagogical responses to
the challenges of teaching adolescents.

The PGCE, structured around core and elective modules, provides teachers with the required
flexibility to select the most contextually relevant pathway, to completion.Opportunities for
further professional development is available through the Recognition of Prior Learning (RPL)
route PGCE offers to a Master’s in Education programme with international partners.

The PGCE is also a first step in what we hope will be a fruitful career for all of you built on a
continued conversation with peers and tutors around how practice can be made more evidence
based and research driven.The MIE values its strategic partnership with teachers in its mission
to lead inclusive educational transformation achieved by means of this award.

We wish you an enriching experience!

Dr H Bessoondyal
Director

July 2023

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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 that are
highly relevant to your professional development to foster 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
proposed by various departments, 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 your general 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 transformed, dedicated, reflective and competent practitioner.
Mr M Cyparsade
Programme Coordinator
Dr R Beefun
Co Programme Coordinator
Mr N Congo-Poottaren
Assistant Programme Coordinator
Dr V Shibdoyal
Assistant Programme Coordinator
Dr Vikash Baichoo
Assistant Programme Coordinator

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 AIMS OF THE PGCE PART TIME PROGRAMME

The PGCE Part Time (PT) Programme extends over two years or four semesters. It endeavours
to empower practicing 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 students in the development of core competencies as per the Professional

Standards of the MIE (see Appendix I)

• Sensitize students to the diversity of intrinsic and extrinsic factors that impact upon the
teaching and learning process

• Equip students with appropriate pedagogical content knowledge that will enhance the
effectiveness of their teaching

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

factors influencing the choice of teaching and learning strategies.

• Develop students’ ability to adopt a critical stance towards their own practice as a prompt
for continuous innovation

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

• Empower students with the ability to integrate elements of research and innovation in
their practice for the benefit of their learners

• Support students 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 students are governed by the prevailing Rules, Regulations and Information for Students1
pertaining to all MIE students.
PGCE students are further governed by regulations specific to the PGCE programme as
outlined below:
Entry Requirements:

The PGCE programme is open to candidates:

(i) With the following profiles:

• Applicants in a teaching position at secondary school level wishing to complete a

professional qualification;
• Suitably qualified applicants currently unemployed and seeking to integrate/reintegrate the
teaching profession;
• Applicants in a teaching position seeking to move to a secondary school teaching position on
the strength of a university degree;
• Suitably qualified applicants in non-teaching employment positions but aspiring to take up a
teaching role in secondary schools.

(ii) And the following qualifications:

1. A) a Cambridge School Certificate with credit in at least 5 subjects including English

Language obtained at not more than two sittings; or
(B) Passes not below Grade C in at least 5 subjects including English Language obtained at
not more than 2 sittings at the General Certificate of Education “Ordinary Level”; provided
that at one of the sittings, passes have been obtained either-

(I) in 5 subjects including English Language with at least Grade C in any 2 subjects; or

(II) in 6 subjects, including English Language with at least Grade C in any one subject;

2. a Cambridge Higher School Certificate or Passes in at least 2 subjects obtained on one

certificate at the General Certificate of Education “Advanced Level”; and

3. a degree or joint degree in the subject to be taught, or an equivalent qualification.

For practising educators already in a permanent position, qualifications at (1) and (2) will
not necessarily apply.

Registration
Students on the PGCE PT programme will be registered at the beginning of the academic year. They
can be registered for a maximum of three years.

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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 of six semesters. A
candidate may be allowed to take referred/failed module(s) up to the maximum duration of the
programme.

Scheme of Evaluation
To be awarded the PGCE, a student must pass 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 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 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 student to pass the module. To pass 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
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.

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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 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 student who has failed in Teaching Practice and Peer/Micro Teaching shall be given a
maximum of two re-sits. In case of failure again, the Academic Board will consider the
withdrawal of the candidate.
A student 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 as directed by the tutors. 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 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 assignments?

Subject Area/School of Education Modules Room

Accounting
Economics
Art and Design
Agriculture
Biology
Physics
Chemistry
Business Studies
Computer Science
Design & Technology
Curriculum Studies
Education Studies
English As directed by the tutors
French
Food and Textiles Studies
Kreol Repibilik Moris
Mathematics
Social Sciences with Specialisation in Sociology
Social Sciences with Specialisation in History
Islamic Studies
Arabic
Travel and Tourism
Physical Education
All Elective modules

School of Indological Studies

Hinduism
MGI, Moka
Hindi
Urdu
Tamil School of Indian Studies
Marathi MGI, Moka
Telugu

Dance ( Oriental )
Dance ( Oriental )- Instrumental
School of Performing Arts
Dance ( Oriental )- Vocal
MGI, Moka

PPS Journals (2 copies) should be submitted one for subject area tutor and one for Education
tutor.

Hindi,Hinduism,Urdu,Tamil,Marathi, Dance and Music ( Instrumental and Vocal)

Students should submit one copy of the PPS Journal at the above section, at the MIE, and
one copy at their respective department at the MGI.

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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 via email
(copied to PCSU) two weeks before the deadline for approval by the respective tutors. All
unwarranted delay in the submission of assignments by the students 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, students may be required to submit their assignments 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. Students are strongly advised to consult the MIE Anti-Plagiarism Policy.

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 student 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.

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Unsatisfactory Progress/Conduct
A student 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 student 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 student shall satisfy a minimum of 80% attendance for each module to be eligible for
assessment in any module (either for examination or assignment/coursework).
If a student 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 student 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 student 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.

Punctuality
A student shall be punctual and shall attend all classes.
A student 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 student may fall short of
the required 80% attendance requirement in that module and he/she shall be barred from related
examinations and coursework.

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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 appointed by Director
ii Heads of School (4)
iii Head, Quality Assurance
iv Head, Curriculum Development, Implementation and Evaluation
v Representative, Early childhood and Primary Education
vi Associate Professor
vii Head Librarian
viii Resource Persons (3)
ix Head, Examinations Section

Module and Programme Evaluation

For each module, students 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 students, 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 M. Cyparsade
Co Programme Coordinator : Dr R Beefun
Assistant Programme Coordinators: Mrs N Congo-Poottaren / Dr V Shibdoyal /
Dr Vikash Baichoo
Department / Subject area
Coordinators Institution
/ Module Coordinator
MIE, South Block,
Ms A Gungadeen Agriculture
2nd floor
Business Education (Accounting
MIE Tower, 6th
Dr (Ms) N Sheik Abbass /Economics /Business
floor
Studies/Travel & Tourism)
Computer Education (Computer MIE Tower, 6th
Dr (Ms) Y Rajabalee
Science) floor
MIE Tower, 4th
Ms S Fulena Curriculum Studies and Evaluation
floor
MIE Tower, 3rd
Mr S M I Belath Design and Technology
floor
Educational Administration and MIE Tower, 1st
Dr (Mrs) T Mohabeer
Management floor
Ms J Permall / Ms D MIE Tower, 4th
Education Studies
Sowdagur floor
Dr (Mrs) Y Mahadeo- MIE Tower, 6th
English
Doorgakant floor
MIE Tower, 6th
Dr S Oozeerally French
floor
Home Economics MIE Tower, 3rd
Mrs M Gowreesunkur
(Food and Textiles Studies) floor
Mrs S Thapermall- MIE Tower, 5th
Mathematics
Ramasawmy floor
Mr R Rajcoomar Movement and Physical Education MIE, South Block
(Physical Education )
Dr C Boodhoo / Mr S PPS Co-Coordinators for School of MIE Tower, 4th
Beedassy Education Floor
Science MIE Tower, 5th
Dr K Moheeput
(Biology/Chemistry/Physics) floor

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 Social Studies (Social Sciences
Dr (Mrs) S Goburdhun / Mr J MIE Tower, 6th
with Specialisation in Sociology/
Ramsaha floor
History)
MIE Tower, 4th
Mr S Jhugroo SEN
floor
MIE Tower, 6th
Dr R Korlapu-Bungaree Performing Arts Unit
floor
QA Coordinator ( Teacher MIE Tower, 6th
Dr (Ms) N Sheik Abbass
Education) floor
Teaching Practice Coordinator for MIE Tower, 4th
Ms B Ramkissoon
School of Education floor
MIE Tower, 6th
Mrs M Beeharry-Konglar Visual Arts (Art and Design)
floor
Dr (Mrs) Beatrice Antonio-
Kreol Repiblik Moris MIE, South Block
Françoise
Mr S Somally Arabic Unit MIE
Mr N Hossany Islamic Studies MIE
Dr (Mrs) S Rasmally
Urdu MGI
Bahadoor
Dr (Mrs) S Manikkam Tamil MGI
Dr (Mrs) M Koonjul Marathi MGI
Ms R Beneymadoo Hinduism MGI
Dr (Ms) A Chintamunnee Hindi MGI
Mr S Mungroo Vocal Music MGI
Dr R K Deerpaul Instrumental Music MGI
Dr S Ramdoo Dance MGI
Dr (Mrs) P Chinniah Telugu MGI

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The Programme Committee is responsible for the smooth running of the programme as well as
monitoring the student’s 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 students.

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 students.

CONTACT PERSONS (in order of priority)

Students 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 Coordinator ([email protected])
Mr S Beedassy (Assistant Coordinator) ([email protected] )

For information regarding examinations:

Mr Dassyne, Head of Exams Section, Old Building, Block A, 1st floor, ([email protected]).

For any issues regarding MIE Mail, Turnitin and Moodle:

Students can contact us [email protected]
In case of problems of general nature:
Mr M Cyparsade, PGCE Programme Coordinator, (5th floor)
Email: [email protected]

Dr R Beefun, PGCE PT Co Programme Coordinator, (6th floor)

Email: [email protected]
or
Mrs N Congo-Poottaren, PGCE Assistant Programme Coordinator, (4th floor)
Email: [email protected]
Dr V Shibdoyal, PGCE Assistant Programme Coordinator, (6th floor)
Email: [email protected]
Dr V Baichoo, PGCE PT Assistant Programme Coordinator, (4th floor)
Email: [email protected]

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 PGCE PT PROGRAMME STRUCTURE
YEAR 1 YEAR 2
SEMESTER 1 SEMESTER 2 SEMESTER 3 SEMESTER 4
PROFESSIONAL STUDIES
I. Subject Didactics I: I. Subject Didactics II: I. Assessment and Evaluation: I. Subject Didactics III:
- 3 Credits (45 hrs) - 3 Credits (45 hrs) - 2 Credits (30 hrs) - 3 Credits (45 hrs)

II. Developmental & Educational II. ICT in Teaching*: II. Educational Theory, Policy and II. Elective Module:
Psychology: - 3 Credits (45 hrs) Practice: - 3 Credits (45 hrs)
- 2 Credits (30 hrs) - 1 Credit (15 hrs)
III. Classroom Practices: Principles of
III. Curriculum Studies: Teaching and Learning: III. Elective Module:
- 1.5 Credits (22.5 hrs) - 1.5 Credits (22.5 hrs) - 3 Credits (45 hrs)

IV. The Social Contexts of Teaching and

Learning:
- 1 Credit (15 hrs)

PROFESSIONAL PRACTICE
I. Peer Micro Teaching I I. I. Peer Micro Teaching II
- 1 Credit (15 hrs) – 2 Credits (30 hrs)
Professional Practice Seminar – II.
Stage 1 (3 Credits)*
Professional Practice Seminar - Stage 2 (3 Credits)*
Professional Practice Seminar - Stage 3 (3 Credits)*
Teaching Practice (6 credits)
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:
Peer/Micro Teaching – 3 credits
Professional Practice Seminars: 3 stages – 3x3 credits (*These include seminar sessions, tutorials, independent study and PGCE Week presentations)
Teaching Practice – 6 credit
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 PROGRAMME CONTENT AND STRUCTURE
PROFESSIONAL STUDIES
YEAR 1 MODULE MODULE TITLE NO. OF CONTACT DEPT/SCHOOL
CODE CREDITS HOURS RESPONSIBLE
Curriculum
PG 401-1 Curriculum Studies 1.5 22.5 Studies &
Evaluation
SEMESTER Developmental &
1 Education
PG 402-1 Educational 2 30
Studies
Psychology
PG 404 Subject Didactics I 3 45 Subject Area
Classroom
Practices:
Education
PG 401-2 Principles of 1.5 22.5
Studies
Teaching and
Learning
The Social
SEMESTER Contexts of Education
2 PG 402-2 1 15
Teaching and Studies
Learning
Computer
PG 403 ICT in Teaching* (3) 45 Education &
Subject Area
PG 405 Subject Didactics II 3 45 Subject Area
Total credits: 12

YEAR 2 MODULE MODULE NO. OF CONTACT DEPT/SCHOOL

CODE TITLE CREDITS HOURS RESPONSIBLE
Curriculum
Assessment and
PG 406-1 2 30 Studies &
Evaluation
Evaluation
Educational
PG 406-2 Theory, Policy and 1 15 Education Studies
SEMESTER Practice
3 Computer
PG 403 ICT in Teaching* 3 45 Education &
Subject Area
School of
PG 407-E
Elective module** 3 45 Education/
(1-10)
Subject Area
Subject Didactics
PG 408 3 45 Subject Area
III
SEMESTER School of
PG 407-E
4 Elective module** 3 45 Education/
(11-20)
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 students on a first-come, first-served basis.

19
 PROFESSIONAL PRACTICE

YEAR 1 MODULE/ MODULE/ NO. OF CONTAC DEPT/SCHOO

COMPONEN COMPONEN CREDIT T HOURS L
T T TITLE S RESPONSIBLE
CODE
Curriculum
Peer/Micro Studies/
PG 409 15
Teaching* Education
SEMESTE Studies
R1 Professional
School of
Practice
PPS-1 3 15 Education/
Seminar -
Subject Area
Stage 1
Peer/Micro
PG 409 Teaching 3 30 Subject Area
(complete)
Professional
School of
SEMESTE Practice
R2
PPS-2 6 Education/
Seminar -
Subject Area
Stage 2
School of
Teaching
Education/
Practice **
Subject Area
Professional School of
PPS-2 Practice Stage 3 6 Education/
2 (complete) Subject Area
Professional
School of
SEMESTE Practice
PPS-3 9 Education/
R3 Seminar -
Subject Area
Stage 3
Teaching School of
Practice Education/
(cont’d) Subject Area
Professional
Practice School of
PPS-3 Seminar - 3 Education/
SEMESTE Stage 3 Subject Area
R4 (complete)
Teaching School of
Practice 6 Education/
(complete ) 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.

20
Core Modules

21
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 students develop an understanding of theories and factors that influence the design,
planning and development of curriculum.

Learning Outcomes
Students 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%

22
 Curriculum Studies and Evaluation Department: Semester III

Module Title : Assessment and Evaluation

Module Code : PG 406-1

No. of credits: 2

Aim
To assist students, develop knowledge of the procedures involved in evaluation for effective
and meaningful performance at classroom level.
Learning Outcomes
Students should be able to:
• 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
Teaching and Learning Strategies
Discussion, presentation, lecture

Mode of Assessment
Continuous Assessment: 100%

23
 Education Studies Department: Semester I

Module Title : Developmental and Educational Psychology

Module Code : PG 402-1

No. of credits: 2

Aim

To develop in students an understanding of Developmental and Educational Psychology,

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

Learning Outcomes
Students should be able to:
• 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

Teaching and Learning Strategies

Lecture, group work, hands-on activities, case study, role-play

Mode of Assessment
Continuous Assessment: 100 %

24
 Education Studies Department: Semester II

Module Title : Principles of Teaching and Learning

Module Code : PG 401-2

No. of credits: 1.5

Aim

To help students acquire the fundamental knowledge, skills and attitudes relevant to effective
teaching and learning with a view to enhancing classroom practices.

Learning Outcomes
Students should be able to:
• 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

Teaching and Learning Strategies

Role-play, lecture, case study, group work

Mode of Assessment
Continuous Assessment: 100%

25
 Education Studies Department: Semester II

Module Title : The Social Contexts of Teaching and Learning

Module Code : PG 402-2

No. of credit: 1

Aim

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

Learning outcomes
Students should be able to:
• 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

Teaching and Learning Strategies

Lecture, workshops, group work, presentations and role play

Mode of Assessment
Continuous Assessment: 100%

26
 Education Studies Department: Semester III

Module Title : Educational Theory, Policy and Practice

Module Code : PG 406-2

No. of credit: 1

Aim

To enable students to develop their teaching philosophy and produce their teaching statements
in the light of their experience and reading of policy and practice.

Learning Outcomes
Students should be able to:
• 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

Teaching and Learning Strategies

Expository, group discussion, role play

Mode of Assessment
Continuous Assessment: 100%

27
Computer Education
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 students’ knowledge and skills in the use of ICT as a teaching and learning tool.

Learning Outcomes
Students should be able to:
• 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

Teaching and Learning Strategies

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

Mode of Assessment
Continuous Assessment: 100%

28
Subject Didactics I - III

29
Business Education with ( Accounting/Business Studies)
atBusiness 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 students 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, students 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
Teaching and Learning Strategies

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

Mode of Assessment

Continuous Assessment: 100 %

30
 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 students to develop knowledge and skills in the teaching of Financial Accounting
at secondary level.

Learning Outcomes
At the end of the module, students should be able to:
• 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

Teaching and Learning Strategies

Expository, brainstorming, practicals, presentation

Mode of Assessment
Continuous Assessment: 30 %

Examination: 70 %

31
 Business Education Department: Semester II

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

Module Code : PG 405-1(b)
No. of credits: 3

Aim
To enable students to develop knowledge and skills in the teaching of Business Studies and
Enterprise at secondary level.

Learning Outcomes
At the end of the module, students should be able to:

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

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

Teaching and Learning Strategies

Expository, brainstorming, case mode, group work

Mode of Assessment
Continuous Assessment: 30 %

Examination: 70 %

32
 Business Education Department: Semester II

Module Title : Subject Didactics II - Economics Education I

Module Code : PG 405-1(c)

No. of credits: 3

Aim
To enable students to develop knowledge and skills in the teaching of Microeconomics at
secondary level.

Learning Outcomes
At the end of the module, students should be able to:

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

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

Teaching and Learning Strategies

Expository, brainstorming, project-based learning, case mode

Mode of Assessment
Continuous Assessment: 30 %

Examination: 70 %

33
 Business Education Department: Semester II

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

Module Code : PG 405-1(d)
No. of credits: 3

Aim
To enable students to develop knowledge and skills in the teaching of Travel and Tourism
industry at secondary level.

Learning Outcomes
At the end of the module, students should be able to:

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

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

Teaching and Learning Strategies

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

Mode of Assessment
Continuous Assessment: 30 %

Examination: 70 %

34
 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 students with knowledge and skills in the teaching of Cost and Management
Accounting at secondary level.

Learning Outcomes
At the end of the module, students should be able to:
• 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

Teaching and Learning Strategies

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

Mode of Assessment
Continuous Assessment: 30 %

Examination: 70 %

35
 Business Education Department: Semester IV

Module Title : Subject Didactics III - Business Studies & Enterprise Education II
Module Code : PG 408-1(b)
No. of credits: 3

Aim
To equip students with knowledge and skills in the teaching of Principles of Management at
secondary level.

Learning Outcomes
At the end of the module, students should be able to:
• 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

Teaching and Learning Strategies

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

Mode of Assessment
Continuous Assessment: 30 %
Examination: 70 %

36
 Business Education Department: Semester IV

Module Title : Subject Didactics III - Economics Education II

Module Code : PG 408-1(c)

No. of credits: 3

Aim
To equip students with knowledge and skills in the teaching of Macroeconomics at secondary
level.

Learning Outcomes
At the end of the module, students should be able to:

• 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

Teaching and Learning Strategies

Expository, brainstorming, project-based learning, case mode

Mode of Assessment
Continuous Assessment: 30 %

Examination: 70 %

37
 Business Education Department: Semester IV

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

Module Code : PG 408-1(d)
No. of credits: 3

Aim
To equip students with knowledge and skills in the teaching of Tourism Planning and
Management at secondary level.

Learning Outcomes
At the end of the module, students should be able to:
• 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

Teaching and Learning Strategies

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

Mode of Assessment
Continuous Assessment: 30 %

Examination: 70 %

38
 Computer Education Department: Semester I

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

Secondary & SC Levels
Module Code : PG 404-2

No. of credits: 3

Aim

To develop students’ 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
Students should be able to:
• 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

Teaching and Learning Strategies

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

Mode of Assessment
Continuous Assessment: 100%

39
 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 students’ knowledge and skills to enable them to plan, deliver and evaluate lessons
in Computer Science at HSC level.

Learning Outcomes
Students should be able to:
• 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

Teaching and Learning Strategies

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

Mode of Assessment
Continuous Assessment: 30%

Examination: 70%

40
 Computer Education Department: Semester IV

Module Title : Subject Didactics III - Systematic Design of Instruction

Module Code : PG 408-2

No. of credits: 3

Aim

To develop students’ 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
Students should be able to:
• 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

Teaching and Learning Strategies

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

Mode of Assessment
Continuous Assessment: 100%

41
 Design & Technology Department: Semester I

Module Title : Subject Didactics I – Design and Technology:

Curriculum Practice in School
Module Code : PG 404-3

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
Trainee educators should be able to:
• 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

Teaching and Learning Strategies

Lectures, demonstration, discussion/seminars, research work and presentations, group work,
peer teaching, project work, simulation and modelling.

Mode of Assessment
Continuous Assessment: 100%

42
 Design & Technology Department: Semester II

Module Title : Subject Didactics II - Design and Technology:

Curriculum Development and Management
Module Code : PG 405-3

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
Trainee educators should be able to:
• 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

Teaching and Learning Strategies

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

Mode of Assessment
Continuous Assessment: 70%
Examination: 30%

43
 Design & Technology Department: Semester IV

Module Title : Subject Didactics III - Design and Technology:

Instructional Material Development and Support
Module Code : PG 408-3

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
Trainee educators should be able to:
• 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

Teaching and Learning Strategies

Lectures, demonstrations, simulations and modelling, discussions, seminars and tutorials,
research work and presentations.

Mode of Assessment
Continuous Assessment: 100%

44
English
English Department: Semester I

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

Module Code : PG 404-4

No. of credits: 3

Aim
To provide students with an overview of the main approaches underpinning the teaching,
learning and assessment of English language at secondary level.

Learning Outcomes
Students should be able to:
• 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

Teaching and Learning Strategies

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

Mode of Assessment
Continuous Assessment: 70%
Examinations: 30%

45
 English Department: Semester II

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

Module Code : PG 405-4

No. of credits: 3

Aim

To equip students with the knowledge, skills and attitudes to teach English at secondary level.

Learning Outcomes
Students should be able to:
• 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

Teaching and Learning Strategies

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

Mode of Assessment
Continuous Assessment: 100%

46
 English Department: Semester IV

Module Title : Subject Didactics III – Teaching Literature in English

Module Code : PG 408-4

No. of credits: 3

Aim

To equip students with the knowledge, skills and attitudes to teach Literature in English at
secondary level

Learning Outcomes
Students should be able to:
● 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

Teaching and Learning Strategies

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

Mode of Assessment
Continuous Assessment: 100%

47
French
French Department: Semester I

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

Adaptée au Contexte National
Module Code : PG 404-5

No. of credits: 3

Objectif Terminal

Ce module vise à amener les étudiant/es à s’engager dans la formation en tant que processus
de transformation de représentations et de pratiques.

Objectifs d’Apprentissage
L’ étudiant/e 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%

48
 French Department: Semester II

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

Module Code : PG 405-5

No. of credits: 3

Objectif Terminal:
Ce module vise à offrir aux étudiant/es 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.

Objectifs d’Apprentissage
L’ étudiant/e sera capable de/d’:
• 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)

Les stratégies d’enseignement

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

Modalités d’évaluation
Contrôle Continu: 100%

49
 French Department: Semester IV

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

Module Code : PG 408-5

No. of credits: 3

Objectif Terminal
Ce module vise à amener les étudiant/es à comprendre les théories et les mécanismes de la
traduction.

Objectifs d’Apprentissage
L’ étudiant/e 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

Les stratégies d’enseignement

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

Modalités d’évaluation
Contrôle Continu: 30%
Examens: 70%

50
Food and Textiles Studies
Home Economics Department: Semester I

Module Title : Subject Didactics I – Home Economics Education

Module Code : PG 404-6

No. of credits: 3

Aim
To develop in students an understanding of teaching and learning in Home Economics.

Learning Outcomes
Students should be able to:
• 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 Food and Textiles Studies
• 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 in Home Economics

Teaching and Learning Strategies

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

Mode of Assessment
Continuous Assessment: 100%

51
 Home Economics Department: Semester II

Module Title : Subject Didactics II – Food and Textiles Studies

Module Code : PG 405-6

No. of credits: 3

Aim
To equip students with the knowledge, skills and attitudes for the teaching of Food and Textiles
Studies at lower secondary level.

Learning Outcomes
Students should be able to:
• 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 Food and Textiles Studies

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 Food and Textiles
Studies

Teaching and Learning Strategies (blended mode)

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

Mode of Assessment

Continuous Assessment: 70%

Examination: 30%

52
 Home Economics Department: Semester IV

Module Title : Subject Didactics III – Food Studies and Design & Textiles Studies
Module Code : PG 408-6

No. of credits: 3

Aim

To further develop in students the relevant knowledge and practical skills in Food Studies and Design
& Textiles studies at upper secondary level.

Learning Outcomes
Students should be able to:
• 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 Studies
• demonstrate an understanding of assessment at upper secondary levels in Food Studies and Design
& Textiles Studies

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

Teaching and Learning Strategies

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

Mode of Assessment

Continuous Assessment: 100%

53
Mathematics Education
uMathematics 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 students to develop knowledge and skills in the teaching and learning of Pure
Mathematics pertaining to the secondary curriculum.

Learning Outcomes
Students should be able to:
• 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

Teaching and Learning Strategies

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

Mode of Assessment
Continuous Assessment: 30%
Examination: 70%

54
 Mathematics Education Department: Semester II

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

Statistics
Module Code : PG 405-7

No. of credits: 3

Aim
To enable students 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
Students should be able to:
• 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

Teaching and Learning Strategies

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

Mode of Assessment:
Continuous Assessment: 30%
Examination: 70%

55
 Mathematics Education Department: Semester IV

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

Module Code : PG 408-7

No. of credits: 3

Aim
To enable students to develop an understanding of the history of Mathematics and to acquire
competencies in the teaching and learning of Mechanics.

Learning Outcomes
Students should be able to:
• use the history of Mathematics in teaching and learning
• identify and analyse students’ learning difficulties and misconceptions 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

Teaching and Learning Strategies

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

Mode of Assessment
Continuous Assessment: 30%
Examination: 70%

56
Physical Education
Physical Education Department: Semester I

Module Title : Subject Didactics I-Movement, Dance and Traditional Games

Module Code : PG 404-8

No. of credits: 3

Aim
• To enable trainee educators to understand and analyse the different movements involved in the
teaching and learning of skills in games & sports.

• To equip trainee educators with knowledge and understanding of the learning and teaching of
Traditional Games and Dance as a physical activity at ‘O’ Level and Advance Subsidiary level.

Learning Outcomes
• show an understanding of the different basic movement variables and patterns in the teaching of
skills in games & sports
• demonstrate an understanding of the different processes in skill teaching, video recording, analysis
and improvement of performance
• integrate traditional games & dance in the secondary school curriculum
• analyse the different assessment and evaluation criteria for secondary Physical Education.

Content
Part A – Movement Analysis
• Basic movement variables
• Basic movement patterns and performance cues
• Factors affecting movement
• Skill teaching, common errors and corrective measures
• Skill analysis, assessment and evaluation
• Video recording and analysis of performance
Part B – Dance & Traditional Games
• Salsa / Folk Dance / Educational Dance
• Methods of teaching in dance
• Planning, teaching, assessing and evaluating lessons in dance
• Traditional games of Mauritius and their origin
• Traditional games as a recreational activity
• Planning and teaching traditional games

Teaching and Learning Strategies

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

Mode of Assessment
Continuous Assessment: 100 %

57
 Physical Education Department: Semester II

Module Title : Subject Didactics II-

Exercise Physiology, Outdoor and Adventurous Activities
Module Code : PG 405-8

No. of credits: 3
Aim

• To enable trainee educators to develop an insight into Exercise Physiology for the teaching and
learning of Physical Education at secondary level.

• To enable trainee educators to develop a broader dimension of teaching and learning skills which
can be used in different outdoor and adventurous activities.

Learning Outcomes
Trainee educators should be able to:
• develop an understanding of the different energy requirement, planning of a diet chart, recovery
and restoration of energy for better performance
• discuss the response of the different systems to physical activities
• develop an awareness of current methods of performance enhancement
• evaluate and design training programmes
• critically analyse and reflect on safety measures and responsibilities in outdoor settings
• conduct outdoor and adventurous activities in different environments
• apply different assessment and evaluation techniques for outdoor and adventurous activities

Content
Part A – Sports & Exercise Physiology
• Concept of energy system and benefits of rapid recovery from exercise
• Training principles, training methods and planning a workout program
• Body composition & nutritional requirement for athletes and sedentary people
• Thermal regulation and exercise
• Responses to exercise, training and emotions
• Methods of performance enhancement
Part B – Outdoor and Adventurous Activities
• Leadership Development and Outdoor Skills
• Trip Planning and Basic Equipment
• Hiking / Backpacking
• Camping and Outdoor Cooking
• Map / Compass
• Cycling
• Rock Climbing / Mountaineering
• Water Safety Skill and Activities
• First aid, Emergency, and Safety Skills
• Assessment and evaluation

Teaching and Learning Strategies

Lecture, group discussion/brainstorming, demonstration, practical sessions, field trips, project work,
independent stud
Mode of Assessment
Continuous Assessment: 70%
Examination: 30%

58
 Physical Education Department: Semester IV

Module Title : Subject Didactics III-

Issues in Physical Education, Sports Management, Leisure and Recreation

Module Code : PG 408-8

No. of credits: 3

Aim
• To enable trainee educators to acquire the knowledge and understanding of issues and practices of
current teaching of Physical Education at secondary level.

• To enable trainee educators to develop knowledge and understanding of principles of Sports

Management, Leisure and Recreation.

Learning Outcomes
Trainee educators should be able to:
• identify and critically analyse the issues in the teaching and learning of Physical Education
• demonstrate an understanding of the importance of management and administrative process in
physical education and sports in Mauritius
• discuss the impact of Local and Global Sports Events
• apply relevant strategies to teach Leisure and Recreation at Secondary Level.

Content

Part A – Issues in Physical Education & Sports

• Progression and continuity in Physical education between primary and secondary school
• Physical Education, Health and life-long participation in Physical activity
• Gender Equity & SEN
• Valuing cultural Diversity
• Issues related to teaching, learning and curriculum
• Sports and Commercialism
• Role of media
• Ethical issues in sports
• Violence in sports

Part B – Sports Management / Leisure and Recreation

• Management theories, concepts and administrative processes
• Develop managerial/leadership skills
• Government policies and Sports Act
• Teaching strategies and organisation of recreational and leisure activities
• Sports facilities in the local context
• Hosting of global events and understand its implications

Teaching and Learning Strategies

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

Mode of Assessment
Continuous Assessment: 100%

59
Science with (Biology/ Chemistry/ Physics)
Science Education Department: Semester I

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

Module Code : PG 404-9

No. of credits: 3

Aim

To enable students 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
Students should be able to:
• 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

Teaching and Learning Strategies

Lecture, discussion, group work, practical work

Mode of Assessment
Continuous Assessment: 30 %
Examination: 70 %
Note: Subject Didactics I is a common module offered to PGCE (Science) with Biology,
Chemistry and Physics.

60
 Science Education Department: Semester II

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

Module Code : PG 405-9(a)

No. of credits: 3

Aim
To enable students to develop competencies to effectively teach Biology, and assess and
monitor students’ learning.

Learning Outcomes
Students should be able to:
• 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

Teaching and Learning Strategies

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

Mode of Assessment
Continuous Assessment: 30 %
Examination: 70 %

61
 Science Education Department: Semester II

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

Module Code : PG 405-9(b)

No. of credits: 3

Aim
To enable students to develop competencies to effectively teach Chemistry, and assess and
monitor students’ learning.

Learning Outcomes
Students should be able to:
• 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 Physical Chemistry and Inorganic Chemistry

Teaching and Learning Strategies

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

Mode of Assessment
Continuous Assessment: 30 %
Examination: 70 %

62
 Science Education Department: Semester II

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

Module Code : PG 405-9(c)

No. of credits: 3

Aim
To enable students to develop competencies to effectively teach Physics, and assess and
monitor students’ learning.

Learning Outcomes
Students should be able to:
• 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 General Physics, Matter, Modern Physics, Oscillation and Waves

Teaching and Learning Strategies

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

Mode of Assessment
Continuous Assessment: 30 %
Examination: 70 %

63
 Science Education Department: Semester IV

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

Module Code : PG 408-9(a)

No. of credits: 3

Aim
To enable students to develop competencies to differentiate instruction and adopt the integrated
approach in the teaching of Biology.

Learning Outcomes
Students should be able to:
• 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

Teaching and Learning Strategies

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

Mode of Assessment
Continuous Assessment: 70 %
Examination: 30 %

64
 Science Education Department: Semester IV

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

Module Code : PG 408-9(b)

No. of credits: 3

Aim
To enable students to develop competencies to differentiate instruction and adopt the integrated
approach in the teaching of Chemistry.

Learning Outcomes
Students should be able to:
• 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

Teaching and Learning Strategies

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

Mode of Assessment
Continuous Assessment: 70 %
Examination: 30 %

65
 Science Education Department: Semester IV

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

Module Code : PG 408-9(c)

No. of credits: 3

Aim
To enable students to develop competencies to differentiate instruction and adopt the integrated
approach in the teaching of Physics.

Learning Outcomes
Students should be able to:
• 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 Newtonian Mechanics, Electricity and Magnetism and Gathering and
Communicating Information

Teaching and Learning Strategies

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

Mode of Assessment
Continuous Assessment: 70 %
Examination: 30 %

66
Social Sciences with Specialisation in Sociology
Social Studies Department: Semester I

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

Module Code : PG 404-10

No. of credits: 3

Aim
To develop in student knowledge, skills and attitudes to teach Social Studies at lower secondary
level.

Learning Outcomes
Students should be able to:
• 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 Grades 7 - 9
• 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

Teaching and Learning Strategies

Lectures, group work, group discussion and e-learning

Mode of Assessment
Continuous Assessment: 100%

67
 Social Studies Department: Semester II

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

Module Code : PG 405-10

No. of credits: 3

Aim

To equip students with the necessary knowledge, skills and attitudes to teach Social Sciences*
(History/Geography/Sociology) at upper secondary level.

Learning Outcomes
Students should be able to:
• demonstrate an understanding of the aims, learning outcomes and assessment objectives of
the Social Sciences Curriculums
• 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 student, i.e., either History,
Geography or Sociology

Teaching and Learning Strategies

Lectures, group work, group discussion and e-learning

Mode of Assessment
Continuous Assessment: 100%

68
 Social Studies Department: Semester IV

Module Title : Subject Didactics III - Social Sciences: Addressing Contemporary Social
Issues
Module Code : PG 408 -10 (S)

No. of credits: 3

Aim
To equip students with knowledge, skills and attitudes to teach contemporary social issues.

Learning Outcomes
Students should be able to:
• 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

Teaching and Learning Strategies

Lectures, group work, group discussion and e-learning

Mode of Assessment
Continuous Assessment: 30%
Examination: 70%

69
Social Sciences with Specialisation in History
Social Studies Department: Semester IV

Module Title : Subject Didactics III - Social Sciences: Teaching Sensitive and
Controversial Issues in History
Module Code: PG 408 -10 (H)

No. of credits: 3

Aim
This module aims to equip trainees with knowledge, skills and attitudes to critically analyse
and teach controversial and sensitive issues in History.

Learning Outcomes
By the end of the module, trainees should be able to:
• Demonstrate knowledge and understanding of sensitive and controversial issues in
History.
• Apply appropriate strategies to teach sensitive and controversial issues in History.
• Critically analyse a range of historical sources in teaching sensitive and controversial
issues in History.
• Construct historical arguments objectively using facts and evidence to teach sensitive
and controversial issues in History.
Content
• Sensitive and controversial issues in History (slavery, racism, holocaust, sovereignty)
• Teaching Strategies: Distancing, Compensatory, Empathetic, Exploratory
• Historical Sources: Purpose and Use in teaching sensitive and controversial issues in
History.
• Historical Interpretation: Facts, Evidence and Arguments

Teaching and Learning Strategies

Lectures, group work, debates and presentation

Mode of Assessment
Continuous Assessment: 30%
Examination: 70%

70
Visual Arts
Visual Arts Department: Semester I

Module Title : Subject Didactics I - Theory and Practice of Art and Design Education
Module Code : PG 404-11

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
Trainee educators should be able to:
• 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

Teaching and Learning Strategies

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

Mode of Assessment
Continuous Assessment: 100%

71
 Visual Arts Department: Semester II

Module Title : Subject Didactics II - Innovative Practices in Art and Design Education
Module Code : PG 405-11

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
Trainee educators should be able to:
• 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

Teaching and Learning Strategies

Lecture, studio work, group discussion and presentation

Mode of Assessment
Continuous Assessment: 30%
Examination: 70%

72
 Visual Arts Department: Semester IV

Module Title : Subject Didactics III - Creative Expressions in Art and Design
Module Code : PG 408-11

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
Trainee educators should be able to:
• 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

Teaching and Learning Strategies

Lecture, studio work, group discussion and presentation

Mode of Assessment
Continuous Assessment: 100%

73
Arabic
Arabic Department - Semester I

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

Module Code : PG 404-12

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

Continuous Assessment: 30%

Examinations: 70%

74
 Arabic Department - Semester II

Module Title : Subject Didactics II- Arabic Language Teaching and Assessment
Module Code : PG 405-12

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
Trainees should be able to:
• 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
• Assessment techniques
• Error analysis and remedial teaching

Teaching and learning Strategies

Lecture, group work, discussion, peer teaching, presentation

Mode of Assessment

Continuous Assessment: 30%

Examinations: 70%

75
 Arabic Department - Semester IV

Module Title : Subject Didactics III-Teaching Arabic Literature

Module Code : PG 408-12

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
Trainees should be able to:
• 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
• Assessment techniques
• Resources in the teaching of Arabic literature
• Strategies for teaching Arabic literature

Teaching and learning strategies

Lecture, group work, brainstorming, discussion

Mode of Assessment

Continuous Assessment: 30%

Examinations: 70%

76
Hindi
Hindi Department - MGI: Semester I

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

Module Code : PG 404-13

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
Trainee educators should be able to:
• 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

Teaching and Learning Strategies

Lecture, group discussion, presentation

Mode of Assessment
Continuous Assessment: 30%
Examination: 70%

77
 Hindi Department - MGI: Semester II

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

Module Code : PG 405-13

No. of credits: 3

Aim

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

Learning Outcomes
Trainee educators should be able to:
• 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

Teaching and Learning Strategies

Lecture, discussion, group work, presentation

Mode of Assessment
Continuous Assessment: 30%
Examination: 70%

78
 Hindi Department - MGI: Semester IV

Module Title : Subject Didactics III – Teaching Hindi Literature

Module Code : PG 408-13

No. of credits: 3

Aim

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

Learning Outcomes
Trainee educators should be able to:
• 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

Teaching and Learning Strategies

Lecture, group work, brainstorming, presentation

Mode of Assessment
Continuous Assessment: 30%
Examination: 70%

79
Marathi
Department of Marathi Studies - MGI: Semester I

Module Title : Subject Didactics I – Foundation in Marathi Language

Module Code : PG 404-17

No of Credit: 3

Aim

To develop in trainee educators a broad understanding of the main approaches underpinning

the teaching, learning and assessment of Marathi language at secondary level

Learning Outcomes
Trainee educators should be able to:
• demonstrate an understanding of language acquisition and language learning theories
• situate Marathi Language teaching in the Mauritian sociolinguistic context and in the
curriculum
• critically describe the different approaches for the teaching of Marathi language
• demonstrate awareness of different types of strategies used for assessment in Marathi
language

Content
• Language acquisition and theories of language learning
• Approaches to second language teaching
• Overview of the National Curriculum Framework Secondary, ‘O’ and ‘A’ level syllabi
• Language teaching strategies and resources
• Assessment strategies for Marathi language

Teaching and Learning strategies

Lecture, group discussion, use of language laboratory, brainstorming, presentation

Mode of Assessment:
Continuous Assessment: 30%
Examination: 70%

80
 Department of Marathi Studies - MGI: Semester II

Module Title : Subject Didactics II – Marathi Language Teaching and Assessment

Module Code : PG 405-17

No of Credit: 3

Aim

To enable trainee educators to develop knowledge and skills to teach and assess Marathi
Language at secondary level

Learning Outcomes
Trainee educators should be able to:
• use a variety of methods and strategies to teach language skills
• devise and adapt appropriate materials and teaching and learning aids
• use appropriate assessment strategies
• evaluate performance and implement remedial work

Content

• Teaching and learning of listening, speaking, reading, writing, vocabulary and grammar
at secondary level
• Implementation of syllabi
• Assessment
o assessment strategies
o marking criteria
o feedback
• Identification of language learning problems
• Remedial work

Teaching and Learning Strategies

Lecture, discussion, presentation, self-study

Mode of Assessment:
Continuous Assessment: 30%
Examination: 70%

81
 Department of Marathi Studies - MGI: Semester IV

Module Title : Subject Didactics III – Teaching of Marathi Literature at

Secondary Level
Module Code : PG 408-17

No. of Credits: 3

Aim

To enable trainees to develop necessary knowledge and skills for the teaching of Marathi
Literature at secondary level

Learning Outcomes
Trainee educators should be able to:
• demonstrate an understanding and appreciation of different literary genres and theories
• adopt strategies to teach different literary genres in Marathi
• use relevant resources for teaching of Marathi literature
• devise assessment strategies for the assessment of Marathi literature

Content
• The importance of Marathi Literature in Curriculum
• Strategies to develop understanding to different literary genres (drama, poetry, short
story, novel etc.)
• Literary theories and critical appreciation of texts
• Strategies and resources for teaching and assessment of literature
• Error analysis and remedial work

Teaching and Learning Strategies

Lecture, presentation, demonstration and brainstorming

Mode of Assessment:
Continuous Assessment: 30%
Examinations: 70%

82
Telugu
Telugu Department - MGI: Semester I

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

Module Code : PS 404-19

No. of credits: 3

Aim

To equip trainee educators with knowledge of basic linguistic concepts for the teaching of
Telugu language

Learning Outcomes
Trainee educators should be able to:
• develop an appreciation of Telugu language in the local context
• analyse critically the National Curriculum Framework and Telugu curriculum/syllabus
• demonstrate understanding of linguistic concepts
• apply linguistic concepts in the teaching of Telugu language

Content
• Role and functions of Telugu language in the social context
• Telugu in the National Curriculum
• Telugu phonetics and phonology
• Morphological features of Telugu language
• Syntax and semantics with reference to Telugu language
• Linguistics and language teaching

Teaching and Learning Strategies

Lectures, group work, discussions, practical sessions in language laboratory.

Mode of Assessment

Continuous Assessment: 30%

Examination: 70%

83
 Telugu Department - MGI: Semester II

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

Module Code : PS 405-19

No. of credits : 3

Aim

To enable trainee educators to develop fundamental knowledge and skills to teach and assess
Telugu Language at secondary level

Learning Outcomes
Trainee educators should be able to:

• analyze critically the different theories of language acquisition/ learning

• demonstrate the ability to teach the four language skills
• demonstrate the ability to develop and use tools relevant for the assessment of Telugu
language learning
• use appropriate remedial strategies to address learning difficulties

Content
• Theories of language acquisition/learning
• Approaches to second language teaching/learning
• Teaching of language skills at lower and upper secondary levels
• Resources for the teaching of Telugu language: audiovisual and multimedia packages
• Evaluation and Assessment strategies in the teaching of Telugu language
• Error analysis and Remedial measures

Teaching and Learning Strategies

Lectures, discussions, peer teaching, group work

Mode of Assessment

Continuous Assessment: 30%

Examination: 70%

84
 Telugu Department - MGI: Semester IV

Module Title : Subject Didactics III –Teaching Telugu Literature at secondary level
Module Code : PG 408-19

No. of Credits : 3

Aim

To equip trainee educators with knowledge and skills to teach Telugu Literature at secondary
level

Learning Outcomes
Trainee educators should be able to:
• demonstrate an understanding and appreciation of different literary genres.
• implement relevant strategies for the teaching and evaluation of literary works
• devise and apply appropriate tools for the teaching of Telugu literature

Content
• The place of Telugu Literature in the curriculum
• Techniques to teach different literary genres
• Strategies to develop critical understanding of text, themes and character
• Use of resources for the teaching and assessment of Literature

Teaching and Learning Strategies

Lectures, group work, brainstorming

Mode of assessment

Continuous Assessment: 30%

Examination: 70%

85
Dance
Department of Dance - MGI: Semester I

Module Title : Subject Didactics I – Indian Dance (Issues and Practice of Indian Dance
Education)
Module Code : PG 404-21

No. of credits: 3

Aim

To enable trainee Educators to develop an understanding of key issues in Indian Dance

Education and its practice at secondary level.

Learning Outcomes
Trainee educators should be able to:
• Demonstrate mastery of key concepts and skills in Indian Dance relevant to the National
Curriculum Framework
• Apply the concepts and skills in the teaching and learning of Indian Dance at school level
• Critically analyse the contribution of the Indian Dance curriculum in the achievement of
the National Curriculum Framework objectives
• Analyse the issues in Indian Dance Education

Content
• Practice of basic postures, Abhinaya, Nritta performance, ‘Guru Shishya’ relationship
• Implementation of the Indian Dance curriculum
• Philosophy of Indian Dance Education
• Indian Dance Curriculum in the National Curriculum Framework
• Indian Dance in the holistic development of learners
• Issues in Indian Dance Education (multicultural issues, gender issues, etc)

Teaching and Learning Strategies

Lecture, discussion, practical, individual / group presentation.

Mode of Assessment
Coursework: 100%

86
 Department of Dance - MGI: Semester II

Module Title : Subject Didactics II – Instructional Planning and Classroom Practices

in Indian Dance
Module Code : PG 405-21

No. of credits: 3

Aim

To enable trainee educators to design and implement lessons related to Indian Dance education.

Learning Outcomes
Trainee educators should be able to:
• design lesson plans for the theoretical and practical aspects of Indian Dance
• develop and use appropriate resources in the teaching and learning of Indian Dance
• implement and critically reflect on different approaches and strategies in the teaching and
learning of Indian Dance
• critically reflect on skills needed for classroom management in Indian Dance teaching
• develop and monitor school activities and events related to Indian Dance

Content
• Lesson planning in Indian Dance
• Resources in the teaching and learning of Indian Dance including technology
• Approaches and strategies in the teaching and learning of Indian Dance
• Strategies to sustain motivation and lifelong interest in Indian Dance
• Classroom management in Indian Dance teaching
• Curricular, co-curricular and extra-curricular activities related to Indian Dance; including
staging of performances and events

Teaching and Learning Strategies

Lectures, discussions, demonstrations, practical sessions, group works and project work

Mode of Assessment

Coursework: 100%

87
 Department of Dance - MGI: Semester IV

Module Title : Subject Didactics III – Assessment and Evaluation in Indian Dance
Education
Module Code : PG 408-21

No. of credits: 3

To enable trainee educators to develop assessment and evaluation strategies in Indian Dance
Education.

Learning Outcomes
Trainee educators should be able to:
• use appropriate assessment and evaluation techniques in the teaching and learning of
Indian Dance
• use assessment outcomes to identify learning difficulties in Indian Dance
• design appropriate remedial strategies to address learning difficulties in Indian Dance
• discuss ethical issues related to assessment and evaluation of Indian dance

Content
• Assessment techniques in Indian Dance
• Factors affecting achievement in Indian Dance
• Identification of learning difficulties in Indian Dance
• Remedial strategies in Indian Dance
• Ethical issues related to assessment and evaluation in Indian Dance (individual biases and
preferences; artistic subjectivity in perception; adherence to particular artistic school(s) of
thought, and styles)

Teaching and Learning Strategies

Lectures, discussions, individual and group presentations

Mode of Assessment

Coursework: 100%
Instrum

88
Instrumental Music
Department of Stringed Instruments - MGI: Semester I

Module Title : Subject Didactics I – Instrumental Music

(Issues and Practice of Indian Music Education)
Module Code : PG 404-22

No. of credits: 3

Aim

To enable trainee Educators to develop an understanding of Instrumental Music Education and

its core concepts in the secondary school curriculum.

Learning Outcomes
Trainee educators should be able to:

• Demonstrate mastery of key concepts and skills in Instrumental Music relevant to the
National Curriculum Framework
• Apply the concepts and skills in the teaching and learning of Instrumental Music at school
level
• Critically analyse the contribution of the Instrumental Music curriculum in the achievement
of the National Curriculum Framework objectives
• Analyse the issues in Instrumental Music Education

Content
• Traditional music system, perseverance, power of music, sound production in Instrumental
Music
• Implementation of the Instrumental Music curriculum
• Philosophy of Instrumental Music Education

• Instrumental Music curriculum in the National Curriculum Framework

• Values in Instrumental music (Teamwork, discipline, respect, commitment)
• Issues in Instrumental music education

Teaching and Learning Strategies

Lecture, brainstorming, group work, independent study and practical

Mode of Assessment
Continuous Assessment: 100%

89
 Department of Stringed Instruments - MGI: Semester II

Module Title : Subject Didactics II – Instructional Planning and Classroom Practices

in Instrumental Music
Module Code : PG 405-22

No. of credits: 3

Aim

To enable trainee educators to design and implement lessons in Instrumental music.

Learning Outcomes

Trainee educators should be able to:

• design lesson plans for the theoretical and practical aspects of Instrumental music
• develop and use appropriate resources in the teaching and learning of Instrumental Music
• implement and critically reflect on different approaches in the teachings and learning of
Instrumental Music

• critically reflect on skills for classroom management in Instrumental Music teaching

• develop and monitor school activities and events related to Instrumental Music

Content

• Lesson planning in Instrumental Music

• Resources in the teaching and learning of Instrumental Music including Technology
• Approaches and strategies in the teaching and learning of Instrumental music
• Teaching strategies to sustain motivation and lifelong interest in Instrumental Music
• Classroom management in Instrumental Music Teaching
• Curricular, co-curricular and extra-curricular activities related to Instrumental Music
• Co-ordination of Instrumental Music Performances

Teaching and Learning Strategies

Lectures, discussions, demonstration, group work, presentations and project work.

Mode of Assessment

Course work : 70%

Examinations : 30%

90
 Department of Stringed Instruments - MGI: Semester IV

Module Title : Subject Didactics III – Assessment and evaluation in Instrumental

Music Education
Module Code : PG 408-22

No. of credits: 3

Aim

To enable trainee educators to develop and implement assessment and evaluation strategies in
instrumental music education.

Learning Outcomes
Trainee educators should be able to:
• use appropriate assessment and evaluation strategies in the teaching and learning of
instrumental music
• use assessment outcomes to identify and analyse difficulties of learners in Instrumental
music education
• develop appropriate remedial strategies to address learning difficulties in Instrumental
music

• discuss ethical issues related to assessment and evaluation in instrumental music

Content
• Assessment techniques in Instrumental music education
• Factors affecting achievement in Instrumental music
• Identification of learning difficulties in Instrumental music education
• Remedial strategies in Instrumental music education
• Ethical issues related to assessment and evaluation in Instrumental music (subjectivity and
values prevalent in Indian art music)

Teaching and Learning Strategies

Lectures, brainstorming sessions, peer teaching, group discussions, demonstrations and role-
play.

Mode of Assessment

Coursework: 100%

91
Vocal Music
Department of Vocal Music - MGI: Semester I

Module Title: Subject Didactics I – Vocal Music (Issues and practice of Vocal Music)
Module Code: PG 404-23

No. of credits: 3

Aim
To enable trainee educators to develop an understanding of Vocal Music Education and its
key concepts in the secondary school curriculum.
Learning Outcomes
Trainee educators should be able to:

• Demonstrate mastery of key concepts and skills in Vocal Music relevant to the National
Curriculum Framework
• Apply the concepts and skills in the teaching and learning of Vocal Music at school level
• Critically analyse the contribution of the Vocal Music curriculum in the achievement of the
National Curriculum Framework objectives
• Analyse the issues in Vocal Music Education

Content
• “Guru Shishya” relationship, “Saadhnaa”, Powers of music, voice phonation in
adolescence

• Implementation of the Vocal Music curriculum

• Philosophy of Vocal Music Education
• Vocal Music Curriculum in the National Curriculum Framework
• Vocal Music in the holistic development of learners and in other subject areas
• Issues in Vocal Music Education

Teaching and Learning Strategies

Lecture, Brainstorming, Peer Teaching, Lecture-Demonstration and Group work.

Mode of Assessment
Continuous Assessment: 100%

92
 Department of Vocal Music - MGI: Semester II

Module Title :Subject Didactics II – Instructional Planning and Classroom Practices in

Vocal Music
Module Code : PG 405-23

No. of credits: 3

Aim
To enable trainee educators to design and implement lessons related to Vocal Music.
Learning Outcomes

Trainee educators should be able to:

• design lesson plans for the theoretical and practical aspects of Vocal Music
• develop and use appropriate resources in the teaching and learning of Vocal Music
• implement and critically reflect on different strategies in the teaching and learning of
Vocal Music

• critically reflect on skills for classroom management in Vocal Music teaching

• develop and monitor vocal music performances for various school activities and events.

Content
• Lesson planning in Vocal Music
• Resources in the teaching and learning of Vocal Music including technology
• Approaches and strategies in the teaching and learning of Vocal Music
• Strategies to sustain motivation and lifelong interest in Vocal Music
• Classroom management in Vocal Music
• Curricular, co-curricular and extra-curricular activities including staging and preparation
of vocal items.

Teaching and Learning Strategies

Lectures, demonstration, group work, project work and presentations.

Mode of Assessment

Coursework: 100%

93
 Department of Vocal Music - MGI: Semester IV

Module Title : Subject Didactics III – Assessment and Evaluation in Vocal Music
Module Code : PG 408-23

No. of credits: 3

Aim:

To enable trainee educators to develop assessment and evaluation strategies in Vocal Music

Learning Outcomes
Trainee educators should be able to:
• use appropriate assessment and evaluation techniques in the teaching and learning of Vocal
Music
• use assessment outcomes to identify and analyse learning difficulties of students in Vocal
Music

• develop appropriate remedial strategies to address learning difficulties in Vocal Music

• discuss ethical issues related to assessment and evaluation in Vocal Music

Content

• Assessment techniques in Vocal Music

• Factors affecting achievement in Vocal Music
• Identification of learning difficulties in Vocal Music
• Remedial strategies in Vocal Music
• Ethical issues related to assessment and evaluation in Vocal music

Teaching and Learning Strategies

Lectures, brainstorming sessions, peer teaching, group discussions, demonstrations and role-
play

Mode of Assessment
Coursework: 70%
Examination: 30%

94
Hinduism
Department of Philosophy - MGI: Semester I

Module Title : Subject Didactics I – Teaching of Hinduism at ‘O’ level

Module Code : PG 404-14

No. of Credits: 3

Aim
To enable trainee educators to develop knowledge, skills and attitudes in the teaching and
learning of Hinduism up to ‘O’ level.

Learning Outcomes
Trainee Educators should be able to
• demonstrate an understanding of the Hinduism Syllabus at ‘O’ level
• develop and use appropriate teaching and learning strategies
• develop and use relevant resources for the teaching and learning of Hinduism
• use appropriate assessment strategies

Content
• Thematic elements in Hinduism in the ‘O’ level Syllabus
• Teaching and learning strategies
• Resources in the teaching and learning of Hinduism
• Assessment strategies in Hinduism

Teaching and Learning Strategies

Expository, group discussions, demonstration, peer teaching

Mode of Assessment
Continuous assessment: 100%

95
 Department of Philosophy - MGI: Semester II

Module Title : Subject Didactics II –Teaching of Hinduism at ‘A’ Level

Module Code : PG 405-14
No. of Credits: 3

Aim
To enable trainee educators to develop knowledge, skills and attitudes in the teaching and
learning of Hinduism at ‘A’ level.

Learning Outcomes
Trainee Educators should be able to
• demonstrate an understanding of the Hinduism Syllabus at ‘A’ level
• apply appropriate teaching and learning strategies
• develop relevant resources for the teaching and learning of Hinduism
• apply assessment and evaluation strategies
• identify and address learning difficulties in Hinduism

Content
• ‘A’ level Hinduism Syllabus: aims, learning outcomes and content
• Teaching of themes and concepts in Hinduism
• Teaching and learning strategies
• Resources (including ICT) in the teaching and learning of Hinduism
• Assessment and evaluation strategies
• Strategies to address learning difficulties

Teaching and Learning Strategies

Expository, group discussions, demonstration, peer teaching

Mode of Assessment
Continuous assessment: 100%

96
 Department of Philosophy - MGI: Semester IV

Module Title : Subject Didactics III–Historical and Philosophical Perspectives in

Hinduism and Indian Philosophy

Module Code : PG 408-14

No. of Credits: 3

Aim
To develop in trainee educators historical and philosophical perspectives in Hinduism and
Indian Philosophy.

Learning Outcomes
Trainee educators should be able to
• demonstrate an understanding of the origin, development and characteristics of Indian
Philosophy
• reflect critically on the educational theories in Indian philosophical traditions
• analyse the influence of Hinduism on the Mauritian society
• discuss the ways in which research is influencing the field of Hinduism and Indian
Philosophy

Content
• Historical background, development and characteristics of Indian Philosophy.
• Theories of Education from Indian philosophical perspectives: Aurobindo, Gandhi, Tagore,
Vivekananda.
• Historical background and development of Hinduism in Mauritius.
• Research in Hinduism and Indian Philosophy

Teaching & Learning Strategies

Expository, brainstorming, group discussions, research work

Mode of Assessment
Continuous Assessment: 30%
Examinations: 70%

97
Islamic Studies
Islamic Studies Department - MGI: Semester I

Module Title : Subject Didactics I – Foundation in the teaching of Islamic Studies

Module Code : PG 404-15

No. of Credits: 3

Aim
To develop in trainee educators knowledge, skills and attitudes to teach Islamic Studies at lower
secondary level

Learning Outcomes
Trainee educators should be able to:
• demonstrate an understanding of the Islamic Studies curriculum for lower secondary level
• reflect critically on the different approaches with regard to teaching and learning of the
basic concepts of Islam
• select, develop and use appropriate resources in the teaching of Islamic Studies
• use different assessment strategies in the teaching and learning of Islamic Studies at lower
secondary level.

Content
• The Islamic Studies lower secondary curriculum
• Approaches in the teaching of Islamic Studies
• Resources for teaching and learning Islamic Studies
• Assessment and evaluation strategies in Islamic Studies

Teaching and Learning Strategies

Brainstorming, lecture, self-study, presentation & group discussion

Mode of Assessment
Continuous assessment: 100%

98
 Islamic Studies Department - MGI: Semester II

Module Title : Subject Didactics II – Teaching of Islamic Studies at ‘O’ level

Module Code : PG 405-15

No. of Credits: 3

Aim
To develop in trainee educators knowledge, skills and attitudes to teach Islamic Studies at
‘O’ level

Learning Outcomes
Trainee educators should be able to:
• demonstrate an understanding of the ‘O’ level Islamic Studies curriculum
• use a range of strategies for the teaching of Islamic Studies
• demonstrate instructional competencies to implement the ‘O’ level syllabus
• implement appropriate strategies for evaluation and assessment of argumentative
questions
• devise and apply appropriate strategies for remedial work

Content
• The Islamic Studies curriculum at ‘O’ Level
• Teaching strategies in Islamic Studies
• Assessment and evaluation strategies
• Remedial work

Teaching and Learning Strategies

Brainstorming, lecture, group work, presentation, peer discussion

Mode of Assessment
Continuous assessment: 70%
Examination: 30%

99
 Islamic Studies Department - MGI: Semester IV

Module Title : Subject Didactics III–Teaching & Learning of Islamic Studies at ‘A’
Level
Module Code : PG 408-15
No. of Credits: 3

Aim
To develop in trainee educators knowledge, skills and attitudes to teach Islamic Studies at
‘A' level

Learning Outcomes
Trainee educators should be able to:
• demonstrate a critical understanding of the Upper secondary level curriculum
• teach some controversial issues in Islam History
• demonstrate the ability to engage in critical and reflective thinking
• demonstrate the ability to construct arguments objectively
• address problems and difficulties in the teaching and learning of Islamic Studies

Content
• The Islamic Studies ‘A’ level curriculum
• Integrated and multidisciplinary approaches in teaching the canons of Islamic History
and Islamic law
• Modes of thinking, critical, reflective and interpretation of texts
• Evaluation of students work with remedial strategies

Teaching and Learning Strategies

Brainstorming, lecture, self-study, presentation, group discussion

Mode of Assessment
Continuous assessment: 100%

100
Tamil
Tamil Department - MGI: Semester I

Module Title : Subject Didactics I-Linguistics and Tamil Language

Teaching/Learning
Module Code : PG 404-18

No. of credits: 3

Aim
To provide trainee educators with relevant theoretical linguistic insight for effective
teaching/learning of Tamil language at secondary level.

Learning Outcomes
Trainee educators should be able to:
• demonstrate an understanding of major structural linguistic theories
• draw upon the above linguistic theories for the teaching of Tamil language.

Content
• An overview of main linguistic theories and concepts
• Phonetics/ phonology and the teaching of sounds and pronunciation
• Morphology and the teaching of words and word formations
• Syntax and the teaching of grammar
• Semantics and the teaching of meaning
• Error Analysis and remedial strategies

Teaching and Learning Strategies

Lecture, presentation and group discussion

Mode of Assessment
Continuous Assessment: 30%
Examination: 70%

101
 Tamil Department - MGI: Semester II

Module Title : Subject Didactics II-Tamil Language Teaching and Testing:

A Second Language Approach
Module Code : PG 405-18

No. of credits: 3

Aim
To equip trainee educators with techniques and principles relevant to the teaching and
evaluation of Tamil language as a second language (L2) at secondary level.

Learning Outcomes
Trainee educators should be able to:
• demonstrate an understanding of the concepts and theories of language acquisition/ learning
• demonstrate understanding of teaching methods related to L2
• adopt an eclectic approach in the teaching and assessment of Tamil language learning.

Content
• The concepts of mother tongue, second language and foreign language in the curriculum
• The place of Tamil language in the National Curriculum Framework
• Major theories of language learning/acquisition.
• Introduction to main language teaching methods.
• Strategies in the evaluation of Tamil language learning.

Teaching and Learning Strategies

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

Mode of Assessment
Continuous Assessment: 30%
Examination: 70%

102
 Tamil Department - MGI: Semester IV

Module Title : Subject Didactics III-Teaching of Literature and Translation in Tamil

Module Code : PG 408-18

No. of credits: 3

Aim
To equip trainee educators with the knowledge and skills to teach and assess literature and
translation at secondary level.

Learning Outcomes
Trainee educators should be able to:
• discuss the relevance of literature in the teaching/learning of Tamil language
• adopt appropriate approaches for the teaching of Tamil literature
• demonstrate competencies required for the teaching of translation
• use appropriate assessment strategies.

Content
• The role of language in literature and the analysis of linguistic elements in literature
• Approaches to the teaching of modern, medieval and ancient poetry and analysis of texts
• Approaches to the teaching of prose
• Translation and practical work
• Assessment Strategies

Teaching and Learning Strategies

Lecture, group work, brainstorming and presentation

Mode of Assessment
Continuous Assessment: 30%
Examination: 70%

103
Urdu
Urdu Department: Semester I

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

Module Code : PG 405-20

No. of credits: 3

Aim

To acquaint students with the concepts of linguistics and the necessary knowledge and skills
in the teaching and learning of Urdu language.

Learning Outcomes
Students should be able to:
• demonstrate an understanding of organizational structures of Urdu language
• discuss different approaches to language teaching
• reflect critically on language teaching through culture.

Content
• The basic organisational structures of language
• Approaches in Urdu language teaching
• Cultural aspects in teaching Urdu

Teaching and Learning Strategies

Lecturing, brainstorming, group discussion and presentation

Teaching and Learning Strategies

Lecture, group work, discussion, practical sessions in language laboratory.

Mode of Assessment

Continuous Assessment: 30%

Examination: 70%

104
 Urdu Department: Semester II

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

Module Code : PG 406-20

No. of credits: 3

Aim

To enable students to develop necessary knowledge, skills and attitudes to teach and assess
Urdu at secondary level.

Learning Outcomes
Students should able to:
• demonstrate an understanding of the place of Urdu in the National Curriculum framework
• use a variety of strategies in Urdu language teaching
• identify errors in the process of second language learning and understand error analysis as
well as error tolerance
• develop and integrate resources in teaching Urdu
• use appropriate assessment and remedial strategies.

Content
• Analysis of lower and upper forms syllabi
• Strategies in Urdu language teaching
• Resources in language teaching
• Error analysis and remedial teaching
• Assessment techniques

Teaching and Learning Strategies

Lecture, group work, discussion, peer teaching, presentation

Mode of Assessment
Continuous Assessment: 30 %
Examinations: 70 %

105
 Urdu Department: Semester IV

Module Title : Subject Didactics III-Teaching Literature in Urdu

Module Code : PG 409-20

No. of credits: 3

Aim

To equip students to develop necessary knowledge, skills and attitudes for the teaching of Urdu
literature at secondary level.

Learning Outcomes
Students should be able to:
• 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 literature in Urdu.

Content
• Literary theories and critical interpretation of texts
• Approaches in teaching Urdu literature
• Assessment techniques
• Resources in the teaching of Urdu literature

Teaching and Learning Strategies

Lecture, group work, brainstorming, discussion

Mode of Assessment
Continuous Assessment: 30 %
Examinations: 70 %

106
Kreol Repiblik Moris
Kreol Repiblik Moris Department: Semester I

Tit : Pedagozi langaz dan enn kontext miltileng post - kolonial

Kod : PG 404-24

Valer: 3 ‘credits’

Deskripsion modil

Modil-la pou explor lansegnman L1 dan enn sistem edikatif ek examinn lansegnman
lektir/ekritirek devlopman konpetans oral dan enn kontext miltileng post-kolonial.
Bi

Modil-la viz pou sansibiliz bann etidian lor laprantisaz L1 ek donn bann mwayin
ansegn KRM antanki L1 desort ki li alimant konpetans akademik ek devlopman
miltilingwism bann zelev.

Rezilta laprantisaz

Atraver deroulman sa modil-la, bann etidian pou bizin kapav:

▪ Prezant kontext sosio-istorik ek bann teori lor lemerzans bann langaz kreol
▪ Expoz prosesis lamenazman Kreol Repiblik Moris
▪ Konpar laprantisaz L1 ek LS/LE dan diferan kontext sosiolingwistik
▪ Evalie ek ranforsi konpetans an literesi dan enn kontext miltileng
▪ Ranforsi konpetans langaz bann zelev dan perspektiv devlop zot miltilingwism
▪ Diskit sitiasion langaz, lekol ek devlopman dan Repiblik Moris
▪ Diskit interaksion L1/LS/LE
▪ Diskit lapor L1 dan devlopman idantiter, afektik ek kognitif bann zelev
Konteni
▪ Kontext sosio-istorik ek bann teori lor lemerzans bann langaz kreol
▪ Lamenazman Kreol Repiblik Moris
▪ Konparezon laprantisaz L1/LS/LE dan diferan kontext sosiolingwistik
▪ Evaliasion ek lankadreman devlopman literesi dan enn kontext miltileng
▪ Lankadreman devlopman konpetans langaz, notaman didaktik oral ek pratik
tradiksion ek‘translanguaging’
▪ Sitiasion langaz, lekol ek devlopman dan Repiblik Moris
▪ Rapor ant L1/LS/LE
▪ Rol L1 dan devlopman lidantite ek kapasite aprann bann zelev
Modalite evaliasion: Coursework 100%
Stratezi lansegnman: Expoze, diskision, travay an group, lektir dokiman an otonomi

107
 Kreol Repiblik Moris Department: Semester II

Tit : Lingwistik KRM ek lansegnman gramer KRM

Kod : PG 405-24

Valer: 3‘credits’

Deskripsion modil

Modil-la dabor pou prezant bann prinsip, reg ek konvansion lortograf ofisiel KRM. Li
pou ousi prezant bann laspe fondamantal gramer KRM ek examinn lapros ki kapav
adopte pou zot lansegnman.

Bi

Modil-la viz pou familiariz bann etidian avek lortograf ek gramer KRM.

Rezilta laprantisaz

Atraver deroulman sa modil-la, bann etidian pou bizin kapav:

▪ Demontre konesans sistem lekritir KRM ek lir/ekrir langaz-la dapre so
lortograf ofisielckouraman
▪ Analiz striktir enn fraz KRM ek so bann konstitian
▪ Prezant bann prosede anrisisman lexikal an KRM ek zot valer stilistik
▪ Pratik ou analiz transformasion tip, form ek stil bann fraz an KRM
▪ Interpret enn text par analiz bann eleman gramatikal ek prosede textiel spesifik
▪ Analiz enn leson gramer KRM ki propoze dan bann liv Grad 2 - 6
▪ Elabor enn leson gramer KRM pou Grad 7-9
▪ Evalie konpetans ortografik ek sintaxik zelev
Konteni

▪ Alfabe KRM ek bann prinsip, reg ek konvansion lekritir KRM, inklian so ponktiasion
▪ Morfolozi nominal ek verbal ek fonksionalite determinan dan KRM ek lezot langaz
▪ Striktir ek tip, form, stil fraz dan KRM ek lezot langaz
▪ Bann prosede anrisisman lexikal an KRM
▪ Analiz diskirsif ek gramatikal bann text
▪ Observasion aktivite lansengnman gramer KRM dan bann liv Grad 2-6
▪ Konsepsion ek elaborasion leson gramer KRM pou Grad 7, 8 9
▪ Elaborasion ek interpretasion aktivite evaliasion ortografik ek sintaxik
Stratezi lansengnman ek aprantisaz: Prezantasion, kour mazistral, letid
dokiman, travay angroup, expoze interaktif, diskision oryante, letid an otonomi, letid
an lign, exersis pratik
Modalite evaliasion: Coursework 70% + Final Exam: 30 %

108
 Agriculture Kreol Repiblik Moris Department: Semester IV

Tit : Literatir ek so lansegnman an KRM

Kod : PG 408-24

Valer: 3 ‘credits’

Deskripsion modil

Modil-la pou fer bann etidian reflesi lor rol literatir dan enn curriculum. Li pou ousi
donn zot bannreper literatir an lang kreol ek lezot langaz ki pratike dan bann pei
kreolofonn.
Bi

Modil-la viz pou amenn bann etidian devlop enn konesans literatir lespas
kreolofonn ekliteratir iniversel pou fer bann zenn dekouver ek apresie literatir.

Rezilta laprantisaz

Atraver deroulman sa modil-la, treniz pou bizin kapav:

▪ Zistifie pertinans lansegnman literatir dan formasion bann zenn dan kad
bann konpetans21e siek ek konstriksion lanasion morisienn
▪ Demontre zot familiarite avek enn repertwar loter ek text selon lepok, zanr,
langaz, pei ekmouvman literer
▪ Devlop enn lapresiasion pou sertin loter ou text literer depi bann pei kreolofonn
▪ Explor ‘rezonans’ ant sertin loter ou text dan lespas kreolofonn
▪ Explor ‘rezonans’ ant sertin loter ou text depi enn pei kreolofonn avek
patrimwann litereriniversel
▪ Devlop enn varyete stratezi pedagozik ek lingwistik pou fer bann zenn
dekouver ek apresieliteratir sirtou kreol
Konteni
▪ Lemerzans enn literatir morisienn ziska florezon literatir miltileng dan Repiblik Moris
zordi
▪ Enn seleksion oter ek text sirtou depi bann pei kreolofonn e ki apartenir a
ninport ki zanrliterer
▪ Explorasion bann ‘rezonans’ ant literatir diferan pei ek oter
▪ Diferan perspektiv ek lapros pou abord bann prodiksion literer kreolofonnek non
kreolofonn
▪ Stratezi pou fer mediasion bann text literer
Stratezi lansengnman ek aprantisaz: Prezantasion, kour mazistral, diskision,
travay an group,‘workshop’, explorasion gide, expoze/konferans par bann intervenan
exper, etc.

Modalite evaliasion: 100% Coursework

109
Agriculture
Agriculture: Semester I

Module Title: Subject Didactics I: Animal Science and Production

Module Code: PG 404-25
No of Credits: 3

Aim:
To develop knowledge, skills and attitudes in students for the teaching and learning of Animal
Science and Production.

Learning Outcomes:
At the end of the module, students should be able to:
• Demonstrate an understanding of the nature and scope of Animal Science and
Production within the school curriculum.
• Use appropriate strategies and resources for the teaching and learning of Animal
Science and Production
• Use relevant assessment strategies in the teaching and learning of Animal Science and
Production
Content:
• Nature and Scope of Animal Science and Production within the school curriculum
• Strategies for the teaching and learning of Animal Science and Production:
o Inquiry
o Exploratory learning
o Field trip
o Differentiation
• Resources in the teaching and learning of Animal Science and Production
o Real time farm
o Pedagogical farm
o Laboratory resources
o Digital resources
o Models
• Assessment strategies for teaching and learning of Animal Science and Production
Teaching and Learning Strategies:
Lecture, inquiry-based learning, discussion, practical, field trip, and demonstration
Mode of Assessment:

Continuous Assessment: 30%

Written Examination: 70%

110
 Agriculture: Semester II

Module Title: Subject Didactics II: Crop Production

Module Code: PG 405-25
No of Credits: 3

Aim:
To enable students to develop knowledge, skills and attitudes for the teaching and learning of Crop
Production.

Learning Outcomes:
At the end of the module, students should be able to:
• Demonstrate an understanding of the nature and scope of Crop Production within the school
curriculum.
• Apply a range of strategies in the teaching and learning of Crop Production
• Use appropriate resources in the teaching and learning of Crop Production
• Devise appropriate assessment strategies for teaching and learning of Crop Production

Content:
• Nature and Scope of Crop Production within the school curriculum
• Strategies for the teaching and learning of Crop Production:
o Inquiry
o Problem-solving
o Activity-based learning
o Concept mapping
o Workshop model
o Field trip
o Differentiation
• Resources in the teaching and learning of Crop Production
o Pedagogical farm
o Sheltered farming resources
o Laboratory resources
o Block diagrams and concept maps
o Pump house with drip irrigation system
o Digital resources
o Models
• Assessment strategies for the teaching and learning of Crop Production
Teaching and Learning Strategies:
Lecture, practical, field trip, discussion, demonstration and inquiry-based learning

Mode of Assessment:
Continuous Assessment: 30%
Written Examination: 70%

111
 Agriculture: Semester IV

Module Title: Subject Didactics III: Agricultural Engineering and Soil Science
Module Code: PG 408-25
No of Credits: 3

Aim:
To develop knowledge, skills and attitudes in students for the teaching and learning of Agricultural
Engineering and Soil Science.

Learning Outcomes:
At the end of the module, students should be able to:
• Demonstrate an understanding of Agricultural Engineering and Soil Science within the school
curriculum
• Apply relevant teaching strategies for the teaching and learning of Agricultural Engineering
and Soil Science
• Develop appropriate learning resources for the teaching and learning of Agricultural
Engineering and Soil Science
• Use relevant assessment strategies in the teaching and learning of Agricultural Engineering and
Soil Science

Content:
• Agricultural Engineering and Soil Science within the school curriculum
• Strategies in the teaching of Agricultural Engineering and Soil Science:
o Inquiry
o Simulation
o Field Trip
o Differentiation
• Resources for the teaching and learning of Agricultural Engineering and Soil Science
o Real time farm
o Farm machinery
o Irrigation Systems
o Laboratory resources
o Digital resources
o Models
• Assessment strategies for the teaching and learning of Agricultural Engineering and Soil Science

Teaching and Learning Strategies:

Lecture, demonstration, inquiry-based learning, discussion, practical, field trip and seminar

Mode of Assessment:

Continuous Assessment: 30%

Written Examination: 70%

112
 Elective Modules

Note:

Elective modules will be run in the third and fourth semesters.

You will be required to identify elective modules of your choice from the list
provided. Generally, you should be attributed the module you have chosen, or
your second, or third choice. In exceptional cases, where none of your choices are
available, the Programme Coordinator will attribute a suitable elective module.

Some modules are on a first-come, first-served basis, and can only accommodate a
limited number of students. The running of elective modules is subject to the
availability of resources and the minimum required number of students enrolled for the
elective.

113
List of Electives for Year 2 Semester 1
LIST OF ELECTIVES

YEAR 2 / SEMESTER 1
Module Code Module Title Module Code Module Title
Fundamentals of
Psychology for Educators: Curriculum Leadership in
PG 407-E1 PG 407-E14
Understanding Adolescent Secondary School
Culture

Introduction to Digital 3D Modelling in Teaching

PG 407-E3 PG 407-E15
Curriculum and Learning

PG 407-E4 Teacher Leadership PG 407-E16 Active and Healthy Living

E-learning Environment in Building and Developing

PG 407-E5 PG 407-E17
Education High Performance Team

Developing Communities
PG 407-E6 PG 407-E18 Citizenship Education
of Practices

Creative Drama* Education for Sustainable

PG 407-E8 PG 407-E19
Development
Science, Technology and
Initiation à la littérature de
PG 407-E9 PG 407-E20
Society jeunesse
Introduction to Film
PG 407-E10 Digital Photography PG 407-E21
Study*

Leading Home School PG 407-E22 Climate Smart Agriculture

PG 407-E11
Community Partnership

Introduction to Special and Small-scale agricultural

PG 407-E12 PG 407-E23
Inclusive Education projects

Technology and Special

PG 407-E13
Educational Needs

Note : *Not available for this cohort (April 2023 – Dec 2024)

114
Elective Modules
Module Title : Fundamentals of Psychology for Educators:
Understanding Adolescent Culture
Module Code : PG 407-E1

No. of credits: 3

Aim
To enable students to better relate to adolescent students and cope with issues related to
adolescent culture.

Learning Outcomes
Students should be able to:
• 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

Teaching and Learning Strategies

Lecture, fieldwork, case study

Mode of Assessment
Continuous Assessment: 100%

115
Module Title : Introduction to Digital Curriculum
Module Code : PG 407-E3
No. of credits: 3

Aim
To equip students with the knowledge and skills for effective implementation of the digital
curriculum.

Learning Outcomes
Students should be able to:
• 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

Teaching and Learning Strategies

Lecture, demonstration, online discussion/seminar and presentation

Mode of Assessment
Continuous Assessment: 100%

116
Module Title : Teacher Leadership
Module code : PG 407-E4

No. of credits: 3

Aim
To equip students with practical teacher leadership knowledge and skills with a view to
sustaining school effectiveness and improvement.

Learning Outcomes
Students should be able to:
• 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 - implementation process.

Teaching and Learning Strategies

Lectures, group work, brainstorming, case studies and discussions

Mode of Assessment
Continuous Assessment: 100%

117
Module Title : E-learning Environment in Education
Module Code : PG 407-E5

No. of credits: 3

Aim
To develop students’ knowledge and skills in the use of e-learning environment in education.

Learning Outcomes
Students should be able to:
• 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

Teaching and Learning Strategies

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

Mode of Assessment
Continuous Assessment: 100%

118
Module Title: Developing Communities of Practices (CoP)
Module Code: PG 407-E6

No. of credits: 3

Aim

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

Learning Outcomes
Students should be able to:
• 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

Teaching and Learning Strategies

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

Mode of Assessment
Continuous Assessment: 100%

119
Module Title : Creative Drama
Module Code : PG 407-E8

No. of credits: 3

Aim
To provide students with creative skills in drama and to hone their ability to use the same as a
teaching and learning tool.

Learning Outcomes
Students should be able to:
• 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

Teaching and Learning Strategies

Discussion, workshop, hands-on activities

Mode of Assessment
Continuous Assessment: 100%

120
Module Title : Science, Technology & Society (STS)
Module Code : PG 407-E9

No. of credits: 3

Aim

To enable students 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
Students should be able to:
• 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

Teaching and Learning Strategies

Lecture, case studies, seminar, group work

Mode of Assessment
Continuous Assessment: 100%

121
Module Title : Digital Photography
Module Code : PG 407-E10

No. of credits: 3

Aim

To develop students’ understanding of the techniques involved in basic digital photography

and use same in the teaching and learning context.

Learning Outcomes
Students should be able to:
• 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

Teaching and Learning Strategies

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

Mode of Assessment
Continuous Assessment: 100%

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.

122
Module Title : Leading Home School Community Partnership
Module Code : PG 407-E11

No. of credits: 3

Aim
To equip students with the skills to lead home-school-community micro projects.

Learning Outcomes
Students should be able to:
• 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

Teaching and Learning Strategies

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

Mode of Assessment
Continuous Assessment: 100%

123
Module Title : Introduction to Special and Inclusive Education
Module Code : PG 407-E12

No. of credits: 3
Aim
To develop, in students, 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
Students should be able to:
• 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

Teaching and Learning Strategies

Lectures, discussion, experiential learning

Mode of Assessment
Continuous Assessment: 100%

124
Module Title : Technology and Special Education Needs
Module Code : PG 407-E13

No. of credits: 3

Aim

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

environments for learners with special education needs.

Learning Outcomes
Students should be able to:
• 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

Teaching and Learning Strategies

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

Mode of Assessment
Continuous Assessment: 100%

125
Module Title : Curriculum Leadership in Secondary School
Module Code : PG 407-E14

No. of credits: 3

Aim

To assist students to develop competencies that would help them to take responsibilities of a
curriculum leader in their departments and/or schools.

Learning Outcomes
Students should be able to:
• 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

Teaching and Learning Strategies

Lecture, group discussion, presentation and project-based learning

Mode of Assessment
Continuous Assessment: 100%

126
Module Title : 3D Modelling in Teaching and Learning
Module Code : PG 407-E15

No. of credits: 3

Aim
To equip students with the knowledge and skills to design and realise 3D Models to support
teaching and learning.

Learning Outcomes
Students should be able to:
• 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

Teaching and Learning Strategies

Lecture, demonstration, discussion/seminar, research work and presentation, group work, peer
teaching, project work and simulation.

Mode of Assessment
Continuous Assessment: 100%

127
Module Title : Active & Healthy Living
Module Code : PG 407-E16

No. of credits: 3

Aim

To enable students to develop the appropriate knowledge, skills, attitudes and behaviour to lead
a healthy and active lifestyle.

Learning Outcomes
Students should be able to:
• 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

Teaching and Learning Strategies

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

Mode of Assessment
Continuous Assessment: 100%

128
Module Title: Building & Developing High Performance Team
Module Code: PG 407-E17

No. of credits: 3

Aim
To equip students with the basic knowledge of group behaviour development in a classroom
environment.

Learning Outcomes
Students should be able to:
• 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

Teaching and Learning Strategies

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

Mode of Assessment
Continuous Assessment: 100%

129
Module Title : Citizenship Education
Module Code : PG 407-E18

No. of credits: 3

Aim
To enable students to develop an understanding of aspects of citizenship education and to
infuse the same in their teaching across the curriculum.

Learning Outcomes
Students should be able to:
• 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

Teaching and Learning Strategies

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

Mode of Assessment
Continuous Assessment: 100%

130
Module Title : Education for Sustainable Development (ESD)
Module Code : PG 407-E19

No. of credits: 3

Aim

To provide a platform for students to critically reflect on broad issues in the field of education
for sustainable development (ESD).

Learning Outcomes
Students should be able to:
• 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

Teaching and Learning Strategies

Lecture, case studies, seminar, group work

Mode of Assessment
Continuous Assessment: 100%

131
Module Title : Initiation à la Littérature de Jeunesse
Module Code : PG 407-E20

No. of credits: 3

Objectif Terminal

Ce module vise à initier les étudiant/es à la littérature de jeunesse en s’appuyant sur une
sélection de textes tirés d’un répertoire aussi bien local qu’international.

Objectifs d’Apprentissage
L’ étudiant/e sera capable de/d’:
• 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

Les stratégies d’enseignement

Exposés, discussions, travaux de groupes, cours en ligne

Modalités d’évaluation
Contrôle Continu: 100%

132
Module Title : Introduction to Film Study
Module Code : PG 407-E21

No of credits : 3

Aim

To develop in students 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
Students should be able to:
• 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

Teaching and Learning Strategies

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

Mode of Assessment

Coursework: 100%

133
Module Title: Climate Smart Agriculture
Module Code: PG 407-E22
No of Credits: 3

Aim:
To enable students to develop knowledge and understanding of the current and emerging
approaches to Climate Smart Agriculture.

Learning Outcomes:
At the end of the module, students should be able to:
• Demonstrate knowledge of the concept and principles of Climate Smart Agriculture
• Discuss the enabling environment and challenges of Climate Smart Agriculture
• Demonstrate an understanding of the contribution of Climate Smart Agriculture to
resilience and sustainable food security
• Analyse the impact of Climate Smart Agriculture techniques on food production

Content:
• Concept and principles of Climate Smart Agriculture
• Enabling environment and challenges of Climate Smart Agriculture
• Resilience and Sustainable food security
• Climate Smart Agriculture and Food Production

Teaching and Learning Strategies:

Lecture, discussion, differentiation, group work, practical and inquiry-based learning

Mode of Assessment:
Continuous Assessment: 100%

134
Module Title: Small-scale agricultural projects
Module Code: PG 407-E23
No of Credits: 3

Aim:
To enable students to develop knowledge, skills and attitudes to initiate small-scale agricultural
projects.

Learning Outcomes:
At the end of the module, students should be able to:
• Demonstrate knowledge and understanding of the nature and scope small-scale
agricultural projects
• Analyse the opportunities and challenges in sustaining agricultural practices
• Discuss management principles in the setting up and running of small-scale agricultural
projects
• Design a small-scale project in agriculture

Content:
• Nature and scope of the small-scale agricultural projects
• Opportunities and challenges impacting small-scale agricultural practices
• Management of small-scale agricultural projects
• Small-scale agricultural project

Teaching and Learning Strategies:

Lecture, discussion, differentiation, project-based learning, group work, and presentation

Mode of Assessment:
Continuous Assessment: 100%

135
List of Electives for Year 2 Semester 2
LIST OF ELECTIVES

YEAR 2 / SEMESTER 2
Module Module Title Module Code Module Title
Code

PG 407 -E24 Art Therapy PG 407 – E35 Initiation a la Literature

Francophone Mauricienne

PG 407- E25 Children-at-Risk and Academic PG 407- E36 Madhubani Painting

Dropouts

PG 407- E26 Critical Thinking in Teaching and PG 407- E37 Mauritian Literature in
Learning Kreol Repiblik Moris

Developmentally Appropriate Parental Involvement for

PG 407- E27 PG 407- E38
Practices: A psychological Educational Achievement
Perspective for Educators

PG 407- E28 Education for Global Citizenship Physics Practical at

PG 407- E39
Secondary School Level

Educational Technology as a Remedial Strategies for

PG 407- E29 PG 407- E40
Medium for Teaching and Secondary School
Learning Mathematics

Experiential Teaching and Revitalising Literature

PG 407- E30 PG 407- E41
Learning of Engineering processes Teaching Via Hip Hop
and Systems Pedagogy at Secondary
Level

Field Trip as a Transformative School Leadership:

PG 407- E31 PG 407- E42
Teaching and Learning Strategy in Practices in Contexts
Social Sciences

Food Sustainability Education at Teaching and Learning of

PG 407- E32 PG 407- E43
Secondary School Level Mathematics at Secondary
Level using GeoGebra

Globalization and International Vocal Training of

PG 407- E33 PG 407- E44
Perspectives and Policies in Educators in Classroom
Education and Wider School
Contexts

PG 407- E34 Inclusion and Inclusive Education

Note : 9 CATS points is equal to 3 credits as per regulations

136
ART THERAPY
RATIONALE
Art Therapy is a form of Psychotherapy that uses art media as its primary mode of expression
and communication. Art Therapy Theories provides an introductory, overview of art therapy
theories outlining various approaches such as Cognitive Behavioural Art Therapy, Mindfulness
Art Therapy, Integrative Art Therapy (the Group-Interactive Model), and Person-Centred Art
Therapy amongst others. Art therapy enables one to explore inner experience - feelings,
perceptions and imagination. It involves learning skills and art techniques. Art therapy engages
the mind, body, and spirit in ways that are distinct from verbal articulation alone. The tenets of
art therapy involve humanism, creativity, reconciling emotional conflicts, fostering self-
awareness, and personal growth. The process of artmaking facilitates mental and emotional
growth which can promote integration and communication. It also promotes self-esteem and
self-expression, empathy, self-knowledge and self-regulation, time, and space management
skills.

137
Module Title Art Therapy
Module Code PG 407-E24
Year/Semester Year 2/ Semester 4
Level 9
Credits 9 CATS points
Notional 90 hours
Learning
Time
Module Type Standalone
Pre-Requisite N/A
Module(s)
Module Aims This module aims at engaging students in developing knowledge and
understanding of the benefits of Art Therapy through 2D and 3D
activities.
Learning By the end of the module, students should be able to:
Outcomes
1. Develop advanced knowledge, skills and understanding of
different art activities for deriving therapeutic experiences.
2. Discuss the link between the creative process of artmaking
and therapy.
3. Carry out a project using personal and creative self-
expression.

Module 1. Introduction to drawing, painting, modelling, construction and

Content mixed media activities as therapy.

2. The creative process in 2D and 3D: Preparation, development,

understanding, evaluation, and reflection.

3. Project work for therapeutical experiences.

Teaching and Students’ activities and time spent on each activity comprise:
Learning Contact 45 hours
time
Self-Guided 45 hours
Total 90 hours
The contact time will include lecture, group work, hands-on activities
and case study.
Assessment
Assessment Type Weightage
Continuous Assessment 100%
Total 100% hours

138
References 1. Parker-Bell, B., S. Norris, D. (2022). Art Therapy and Career
Counseling: Creative Strategies for Career Development Across the
Lifespan
2. Carr, S. (2014). Revisioning self-identity: The role of portraits,
neuroscience and the art therapist’s ‘third hand’. International
Journal of Art Therapy, 19(2), 54–70.
3. Havsteen-Franklin, D. (2014). Consensus for using arts-based
response in art therapy. International Journal of Art
Therapy, 19(3), 107–113.
4. Havsteen-Franklin, D., & Camarena
Altamirano, J. (2015). Containing the uncontainable: Responsive art
making in art therapy as a method to facilitate
mentalisation. International Journal of Art Therapy, 20(2), 54–65.
Kapitan, L. (2010). Introduction to art therapy research

139
Elective Modules
CHILDREN-AT-RISK AND ACADEMIC DROPOUTS
RATIONALE
Schools today are increasingly experiencing issues with children-at-risk. This affects academic
performance and results in accrued dropout rates. The term ‘at-risk’ refers to a range of
circumstances which render learners vulnerable to all forms of deprivation, abuse, trafficking
and juvenile delinquency. This also includes socio-demographic considerations which hinder
children’s overall educational experiences and academic achievement patterns. Research
indicates that the social attributes, the social conditions of the child, and his/her social context
influence the retention of children-at-risk in educational institutions. In this module, students
will develop critical appreciation of factors that negatively impact on the lives of children-at-
risk and use approaches and strategies such as social justice models and community of meaning
initiatives to mitigate dropout rates in their professional contexts.

Module Title Children-at-risk and academic dropouts

Module Code PG 407 -E25
Year/Semester Year 2 /Semester 4
Level 9
Credits 3
Notional 90 hours
Learning Time
Module Type Stand alone
Pre-requisite
Module(s)
Module Aim(s) The aim of this module is to develop in students a critical understanding of the
phenomenon of ‘children-at-risk’ and equip them with the knowledge, skills and
competencies related to strategies and approaches relevant to mitigate academic
dropouts.
Learning a) Demonstrate in-depth knowledge and understanding of the phenomena of
Outcomes ‘children-at-risk’ phenomenon.
b) Critically analyze contextual factors contributing to Children-at-risk and
leading to academic dropout.
c) Demonstrate the capacity to steer own practice through reflection on
resilience models and theories to mitigate dropout rates.
d) Apply approaches and strategies to mitigate academic dropouts.

Module Content 1. Children-at-risk and academic dropout: social attributes, social conditions,
and social contexts influencing retention and academic dropout rates.

2.Strategies, models and approaches: coping resources, community of meaning,

growth mindsets, transformative dialogues, Therapeutic pedagogies for
children-at-risk, schools as learning communities

3. Theories and models on children-at-risk: teaching for social justice in

teaching; critical pedagogies; concepts of cultural actions, concrete liberation,
intersectionality, coping resources, resilience.

Teaching and Students’ activities and time spent on each activity comprise of:
Learning Contact time 45 hours
The contact time will comprise lecture, group work, discussions, blended and
online learning

140
Assessment
Assessment Type Weightage
Continuous Assessment 100%
Total 100%
References • Gorny-Wegrzyn., Perry (2021) Inspiring Educators and a Pedagogy of
Kindness: A Reflective Essay
• Moyal H. (2020) Pedagogy as Therapy: Inspiring education in teens at
risk.
• Seligman, M.E.P. (2011). Flourish: A visionary new understanding of
happiness and well-being. New York: Free Press.
• Freire, P. (2005) Teachers as Cultural Workers: Letters to Those Who
Dare Teach. Westview Press, p. 100.
• Israel, G. D., Beaulieu, L. J., & Hartless, G. (2001). The influence of
family and community social capital on educational achievement. Rural
sociology, 66(1), 43-68.
• Dweck, C. (2015). Carol Dweck revisits the growth mindset. Education
week, 35(5), 20-24.

141
CRITICAL THINKING IN TEACHING AND LEARNING
RATIONALE
Critical thinking is usually associated with the 21st century competencies which include cognitive
competencies, interpersonal competencies, and intrapersonal competencies. Teaching and learning
entail a set of complex and interrelated tasks and skills ranging from testing of prior knowledge to
eventually connecting newly constructed knowledge to real-life situations, through a set of critical
thinking stages. One of the aims of teaching and learning any concept is to promote the learners'
reasoning and critical thinking through a process of criticality but available studies show that student-
teachers and even experienced teachers still encounter difficulties tapping on learners' prior knowledge
using appropriate instructional practices during their lessons. Today's society is increasingly
technologically and information-driven, and the ability to think critically at an early age has become a
keystone to face and compete in everyday life. This module is intended to offer to students the possibility
to analyse a given real life situation in a very systematic way and to come up with solution through the
process of criticality, based on the intermediate outcomes of the critical thinking research project.

Module Title Critical Thinking in Teaching and Learning

Module Code PG 407- E26
Year / Semester Year 2 /Semester 4
Level 9
Credits 3
Contact time 45 hours
Module Type Stand alone
Pre-requisite N/A
Module(s)
Module Aim(s) This aim of this module is to introduce students to the fundamentals of
critical thinking and how they should be engaged in critical thinking in
everyday life occurrences through scenarios.

Learning By the end of this module, students should be able to:

Outcomes a. Interpret instances requiring thoughtful thinking.
b. Develop understanding about the structure of an argument when
engaging in critical thinking.
c. Examine everyday life scenarios with a critical thinking eye to formulate
acceptable outcomes.
d. Plan one's approach in addressing an issue based on research.

Module Content 1. Concept of critical thinking

2. Structure of an argument - issue, conclusion, justifications
3. Basic logical concepts - deductive and inductive reasoning, fallacies,
objectivity
4. Strategies for teaching critical thinking - refutation by counterexample,
engaging with arguments, argument analysis
5. Critical thinking in everyday life
6. Scenario for provoking critical thinking
7. Research on critical thinking

142
Teaching and Students' activities and time spent on each activity comprise 45 hours
Learning contact time which will comprise lecture, group work, discussions,peer
review sessions and concept drawing.
Assessment Type Weightage
Continuous Assessment 100%
Assessment (2 tasks; 1 formative and 1
summative)
Total 100%

References Davis, M. (2015). A model of critical thinking in Higher Education. In

Paulsen,
M. B. (ed.), Higher Education; Handbook of Theory and Research, doi
10.1007/978-3-319-12835-1_2
Ramma, Y., Bholoa, A., Jawaheer, S., Gunness, S., Li Kam Wah, H. T. Y.,
Gopee,
A. K, & Authelsingh, D. (2021). Teaching and learning science in the 21st
century: A study of critical thinking of learners and associated challenges. In J.
Naidoo (ed.), Teaching and Learning for the 21st century: Embracing the
Fourth Industrial Revolution (Chapter14,p, 139-156).

Koninklijke Brill NV,

Lieden. https://doi.org/10.1163/9789004460386_009
Van Peppen, L. M., van Gog, T., Verkoeijen, P. P. J. L. & Alexander, P. A.
(2022). Identifying obstacles to transfer of critical thinking skills. Journal of
Cognitive
Psychology, 34(2), 261-288, doi: 10.1080/20445911.2021.1990302

143
DEVELOPMENTALLY APPROPRIATE PRACTICES: A PSYCHOLOGICAL
PERSPECTIVE FOR EDUCATORS
RATIONALE
Developmental psychology is essential for educators to conceptualise developmentally appropriate
practices (DAP). DAP helps to address learner’s developmental level needs to enhance his or her
physical, language, social, emotional and cognitive functioning. Through DAP, educators will be able
to help learners achieve their full potential. This module is designed to equip students with
comprehensive knowledge, skills, and attitudes necessary to effectively conceptualize and implement
developmentally appropriate practices to enable learners to thrive at school.

Module Title Developmentally Appropriate Practices: A Psychological Perspective for

Educators
Module Code PG 407 -E27
Year/Semester Year 2/ Semester 4
Level 9
Credits 3
Notional Learning 90 hours
Time
Module Type Stand alone
Pre-requisite N/A
Module(s)
Module Aim(s) The aim of this module is to equip the students with critical knowledge on
child development to conceptualize developmentally appropriate practices for
learners.
Learning By the end of this module, students should be able to:
Outcomes
a. Develop a critical understanding of the different domains of child
development
b. Analyse the chronology of development of a child for determining types of
intervention
c. Explore factors influencing healthy growth and child development
d. Demonstrate abilities to collaborate with support service providers to
implement DAP
e. Critically reflect on the conceptualisation and implementation of DAP to
address the developmental needs of the learner
Module Content 1. Domains of development: physical, language, social, emotional and
cognitive
2. Typical and atypical chronology of development
3. Factors influencing child development (Genetic and Environmental
influences)
4. Identification, referral system, collaboration and intervention techniques
5. Developmentally appropriate practices based on latest research- DA
classroom and environment, schedule, culturally responsive practices, open
ended activities

144
Teaching and Students’ activities and time spent on each activity comprise of:
Learning Contact time 45 hours
The contact time will comprise lecture, group work, discussions,
blended and online learning

Assessment Assessment Type Weightage

Continuous Assessment 100%
Total 100%
References National Association for the Education of Young Children (2020)
Developmentally Appropriate Practice, Perlego Ereader. Available at:
https://ereader.perlego.com/1/book/1644737/11 (Accessed: March 8,
2023).

Pyle, A., Prioletta, J., & Poliszczuk, D. (2018). The play-literacy

interface in full-day kindergarten classrooms. Early Childhood
Education Journal, 46(1), 117-127.
doi:http://dx.doi.org.unco.idm.oclc.org/10.1007/s10643-017-0852-z
Sharer, J. H. (2017). Supporting young Children's learning in a
dramatic play environment. Journal of Childhood Studies, 42(3), 62-
69. doi:http://dx.doi.org.unco.idm.oclc.org/10.18357/jcs.v42i3.17895
Pritchard, A. (2013). Ways of Learning: Learning theories and learning
styles in the classroom (3rd ed.). Routledge.
https://doi.org/10.4324/9781315852089
Castle P. & Buckler S. (2018). Psychology for teachers (2. ed.). Sage.
MoETEST (2015) The National Curriculum Framework Primary
(NCF) National Curriculum Framework (govmu.org)

145
EDUCATION FOR GLOBAL CITIZENSHIP
RATIONALE
Education for Global Citizenship focuses on the dynamics of political, economic, social, and
cultural interdependence in the local, regional, and global context. In an increasingly
interconnected world, while globalisation has brought opportunities in almost every aspect of
human life, it has also brought an array of global challenges, for example, cyberbullying, global
inequalities, and global epidemics. Research suggests that Education for Global Citizenship
prepares learners to actively engage with the opportunities and challenges of life, and to act
responsibly by becoming proactive contributors to a more just, peaceful, inclusive, secure, and
sustainable society. Education for Global Citizenship entails scholarship of specific theories
and pedagogical approaches that emphasise values, cultural diversity, human rights, and mutual
respect. This module intends to critically empower students with theories and pedagogies that
will empower their learners to act in response to local, regional and global challenges for
positive change.

Module Title Education for Global Citizenship

Module Code PG 407- E28
Year/Semester Year2 /Semester 4
Level 9
Credits 9 CATS points
Notional 90 hours
Learning Time
Module Type Stand alone
Pre-requisite N/A
Module(s)
Module Aim(s) This module aims to develop critical knowledge and understanding of
theories and pedagogical approaches to Education for Global
Citizenship for integration at the classroom level across subject areas.

Learning By the end of this module, students should be able to:

Outcomes
a. Demonstrate a critical and in-depth knowledge and understanding of
the concept of Education for Global Citizenship.
b. Critically examine theories underpinning Education for Global
Citizenship
c. Critically reflect on pedagogical approaches for Education for
Global Citizenship
d. Demonstrate the ability to apply pedagogical approaches within their
subjects to empower learners to become agents of change.

Module 1. Education for Global Citizenship: Concepts

Content 2. Theories underpinning Education for Global Citizenship: political,
social, and educational
3. Pedagogical approaches to Education for Global Citizenship
4. Learners as agents of change

146
Teaching and Students’ activities and time spent on each activity comprise
Learning Contact time 45 hours
Self-Guided 45 hours
Total 90 hours

The contact time will comprise lectures, group work, discussions,

debate, field visits
Assessment
Assessment Type Weightage
Continuous Assessment 100%
Total 100%
References
Blackmore, C. (2016). Towards a pedagogical framework for global
citizenship education. International Journal of Development
Education and Global Learning 8 (1), 39-56.

Lynch, S. & Curtner-Smith., M. D. (2018). Faculty members

engaging in transformative PETE: a feminist perspective. Sport,
Education and Society. Advance online
publication. doi.org/10.1080/13573322.2018.1560255

Tinning, R.. (2017). Transformative pedagogies and physical

education: Exploring the possibilities for personal change and social
change. In Ennis, C. (Ed.), Routledge Handbook of Physical
Education Pedagogies (pp.281–294). New York: Taylor & Francis.

Ukpokodu, O. (2009). The Practice of Transformative

Pedagogy. Journal on Excellence in College Teaching, 20(2), 43–
67.

147
EDUCATIONAL TECHNOLOGY AS A MEDIUM FOR TEACHING AND LEARNING
RATIONALE
Even though its importance is underscored in many research pursuits, attention to the affective domain
in learning is often neglected at the expense of the cognitive development of learners. This module
emanates from a local research study and coins the pedagogical technological integrated medium
(PTIM) framework founded on the technological, pedagogical, and content knowledge (TPACK) model.
The model builds on the existing premises of pedagogy, content, and technology to make space for the
affective domain where these three premises intersect with each other. The PTIM framework
(https://myptim.org) is operationalized through a multi-loop model that explores the affective dimension
as an overarching space for interaction among learners, teachers and parents through a series of stages
encompassing home tasks, as well as classroom and out-of school activities which promote knowledge
construction springing from the affective domain in terms of motivation, interest and values and also
from their inter-relationships. This module is intended to offer to students the possibility to use the
myptim platform in association with relevant pedagogy to develop sound understanding about
technology integrated lessons in their subject areas.

Module Title Educational Technology as a Medium for Teaching and Learning

Module Code PG 407- E29
Year/Semester Year 2 / Semester 4
Level 9
Credits 3
Contact time 45 hours
Module Type Standalone
Pre-requisite N/A
Module(s)
Module Aim(s) The aim of this module is to empower students to integrate educational
technology in teaching and learning in conjunction with the affective
domain through the myptim platform.
Learning By the end of this module, students should be able to:
Outcomes a. Demonstrate critical understanding of education technology
framework for knowledge construction.
b. Develop and implement interactive lessons compatible with the
interactive myptim platform with focus on the affective domain.
c. Design and use technology-based assessments for mixed ability
learners.
d. Relate latest research on educational technology to improve lessons.

Module Content 1. Education Technology Framework - TPACK, ICT-TPCK, SAMR &

MYPTIM
2. Technology and the Affective domain
3, Interactive technology lessons - multi-loop model, home tasks
4. Technology-based assessments — formative (MCQ, Questions with
hints, Open- and closed ended), Summative, timely feedback
5. Research in education technology: interdisciplinarity, personalized
and adaptive technology instructions and data driven lessons

Teaching and Students' activities and time spent on each activity comprise 45 hours
Learning contact time which will comprise lecture, group work. discussions, peer
review sessions, presentations.

148
Assessment
Assessment Type Weightage
Continuous Assessment 100%
(2 tasks - 1 formative and 1
summative)
Total 100%

References Mishra P, Koehler MJ (2006) Technological pedagogical content

knowledge: a framework for teacher knowledge. Teach Coll Record
108,
1017-54

Puentedura RR (2009) As we may teach: educational technology,

from theory into practice. Available online at:
http://www.hippasus.com/rrpweblog/archives/000025.html (accessed 21
Feb 2023)

Ramma, Y., Bholoa, A., Watts, M., & Nadal P. S. (2018).

Teaching and learning of physics using technology: Making a
case for the affective domain. Education Inquiry, 9(2), 210-236.
http://dx.doi.org/10.1080/20004508.2017.1343606

Ramma, Y., Bholoa, A., Jawaheer, S., Li Kam Wah, H., Gunness, S.
Moheeput, K, & Gopee, A K. (2022). Enacting the teacher-parent-
learner nexus in teaching and learning science using technology. 10th
Pan-Commonwealth Forum on Open Learning, September 14-16,
2022, Athabasca University, Canada, Commonwealth of Learning,
https://doi.org/10.56059/pcf10.6910

Scanlon, E. (2021). Educational Technology Research: Contexts,

Complexity and Challenges. Journal of Interactive Media in
Education, 2021(1): 2, 1-12. DOI: https://doi.org/10.5334/jime.580

149
EXPERIENTIAL TEACHING AND LEARNING OF ENGINEERING PROCESSES
AND SYSTEMS
RATIONALE
Experiential learning is a process of knowledge creation by the transformation of experiences.
To that effect, experiential-based pedagogy, being an applied form of didactic approach, holds
promises to achieve the desired teaching and learning outcomes in ‘engineering processes and
systems’. However, the merits of experiential-based pedagogy through applied approaches like
hand-on practice are often overlooked. This module will empower students to assess the scope
of engineering processes and systems in real-life situations while also providing them the
opportunity through engagement with experiential-based pedagogies to develop higher order
thinking and complex thinking skills. Additionally, the holistic, reflective, integrative and
synergetic dimension of experiential pedagogy will be emphasised as related to the
development of social and personal skills, and technical assessment capacity with respect to
the teaching and learning of ‘engineering processes and systems’.

150
Module Title Experiential Teaching and Learning of Engineering processes and
Systems
Module Code PG 407- E30
Year/Semester Year 2 /Semester 4
Level 9
Credits 9 CATS points
Notional 90 hours
Learning
Time
Module Type Stand alone
Pre-Requisite N/A
Module(s)
Module Aim The aim of the module is to enable students develop specialised applied
knowledge and skills related to engineering processes and systems
through experiential-based pedagogies, required for professional practice
as Design and Technology Educators.
Learning By the end of the module, students should be able to:
Outcomes
1. Demonstrate in-depth knowledge of engineering processes and
systems for application in project-based activities
2. Display high cognitive and manipulative engineering skills in the use
of various tools and equipment as applied to multiple engineering
materials
3. Critically reflect on designed experiential-based pedagogical activities
in the teaching and learning of engineering processes and systems
4. Demonstrate analytical and problem-solving skills in the selection of
engineering materials, processes and systems for particular project-
based activities and briefs
5. Develop a critical understanding of work ethics and sustainable
practices in applied engineering processes and systems.

Module
Content 1. Engineering processes and systems - e.g., material processing and
testing, mechanical and electronic control systems
2. Engineering skills related to tools, equipment and materials - e.g.,
calibration and manipulation of powered equipment, microscopical
examination of materials

151
 3. Experiential-based pedagogy and activities - e.g., guided discovery,
lab work, reverse engineering, fault-finding
4. Factors affecting selection of engineering materials, processes and
systems
5. Work ethics, safety, societal and environmental awareness in
engineering processes and control systems.
Teaching and Student activity and time spent on each activity comprises:
Learning
Contact 45
time hours

The contact time will include lecture, simulation, peer teaching, pre-
flection, small-group work, demonstration and practical.
Assessment Assessment Type Weightage
Continuous assessment 100%
Total 100%

References • Hanh, N., V. and Hop, N., H. (2017). “Experiential Learning Projects
in Engineering Education”, Proceedings of the 4th International
Engineering and Technology Education Conference, Hanoi,
Vietnam.
• Kersten, S. (2018). “Approaches of Engineering Pedagogy to
Improve the Quality of Teaching in Engineering Education” in
Drummer, J., Hakimov, G., Joldoshov, M., Köhler, T. and
Udartseva, S. (Eds.), Technical and Vocational Education and
Training: Issues, Concerns and Prospects -Vocational teacher
education in central asia. Switzerland: Springer Open
• Kolb, D. A. (1984). Experiential learning: Experience as the source
of learning and development. New Jersey: Prentice-Hall.
• Kolb, A. Y., & Kolb, D. A. (2005). “Learning Styles and Learning
Spaces: Enhancing Experiential Learning in Higher Education”,
Academy of Management Learning & Education, 4, 193-212.
http://dx.doi.org/10.5465/AMLE.2005.17268566

152
FIELD TRIP AS A TRANSFORMATIVE TEACHING AND LEARNING STRATEGY
IN SOCIAL SCIENCES
RATIONALE
Studies show that the use of field trip as a strategy empowers learners to critically examine
their contexts, beliefs, values, knowledge, and attitudes with the goal of developing spaces for
self- reflection and appreciation of diversity. Field Trip is an ‘outside the classroom’
educational experience which offers a way to challenge and transform learners’ thinking and
perspectives. With theoretical underpinnings based on the principles of social constructivism
and experiential learning, learners learn better by directly engaging them with real world
environment. This strategy enables the learning of concepts which may not have happened in
the classroom. Despite its strength in providing authentic learning opportunities fieldtrip as a
transformative strategy is undermined. Through this module, educators will get the
opportunities to learn about the theories guiding field trip and reflect on its role as a
transformative strategy that goes outside the traditional classroom setting.

153
Module Title Field Trip as a Transformative Teaching and Learning Strategy in Social
Sciences
Module Code PG 407-E30
Year/Semester Year 2 /Semester 4
Level 9
Credits 3 credits
Notional 90 hours
Learning
Time
Module Type Standalone
Pre-Requisite N/A
Module(s)
Module Aims The aim of this module is to enable students to develop a critical
understanding of theories related to field trip and reflect on how this
strategy can transform the teaching and learning experiences in Social
Sciences.
Learning By the end of the module, students should be able to:
Outcomes
a) Demonstrate an in-depth knowledge and understanding of the
theoretical underpinnings of fieldtrip as a transformative strategy in the
teaching and learning of Social Sciences
b) Critically reflect on the use of field trip in educational situations
c) Conceptualise and design field trips as an experiential learning
opportunity leading to changes in thinking, beliefs, and behaviour

1. The theoretical underpinnings of field trip: experiential, constructivist,

Module critical and social learning perspectives
Content 2. Field trip and the cognitive and affective development of the learners
3. Contextual learning, experiential learning and discovery learning
4. Benefits and risks of field trip
5. Field trip: exploring and interacting with the real-world settings,
artifacts and experts.
6. Stereotypes and assumptions in and of field trip

Student activity and time spent on each activity comprises:

Contact time 45 hours
Teaching and Self-Guided 45 hours
Learning Total 90 hours
The contact time will include lectures, discussions, presentations, group
work, field trip, peer teaching

Assessment Type Weightage

Assessment Continuous assessment 100%
Total 100%

154
 • Comfort Adjoa Addo (2021), ‘Utilization of Field Trips in the Teaching of
Social Studies in Colleges of Education in the Volta Region, Ghana’.
International Journal of Research and Innovation in Social Science
(IJRISS) |Volume V, Issue XI, November 2021
References • ‘Effects of Lack of Field Trips on Leaner’s Performance in Social Studies
at Primary School’, International Journal of Education, Vol X, No 2, 2018
• UNESCO.2017. Transformative Pedagogy for Peace Building: A guide for
teachers.

• Farren, P. (2016). ‘‘Transformative Pedagogy’’ in the context of

language teaching: being and becoming. World Journal on Educational
Technology: Current Issues. 8(3), 190-204.

155
FOOD SUSTAINABILITY EDUCATION AT SECONDARY SCHOOL LEVEL
RATIONALE

Food Sustainability refers to the consumption of foods that have been produced and distributed
through food systems that are economically, socially, culturally and environmentally
sustainable. In September 2021, the United Nations Food Systems Summit emphasized the
need for a transition towards sustainable food consumption and production. Children and
adolescents constitute an important group to focus on in the transition. Education has been
recognised as the best tool to expose younger generations to food sustainability topics and
schools serve as an effective entry point, with teachers being powerful agents of change.
Through this module, students would be empowered with the relevant knowledge, skills and
dispositions to promote Food Sustainability at school level.

Module Title Food Sustainability Education at Secondary School Level

Module Code PG 407- E32
Year/Semester Year 2 /Semester 4
Level 9
Credits 3
Contact Hours 45 hours
Module Type Stand alone
Pre-requisite N/A
Module(s)
Module Aim(s) The aim of this module is to empower students to adopt a reflexive
stance in relation to Food Sustainability (FS) and to design novel
learning experiences for school adolescents on sustainable food
consumption practices.
Learning By the end of this module, students should be able to:
Outcomes a. Demonstrate in-depth understanding of the ideas and concepts
pertaining to Food Sustainability Education
b. Critically assess the health, social, economic and environmental
impacts of food consumption and production using relevant
research literature
c. Select and apply relevant instructional approaches in the design
of learning activities and extra-curricular activities that
integrate FS concepts
d. Adapt resources to provide opportunities for learners to
critically reflect on their assumptions, beliefs and practices
related to food sustainability
e. Critically reflect on their role and responsibility as a citizen and
as a practitioner/teacher in promoting food sustainability at
school level

156
Module Content 1. Food Sustainability Education - importance, sustainable food
production, diets and food choices, food waste literacy
2. Health, social, economic and environmental impacts of food
consumption and production
3. FS topics in secondary school curriculum materials
4. Selected instructional approaches for FSE - transformative
learning, situated learning, authentic learning, participatory
design
5. Selected FS learning activities - role plays, games, case-studies,
field trips, e-portfolios
6. Adaptation of resources – lesson plans and ICT educational
resources
7. School clubs and other extracurricular activities – food gardens,
food preparation, competitions, composting

Mode of Face-to-face
Delivery

Assessment Assessment Type Weightage

Continuous Assessment 100%
Total 100%
References Albareda-Tiana, S., Vidal-Raméntol, S., Pujol-Valls, M., & Fernández-
Morilla, M. (2018). Holistic Approaches to Develop Sustainability and
Research Competencies in Pre-service Teacher
Training. Sustainability, 10(10), 3698. https://doi:10.3390/su10103698.

Bumbac, R.; Bobe, M.; Procopie, R.; Pamfilie, R.; Giusca, S.; Enache,
C. (2020). How Zoomers’ Eating Habits Should be Considered in
Shaping the Food System for 2030-A Case Study on the Young
Generation from Romania. Sustainability, 12, 7390,
https://doi:10.3390/su12187390.

Eugenio-Gozalbo, M., Ramos-Truchero, G., Suárez-López, R.,

Andaluz Romanillos, M. S., & Rees, S. (2022). Introducing Food
Sustainability in Formal Education: A Teaching-Learning Sequence
Contextualized in the Garden for Secondary School
Students. Education Sciences, 12(3), 168.
https://doi.org/10.3390/educsci12030168.

Reisch, L. A. (2021). Shaping Healthy and Sustainable Food Systems

with Behavioural Food Policy. European Review of Agricultural
Economics, 48(4), 665-693.

Tippmann, M. (2020). Education for Sustainable Food and Nutrition –

Towards Criteria for German Secondary Schools. Glocality, 3(1): 5, 1–
12.

157
GLOBALIZATION AND INTERNATIONAL PERSPECTIVES AND POLICIES IN
EDUCATION
RATIONALE
Globalization is rapidly impacting the trajectory of educational systems around the world
through imposed policies and initiatives represented by western nations resulting in a suite of
educational and non-educational challenges to national contexts particularly within
postcolonial states. To effectively address the challenges, educational stakeholders must
possess a critical understanding of globalization and the adjoining international perspectives
and policies driving and shaping education. This module is intended to critically equip and
empower students with the required knowledge related to perspectives and policy directives
associated with globalization and international education. This will assist students to
effectively develop, lead, and implement equitable innovative, ethical, change-oriented, and
transformative educational practices and policies locally in their respective professional
position and practice.

Module Title Globalization and International Perspectives and Policies in Education

Module Code PG 407- E33
Year/Semester Year 2/ Semester 4
Level 9
Credits 3
Module Type Stand alone
Pre-requisite N/A
Module(s)
Module Aim(s) The aim of this module is to introduce students to the challenges of
globalization and the adjoining international perspectives and policies
driving education to lead the local challenges imposed by
globalization.
Learning By the end of this module, students should be able to:
Outcomes a. Develop a critical understanding of globalization and the
international perspectives and policies driving education
b. Critically discuss the contemporary perspectives and real-life
inter-related challenges of globalization using relevant concepts
and ideas
c. Apply a range of interdisciplinary scholarship to analyze and
reflect on the local educational context
d. Develop a critical stance on globalization and the international
perspectives and policies shaping education
Module Content 1. Globalization and education (emergence of globalization and its
connect to education)
2. International perspectives in education (global comparisons and
benchmarking of systems)
3. International policies shaping education (e.g. neoliberal
policies)
4. Coloniality and decoloniality
5. Social justice and equity
6. Leading transformative educational change/s in the local
context (processes)

158
Teaching and Students’ activities and time spent on each activity comprise
Learning Contact time 45 hours
The contact time will comprise lecture, group work, discussions, peer
review sessions, and dialogue.
Assessment
Assessment Type Weightage
Continuous Assessment 100%
Total 100%
References Hargreaves, A., Lieberman, A., Fullan, M., & Hopkins, D.
(2010). Second international handbook of educational change. New
York: Springer.
Lechner, F.J., & Boli, J. (Eds.). (2020). The globalization reader (6th
ed.). Wiley-Blackwell.
Grosfoguel, R. (2007). The epistemic decolonial turn. Cultural
Studies, 21(2), 211-223.
Spring, J. (2014). Globalization and education: An introduction
(sociocultural, political, and historical studies in education).
Routledge.
Tikly, L. (2017). The future of education for all as a global regime of
educational governance. Comparative Education Review, 61(1), 22-57.

159
INCLUSION AND INCLUSIVE EDUCATION
RATIONALE
Inclusion and inclusive practices in education are at the core of international conventions and
national policies. The principles of inclusion foster equity, dignity and respect for every person.
Inclusive education enables learners from different backgrounds and abilities to thrive and
operate at their full potential. Inclusive education ensures the participation of all learners at
school and learning the valuable skills whereby all learners benefit from the enriching
experiences of diverse learners. This module will equip trainees with knowledge, skills and
attitudes necessary to advocate for inclusion and implement inclusionary practices.

Module Title Inclusion and Inclusive Education

Module Code PG 407- E34
Year/Semester Year 2/ Semester 4
Level 9
Credits 3
Module Type Stand alone
Pre-requisite
Module(s)
Module Aim(s) The aim of the module is to develop students' critical understanding of
inclusion, inclusive education and inclusionary practices in order to
promote equitable opportunities for the holistic development of all
learners.
Learning By the end of this module, students should be able to:
Outcomes 1. Critically analyse the concepts, conventions and policies
governing inclusion and inclusive education from a historical and
contemporary perspective.

2. Reflect on the principles of teaching and learning for inclusive

education.

3. Design, develop and implement inclusionary practices in diverse

settings at secondary school level.

Module • Concepts, conventions and policies governing inclusion and

Content inclusive education – Accessibility and adaptability mainstreaming,
Special Educational Needs, United Nations Convention on the Rights
of Persons with Disabilities (UNCRPD).

• Principles of teaching and learning in an inclusive context –

Participation, belongingness, equity, Universal Design for Learning.

• Strategies for implementation of inclusionary practices in classrooms

– educational setting, differentiation, curriculum adaptations,
multiple means of representation and alternative modes of
assessment.

160
Teaching and Students’ activities and time spent on each activity comprise
Learning Contact time 45 hours
The contact time will comprise lectures, group work, discussions,
debates, and class presentations.
Assessment Assessment Type Weightage
Coursework 100%
Total 100%

References 1. Ainscow, M. (2020). Promoting inclusion and equity in education:

lessons from international experiences. Nordic Journal of Studies in
Educational Policy, 6(1), 7–16.
2. Heward, W. L., & Wood, C. L. (2017). Exceptional children: An
introduction to special education, 11th Edition. Pearson
Education/Merrill/Prentice Hall.
3. Kauffman, J. M., & Hornby, G. (2020). Inclusive vision versus
special education reality. Education sciences, 10(9), 258.
4. Molbaek, M. (2018). Inclusive teaching strategies–dimensions and
agendas. International Journal of Inclusive Education, 22(10),
1048–1061.
5. Vetoniemi, J., & Kärnä, E. (2021). Being included–experiences of
social participation of pupils with special education needs in
mainstream schools. International Journal of Inclusive Education,
25(10), 1190-1204.

161
INITIATION A LA LITTERATURE FRANCOPHONE MAURICIENNE
RATIONALE
La littérature francophone mauricienne, vieille de plus de deux cents ans, fait partie de notre
patrimoine. Récipiendaires de nombreuses reconnaissances littéraires d’ici et d’ailleurs, les
auteurs francophones mauriciens se doivent d’être mieux connus dans le milieu scolaire,
d’autant plus que des textes mauriciens font partie du cursus de la littérature française au niveau
de Cambridge O Level. Ce module propose ainsi de faire une incursion dans l’histoire littéraire
mauricienne, afin de faire découvrir et apprécier toute la richesse de ce patrimoine littéraire
francophone aux enseignants. Il sera aussi question d’étudier quelques grands auteurs
mauriciens à la fois du 19e, 20e et 21e siècles. Ce module permettra aux enseignants d’explorer
les enjeux du contexte socio-historique de l’île, les problématiques et thématiques majeures de
la littérature francophone mauricienne afin d’être mieux équipés pour l’enseigner au
secondaire.

Module Title Initiation à la Littérature Francophone Mauricienne

Module Code PG 407- E35
Year/Semester Year 2 /Semester 4
Level 9
Credits 3 credits
Module Type Stand alone
Pre-requisite N/A
Module(s)
Module Aim(s) L’objectif de ce module est d’amener les étudiants à découvrir et à
proposer une analyse littéraire de quelques auteurs et textes majeurs de
la littérature francophone mauricienne.
Learning A la fin de ce module, les étudiants seront capables de :
Outcomes a. Décrire quelques éléments marquants de l’histoire littéraire
mauricienne d’expression française.
b. Discuter de la représentation de quelques éléments historiques et
sociétaux présents dans les textes littéraires mauriciens.
c. Démontrer une appréciation critique de quelques auteurs mauriciens
d’expression française.
d. Démontrer une appréciation critique de quelques textes majeurs de
la production littéraire francophone de Maurice
e. Discuter des problématiques et des thématiques majeures de la
production littéraire francophone de Maurice
Module Content 1. Un survol de l’histoire littéraire mauricienne d’expression française
(mouvements littéraires, sociétés littéraires, journaux littéraires,
émergence d’auteurs contemporains)
2. L’importance du contexte socio-historique de Maurice dans les
textes littéraires francophones
3. Quelques grands auteurs mauriciens d’expression française
4. Quelques textes majeurs de la production littéraire francophone de
Maurice
5. Recherche documentaire et critique sur la littérature francophone
mauricienne
6. Problématiques et thématiques majeures de la production littéraire
francophone de Maurice
7. Analyse d’extraits de textes littéraires francophones de Maurice

162
Teaching and Students’ activities and time spent on each activity comprise 45 hours
Learning contact time which will consist of lecture (face to face and online
sessions), group work, discussions, seminars.
Assessment
Assessment Type Weightage
Continuous Assessment 100%
Total 100%
References • Jean-François, E. B. et Kee Mew, E. (2010), “La littérature
mauricienne contemporaine : pour une nouvelle poétique de
l’insularité”, Palabres, Vol. XI (2), pp. 59-77.
• Kee Mew, E. (2010), “La littérature mauricienne et les débuts de la
critique”, International Journal of Francophone Studies, Vol. XIII (3
& 4), pp. 417-433.
• Prosper, J.-G. (1978), Histoire de la littérature mauricienne de langue
française, Rose-Hill : Editions de l’Océan Indien.
• Pyamootoo, B. et al. (2020) Ecrits sur Maurice 1708-2019, L’Atelier
Littéraire, Ile Maurice.
• Ramharai, V. et Jean-François, E. B. (eds) (2014) Marcel Cabon.
Écrivain d’ici et d’ailleurs, Trou d’Eau Douce : L’Atelier d’Écriture.
• Rauville, C. de (1990), Littératures francophones de l’Océan Indien,
St Denis : Editions du Tramail.

163
MADHUBANI PAINTING
RATIONALE
Madhubani is characterised by its eye-catching motifs and geometrical designs that originated in India.
There are three main themes in Madhubani art: religion, social scenes, and elements of nature. New age
artists are creating fusions of Madhubani paintings and western popular art designs on 2D and 3D
surfaces. The module will enable students to identify popular styles of Madhubani and develop their
artistic skills. Students will develop their knowledge and understanding related to different elements
used in Madhubani painting on 2D and 3D surfaces.

Module Title Madhubani Painting

Module Code PG 407- E36
Year/Semester Year 2/ Semester 4
Level 9
Credits 3
Module Type Stand Alone
Pre-Requisite N/A
Module(s)
Module Aims The aim of this module is to enable students to develop advanced knowledge
and understanding of Madhubani painting through experimentation with
colours, designs, borders, motifs and patterns.
Learning By the end of the module, students should be able to:
Outcomes 1. Develop advanced knowledge and understanding of Madhubani art
2. Select and apply Madhubani art on 2D and 3D surfaces to enhance
understanding of artistic skills through experimentation and research
3. Create 2D and 3D Madhubani artwork using ICT and fusion of art
design from foreign countries
Module Content 1. History, styles, and motifs in Madhubani
2. Characteristics of Madhubani : Bharni, Katchni, Godna, Kohbar
3. Design process in project realisation:
• Research and investigation
• Development of ideas
• Experimentation through media, materials, and processes
4. Project realization through research and investigation based on traditional
and contemporary Madhubani painting styles on 2D and 3D surfaces

Teaching and Students’ activities and time spent on each activity comprise:
Learning Contact time 45 hours
Total 45 hours
The contact time will include lectures, interactive sessions, group work, group
discussion and hands-on activities.
5.
Assessment
Assessment Type Weightage
Continuous Assessment 100%
Total 100%

164
References Ghosh, S. (2020). Madhubani Painting—Vibrant Folk Art of Mithila. Art and
Design Review, 8, 61-78. https://doi.org/10.4236/adr.2020.82005

Gupta, D (2020). Madhubani Painting: An Introduction. IOSR Journal of

Humanities and Social Science (IOSR-JHSS), 25(11), 01-02.

Halder, R.P, Das, A., Pandey, S., Banik, S. (2018). A details study on
Madhubani Art of Mithila, Bihar. Journal of Emerging Technologies and
Innovative Research (JETIR), 5 (1), 1012-1018.

Singh, C. S. B. , PJ. N., PJ, S. (2020). Locating Madhubani Painting in the

Context of Cultural Tourism and Place Identity of Mithila Region. Atna Journal
of Tourism Studies, 15(2), 29-48.

165
MAURITIAN LITERATURE IN KREOL REPIBLIK MORIS
RATIONALE
The diverse oral and written texts of Mauritian literature in Kreol Repiblik Moris (KRM) which have
developed since the French colonial period till today constitute a heritage which needs to be appreciated
and studied. This module will provide an overview of different phases of this literature - colonial, post-
independence and contemporary. Students will develop a critical understanding of the contextual factors
and processes underlying the creation and diffusion of a selection of literary genres. This module will
enable them to apply tools in order to critically examine literary texts in KRM for an enhanced
understanding and appreciation.

Module Title Mauritian Literature in Kreol Repiblik Moris

Module Code PG 407- E37
Year/Semester Year 2 /Semester 4
Level 9
Module Type Stand alone
Pre-requisite N/A
Module(s)
Module Aim(s) The aim of this module is to enable students to develop a critical appreciation
of Mauritian literature in KRM through the study of selected literary texts.
Learning a. Examine the contextual factors influencing the creation and diffusion of
Outcomes Mauritian literature in KRM
b. Analyse a variety of literary genres and texts in KRM by using selected
tools for a better appreciation
c. Critically discuss critically the movements in the evolution of Mauritian
literature in KRM
Module Content 1. Historical, cultural and linguistic factors influencing the production of
Mauritian literature in KRM
2. Literary genres within Mauritian literature in KRM (e.g. tale, poetry, song,
drama, novel, short story)
3. Tools to critically analyse literary texts in KRM (e.g. narratology, stylistic
devices)
4. Evolution of Mauritian literature in KRM (e.g. colonial, post-independence,
contemporary periods)
Teaching and Students’ activities and time spent on each activity comprise
Learning Contact time 45 hours
The contact time will comprise lecture (face-to-face and online sessions),
group work, discussions, seminars.
Assessment
Assessment Type Weightage
Continuous Assessment 100%
Total 100%
References • Eagleton, T. (1983), Literary Theory. An Introduction, Blackwell Publishers,
Oxford, UK.
• Furlong, R. & Ramharai, V. (2006), Panorama de la littérature mauricienne.
La production créolophone. Volume 1 : Des origines à l’indépendance,
Collection TIMAM, Ile Maurice.
• Hookoomsing, V. (1979), « Une langue et sa littérature. Des Essais d’un
Bobre Africain de François Chrestien à Disik salé de Dev Virahsawmy »,
Journal of the Mauritius Institute of Education, Nº 3, pp. 72-98.
• Ramharai, V. (1993), “La littérature créole depuis l’indépendance », Notre
Librairie, Nº 114, pp. 56-62.

166
PARENTAL INVOLVEMENT FOR EDUCATIONAL ACHIEVEMENT
RATIONALE
Research has shown that parental influence is an important determinant of the educational achievement
of learners. Parental involvement calls for parental participation in the educational processes and
experiences of their children. Hence, there is a need to promote a culture of learning in families for
educational achievement of learners and thereby reduce marginalisation. This module aims to empower
students with knowledge and skills on parental involvement that will facilitate them to collaborate with
parents and guardians as active partners in their children’s educational achievement.

Module Title Parental Involvement for Educational Achievement

Module Code PG 407- E38
Year/Semester Year 2/Semester 4
Level 9
Credits 3
Notional 90 hours
Learning Time
Module Type Stand alone
Pre-requisite N/A
Module(s)
Module Aim(s) The aim of this module is to equip students with knowledge and skills in parental
involvement and develop the required dispositions to collaborate with parents and
guardians for the educational achievement of children.

Learning a) Critically engage with models of parental involvement to forge a positive

Outcomes relationship with parents and guardians.
b) Critically examine the merits and challenges of parenting with respect to
educational achievement.
c) Demonstrate a critical understanding and use collaborative practices to create
a culture of sharing and bonding with parents and guardians.
d) Evaluate the benefits of collaborative models and practices with parents and
guardians for educational achievement.
Module 1. Models of parental involvement: Epstein’s model of parental involvement,
Content curriculum enrichment model, and partnership model
2. Parenting: styles and skills, merits and challenges
3. Collaborating with parents: Communication and bonding, creating a Culture
of learning, celebrating and sharing experiences.
4. Evaluation: reflection and critical appraisal of collaborative models and
practices.
Teaching and Trainees’ activities and time spent on each activity comprise of:
Learning Contact time 45 hours
The contact time will comprise
lecture, group work, discussions,
blended and online learning
Assessment
Assessment Type Weightage
Continuous Assessment 100%
Total 100%

167
References 1. Auckloo, P. (2011). Volunteering to combat illiteracy: Using a whole school
approach. The case of the Prevocational Sector. Illetrisme a Maurice et a la
Reunion: Etat des lieux et perspectives. No. 38.

2. Epstein, J.L., & Sheldon, S.B. (2022). School, Family, and Community
Partnerships: Preparing Educators and Improving Schools (3rd ed.).
Routledge. https://doi.org/10.4324/9780429400780

3. Ernesto, T; Catalina,M; Hernández M; Cristóbal, V. (2021) Socioeconomic

Status, Parental Involvement and Implications for Subjective Well-Being
During the Global Pandemic of Covid-19 . Frontiers in Education Vol(6),
2021. URL=https://www.frontiersin.org/articles/10.3389/feduc.2021.762780

4. Payneeandy, S and Naeck, V. (2002) The Rehabilitation of Juvenile

Offenders in Mauritius, Education Research Conference papers, University
of Brighton.

5. Kellaghan, T, et al. (1993). The home environment and school learning:

promoting parental involvement in the education of children. San
Francisco,]ossey-Bass.

168
PHYSICS PRACTICAL AT SECONDARY SCHOOL LEVEL
RATIONALE
Practical work is at the heart of teaching and learning in physics. Practical work in physics,
supported by an appropriate pedagogy and adequate guidance from teachers, engages students
in constructing scientific knowledge and developing scientific skills, attitudes, and values.
Research has shown that teachers find it challenging to design and assess practical work in
physics and to connect it with theory. It is in this perspective that this module has been
conceptualised to empower teachers with the necessary competencies to design and use
physical as well as virtual practical work in the teaching and learning of a wide range of physics
concepts. It is also aimed at supporting teachers in the context of the reintroduction of practical
examinations in science subjects at SC level.

Module Title Physics Practical at Secondary School Level

Module Code PG 407- E39
Year/Semester Year 2/ Semester 4
Level 9
Credits 3
Contact time 45 hours

Module Type Stand Alone Module

Pre-Requisite Subject Didactics I – Teaching and Learning of Science
Module(s)
Module Aim(s) The aim of this module is to enable students develop further
knowledge and advanced skills in conducting practical work to
support the acquisition of scientific knowledge in physics.

Learning By the end of this modules, students should be able to:

Outcomes a. Critically examine the importance of practical work in the
development of practical skills in physics at secondary school level.
b. Use inquiry in designing and implementing practical work based on
research in physics.
c. Evaluate the appropriateness of virtual lab and simulations for
conceptual understanding of physics concepts.
d. Critically reflect on the use of selected assessment strategies to
assess practical work in physics.

Module Content 1. Development of practical skills:

(Manipulative, observation, recording skills)
2. Design and implementation of science practical:
(Guided & open inquiry – initiation, planning, exploration,
formulation, collection, presentation, experimental design, laboratory
safety & etiquette, data analysis, graph and drawing conclusion)
3. Virtual laboratory experiment:
(PhET, Labxchange, OLABS)
4. Assessment strategies
Direct (experiment) and indirect (written) assessment
5. Research on practical, design and assessment of practical.

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 Teaching and Students’ activity and time spent on each activity comprises 45 hours
Learning contact time which will comprise lecture (online/ face to face), discussion,
and presentation.
Assessment Assessment Type Weightage
Coursework 100 %

References:
• Abrahams, I. & Reiss, M. J. (2015). The assessment of practical skills (Practical work
I). The School science review, 96(357).
• Alneyadi, S. S. (2019). Virtual Lab Implementation in Science Literacy: Emirati
Science Teachers’ Perspectives. EURASIA Journal of Mathematics, Science and
Technology Education, 15(12).
• Erduran, S., Masri, Y. E., Cullinane, A. & Ng, Y.P. (2020). Assessment of practical
science in high stakes examinations: a qualitative analysis of high performing English-
speaking countries. International Journal of Science Education, 42 (9), 1544–1567.
• Maullo, A.K. & Naugah, B. J. (2017). Upper secondary education in Mauritius: a case
study. Royal Society’s symposium Broad and Balance: What is the future for our post-
16 curriculum? Available online at: https://royalsociety.org/~/media/policy
/topics/education-skills/ Broadening%20the%20curriculum/mauritius-case-study.pdf

170
REMEDIAL STRATEGIES FOR SECONDARY SCHOOL MATHEMATICS
RATIONALE
Remediation in mathematics is the process of diagnosing learning difficulties and providing additional
support to learners who are struggling with the acquisition of mathematical concepts, cognitive (such
as logical reasoning, visual-spatial skills, metacognition, memory) and problem-solving skills. These
difficulties, if unaddressed, tend to alienate learners from studying advanced-level and university
mathematics thus limiting their future job opportunities and depriving society of a potential pool of
numerate citizens. It is therefore vital for secondary school teachers to keep analyzing the root causes
of frequent error patterns in learners’ works with a view to offering implementable solutions for solving
them using appropriate research-informed practices and strategies. Thus, this module is designed to
equip secondary school mathematics teachers with the necessary strategies and approaches to diagnose
learners’ mathematical learning difficulties, understand their causes and respond to their needs
effectively.

Module Title Remedial Strategies for Secondary School Mathematics

Module Code PG 407- E40
Year/Semester Year 2/Semester 4
Level 9
Credits 3
Contact time 45 hours
Module Type Stand alone
Pre-requisite N/A
Module(s)
Module Aim(s) The aim of this module is to enhance secondary school mathematics teachers’
knowledge and understanding of mathematical learning difficulties with a view
to empowering them to explore and apply adequate intervention strategies for
remediation.
Learning By the end of this module, students should be able to:
Outcomes a. Demonstrate advanced knowledge and critical understanding of the
nature and causes of mathematical learning difficulties
b. Demonstrate understanding of remediation in mathematics and
critically appraise findings from research
c. Design and use appropriate diagnostic tools to identify the types of
mathematical learning difficulties and systematically analyze error
patterns
d. Develop and implement appropriate remedial strategies to address
mathematical learning difficulties
e. Critically reflect on the effectiveness of the implemented remedial
strategies using empirical evidence and research
Module 1. Nature and causes of mathematical learning difficulties within a local and
Content from international perspective: lack of number sense, poor working
memory, problems in mental representations and visualization, deficit in
reasoning
2. Remediation in mathematics: perspectives from research
3. Diagnostic tools for learning difficulties in mathematics: Task-based
Analysis, Newman’s Error analysis, Think aloud, Clinical interviews

4. Remedial Strategies: Mini lesson (Introduction, instruction, interaction,

and closure), problem-based learning, one-to-one tutoring, Critical
thinking in everyday life

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Teaching and Students’ activities and time spent on each activity comprise 45 hours contact
Learning time which will comprise lecture (online/face to face), discussion, and
presentation.

Assessment

Assessment Type Weightage

Continuous Assessment 100%
(2 tasks – 1 formative and 1
summative)
Total 100%
References De Huijsmans, M., Kleemans, T., & Kroesbergen, H. E. (2022). The cognitive
profiles for different samples of mathematical learning difficulties and their
similarity to typical development: Evidence from a longitudinal study, Journal
of Experimental Child Psychology, Volume 214,
https://doi.org/10.1016/j.jecp.2021.105288.
(https://www.sciencedirect.com/science/article/pii/S002209652100206X)

Fritz, A., Haase, V. G., & Räsänen, P. (2019). International handbook of

mathematical learning difficulties: From the laboratory to the classroom. Cham,
Switzerland: Springer.

Lewis, K.E. and Fisher, M.B. (2016). Taking stock of 40 years of research on
mathematical learning disability: Methodological issues and future directions.
Journal for Research in Mathematics Education, 47(4), pp.338-371.

Scherer, P., Beswick, K., DeBlois, L., Healy, L. and Moser Opitz, E. (2017).
Assistance of students with mathematical learning difficulties—how can
research support practice?—A summary. In Proceedings of the 13th
International Congress on Mathematical Education: ICME-13 (pp. 249-259).
Springer International Publishing.

172
REVITALISING LITERATURE TEACHING VIA HIP-HOP PEDAGOGY AT
SECONDARY LEVEL
RATIONALE
The study of literature plays a fundamental role in the holistic development of students. On the one
hand, it contributes to their personal growth by building their empathetic skills and cultural capital. On
the other hand, it develops literacy competencies as well as transferable skills such as creative,
analytical, critical, discursive and communicative skills. In the Mauritian context, educators often
struggle to engage secondary school students in the study of literature as they often perceive the subject
to be out of touch with their daily reality. Hence, more contemporary approaches are required to
revitalise the teaching of literature to bring it closer to the lived experiences of secondary school
students. Scholarship has illustrated how hip-hop pedagogy, a by-product of culturally relevant
pedagogy, is an effective way to engage secondary students in deep learning opportunities by drawing
on the merits and diversity of popular culture. In this module, educators will research and critically
consider the pedagogical possibilities of a range of hip-hop approaches, strategies, activities, tools and
resources to teach the three literary genres at both lower and upper secondary levels. They will engage
in a critical appreciation of marrying the core principles of hip-hop pedagogy and the fundamental
domains of literature teaching at secondary level and how this could potentially improve teaching and
learning.

173
 Module Title Revitalising Literature Teaching via Hip-hop Pedagogy at Secondary Level
Module Code PG 407- E41
Year/Semester Year 2/ Semester4
Level 9
Credits
Learning Time 45 hours
Module Type Stand Alone Module
Pre-Requisite • Knowledge of the three main literary genres (prose, drama and poetry)
Module(s) • Knowledge of literary analysis

Aims This module aims to develop a critical understanding of the principles of hip-
hop pedagogy in literature teaching.
Learning By the end of this module, educators will be able to:
Outcomes 1. Develop a critical understanding of the main tenets of hip-hop pedagogy
and its relevance to literature teaching in the Mauritian context through
research.
2. Use and adapt relevant hip-hop strategies, activities, tools and resources
to teach the three genres (poetry, prose and drama) at lower and lower
secondary level.
3. Critically reflect upon the appropriateness of using and adapting hip-
hop strategies, activities, tools and resources with students.
Module Content 1. Research on hip-hop pedagogy for the teaching of literary genres.
2. Selected hip-hop strategies and activities (adaptation of podcasting,
storytelling, emceeing, graffitiing and dancing) in the study and
appreciation of literary texts.
3. Selected hip-hop tools and resources to teach the three literary genres
(music and film videos, song lyrics and use of technology-recording
app).
4. Key considerations in the use of hip-hop pedagogy and its relevance
(historical, social and cultural) to literature teaching in Mauritian
context.

Teaching and Student activity and time spent on each activity comprises:
Learning 45 hours
The contact time will include interactive sessions, group work, group
discussion and hands on activities.
Assessment
Assessment Type Weightage
Continuous Assessment 100 %
Total 100%

References
Alim, H. S. (2011). Global ill-literacies: Hip hop cultures, youth identities, and the politics of
literacy. Review of Research in Education, 35(1), 120-146.
Belle C. (2016). Don’t believe the hype: Hip-hop literacies and English education. Journal of
Adolescent & Adult Literacy, 60(3), 287–294.

174
SCHOOL LEADERSHIP: PRACTICES IN CONTEXTS
RATIONALE
The changing nature of contemporary society has had a significant impact on the role and function of
schools, which has resulted in the need for a paradigm shift in educational leadership. As a result, school
leaders must be aware of and adapt to the changing educational landscape to ensure the success of their
schools.This module is designed to help students develop the skills necessary to analyze contextual
factors and implement effective leadership practices that respond to the evolving needs of schools. It
will provide students with the ability to make professional decisions that are responsive to the fast-
changing educational environment. The module will focus on innovative leadership practices that can
be used to improve the efficacy and effectiveness of schools in the 21st century.Overall, the module
aims to equip students with the knowledge and skills necessary to become effective educational leaders
who can successfully navigate the complex and constantly evolving educational landscape.

Module Title School Leadership: Practices in Contexts

Module Code PG 407- E42
Year/Semester Year 2/Semester 4
Level 9
Credits 3
Module Type Stand alone
Pre-requisite N/A
Module(s)
Module Aim(s) The aim of this module is to equip students with necessary knowledge and
skills to critically analyse contextual factors and enact effective context
sensitive leadership practices.
Learning By the end of this module, students should be able to:
Outcomes a. Demonstrate the ability to critically analyse policy, concepts on
school leadership, attitudes of stakeholders, and contextual factors
impacting on schools.
b. Examine leadership theories, styles, roles and practices.
c. Critically examine contexts in which schools operate.
d. Select and apply context-responsive and research based leadership
practices.

Module Content 1. Policy, concepts, attitudes, and contextual factors - evolution from
traditional to contemporary, social, cultural, political, personal and
organisational within and beyond schools.
2. Leadership theories: Contingency theory of leadership,
transformational theory of leadership, Transactional theory of
leadership, Great man theory, behavioural theory, styles:Democratic
leadership, autocratic leadership, laissez-faire leadership, roles:
promote positive school culture, motivate stakeholders and
practices : model the way, inspire a shared vision, challenge the
process, enabling to act.
3. Context-responsive and research-based leadership practices:
context of standardization, globalization, marketization, and quality
management.

175
Teaching and Students’ activities and time spent on each activity comprise
Learning Contact time 45 hours
The contact time will comprise lecture, group work, discussions, peer
review sessions, concept drawing.

Assessment
Assessment Type Weightage
Continuous Assessment 100%
Total 100%
References Francera, S. (2022) The role of context on leadership transition: building
to district level leadership. Journal of Organisational & Educational
Leadership, 7(2), 1-22

Hallinger, P. (2018). Bringing context out of the shadows of leadership.

Educational Management Administration & Leadership, 46(1), 5-24.

Noman, M. & Gurr, D. (2020) Contextual Leadership and Culture in

Education, In G.W. Nobit (Ed.) Oxford Research Encyclopedia of
Education (New York, New York: Oxford University Press) 20p. On-line
publication date, Feb, 2020.
dx.doi.org/10.1093/acrefore/9780190264093.013.595

Oc, B. (2018). Contextual leadership: A systematic review of how

contextual factors shape leadership and its outcomes. The Leadership
Quarterly, 29, 218-235.

Yıldırım, K. & Yenipınar, Ş. (2021). Examining the role of contextual

conditions and leadership status of school principals from multiple
perspectives. International Journal of Research in Education and Science
(IJRES), 7(1), 207-226. https://doi.org/10.46328/ijres.1249

176
TEACHING AND LEARNING OF MATHEMATICS AT SECONDARY LEVEL
USING GEOGEBRA
RATIONALE
Research has shown that the use of mathematical software can enhance the teaching and
learning of mathematics. This software provide learners with the possibilities to develop deeper
understanding of mathematical concepts, to visualize abstract objects (e.g., functions,
geometric shapes) and to make connections between different dimensions of mathematics. One
such software is GeoGebra, a dynamic tool, which combines geometry, algebra, calculus,
statistics and probability. GeoGebra allows students to manipulate objects, explore and observe
the graphical effect of changes on different variables. However, the use of technology in
teaching and learning is efficient if didactically careful integration is carried out in the
classroom. Educators therefore require a good blend of different skills (technology, pedagogy)
and content knowledge for effective technology integration.
This module aims at empowering mathematics educators with knowledge and skills to
efficiently use the dynamic software GeoGebra in its multifarious dimensions (geometry,
algebra, calculus, statistics and probability) in the teaching and learning of mathematics.

Module Title Teaching and Learning of Mathematics at Secondary Level Using

GeoGebra
Module Code PG 407- E43
Year/Semester Year 2/Semester 4
Level 9
Credits 3
Contact time 45 hours
Module Type Stand alone
Pre-requisite N/A
Module(s)
Module Aim(s) The aim of the module is to empower students to develop knowledge,
understanding and skills to efficiently use the dynamic software
GeoGebra to enhance the teaching and learning of mathematics at the
secondary school level.
Learning By the end of this module, students should be able to:
Outcomes a. Demonstrate understanding of the theoretical underpinnings of
GeoGebra used as a dynamic tool.
b. Design, from a research perspective, interactive activities for
the teaching and learning of Geometry, Algebra, Calculus,
Statistics and probability using GeoGebra
c. Implement GeoGebra-based lessons.
d. Critically reflect on the GeoGebra-based lessons

177
Module Content 1. Algebraic reasoning through GeoGebra: Solving equations,
Graphing and analysing functions, solving systems of equations
2. Conceptual development of Calculus through GeoGebra:
derivatives and integrals
3. Geometrical thinking with GeoGebra: visualization,
transformation of shapes, transformation of curves, construction
of polygons, polyhedrons and circles
4. Statistical and Probabilistic thinking with GeoGebra:
construction of statistical graphs and charts, analysis of
statistical data and computation of probability distribution
functions
5. GeoGebra based lessons and implementation.
6. Research on the use of GeoGebra in the teaching and learning
of mathematics at secondary level (Representation,
Visualisation, Variation, Reasoning in Mathematics)
Teaching and Students’ activities and time spent on each activity comprise 45 hours
Learning contact time which will comprise lectures, group work, discussions and
practical work.

Assessment Assessment Type Weightage

Continuous Assessment 100%
(2 tasks)
Total 100%
References Drijvers, P. H. M., Ball, L., Barzel, B., Heid, M. K., Cao, Y., &
Maschietto, M. (2016). Uses of technology in lower secondary
mathematics education: A concise topical survey. Springer.

Jankvist, U. T., Misfeldt, M., & Aguilar, M. S. (2019). What happens

when CAS procedures are objectified? - the case of “solve” and
“desolve”. Educational Studies in Mathematics, 101(1), 67–81.

Hillmayr, D., Ziernwald, L., Reinhold, F., Hofer, S. I., & Reiss, K. M.
(2020). The potential of digital tools to enhance mathematics and
science learning in secondary schools: A context-specific meta-
analysis.
Computers & Education, 153, 103897.
https://doi.org/10.1016/j.compedu.2020.103897

Hohenwarter, M. (2008). Teaching and Learning Calculus with Free

Dynamic Mathematics Software GeoGebra.

Hoyles, C., Noss, R., Vahey, P., & Roschelle, J. (2013). Cornerstone
mathematics: Designing digital technology for teacher adaptation and
scaling. ZDM‐Mathematics Education, 45(7), 1057–1070.

Sur, W. A. A. (2020). Mathematical Construction of Definite Integral

Concepts by Using GeoGebra. Mathematics Education Journals, Vol.
4, No. 1.

178
VOCAL TRAINING OF EDUCATORS IN CLASSROOM AND WIDER SCHOOL
CONTEXTS
RATIONALE
An educator’s physical voice is an essential asset at all levels of education. A critical understanding of
paralinguistics and proxemics will heighten an educator’s awareness of the need to incorporate these
elements to enhance the quality of teaching and learning. In addition, vocal training will act as a
preventive measure to help educators protect their vocal cords. Taking the Mauritian multilingual
educational context into consideration, this module will develop the vocal skills of educators in both
English and French so that they can optimise on using their voice within the classroom and the wider
school context. As neither English nor French may be the first language of educators, they will practise
accurate pronunciation and enunciation in these languages to be eloquent role-models in their teaching
environment. They will also focus on building the student-teacher rapport when explaining, asking
questions, giving feedback and empathizing with their students in class, and during extra-curricular
school activities. In addition, educators will implement different strategies and activities to protect their
vocal cords. A deeper exploration and appreciation of paralinguistics and proxemics will further
develop the pedagogical knowledge of educators, thus transforming their daily practice.

Module Title Vocal Training of Educators in Classroom and Wider School Contexts
Module Code PG 407- E44
Year/Semester Year 2/Semester 4
Level 9
Credits
Learning Time 45 hours
Module Type Stand Alone Module
Pre-Requisite None
Module(s)
Aims This module aims to develop the pedagogical knowledge of educators by
improving their voice quality through the critical exploration and application of
elocution, paralinguistics and proxemics in the classroom and wider school
context.

Learning By the end of this module, educators should be able to:

Outcomes
1. Engage in a self-evaluation of their voice quality and vocal skills within
the classroom and wider school context.
2. Develop accurate pronunciation and enunciation for elocution in
English and French.
3. Apply paralinguistic features (tone, intonation, inflection, rhythm, pitch
and pace) when explaining, discussing, giving feedback and
empathizing with students and when dealing with other stakeholders.
4. Use preventive measures to protect voice quality –avoid voice
tiredness and hoarseness (phonation, resonance, articulation, and
modulation).
5. Critically reflect on the implications of accurate pronunciation,
enunciation, paralinguistics and proxemics on transformed practice in
the classroom and wider school context.

179
 Module Content 1. Pronunciation and enunciation for proper elocution in English and
French
2. Paralinguistic features (tone, intonation, inflection, rhythm, pitch and
pace)
3. Proxemics in different classroom situations and extracurricular events
(Emcee, jury member, etc.)
4. Preventive/precautionary measures to protect voice quality – avoid
voice tiredness and hoarseness (phonation, resonance, articulation and
modulation)
5. Critical reflection on one’s own voice quality and transformed practice.

Teaching and Student activity and time spent on each activity comprises:
Learning
45 hours
The contact time will include interactive sessions, group work, group
discussion and hands on activities.
Assessment
Assessment Type Weightage
Continuous Assessment 100 %
Total 100%

References:
Bele, V I. (2008). The teacher's voice: Vocal training in teacher education. Scandinavian Journal of
Educational Research, 52(1), 41-57.

Ochoma, M. U. (2019). Teacher’s voice quality and teaching effectiveness. African Research
Review, 13(3), 141-148.

Maley, A. (2000). The language teacher's voice. Macmillan Heinemann English Language Teaching.

Toma, A. M. (2022). Teaching Beyond Words: Non-Verbal Cues In Foreign Language Learning.
In ICERI2022 Proceedings (pp. 8498-8502). IATED.

180
 Professional
Practice Component

181
Professional Practice Component
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 three semesters. These seminars
will serve to establish a community of practice whereby you will have the opportunity to reflect
upon salient aspects of your future profession and the development of your professional self
with your peers and tutors in order to construct 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: Reflections on Teaching & Learning
Stage II: Documenting and Exploring Good Practices
Stage III: Developing own Practice

In each stage, you will work on a set of tasks. You will be guided and supported by tutors to
tackle the tasks through the organisation of seminars. These will involve discussion with your
peers and tutors from both 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.
Note: 80% attendance on seminars is mandatory for submission of coursework to be accepted.

Professional Journal
You will be required to keep a Professional Journal throughout the duration of your course.
This journal will document the development of your professional self and will contain the
write-up for all PPS tasks. The Professional Journal will be submitted in two copies to your
tutors (from the School of Education and Subject Area) 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 re-sit as per
MIE regulations.

182
PPS Stage I: Reflection on Teaching & Learning
The aim of Stage I is to enable you to critically reflect on your learning experiences with a view to
developing fresh perspectives as future 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 explicitly articulate one’s experiences as a learner.

(ii) Awareness of one’s own identity through self-examination.
(iii) Ability to make meaningful links between agents, processes and components in teaching and
learning.

(iv) demonstrate the key skills for critical reading and writing

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 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 - 700 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 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 (How were you taught and how you learnt?).
2. Your preferred learning styles (under what conditions you believe you learn best).
3. Your intellectual interests.

4. Your thoughts and ideas about how people learn and your belief about teaching.
This portrait is not only about your success story but also a vibrant and honest snapshot of your journey
as a learner.

Word limit: 500 - 700 words

Assessment Criteria for Task 2 Marks
I Demonstrate the ability to consider milestones on one’s personal journey as a learner 10
and examine how these have shaped personal dispositions, values, and beliefs about
teaching and learning.
II Ability to use one’s personal narrative to construct one’s understanding of the 10
teaching profession.
Total 20

183
Task 3: 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) How does my subject inspire me?
(ii) How do I keep abreast with developments in my field?
(iii) What would it mean to be able to teach my subject?
(iv) Where is my subject area situated in the broad scheme of knowledge?

Assessment Criteria for Task 3 Marks

I Demonstrate the ability to articulate the relevance of the subject area on 10
personal and professional identity.
II Demonstrate the ability to analyse how the subject area contributes to 10
knowledge and the broader aims of education.
Total 20
Word limit: 500 - 700 words
Task 4: 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?
Word limit: 500 – 700 words
Assessment Criteria for Task 4 Marks
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 10

and learning.
Total 20

Task 5: Understanding the Challenges of the Teaching Profession

This task requires you to trace out the journey that lies ahead, both in terms of your personal
and professional development.
You may wish to relate to some of the themes suggested below:
a. Fears in teaching and overcoming barriers
b. Attributes of a good teacher
c. Contribution to teaching (personal qualities/strengths)
d. Teaching in the 21st century
Word limit: 500 – 700 words

184
 Assessment Criteria for Task 5 Marks
I Demonstrate the ability to reflect on the challenges of the teaching profession. 10
II Demonstrate the ability to trace and reflect on the expected personal and 10
professional development.
Total 20

PPS Stage II: Documenting and Exploring Good 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.
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) Ability to observe/record and document good practices.
(iv) Demonstrate sound knowledge of subject area being taught.

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
• Conducive learning environment
Word limit: 700 - 1000 words

(ii) Based on your observations, discuss and reflect on different typologies of teachers and the
importance of ethics in their professional roles/commitments.
Themes that may be considered:
• Professional conduct of teachers
• Roles/Responsibilities/Duties
• Ethics
• Attitudes

185
 Word limit: 700 - 1000 words
Assessment Criteria for Task 1 Marks
I Demonstrate ability to critically analyse contextual factors and reflect on 20
their impact on teaching and learning.
II Demonstrate ability to discuss and reflect on the importance of ethics and 20
professional behaviour among teachers.
Total 40

Task 2: Innovation in teaching and learning

For this task, you will have to critically reflect on the use of innovation/creativity in classroom
practices, with special bearing on how it addresses the needs of learners, but also taking into
account the different challenges it might constitute.
You may consider the following:
• Innovation/Creativity
• Benefits and Challenges
• Effective/Creative use of ICT and/or other resources
Word limit: 700 - 1000 words
Assessment Criteria for Task 2 Marks
I Demonstrate the ability to critically reflect on innovative and creative practices 15
in the classroom.
II Demonstrate the ability to discuss the benefits and challenges involved in the 15
adoption of innovative and creative practices.
Total 30

Task 3: Developing classroom competencies

For this task, you are required to make an appraisal of any two of the proposed themes (one
from each set). The appraisal has to be made from a critical/reflective stance, showing how the
chosen themes are critical to good classroom practice, with specific reference to your subject
area.

Set 1 Set 2
• Questioning skills • Motivation
• Communication skills • Evaluation of learning
• Classroom management • Development of rapport with learners
skills • Cross-curricular teaching
• Instructional skills

Word limit: 700 - 1000 words

186
 Assessment Criteria for Task 3 Marks
I Ability to demonstrate critical understanding of any two of the themes 2 x 15
proposed with regard to effective practice in subject teaching.

Total 30

PPS Stage III: Developing own Practice

Stage III seeks to extend your involvement and engagement with your future practice. It is
expected that the development of a reflective practice (constant questioning of practice) will
lead you to develop innovative and contextualised practices.
For Stage III, the assessment criteria are based on the following overarching competencies:
(i) Ability to demonstrate effective teaching through an analysis of content, learners and
contextual factors.
(ii) Ability to demonstrate an understanding of the skills needed to perform as a resourceful,
creative and effective practitioner.
(iii) Ability to critically reflect on one’s role as an educator.
(iv) Ability to relate theory and practice.

You will work on tasks given below:

Task 1: Adopting Good Practices

You are here required to design and implement a series of 8-10 lessons (preferably continuous
ones), justifying your instructional choices, and making a critical appraisal of these lessons
after their implementation.
Word limit: 700 - 1000 words (excluding lesson plans)
Assessment Criteria for Task 1 Marks
I Ability to design and implement a series of lesson plans, demonstrating 15
effective practices.
II Ability to question and reflect on one’s practice for self-improvement. 15
Total 30

Task 2: Reflecting on my journey as a beginner teacher

You are required to critically reflect on your journey by evaluating your personal growth and
professional development.
You may consider the following:
• Critically analyse one instance of your placement experience that has challenged you the
most.
• Examine this experience by making the link between theory and practice.
• Evaluate your personal and professional gains based on the insights obtained from the
course.
Word limit: 1500 words

187
 Assessment Criteria for Task 2 Marks
I Ability to describe the challenging nature of an experience which is 10
authentically located within own practice.
II Ability to relate theory and practice in analysing one’s experience. 10
III Ability to evaluate personal growth and professional development. 15
IV Use of an academic style of writing. 5
Total 40

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 students and enable you to share your growth and emerging insights
with a wider audience. Each individual presentation will last 20 minutes and include 10 minutes
question time from the audience. Additional guidelines will be provided to you in due course.
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, 10
pace, awareness of audience, etc).
III Response to panel questions (relevance, knowledge/understanding of issue, etc). 10
Total 30

188
hing
Module Title : Peer/Micro Teaching
Module Code : PG 409
No. of credits: 3
Aims
• To develop lesson planning, instructional and communication skills of students.
• To develop students’ ability to critically reflect on their own teaching, based on self-
evaluation and feedback obtained from peers and tutor(s).
Learning Outcomes
Students should be able to:
• 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.
Teaching and Learning Strategies
Brainstorming and questioning, simulated teaching, group discussion
Mode of Assessment
Continuous Assessment: 100%
(see Appendix V)
Each student 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.

189
Component Professional Practice
COMPONENT: PROFESSIONAL PRACTICE

TEACHING PRACTICE

The Teaching Practice component aims at enabling students to attain the required standards in
teaching skills, classroom management, monitoring of students’ learning and evaluation
practices. It will assist students 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. Students will be assigned
one tutor, either from their Subject Area or the School of Education, who will guide them
throughout the period of Teaching Practice. It is the responsibility of the students to keep in
touch with their tutors, to arrange for appointments and school visits, and discuss their progress.

Students 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 students 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, students will be visited at least twice, by the tutor. The
first visit will be for formative purposes. However, if the tutor deems it necessary, additional
formative visits can be carried out. The final visit will be for assessment. The tutor will provide
the students with the necessary feedback after each visit and targets for improvement will be
agreed upon. The tutor will also complete a SBE Report form and provide the students with a
copy. In cases where a second opinion is required, tutors from both Subject Area and the School
of Education may visit the student together, before agreeing upon the final grade attributed to
be attributed.

(See Appendices VII a & b for Assessment Criteria)

190
Appendix I: PROFESSIONAL STANDARDS

Professional Standard 1:
The ‘Personal and Professional dispositions’ standard requires students 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

Professional Standard 2:
The ‘Acquisition of subject knowledge and understanding’ standard requires students 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

Professional Standard 3:
The ‘Learners and contexts’ standard requires students 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.

191
Professional Standard 4:
The ‘Pedagogical content knowledge’ standard requires students 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

Professional Standard 5:
The ‘Planning, teaching, learning and class management’ requires students 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

Professional Standard 6:
The ‘Monitoring, assessment and recording’ standard requires students 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

192
Professional Standard 7:
The ‘Reflective practice’ standard requires students 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

Professional Standard 8:
The ‘Engaging in ethical and/legal practice’ standard requires students 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

Professional Standard 9:
The ‘Integration into a community of practioners and contributes to school life and the wider
community’ standard requires students 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

193
Professional Standard 10:
The ‘Professional and personal development’ standard requires students 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

Professional Standard 11:

The ‘Technology and education’ standard requires students 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

Professional Standard 12:

The ‘Safety and Welfare’ standard requires students 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

194
Appendix II: REQUEST FOR EXTENSION OF ASSIGNMENT / PROFESSIONAL
JOURNAL

PGCE PT 2023 - 2025

Student’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) or emailed at [[email protected]]

195
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 Affairs”, then click on the tab ‘Assignment Office’
• Go to ‘Assignment cover Sheet’
• Download cover sheets for your respective subject area.

196
Appendix IV: ATTENDANCE STATUS REPORT SHEET
Mauritius Institute of Education
Réduit - Mauritius
Tel: (230) 401 6555
____________________________________________________________
ATTENDANCE STATUS REPORT SHEET

1. Name of Student : ………………………………………...................................

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 : ………………………………………...............................................
A copy of this form should be sent to the Programme Coordinators Support Unit, 1 st Floor (or emailed to:
[email protected]/[email protected]

197
Appendix V: PEER/MICRO TEACHING - ASSESSMENT CRITERIA

PGCE PT 2023 - 2025

PEER/MICRO TEACHING - ASSESSMENT CRITERIA

Name of Student :_____________________________________________________

Department/School :_____________________________________________________

Subject Area :_____________________________________________________

Marks Marks
Criteria Indicators
Allotted Scored
Planning of lesson
1 Planning Strategies employed 10
Teaching Resources
Lesson implementation
2 Implementation 20
Evaluation process
3 Mastery of content Evidence of mastery of concepts 10
Pedagogical Content Organisation of content into learning
4 15
Knowledge activities
Clarity and fluency in classroom
5 Communication Skills 15
instruction and interaction
Reflection on Practice - • Ability to criticise own practice
6 15
Self • Remedial Actions
• Ability to respond positively to
Reflection on Practice –
7 feedback from tutor(s)/peers 15
Tutor(s) and peers
• Remedial actions proposed
Total 100

Tutor(s)’ Remarks

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Name of Tutor(s) : ______________________________________________

Signature : ______________________________________________

Date : ______________________________________________

198
Appendix VI (a): PEER/MICRO TEACHING FEEDBACK SHEET

Tutor’s Evaluation

Name of Student : _____________________________________________________

Department/School:____________________________________________________________

Subject Area :_________________________________________________________________

Strengths
-----------------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------------

Weaknesses
-----------------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------------
Area(s) for improvement
-----------------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------------

Name of Tutor(s) : _________________________________

Signature : _________________________________
Date : _________________________________

199
Appendix VI (b): PEER/MICRO TEACHING FEEDBACK SHEET

Self evaluation Peer evaluation (Tick as appropriate)

Name of Student: ______________________________________________________________

Department/School:____________________________________________________________

Subject Area :_________________________________________________________________

Strengths

-----------------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------------

Weaknesses

-----------------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------------

200
Appendix VII (a): TEACHING PRACTICE ASSESSMENT FORM

TEACHING PRACTICE
PGCE PT 2023 - 2025
ASSESSMENT FORM

Name of Student: ……………………………………………………………………………………………………………………..................................

School : …………………………………………………………………………………………………………………..................................................

Subject Taught : ………………………………………………………………………………………………………………..........................................

Comments by Tutors: …………………………………………………………………….………………………………….........................................

…………………………………………………………………………………………………………………..........................

…………………………………………………………………………………………………………………........................

Tutor’s Name:………………………………………………………….…... Signature:…………………………………….

Date: ……………………………………
P.T.O

201
Appendix VII (b): TEACHING PRACTICE - ASSESSMENT CRITERIA

PGCE PT 2023 – 2025

Name of Student: ________________________ Subject Area: ______________________

Marks
Criteria Weighting
Scored
Planning & Preparation
• Evidence of weekly/term plan
15
• Lesson planning
• Preparation of appropriate teaching and learning resources
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 30
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
Communication skills
• clarity
• fluency 10
• use of appropriate language
• use of appropriate non-verbal expressions
Classroom Management
• manages learning environment (space, resources and time)
• monitors learners’ behaviour and responses 15
• encourages responsible attitude
• adopts positive approach to discipline problem
Evaluation
• makes use of both formative and summative evaluation;
• checks students’ learning and provides feedback
• identifies learning difficulties
15
• makes provision for appropriate remedial measures
• evaluates achievement of set objectives
Personal Qualities
• shows confidence and composure
• maintains positive relationship with learners
15
• fosters students’ interest, participation and motivation
• uses feedback from tutors to improve and facilitate teaching and
learning

Total Marks Obtained: ……………................... Grade: …………….....................

Tutor’s Name: …………...................................... Signature: …………..................

Date: ………………………………………...

202
Appendix VIII (a): PROFESSIONAL PRACTICE SEMINARS (I) - ASSESSMENT
CRITERIA
PGCE PT 2023 - 2025

PROFESSIONAL PRACTICE SEMINARS - ASSESSMENT CRITERIA

STAGE I
Name of Student: _____________________________________________________
Department/School:____________________________________________________________
Subject Area :_________________________________________________________________

Marks
Assessment Criteria for Task 1 Marks
Scored
I Demonstrate the ability to identify the characteristics of
10
academic writing.
II Demonstrate the ability to use the required conventions of
10
academic writing.
Total 20
Assessment Criteria for Task 2
I Demonstrate the ability to consider milestones on one’s personal journey
as a learner and examine how these have shaped personal dispositions,10
values, and beliefs about teaching and learning.
II Ability to use one’s personal narrative to construct one’s
10
understanding of the teaching profession.
Total 20
Assessment Criteria for Task 3
I Demonstrate the ability to articulate the relevance of the subject
10
area on personal and professional identity.
II Demonstrate the ability to analyse how the subject area
10
contributes to knowledge and the broader aims of education.
Total 20
Assessment Criteria for Task 4
I Demonstrate the ability to represent learners and learning using
10
a metaphor.
II Demonstrate the ability to analyse the metaphor in terms of
learners’ identities and learning. 10

Total 20
Assessment Criteria for Task 5
I Demonstrate the ability to reflect on the challenges of the
10
teaching profession
II Demonstrate the ability to trace and reflect on the expected
10
personal and professional development.
Total 20
Grand Total 100

Tutor’s Name: …………........................ Signature: …………..............

Date: ………………………………………... Grade: ____

203
 Appendix VIII (b): PROFESSIONAL PRACTICE SEMINARS (II) - ASSESSMENT
CRITERIA
PGCE PT 2023 - 2025

PROFESSIONAL PRACTICE SEMINARS - ASSESSMENT CRITERIA

STAGE II

Name of Student: _____________________________________________________

Department/School:____________________________________________________________

Subject Area :_________________________________________________________________

Marks
Assessment Criteria for Task 1 Marks
Scored
I Demonstrate ability to critically analyse contextual factors and
15
reflect on their impact on teaching and learning.
II Demonstrate ability to discuss and reflect on the importance of
15
ethics and professional behaviour among teachers.
Total 30

Assessment Criteria for Task 2

I Demonstrate the ability to critically reflect on innovative and
20
creative practices in the classroom.
II Demonstrate the ability to discuss the benefits and challenges involved in
20
the adoption of innovative and creative practices.
Total 40
Assessment Criteria for Task 3
I Ability to demonstrate critical understanding of any two of the
themes proposed with regard to effective practice in subject
2x15
teaching.

Total 30

Grand Total 100

Tutor’s Name: …………........................ Signature: …………..............

Date: ………………………………… Grade: ____

204
Appendix VIII (c): PROFESSIONAL PRACTICE SEMINARS (III) - ASSESSMENT
CRITERIA
PGCE PT 2023 - 2025

PROFESSIONAL PRACTICE SEMINARS - ASSESSMENT CRITERIA

STAGE III

Name of Student: _____________________________________________________________

Department/School: ___________________________________________________________
Subject Area: _________________________________________________________________

Assessment Criteria
Marks
Marks
Scored

Ability to describe the challenging nature of this experience

I which is authentically located within own practice. 20

a Ability to demonstrate a comprehensive understanding of

II 20
selected and appropriate educational theories.
b Ability to relate theories and practice in analysing one’s
20
experience.
A personal statement about transformed practice showing:
a the relevant learning gains derived from the insights developed
III 15
through all the 3 stages of the PPS.
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
Ability to put forward relevant theories to justify transformation in
I 10
own practice.
Presentation skills (coherence, clarity, appropriate support documents,
II 10
fluency, pace, awareness of audience, etc).
Response to panel questions (relevance, knowledge/understanding of
III 10
issue, etc).
Total 30
Grand Total 100

Tutor’s Name: …………........................ Signature: …………..............

Grade: ____
Date: …………………………………

Grade: ____
205
Tutor’s Name: …………........................ (School of Education) Signature:

………….............. Grade: ____