Postgraduate Diploma in Education Programmes (PGDE) Junior College

Curriculum Structure of the PGDE ( Junior College) (General) Programme 

Category/ Subject Course Code Title No of AUs
EDUCATION STUDIES 
QED52E Singapore Kaleidoscope 2
CURRICULUM STUDIES AND SUBJECT KNOWLEDGE
Economics QCO54A Pedagogical Approaches to Teaching and Learning Economics  3
QCO54B Further Strategies Approaches and Assessment of A-Level Economics  3
QCO54C Motivating Students to Learn and Appreciate Economics in the Real-World Context 3
QCO54D Reflective Practice in Economics Learning Environment
Geography  QCG54A Geographical Understanding for Advanced Level  3
QCG54B Connecting Theory & Practice in Teaching Geography for Advanced Level  3
QCG54C Assessing Learning in Geography for Advanced Level 1
History QCH54A Teaching and Learning History at the A-level  3
QCH54B Conceptual Learning and Historical Inquiry for A-Level History  3
QCH54C Assessment for A-Level History 1

 

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.

Back to Top


QCO54A Pedagogical Approaches to Teaching and Learning Economics

This course introduces student teachers to the rationale of Economics in the school curriculum and the requirements of the GCE A level Economics syllabus. After having an overview of syllabus development and MOE initiatives, the student teachers are exposed to a variety of strategies and resources for teaching and learning of Economics through experiential learning. These include cooperative learning, team-based learning, and problem-based learning. Theoretical underpinnings of certain best practices using frameworks like Dimensions of Learning, learning styles and brain-based learning in teaching mixed ability students will be shared. A thematic approach to teaching Economics using a variety of instructional methods in Singapore junior college setting is adopted. The thrust is how Economics may be taught, including the teaching and learning of concepts and principles, using economic data and case studies in Economics, group work and developing thinking skills. Student teachers will work with their peers through micro-teaching where peer critique is embedded for a richer learning experience. Emphasis is given to building a student-centred environment to enhance the teaching and learning of Economics. A mixed mode delivery approach 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. This course will lay a foundation for further pedagogical approaches in Economics education.

Back to Top


QCO54B Further Strategies Approaches and Assessment of A-Level Economics

There are two parts to this course: (a) Assessment of A-level Economics for Singapore candidates, which includes discussion of assessment issues related to the examiners’ expectations and the crafting of examination questions and marking schemes. Scrutiny of assessment objectives and past years’ examination papers will precede practice in crafting examination questions and marking of scripts. Student teachers will also examine best practices in conducting analysis of students’ test and examination scripts, giving of assessment feedback and teaching strategies for guiding students to write essays and answer case study questions. (b) Further instructional approaches which will extend discussion to the development of learning communities, flipped classroom and the use of ICT.

Back to Top


QCO54C Motivating Students to Learn and Appreciate Economics in the Real-World Context

The mixed-mode delivery framework of motivating students in learning Economics is taken further in this course when student teachers are exposed to using games and mobile applications as pedagogical tools; field-trips and authentic learning environments for applying economics theories in practice. Creating an Economic Resource Package involves building engaging resources and this will provide first-hand exposure to student teachers in preparing for their day-today lessons as well as organising enrichment activities for students.They will learn how to unpack the syllabus in order to teach the subject more meaningfully. Student teachers will also be exposed to the use of video vignettes and articles from news stations as useful pedagogical tools to motivate students to appreciate the workings of Economics theories in reality.

Back to Top


QCO54D Reflective Practice in Economics 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 teaching the subject too. Through engagement with students, student teachers discover ways to improve action plan in light of their experience and feedback from the school teachers and students and encourage self-directed learning.

Back to Top


QCG54A Geographical Understanding for Advanced Level

This course aims to extend student teachers’ conceptual understanding of Geography to the themes in the “A” levels Geography syllabus. The student teachers will explore geographical concepts, content and skills that are essential for classroom teaching at this level.

Back to Top


QCG54B Connecting Theory & Practice in Teaching Geography for Advanced Level

This course aims to equip student teachers with the pedagogical content knowledge and skills to teach geography to A-level students. Focused on the practical aspects of teaching and learning, it addresses the relationships among fundamental aspects of teaching and learning: advanced level geographical knowledge and skills, advanced level 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 situated within the context of A-level institutions, by scaffolding the process of applying theory to practice during their practicum.

Back to Top


QCG54C Assessing Learning in Geography for Advanced Level

In this course, student teachers will focus on the assessment of students’ geographical understanding at A-level by examining both alternative and traditional forms of assessment.

Back to Top


QCH54A Teaching and Learning History at the A-level

This course is aimed at introducing student teachers to the teaching and learning of history at the JC level, and is designed to raise their awareness of the challenges in teaching history to A-level students. It gives student teachers an insight into the nature and objectives of teaching A-level history, and offers them an opportunity to explore more effective ways to enhance students’ learning experiences. Student teachers will be given sufficient opportunities to plan for teaching, develop lesson ideas, and explore innovative ways to enhance the learning of history in the classroom. A specific focus on linking ‘theory with practice’ will enable student teachers to consider issues related to professional practice as they critically reflect on their own practicum experiences. They will be given ample opportunities to explore ways to manage the issues arising and progressively develop their craft as A-level history teachers.

Back to Top


QCH54B Conceptual Learning and Historical Inquiry for A-Level History

This course aims to develop student teachers’ understanding of some of the key concepts that lie at the heart of history and is designed to build disciplinary expertise when engaging A-level students on epistemic issues related to the study of history. Student teachers will develop competency in the teaching of four key historical concepts that undergird conceptual learning in the A-level history syllabus (namely, causation, change, significance and diversity), and will be given opportunities to craft specific lesson strategies aimed at developing students’ thinking in these conceptual areas. Using “historical inquiry” as a framework for teaching and learning, student teachers also will design lesson structures that can help JC students investigate important questions about the past, approach historical study in conceptual terms, and engage students in cognitive tasks that will allow them to construct knowledge in light of the question/s investigated. A focus on conceptual learning through historical inquiry will enable student teachers to develop deeper disciplinary understandings, and cultivate in their students the disposition to think historically about the past.

Back to Top


QCH54C Assessment for A-Level History

This course seeks to expose student teachers to key issues involved in the assessment and evaluation of history at the A-level. It aims to equip student teachers with basic competencies to conduct assessment in the subject, with attention given to the practical aspects of how to assess student learning at the A-level. Informed by assessment objectives and examination requirements for the new A-level history syllabus, the course has been designed to give student teachers ample opportunities at setting source-based and other issues-based essay questions, as well as giving them adequate practice at devising mark schemes and at marking sample answer scripts.

Back to Top