Postgraduate Diploma in Education Programmes (PGDE) Secondary

Curriculum Structure of the PGDE (Secondary) (General) Programme 

Category/ Subject Course Code Title No of AUs
EDUCATION STUDIES 
QED52E Singapore Kaleidoscope 2
CURRICULUM STUDIES AND SUBJECT KNOWLEDGE
Accounting QCK52A Reflective Practice in Accounting Learning Environment  3
QCK52B Further Strategies and Assessment of Accounting 3
QCK52C Pedagogical Approaches to Teaching and Learning Accounting 3
QCK52D Motivating Students to Learn Accounting
Elements of Business Skills QBS52A Further Strategies and Assessment of Elements of Business Skills 3
QBS52B Motivating Students to Learn Elements of Business Skills 3
QBS52C Reflective Practice in Elements of Business Skills Learning Environment 2
QBS52D Pedagogical Approaches to Teaching and Learning Elements of Business Skills 3
Geography QCG52A Geographical Understanding for Classroom Teaching 3
QCG52B Connecting Theory & Practice in Teaching Geography 3
QCG52C Field-based teaching in Geography 3
QCG52D Assessing Learning in Geography 2
History QCH52A Approaches to the Teaching of History in Secondary Schools 3
QCH52B Teaching for Historical Understanding in Secondary Classrooms 3
QCH52C Historical Inquiry through Field Trips 3
QCH52D Assessment in History 2
Social Studies QCL52A Social Studies education in the secondary school classroom 3
QCL52B Discussion-based lessons in Social Studies (TA-Link) 3
QCL52C Assessing Learning in Social Studies 3
QCL52D Investigating Societal Issues 2

 


 

Please refer to the PGDE website for more information.

 


Course Synopses

 

QED52E Singapore Kaleidoscope

Singapore is a nation rich in its natural and cultural heritage, with a diverse, well-educated population ready to meet the challenges of living in the 21st society. This course will draw on the diverse perspectives of people living in Singapore to examine Singapore’s natural landscapes, society, culture and heritage, as well as Singapore’s geo-political landscape and future prospects. In the course, student teachers will engage with different perspectives, experience Singapore through a range of lenses, and explore the critical challenges, issues, and perspectives necessary to understand Singapore in the 21st century.
Learning objectives will focus on three main course components:
• Singapore’s Natural Heritage: Focus on Singapore’s bio-diversity & natural landscapes;
• Singapore Society & Culture: Focus on Singapore Education Studies 29 society,  culture & heritage;
• Singapore in the World: Study of Singapore’s geo-political landscape.
Through a range of inquiry-based options, student teachers will have opportunities to develop appreciation and understanding of challenges, issues, and perspectives central to these three areas of study.

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QCK52A Reflective Practice in Accounting Learning Environment

The learning environment is vital to student success and impacts students in many ways. In this course, we examine the impact of applying the Mixed Mode Delivery and Kolb’s experiential learning frameworks to improve teaching and learning experience through reflective practice. We will investigate the impact of using gamification and other pedagogies as applied in education for the teaching and learning of accounting. The evidence-based practices should guide technology use, curricular design, and pedagogy. In reflective practice based on these principles, student teachers engage in inquiry practices to develop a better understanding of the Learning Environment.

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QCK52B Further Strategies and Assessment of Accounting

Modes of assessment and examination requirements for Principles of Accounts at “N’, ‘O’ level and exposure to Principles of Accounting at ‘A’ level will be covered; test analysis and construction, diagnosis, feedback and remediation are included in this course. Inquiry approaches to develop higher level skills in Accounting, e.g., guided discovery learning, simulation games, and problem-based learning, will be covered, as well as the use of practice sets, case studies and projects in Accounting. Through this course, student teachers appreciate the assessment objectives and expectations so as to better plan the instructional programme well.

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QCK52C Pedagogical Approaches to Teaching and Learning Accounting

This course introduces student teachers to the rationale and structure of Principles of Accounts in the school curriculum. After having an overview of syllabus development and MOE initiatives, the course covers a variety of strategies and resources for teaching and learning of Principles of Accounts. These include cooperative learning, peer tutoring, mastery learning, and practice sets. Theoretical underpinnings of certain best practices using frameworks like Dimensions of Learning, learning styles and brain-based learning in teaching express and normal course pupils will be shared. There will be opportunities for hands-on practice, role-play, group discussion & presentation, cooperative learning, peer evaluation & feedback in lesson planning and micro-teaching of selected topics in the Principles of Accounts syllabus, with peer feedback and self-reflection. Such experiential learning prepares student teachers for effective teaching and learning of Accounts.

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QCK52D Motivating Students to Learn Accounting

This course introduces student teachers to experiential learning prepares students for effective teaching and learning of Accounts. Classroom management is highlighted too. As thinking skills is inherent in the syllabuses, strategies to develop thinking skills as well as using ICT to facilitate learning will be covered. Ample opportunities in harnessing ICT in the teaching and learning of Principles of Accounts to enhance the effectiveness of the teaching-learning process will be provided. Accounts Carnivals and Trails are some enrichment activities that focus on a student-centered environment to enhance the teaching and learning of Accounts. Differentiated Instruction and peer tutoring are used in Accounts Clinic to expose student teachers to small group teaching and to a repertoire of strategies and various methods for teaching and learning.

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QBS52A Further Strategies and Assessment of Elements of Business Skills

There are two parts to this course. The first part introduces student teachers to the different modes and examination requirements for Elements of Business Skills (EBS). This includes the discussion of assessment issues related to the examiners’ expectations and the crafting of examination questions and mark schemes. The second part covers further instructional approaches in the teaching and learning of EBS. This will extend discussion to the development of learning communities, inquiry and the use of Information Communications Technology (ICT) for self-directed learning. The focus will be on strategies and techniques that are specially catered to enhance teaching and learning to the less academically-inclined pupils by leveraging on ICT. Also, student teachers will learn how to embed assessment into pedagogy.

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QBS52B Motivating Students to Learn Elements of Business Skills

Real-life experience in work contexts provides invaluable experience to reinforce learning. However, this may not be possible for many students due to many constraints of access and time. Hence, computer simulations tailored to the learning outcome could be one solution. Simulation offers an exciting experiential learning to mirror a real-life situation at the workplace in the classroom, allowing students to make decisions and practice skills in a safe and interactive digital platform. This is especially useful for a subject like Elements of Business Skills (EBS) which covers many practical business skills such as marketing and customer service, set in authentic contexts of service sectors like tourism, hospitality and retailing. Our focus of interest is the potential effectiveness of these games and work attachments to develop good business knowledge, values and soft-skills among EBS students. Ample opportunities in harnessing ICT in the teaching and learning of EBS to enhance the effectiveness of the teaching-learning process will be provided. Learning trails and apps that focus on a student-centered environment to cater to differentiated learning styles and peer tutoring are used in to expose student teachers to a repertoire of strategies and various methods for teaching and learning.

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QBS52C Reflective Practice in Elements of Business Skills Learning Environment

The learning environment is vital to student success and impacts students in many ways. In this course, we examine the impact of applying the Mixed Mode delivery model to improve teaching and learning experience through reflective practice. In this process of using research to inform practices and impact on students’ learning, we will cover common problems in teaching practice and concerns about students’ difficulty learning a particular topic in the course and their perceptions and attitude towards the learning environment. This will in turn affect their self-efficacy in the subject too. Through engagement with students, student teachers discover ways to improve action plans in light of their experience and feedback from the school students.

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QBS52D Pedagogical Approaches to Teaching and Learning Elements of Business Skills

This course introduces student teachers to the rationale and structure of the Elements of Business Skills (EBS) in the school curriculum. Student teachers are exposed to a variety of strategies and resources for teaching and learning of EBS through experiential learning. Theoretical underpinnings of certain best practices using frameworks like Dimensions of Learning, learning styles and brain-based learning in teaching normal course pupils will be shared. There will be opportunities for hands-on practice, role-play, group simulation games, cooperative learning, peer evaluation and feedback in lesson planning and micro-teaching of selected topics in the EBS syllabus, and also for engaging in reflective practice. Such experiential learning prepares student teachers for effective teaching and learning of EBS. Classroom management is discussed too. Ample opportunities in embedding Information Communications Technology (ICT) and alternative assessments in the teaching and learning of EBS to enhance the effectiveness of the teaching-learning process will be provided. Emphasis is given to building a student-centred environment to enhance the teaching and learning of EBS. A mixed mode delivery (MMD) pedagogical framework is used to cater to the student teachers' needs and to expose them to a repertoire of strategies and methods for teaching and learning in an outcomes-focused, technology rich environment. Exposure to the use of video vignettes as case studies and running learning trails in authentic learning environments will also be covered.

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QCG52A Geographical Understanding for Classroom Teaching

This course aims to provide student teachers with the disciplinary understandings of geography as an academic and school subject in preparation for classroom teaching. Student teachers will explore, develop and appreciate the importance of disciplinary thinking to their practice as teachers of geography in schools.

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QCG52B Connecting Theory & Practice in Teaching Geography

This course aims to provide student teachers with the pedagogical content knowledge and skills to teach geography to secondary school students in the classroom. It addresses the relationships among fundamental aspects of teaching and learning: the subject matter of the curriculum, the diverse learners, the learning activities and the evidence of learning. It also emphasizes the link between the theories learnt at NIE and the practices in schools. It ensures that the theories learnt at NIE are adequately internalized within the situational context of the schools, by scaffolding the process of applying theory to practice during their practicum.

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QCG52C Field-based teaching in Geography

In this course, student teachers will construct and deepen their understanding of how to plan and conduct field-based lessons in Geography. They will experience field inquiry by asking good geographical questions, generating and testing hypotheses, and reflecting on what and how data is collected and represented. They will demonstrate their understandings by planning geographical field inquiry for secondary school students.

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QCG52D Assessing Learning in Geography

In this course, student teachers will look at both alternative and traditional forms of assessment to prepare them to assess geography learning in alignment with their desired educational outcomes for students.

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QCH52A Approaches to the Teaching of History in Secondary Schools

This course introduces student teachers to the teaching and learning of history at the secondary school level. It aims to provide student teachers with an insight into the nature and purposes of school history, and offers them an opportunity to examine important curricular goals that underpin the teaching of school history and the implications these would have on historical learning. The course will build on student teachers’ understanding about pedagogical practice as well as knowledge of learners and teaching approaches, and equip them with the skills and expertise to teach history to secondary school students. Student teachers will be given ample opportunities to plan for teaching, develop lesson ideas, and consider creative ways to enhance the learning of history in the classroom. A purposeful focus on ‘linking theory with practice’ will enable student teachers to reflect on teaching ideas and professional practice after the first practicum experience, and provides them with the necessary means to actively and responsively develop their craft.

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QCH52B Teaching for Historical Understanding in Secondary Classrooms

This course aims to provide student teachers with an understanding of the nature of the historian’s craft and the issues that are central to the discipline. It introduces student teachers to the challenging and complex undertaking of teaching for historical understanding, and seeks to explore some ways secondary students in Singapore can be taught to think historically about the past. The course exposes student teachers to the provisional nature of historical knowledge and selected concepts that underpin the historical discipline, the methodology involved in historical writing and investigation, and the historical thinking skills that shape and guide the process of historical inquiry. Student teachers not only will have the opportunity to consider how best to teach historical content to secondary students, they also will be challenged to develop the necessary tools that can enable these students to explore, interpret and understand the historical past. Using “historical inquiry” as a framework for teaching and learning, student teachers will design lesson structures that place focus on the use of historical sources to help students make sense of the past and develop deeper disciplinary understandings about the subject.

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QCH52C Historical Inquiry through Field Trips

This course seeks to expose student teachers to a challenging strategy in history teaching by getting them to design (and implement) a history field trip for secondary school students using an inquiry framework. The course focuses on how field trips can be used to make history ‘come alive’ for students, and how well-planned inquiry-based field trips can serve to deepen students’ understandings about the past. As part of the course, student teachers will plan, organise and conduct field trips to selected sites in Singapore. In engaging secondary school students in an inquiry into the nation’s past, student teachers will demonstrate how a historical field trip can be used to generate interesting and important questions about aspects of Singapore’s history, offer students with the means to gather and make sense of the data collected on-site, and get students involved in cognitive tasks that will allow them to construct knowledge in light of the question/s investigated. Historical inquiry through field trips not only can provide secondary students with opportunities to discover little-known information about selected local sites, they also may enhance students’ awareness of their own culture and heritage.

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QCH52D Assessment in History

This course enables student teachers to conduct assessment in the study of history at the secondary level. Student teachers will be introduced to broad ideas related to educational assessment, and more specifically, to assessment goals that are aligned to the learning of school history. To meet the assessment objectives and examination requirements of the national curriculum, the course places emphasis on the use of source materials to construct assessment tools that serve both formative and summative purposes. The course also offers student teachers with sufficient opportunities to manage assessment demands and expectations in schools, with practical sessions focusing on: the setting of source-based (SBQ) and structured-essay questions (SEQ), procedures on devising marking schemes using the Levels of Response Mark Scheme (LORMS) format, and suggested strategies for use in the marking of answer scripts (for both SBQs and SEQs).

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QCL52A Social Studies education in the secondary school classroom

This course aims to provide student teachers with an understanding of the rationale, nature and scope of the secondary school Social Studies curriculum. The course will provide opportunities for student teachers to reflect on some of the significant societal issues and tensions related to Social Studies education in Singapore. It also seeks to equip student teachers with a variety of classroom-based teaching strategies that are appropriate for diverse learners. The course will also provide opportunities for student teachers to reflect on the teaching of concepts, content, skills and values that are integral to Social Studies education, design unit and lesson plans, and discuss and practice some of teaching strategies in a cooperative learning environment.

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QCL52B Discussion-based lessons in Social Studies (TA-Link)

This course aims to prepare student teachers with better understanding and methods to engage in a systematic planning and use of discussion-based lessons in order to support the use of inquiry in the teaching and learning of Social Studies. The student teachers will be able to connect theory to practice in this course by testing out the discussion-based lessons they have planned. This ensures that the theories learnt are internalised within the classroom context in schools where a conscious effort will be made to integrate theory with practice during class discussions.

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QCL52C Assessing Learning in Social Studies

This course aims to provide student teachers with an understanding of the rationale and goals of upper secondary Social Studies assessment. Student teachers will have opportunities to examine examination papers, mark sample scripts and set source-based and structured- response questions, as well as devise mark schemes.

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QCL52D Investigating Societal Issues

This course will focus on enabling student teachers to have a better understanding of societal issues that have been shaping Singapore society and the world. The course will also provide exposure to social science inquiry methods in order to help teachers think about how these methods can be applied to Social Studies Issue Investigations.

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