Learning Outcomes:

1. 1. 1. Analyse the syllabus documents to ascertain the particular concepts and skills pupils need to develop in mathematics;
      2. Plan, present and manage lessons maths lessons for children with dyscalculia;
      3. Explain mathematical ideas accurately and with clarity including use of suitable language, examples and models;
      4. Work as part of a team to develop teaching materials;
      5. Evaluate and reflect on teaching and its effectiveness;
      6. Use technology in teaching mathematics.
      7. Link research and the pedagogy of the classroom.
      8. Recognize and differentiate the use and teaching of mathematics across diverse cultures
      9. Develop activities directly benefitting the broader community using mathematics.
      10. Use analytical and theoretical skills to model and solve mathematical problems.
      11. Analyze data and draw appropriate statistical conclusions.
      12. Effectively utilize a variety of teaching techniques and classroom strategies to positively influence student learning.
      13. Effectively adapt mathematical activities for students with dyscalculia, dysgraphia and learning difficulties
      14. Assist students to deal with maths anxiety

Mode of Teaching:

Lectures/online

Mode of Assessment:

Assignment

Total Contact Hours:

24

Supervised Placement and Practice Hours:

0

Self-Study Hours:

56

Assessment Hours:

20

Learning Outcomes:

1. 1. 1. Investigate how children understand and articulate their individual and collective social and material place through creative practices
      2. Identify how teachers work with and build children’s academic, aesthetic, social and cultural resources
      3. Develop ways in order to enhance holistic learning through creative methods including arts, music and other artistic methods
      4. Identify how children can explore and develop their skills through creative exploration, construction and representation of their identities 
      5. Investigate how parents/carers respond to the impact of the creative programme on their child,
      6. Critically analyse how the school developed relationships and networks with families and the wider community through creative expression
      7. Develop creativity and problem-solving skills
      8. Practice creative and artistic strategies to include students within the curriculum

Mode of Teaching:

Lectures/online

Mode of Assessment:

Assignment

Total Contact Hours:

18

Supervised Placement and Practice Hours:

0

Self-Study Hours:

42

Assessment Hours:

15

Learning Outcomes:

1. 1. 1. Explain the differences between management, leadership and administration
      2. Collaborate with the teacher in the organization of a classroom illustrating optimum use of instructional resources that facilitates efficiency and effectiveness of access, use, maintenance, and storage of such resources.
      3. Manage student progress data in collaboration with teachers of students with disabilities and different needs
      4. Assist the teacher in the organization of the physical aspects of a classroom especially for students with disabilities and different needs
      5. Assist the teacher in the establishment of classroom procedures and expectations (rules) to promote a positive, effective and efficient learning environment especially for students with disabilities and different needs
      6. Demonstrate knowledge and skill of affective domain-based theoretical models to deal with learners’ behaviour effectively
      7. Use legal, ethical and professional aspects in dealing with learners’ issues especially for students with disabilities and different needs
      8. Observe, analyze and document student behaviour to match an appropriate intervention strategy to change behaviour in the desired direction for students with disabilities and different needs where appropriate
      9. Develop and implement behaviour management strategies effectively and efficiently for students with disabilities and different needs where appropriate

Mode of Teaching:

Lectures/online

Mode of Assessment:

Assignment

Total Contact Hours:

36

Supervised Placement and Practice Hours:

0

Self-Study Hours:

94

Assessment Hours:

20

Learning Outcomes:

1. 1. 1. Identify and understand the importance of providing inclusive education to achieve equal opportunities for all;
      2. Describe and discuss the importance of ICT & AAC in relation to the education needs of children with diverse needs
      3. Identify, evaluate and analyse the role of ICT and AAC in providing inclusive education for students with SEN;
      4. Understand and critically and reflectively select and use ICT and AAC according to exclusive needs of students;
      5. Identify and understand the appropriate educational conditions for successful application of ICT and AAC for children with diverse needs
      6. Use correctlyICT and AAC devices with children with diverse needs for educational purposes
      7. Describe and implement the ICT policy used with the Maltese educational system.
      8. Describe the role of Access to Communication & Technology Unit (ACTU)

Mode of Teaching:

Lectures/online

Mode of Assessment:

Assignment

Total Contact Hours:

24

Supervised Placement and Practice Hours:

0

Self-Study Hours:

56

Assessment Hours:

20

Learning Outcomes:

1. 1. 1. Describe, understand and apply quantitative, qualitative and mixed research designs
      2. Describe and apply the importance of evidence- and person-based practice
      3. Analyse and integrate key findings from research to understand major influences on student learning and teacher performance.
      4. Identify, and critically appraise appropriate evidence-based and person-based practices in response to identified student needs
      5. Implement, monitor and evaluate evidence-based practices as they relate to specific classroom contexts
      6. Discuss critically the concept of evidence-based practice in the classroom versus person-based practice
      7. Evaluate the nature of evidence versus that of experience
      8. Implement the strategies emerging from evidence practice.

Mode of Teaching:

Lectures/online

Mode of Assessment:

Assignment

Total Contact Hours:

24

Supervised Placement and Practice Hours:

0

Self-Study Hours:

56

Assessment Hours:

20

Learning Outcomes:

1. 1. 1. Use the principles of planning, setting goals and designing a plan in Primary Education.
      2. Compose, set up, write and review an IEP and Provisional Mapping according to the Universal Learning Design in Primary Education.
      3. Identify the strategies and methods on how to implement an IEP and Provisional Mapping in Primary Education.
      4. Evaluate and observe when the IEP needs adjustments and adapt the IEP as per the needs and progress of the children that are being supported in Primary Education.
      5. Provide personal assistance to children, parents, teachers and other professionals to ensure that the IEP is used to its maximum capacity in Primary Education.
      6. Collaborate with teachers and INCO in the formulation of the IEPs and Provisional Mapping in Primary Education.

Mode of Teaching:

Lectures/online

Mode of Assessment:

Exam

Total Contact Hours:

12

Supervised Placement and Practice Hours:

0

Self-Study Hours:

28

Assessment Hours:

10

Learning Outcomes:

1. 1. 1. Use the principles of planning, setting goals and designing a plan in Secondary Education.
      2. Compose, set up, write and review an IEP and Provisional Mapping according to the Universal Learning Design in Secondary Education.
      3. Identify the strategies and methods on how to implement an IEP and Provisional Mapping in Secondary Education.
      4. Evaluate and observe when the IEP needs adjustments and adapt the IEP as per the needs and progress of the children that are being supported in Secondary Education.
      5. Provide personal assistance to children, parents, teachers and other professionals to ensure that the IEP is used to its maximum capacity in Secondary Education.
      6. Collaborate with teachers and INCO in the formulation of the IEPs and Provisional Mapping in Secondary Education.

Mode of Teaching:

Lectures/online

Mode of Assessment:

Exam

Total Contact Hours:

12

Supervised Placement and Practice Hours:

0

Self-Study Hours:

28

Assessment Hours:

10

Learning Outcomes:

1. 1. 1. Identify the characteristics of learners with Mental Health Conditions.
      2. Explain the Causes and prevalence of Mental Health Conditions.
      3. Assess the educational and behavioural levels of children with Mental Health Conditions.
      4. Choose best teaching strategies specific to Mental Health Conditions.
      5. Become familiar with the process of creating a lesson plan for students with Mental Health Conditions.
      6. Discuss and collaborate with other professionals and the parents for the benefit of children with Mental Health Conditions.
      7. Suggest and use technology in order to support and enable the learning of children with Mental Health Conditions adequately.
      8. Suggest possible goals for the IEP for children with Mental Health Conditions.
      9. Develop an Inclusive Behaviour Plan.
      10. Record and communicate the progress of children with Mental Health Conditions to parents and other professionals.
      11. Be aware of the role of Nurture Classes, Learning Support Zones and Centres within the College Setting.

Mode of Teaching:

Lectures/online

Mode of Assessment:

Assignment

Total Contact Hours:

12

Supervised Placement and Practice Hours:

0

Self-Study Hours:

28

Assessment Hours:

10