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Advanced Diploma in Teaching Early Primary School Years

  • Closely coordinated with various MOE initiatives, this programme seeks to develop professional competence and expertise in teaching lower primary children. It will help teachers understand how children learn and develop; and thus create a learning environment that keeps children safe as well as support engaging activities that promote quality learning. Teachers will develop effective and age-appropriate strategies to promote children’s learning; understand goals, benefits and uses of systematic observations and varied forms of assessment to impact the development of children. They will learn to understand strategies of family and community engagement to promote positive learning outcomes for children, deepen their understanding of how children’s language skills and numeracy develop in the lower primary and develop engaging teaching and learning activities to foster these skills. Lastly, they will broaden their leadership potential and expand their professional confidence and impact as teacher leaders.

  • The Advanced Diploma is for current primary school teachers who hold either a:

    • Diploma in Education (Dip Ed) OR
    • Postgraduate Diploma in Education (PGDE) from NIE or equivalent.

    To be considered for admission into the Advanced Diploma programme, applicants will need to have at least 3 years of teaching experience in the lower primary.

  • This programme is designed:

    • to help teachers understand how children learn and develop. The domains of child development and learning comprise the physical, social, emotional, cognitive and moral domains.
    • to help teachers create a learning environment to keep children safe and support engaging activities that promote quality learning.
    • To help teacher develop effective and age-appropriate strategies to promote children’s learning undergirded by learning theories.
    • To help teachers understand goals, benefits and uses of systematic observations and varied forms of assessment to impact the development of children.
    • to help teachers understand strategies of family and community engagement to promote positive learning outcomes for children.
    • to help teachers deepen their understanding of how children’s language skills and numeracy develop in the lower primary and to develop engaging teaching and learning activities to foster literacy and numeracy among young learners.
    • to help teachers broaden their leadership potential and expand their professional confidence and impact as teacher leaders.
  • Using the Advanced Diploma for entry into NIE’s full-time Bachelor of Arts (Education) / Bachelor of Science (Education) OR part-time Bachelor of Education

    Upon successful completion of this programme, you may wish to apply for admission into the NIE/NTU degree programme. Admission is not automatic and all applications would be given due consideration. The admission criteria for returning teachers who are interested in using the Advanced Diploma to help gain admission into the full-time Bachelor of Arts (Education) / Bachelor of Science (Education) OR part-time Bachelor of Education are as follows and may be subjected to further updates from the Office of Teacher Education:

    • Obtained at least overall Pass in Dip Ed/ Dip PE/ Cert Ed and a minimum of 'C' Grade in an Advanced Diploma (obtained prior to the introduction of GPA System) or a minimum of CGPA of 2.50 in an Advanced Diploma (obtained after introduction of GPA System)*

    AND

    • Recommendation by Principal

    *For admission to Bachelor of Education (Primary) Part-time Programme, in addition to the above criteria, candidates must also meet the following:

    • Be employed by the Ministry of Education;
    • Have at least two years of trained teaching experience; and
    • Have an annual appraisal grade of at least Grade C or better.
  • Participants are required to complete 20 AUs within five years to qualify for the award of the Advanced Diploma.

    They can apply for individual courses at their convenience, in consideration of their work commitments. However, participants will be required to complete IEC4031: Understanding and advocating for the lower primary child before enrolling in the other 6 courses.

    Course Code Course Title AUs
    Pre-Requisite Course(s)
    IEC4031 Understanding and advocating for the lower primary child 3 -
    IEC4032 Curriculum and Assessment in the Early Years 3 IEC4031
    IEC4033 Learning Environments for Young Children 3 IEC4031
    IPS4003 Theories and Applications of Educational Psychology and
    Social and Emotional Development in Early Childhood
    Teaching and Learning
    4 IEC4031
    IEL4002 Developing Children’s English Language in the Lower Primary 3 IEC4031
    IME4002 Fostering Numeracy in Younger Learners 3 IEC4031
    IEC4034 Storying Learning Journeys in ADTEPSY 1 IEC4031, IEC4032, IEC4033,
    IPS4003, IEL4002, IME4002
     

    For its course description, please click here.

  • IEC4031: Understanding and advocating for the lower primary child

    In this course, you will have opportunities to develop the knowledge, skills and dispositions to understand the lives of young children (0-8 years old) as well as to critically reflect on issues relevant to their lives. You will be exploring multiple perspectives on topics such as influences on early childhood education (locally and internationally), beliefs and assumptions about children and teaching, transitions, parent partnership, children’s rights, quality in early childhood education, leadership and professional development. In your explorations, you will be immersed in the ways of thinking and acting in early childhood education to enable you to advocate for the child in his/her lower primary school years and beyond.

    This course is a pre-requisite for all who are interested in the other courses listed within the Advanced Diploma in Teaching Early Primary School Years (ADTEPSY).


    IEC4032: Curriculum and Assessment in the Early Years

    This course provides you with opportunities to extend and deepen your skills and knowledge in designing, developing and enacting curriculum and assessment practices for the lower primary child. You will explore the concepts, principles and discourses in curriculum and assessment in ECE as well as different curriculum approaches/models that exist. You will be prompted to reflect on the importance of play and integrated learning in curriculum and assessment, and consider the role of teacher as curriculum designer and developer. Through these explorations, you will have the opportunity to advocate for curriculum and assessment practices that are developmentally appropriate, meaningful and inclusive for all children in the early years.


    IEC4033: Learning Environments for Young Children

    This course will provide lower primary teachers with an understanding on the importance of well-designed environment on young children’s holistic development, learning and behaviour. It will also provide insights into how a safe, inclusive and nurturing environment can be designed to meet children’s diverse interests, needs and abilities. The importance of the environment in supporting the curriculum, and the role of the teacher in the planning, implementation and evaluation of the environment (including learning centres) will also be highlighted in the course.

    The environment has been espoused as the ‘third educator’ in early childhood education. Participants will learn how the environment (indoor and outdoor) can be designed for individual, small and large group activities. They will also learn how the environment can be designed to provide children with lots of opportunities to learn about themselves and the world around them. Principles and elements of environmental design will be introduced to participants.

    The course will provide participants with opportunities to link theory to practice through field visits, hands-on activities and assignments.


    IPS4003: Theories and Applications of Educational Psychology and Social and Emotional Development in Early Childhood Teaching and Learning

    This course provides the foundation for understanding learners, learner development, and the psychology of learning in early childhood. It considers how young children learn and why they may fail to do so, with regards to pupils’ cognitive, social, emotional and personal development. The interplay between the various factors influencing the processes of learning is discussed, and proactive approaches to engage pupils and enhance their motivation, learning, and thinking are explored. Theories on child psychosocial and cognitive development are expounded and their implications for classroom-practice investigated.

    In addition, this course focuses on building a rigorous understanding of social and emotional development issues with children, with the aim of promoting their holistic development. A foundation will be laid for participants to acquire knowledge in the domain of psychosocial development that includes changes in feelings, temperament and personality, and children’s relationships with others. The course provides an avenue to explore approaches to nurturing a child’s sense of emotional security and safety, attitudes and values about self, others, learning, and wellbeing within a collaborative framework. Participants will be encouraged to explore tools and a range of strategies to promote the primary school students’ personal and social functioning and to fully integrate the principles of social-emotional learning (SEL) into the classroom. Emphasis will be placed upon the ways in which a range of aspects of primary-school life can help develop and promote emotional and social well-being in the young learners.


    IEL4002: Developing Children’s English Language in the Lower Primary

    This course will enable teachers to relate theories about children and language to their current practice of teaching English in the lower primary. As well as learning about child development, teachers will deepen their understanding of social issues that affect children’s language development. Taking into account these theoretical perspectives, teachers will reflect on how to guide children’s language development through examining strategies for teaching reading, writing, and oral communication, such as reading schemes, phonics, and vocabulary. Teachers will learn about the stages of children’s reading and writing development through the study of various diagnostic, analytic assessment strategies. This will in turn enable them to refine their skills in customizing materials for individual children or specific groups. Techniques for selecting books and materials appropriate for teaching the different language skills at the different stages of children’s language development will be presented.


    IME4002: Fostering Numeracy in Younger Learners

    A main goal in primary school education is to develop numeracy among young children through meaningful activities that will enable them to use mathematics to make sense of the world. This course shows teachers how to develop engaging teaching and learning activities to foster numeracy among young learners. The course includes activities which incorporate the element of purposeful play, social interactions and whole child development weaved into Learning Experiences for the attainment of content objectives in the primary one and two mathematics curriculum.


    IEC4034: Storying Learning Journeys in ADTEPSY

    This capstone course is an opportunity for you to reflect on, evaluate and share the story of your ADTEPSY learning journeys. You will be required to demonstrate that you have synergised/made connections with the learning across the modules and your teaching, and to provide evidence/documentation of this synergy/connections.

    “The stories we craft about our lives are just that-stories. We know that memories, especially memories of highly emotional events, cannot be assumed to be completely accurate recordings of what really happened. But the stories’ imperfections do not render them powerless when it comes to our well-being. Indeed, the stories we tell about our lives imbue our day-to-day existence with a sense of meaning and purpose. This is what I think about each person’s life story as ‘the most important fiction’. Conceiving of your story as one of the keys to a meaningful and happy life is a wonderfully empowering insight; for regardless of your life circumstances, the story you tell about your life is malleable and in your control”
    Jonathan Adler (2011), in Leo Borman’s The World Book of Happiness, p.217

    This course is only open to participants who have completed all the other 6 courses.


  • Participants who have completed the 7 courses within the 5-years validity period can apply for accreditation of the courses into the programme by completing the form here.

  • Please click here.
  • Application is through the Academy of Singapore Teachers, based on nomination by the school Principal.

    For queries on course administration, please e-mail: inservice@nie.edu.sg