|
|
The curriculum structure for Diploma in Art Education programme is shown in Table 8.1 below:
Table 8.1: Curriculum Structure of the Diploma in Art Education Programme
Year 1
|
|
|
|
|
| EDUCATION STUDIES | |||
|
|
Introduction to Instructional Technology |
|
|
|
|
Introduction to Learning and Teaching |
|
|
|
|
Providing for Individual Differences in Learning And Teaching |
|
|
| CURRICULUM STUDIES | |||
| Teaching of Art |
|
Processes of Visual Representation and Expression I |
|
|
|
Visual Arts and Multimedia I |
|
|
|
|
Processes of Visual Representation and Expression II |
|
|
|
|
Art Theory in Action I |
|
|
|
|
Art Theory in Action II |
|
|
| CURRICULUM CONTENT | |||
| Art |
|
The Development of Adolescent Art and its Educational Significance |
|
|
|
The History of Art Teaching |
|
|
| ACADEMIC SUBJECT | |||
| Art |
|
Introduction to Visual Literacy I |
|
|
|
Introduction to Visual Literacy II |
|
|
| PRACTICUM | |||
|
|
Practicum I |
|
|
| LANGUAGE ENRICHMENT AND ACADEMIC DISCOURSE SKILLS (LEADS) | |||
| Use of English in Teaching |
|
Use of English in Teaching (Written Communication) |
|
Year 2
|
|
|
|
|
| EDUCATION STUDIES | |||
|
|
Social Context of Teaching and Learning |
|
|
| EDUCATION STUDIES (Select 1) | |||
|
|
Assessment in Teaching and Learning |
|
|
|
|
Group Guidance in the Classroom |
|
|
|
|
Pupil Counselling in Primary Schools |
|
|
|
|
Developing Creativity in Children |
|
|
|
|
Strategies for Effective Teaching and Learning |
|
|
|
|
IT-based Tools for Constructivist Activities |
|
|
|
|
Creating Thinking Classrooms |
|
|
|
|
Teaching Discipline |
|
|
|
|
Teaching and Learning with the Internet |
|
|
|
|
Exploring the world of I-videos |
|
|
|
|
Teaching Mixed Ability Classes |
|
|
|
|
Catering to Pupils with Special Needs in the Primary School |
|
|
|
|
Learning and Individual Differences in the Classroom |
|
|
|
|
Strategies for Enhancing Pupils? Thinking and Learning |
|
|
|
|
Effective Curriculum Practice in Primary Schools |
|
|
|
|
Moral Issues in Cross-curricular Perspectives |
|
|
|
|
Instructional Message Design |
|
|
|
|
Thinking Skills to Enhance Learning |
|
|
|
|
Building School-Home Relationships for Enhancing Learning |
|
|
|
|
Instructional Multimedia Design |
|
|
|
|
Empowering Learners to Learn |
|
|
|
|
Motivational Web Design for Schools |
|
|
|
|
Project Work (PW): Understanding Process and Product |
|
|
|
TED253 |
Surviving and Thriving as a Teacher |
2 |
|
| CURRICULUM STUDIES | |||
| Teaching of Art |
|
Processes of Visual Representation and Expression III |
|
|
|
Visual Arts and Multimedia II |
|
|
|
|
Contextualising Artworks |
|
|
|
|
Processes of Visual Representation and Expression IV |
|
|
|
|
Visual Arts Research Project |
|
|
| CURRICULUM CONTENT | |||
| Art |
|
Developing Thinking Skills and Creativity in Visual Arts |
|
| ACADEMIC SUBJECT | |||
| Art |
|
Issues of Contemporary Southeast Asian Art |
|
| PRACTICUM | |||
|
|
Practicum II |
|
|
| LANGUAGE ENRICHMENT AND ACADEMIC DISCOURSE SKILLS (LEADS) | |||
| Use of English in Teaching |
|
Spoken English in Teaching |
|
Note: In addition to the core modules and the
required number of prescribed electives, trainee teachers must offer a minimum
of 2 academic units of general electives during the course of study. Trainee
teachers are strongly encouraged to take these general electives in a semester
which is not too heavy in terms of total number of AUs.
The curriculum structure for the Diploma in Music Education programme is shown in Table 8.2 below:
Table 8.2: Curriculum Structure of the Diploma in Music Education Programme
Year 1
|
|
|
|
|
| EDUCATION STUDIES | |||
|
|
Introduction to Instructional Technology |
|
|
|
|
Introduction to Learning and Teaching |
|
|
|
|
Providing for Individual Differences in Learning And Teaching |
|
|
| CURRICULUM STUDIES | |||
| Teaching of Music |
|
Keyboard Harmony |
|
|
|
Secondary School Music |
|
|
|
|
Choir I |
|
|
|
|
Band I |
|
|
|
|
Conducting |
|
|
| CURRICULUM CONTENT | |||
| Music |
|
General Musicianship I |
|
|
|
General Musicianship II |
|
|
| ACADEMIC SUBJECT | |||
| Music |
|
Analysis in Music |
|
|
|
Studies in Eastern Musics |
|
|
|
|
Studies in Chinese Music Traditions |
|
|
|
|
Studies in Malay Music Traditions |
|
|
| PRACTICUM | |||
|
|
Practicum I |
|
|
| LANGUAGE ENRICHMENT AND ACADEMIC DISCOURSE SKILLS (LEADS) | |||
| Use of English in Teaching |
|
Use of English in Teaching (Written Communication) |
|
Year 2
|
|
|
|
|
| EDUCATION STUDIES | |||
|
|
Social Context of Teaching and Learning |
|
|
| EDUCATION STUDIES (Select 1) | |||
|
|
Assessment in Teaching and Learning |
|
|
|
|
Group Guidance in the Classroom |
|
|
|
|
Pupil Counselling in Primary Schools |
|
|
|
|
Developing Creativity in Children |
|
|
|
|
Strategies for Effective Teaching and Learning |
|
|
|
|
IT-based Tools for Constructivist Activities |
|
|
|
|
Creating Thinking Classrooms |
|
|
|
|
Teaching Discipline |
|
|
|
|
Teaching and Learning with the Internet |
|
|
|
|
Exploring the world of I-videos |
|
|
|
|
Teaching Mixed Ability Classes |
|
|
|
|
Catering to Pupils with Special Needs in the Primary School |
|
|
|
|
Learning and Individual Differences in the Classroom |
|
|
|
|
Strategies for Enhancing Pupils? Thinking and Learning |
|
|
|
|
Effective Curriculum Practice in Primary Schools |
|
|
|
|
Moral Issues in Cross-curricular Perspectives |
|
|
|
|
Instructional Message Design |
|
|
|
|
Thinking Skills to Enhance Learning |
|
|
|
|
Building School-Home Relationships for Enhancing Learning |
|
|
|
|
Instructional Multimedia Design |
|
|
|
|
Empowering Learners to Learn |
|
|
|
|
Motivational Web Design for Schools |
|
|
|
|
Project Work (PW): Understanding Process and Product |
|
|
|
TED253 |
Surviving and Thriving as a Teacher |
2 |
|
| CURRICULUM STUDIES | |||
| Teaching of Music |
|
Choir II |
|
|
|
Aesthetics |
|
|
|
|
Foundations of Music Education |
|
|
|
|
Band II |
|
|
| CURRICULUM CONTENT | |||
| Music |
|
General Musicianship III |
|
| ACADEMIC SUBJECT | |||
| Music |
|
Composing |
|
|
|
Studies in Indian Music Traditions |
|
|
| PRACTICUM | |||
|
|
Practicum II |
|
|
| LANGUAGE ENRICHMENT AND ACADEMIC DISCOURSE SKILLS (LEADS) | |||
| Use of English in Teaching |
TLE222 |
Spoken English in Teaching |
|
Note: In addition to the core modules and
the required number of prescribed electives, trainee teachers must offer
a minimum of 2 academic units of general electivesduring the course of
study. Trainee teachers are strongly encouraged to take these general electives
in a semester which is not too heavy in terms of total number of AUs.
The curriculum structure for the Diploma in Home Economics Education programme is shown in Table 8.3 below:
Year 1
|
|
|
|
|
|
| EDUCATION STUDIES | ||||
|
|
Introduction to Instructional Technology |
|
||
|
|
Introduction to Learning and Teaching |
|
||
|
|
Providing for Individual Differences in Learning And Teaching |
|
||
| CURRICULUM STUDIES | ||||
| Teaching of Home Economics |
|
Trends in Home Economics Education |
|
|
|
|
Introduction to Home Economics Teaching |
|
||
|
|
Programme Planning in Home Economics |
|
||
| CURRICULUM CONTENT | ||||
| Home Economics |
|
Food Management |
|
|
|
|
Textile Study |
|
||
|
|
Creative Textiles |
|
||
|
|
Consumer Resource Management |
|
||
|
|
Fundamentals of Food Preparation |
|
||
| ACADEMIC SUBJECT | ||||
| Home Economics |
|
Principles of Nutrition |
|
|
| PRACTICUM | ||||
|
|
Practicum I |
|
||
| LANGUAGE ENRICHMENT AND ACADEMIC DISCOURSE SKILLS (LEADS) | ||||
| Use of English in Teaching |
|
Use of English in Teaching (Written Communication) |
|
|
Year 2
|
|
|
|
|
| EDUCATION STUDIES | |||
|
|
Social Context of Teaching and Learning |
|
|
| EDUCATION STUDIES (Select 1) | |||
|
|
Assessment in Teaching and Learning |
|
|
|
|
Group Guidance in the Classroom |
|
|
|
|
Pupil Counselling in Primary Schools |
|
|
|
|
Developing Creativity in Children |
|
|
|
|
Strategies for Effective Teaching and Learning |
|
|
|
|
IT-based Tools for Constructivist Activities |
|
|
|
|
Creating Thinking Classrooms |
|
|
|
|
Teaching Discipline |
|
|
|
|
Teaching and Learning with the Internet |
|
|
|
|
Exploring the world of I-videos |
|
|
|
|
Teaching Mixed Ability Classes |
|
|
|
|
Catering to Pupils with Special Needs in the Primary School |
|
|
|
|
Learning and Individual Differences in the Classroom |
|
|
|
|
Strategies for Enhancing Pupils?Thinking and Learning |
|
|
|
|
Effective Curriculum Practice in Primary Schools |
|
|
|
|
Moral Issues in Cross-curricular Perspectives |
|
|
|
|
Instructional Message Design |
|
|
|
|
Thinking Skills to Enhance Learning |
|
|
|
|
Building School-Home Relationships for Enhancing Learning |
|
|
|
|
Instructional Multimedia Design |
|
|
|
|
Empowering Learners to Learn |
|
|
|
|
Motivational Web Design for Schools |
|
|
|
|
Project Work (PW): Understanding Process and Product |
|
|
|
TED253 |
Surviving and Thriving as a Teacher |
2 |
|
| CURRICULUM STUDIES | |||
| Teaching of Home Economics |
|
Teaching Food and Nutrition (Upper Secondary) |
|
|
|
Evaluation in Home Economics |
|
|
| CURRICULUM CONTENT | |||
| Home Economics |
|
Food Science and Principles |
|
|
|
Clothing Construction |
|
|
|
|
Food Product Development |
|
|
|
|
Textiles Technology |
|
|
| ACADEMIC SUBJECT | |||
| Home Economics |
|
Applied Nutrition |
|
| PRACTICUM | |||
|
|
Practicum II |
|
|
| LANGUAGE ENRICHMENT AND ACADEMIC DISCOURSE SKILLS (LEADS) | |||
| Use of English in Teaching |
|
Spoken English in Teaching |
|
Note: In addition to the core modules and the required number of prescribed electives, trainee teachers must offer a minimum of 2 academic units of general electives during the course of study. Trainee teachers are strongly encouraged to take these general electives in a semester which is not too heavy in terms of total number of AUs.