Course Structure
Study path
1st year
2nd year
3rd year
Study path
1st year
Introduction to Child Development (0-11 years) (3 ECTS)
Learning Outcomes:
-
-
- Identify and use the main principles of the child development (0-11 years)
- Identify the different stages of physical, psycho-social-emotional and cognitive (language, memory, information processing, writing, reading and speaking) development of children
- Identify the developmental needs of the children with diverse needs
- Develop strategies within the classroom to enhance inclusivity in order to promote the learner’s development;
- Create, prepare and implement adapted handouts and activities according to the developmental needs of the child.
-
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
Psychology of Learning I (3 ECTS)
Learning Outcomes:
-
-
- Explain and adapt the various theories of learning and how this knowledge is applied in various methods in order to encourage learning in children with diverse needs.
- Explain and adapt various learning models to the needs of children with diverse needs.
- Explain the cognitive process in relation to learning and apply the necessary models according to the needs of children with diverse needs.
-
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
Development as Professional Learning Support Educator I (2 ECTS)
Learning Outcomes:
-
-
- Build professional relationships both within and outside the classroom setting with the allocated students, parents/relatives/guardians and other professionals;
- Use communication and coaching skills.
- Work within a team setting of professionals for the benefit of children with diverse needs, learning difficulties and disabilities.
-
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
Equal Opportunities, Inclusion and Diversity in the classroom (4 ECTS)
Learning Outcomes:
-
-
- Describe and interpret the main rights of children
- Describe and use the Universal Design for Learning (UDL)
- Identify, describe use the principles of Equality, Diversity and Inclusion
- Describe and use theories of Inclusion in the classroom
- Collaborate in ensuring that the children respect each other at all times and are inclusive during all activities
- Organise together with the teacher classroom to ensure that children respect the diverse rules
- Identify if any children are different for whatever reason and ensure that they are treated like other children
- Organise activities that support and promote equity and diversity
- Know the principles of differentiated teaching for children with diverse needs, learning difficulties and disability
-
Mode of Teaching:
Lectures/online
Mode of Assessment:
Examination
Total Contact Hours:
25
Supervised Placement and Practice Hours:
0
Self-Study Hours:
55
Assessment Hours:
20
Understanding Various Difficulties in Children with Diverse Needs (2 ECTS)
Learning Objectives:
-
-
- Identify and understand the different conditions and learning difficulties including behaviour difficulties, communication difficulties and other major disabilities
- Identify the major characteristics of learners with various conditions
- Differentiate between disability, impairment and different needs
- Identify and differentiate between different conditions
- Describe and identify the major causes and prevalence of various diverse needs
- Differentiate between different classifications of diverse needs.
- Describe the Bio-psycho-social implications of diverse needs
- Articulate and evaluate disability knowledge within professional practice.
-
Mode of Teaching:
Lectures/online
Mode of Assessment:
Examination(MCQ)
Total Contact Hours:
12
Supervised Placement and Practice Hours:
0
Self-Study Hours:
37
Assessment Hours:
1
Introduction to Literacy and Numeracy (3 ECTS)
Learning Outcomes:
-
-
- Identify and use the core components of literacy (reading, writing, comprehension) and Numeracy
- Identify and describe how literacy and numeracy develops in children in line with their development
- Identify and explain the potential barriers to the development of literacy and numeracy in children with learning difficulties and diverse needs
- Identify and use the correct methodology and techniques for the development of literacy and numeracy
- Use and assess the Core Competencies document, Learning Outcomes Framework and checklists for children with learning difficulties and diverse needs
- Provide support and assistance to parents and children in relation to any literacy and numeracy difficulties
- Describe the role of Literacy Agency, the role of the Literacy Support Teacher and Heads of Department (HODs)
-
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
Understanding Provisional Mapping & IEPs (4 ECTS)
Learning Outcomes:
-
-
- Organise and be aware of the importance of having an effective and SMART IEP and good Provisional Mapping in place
- Use the principles of planning, setting goals and designing a plan
- Compose, set up, write and review an IEP and Provisional Mapping according to the Universal Learning Design
- Identify the strategies and methods on how to implement an IEP and Provisional Mapping
- 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;
- Provide personal assistance to children, parents and other professional teachers to ensure that the IEP is used to its maximum capacity
- Collaborate with teachers and INCO in the formulation of the IEPs and Provisional Mapping
-
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
Practical in Supportive Work in the Classroom I (9 ECTS)
Learning Objectives:
-
-
- Compose, set up and write an excellent learner portfolio
- Explain the importance of personal development even during practice.
- Be reflective and able to evaluate work done with the children with diverse needs, learning difficulties and disability
- Write SMART goals
- Demonstrate through self-reflection the importance to develop the potential of children with diverse needs.
- Work professionally under supervision of other professionals
- Compile and create a group of resources that are adapted to the diverse needs/learning difficulties/disability of the child based on evidence and research
- Support learners with diverse needs for at least 180-hour placement in a suitable work setting, therefore giving them an opportunity to put their in-class learning into practice.
-
Mode of Teaching:
Placement/Practical
Mode of Assessment:
Reflective Diary & Logbook
Total Contact Hours:
20
Supervised Placement and Practice Hours:
180
Self-Study Hours:
20
Assessment Hours:
5
Introduction to Adolescent Development (11-18 years) (2 ECTS)
Learning Outcomes:
-
-
- Identify and explain the main development (physical, cognitive, socio-emotional) stages of adolescent development from (11-18 years)
- Identify the educational needs of the children with diverse needs, compared to normal development during adolescence and develop educational resources according to the identified needs
- Identify possible gaps between ‘normal’ development and ‘delayed’ development and develop strategies to deal with the diverse needs
- Be aware of the different assessment methods encountered by an LSE and how these are used during adolescence
- Interpret correctly assessments regarding children with diverse needs issued by various professionals
- Identify situations when to refer children with diverse needs for assessment or re-assessment
-
Mode of Teaching:
Lectures/online
Mode of Assessment:
Examination (MCQ & Short Questions)
Total Contact Hours:
15
Supervised Placement and Practice Hours:
0
Self-Study Hours:
34
Assessment Hours:
1
Psychology of Learning II (2 ECTS)
Learning Outcomes:
-
-
- Explain the importance of know pedagogy and how this is applied in the classroom
- Design adapted interventions, resources and handouts using the VARK method according to the readiness of children with diverse needs for learning new knowledge
- Use pedagogical tools for one-to-one sessions for children with diverse needs
- Organise activities that will aid any child who may have academic and psychological difficulties that are affecting learning
-
Mode of Teaching:
Lectures/online
Mode of Assessment:
Assignment
Total Contact Hours:
15
Supervised Placement and Practice Hours:
0
Self-Study Hours:
25
Assessment Hours:
10
Development as Professional Learning Support Educator II (2 ECTS)
Learning Outcomes:
-
-
- Use professional boundaries both within and outside the classroom setting with the assigned students, parents/relatives/guardians and other professionals;
- Use the ethical standards both within and outside the classroom setting with the assigned students, parents/relatives/guardians and other professionals;
- Identify and practice school policies and procedures for children with diverse needs;
- Identify critical and problem-solving skills within the classroom
- Ensure health and safety measures to protect children with diverse needs.
-
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
Introducing Health Psychology and Health Education (2 ECTS)
Learning Objectives:
-
-
- Define health behaviours, health habits, and primary prevention with regards to nutrition, physical exercise and other attitudes promoting well-being
- Promote health and well-being and describe the influencing factors with special reference to children with diverse needs and the Maltese context
- Summarize how nutrition and other health activities affect learning and how this is particular to the Maltese context
- Summarize the relationship of individual difference variables, social factors, emotional factors, cognitive factors, perceived symptoms, and factors related to access to medical care to health behaviours.
- Prevent health-habit factors from undermining health practices especially with regards to children with diverse needs and within the schooling system.
- Summarize the findings of research investigating the success of health promotion and primary prevention efforts across child development with special reference to children with diverse needs.
- Describe gender differences in health behaviours in the Maltese context with special reference to children with diverse needs
- Identify the effectiveness of attitudinal approaches and differentiate between the different approaches.
- Define and discuss self-efficacy and explain the relationship between self-efficacy and health behaviours.
- Explain the role of the LSE in promoting healthy attitudes and how these are implemented within the classroom
- Describe and implement the Education policies with regards to Health and Well-being such as healthy eating, etc.
-
Mode of Teaching:
Lectures/online
Mode of Assessment:
Assignment
Total Contact Hours:
15
Supervised Placement and Practice Hours:
0
Self-Study Hours:
25
Assessment Hours:
10
Inclusive communities beyond schooling (2 ECTS)
Learning Objectives:
-
-
- Define the importance of community involvement of persons with disabilities beyond schooling
- Be conversant with the numerous ways how the student can be integrated and active in the community as a person with disability
- Use teaching practices that will enhance the child’s involvement in the community
- Be acquainted with numerous community projects which children with diverse needs might benefit
- Propose community projects into school to enhance inclusion of persons with disabilities within society
-
Mode of Teaching:
Lectures/online
Mode of Assessment:
Examination
Total Contact Hours:
15
Supervised Placement and Practice Hours:
0
Self-Study Hours:
25
Assessment Hours:
10
Supporting Learners with Autism Spectrum Disorder (3 ECTS)
Learning Objectives:
-
-
- Identify the characteristics of learners with autism spectrum disorders
- Explain the Causes and prevalence of autism
- Assess the educational and behavioural levels of children with Autism Spectrum Disorder (ASD)
- Choose best teaching strategies specific to Autism Spectrum Disorder (ASD)
- Become familiar with the process of creating a lesson plan for students with Autism Spectrum Disorder (ASD)
- Discuss and collaborate with other professionals and the parents for the benefit of children with Autism Spectrum Disorder (ASD)
- Suggest and use technology in order to support and enable learning of children with Autism Spectrum Disorder (ASD) in the appropriate manner;
- Suggest possible goals for the IEP for children Autism Spectrum Disorder (ASD)
- Record and communicate the progress of children with Autism Spectrum Disorder (ASD) to parents and other professionals.
- Be aware of the role Autism Spectrum Support Team within the National Support School Services (NSSS)
-
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
Supporting Learners with ADHD/ADD (3 ECTS)
Learning Objectives:
-
-
- Identify the characteristics of learners with ADHD/ADD
- Explain the Causes and prevalence of ADHD/ADD
- Assess the educational and behavioural levels of children with ADHD/ADD
- Choose best teaching strategies specific to ADHD/ADD
- Become familiar with the process of creating a lesson plan for students with ADHD/ADDDiscuss and collaborate with other professionals and the parents for the benefit of children with ADHD/ADD
- Suggest and use technology in order to support and enable learning of children with ADHD/ADD in the appropriate manner;
- Suggest possible goals for the IEP for children with ADHD/ADD
- Develop an Inclusive Behaviour Plan
- Record and communicate the progress of children with ADHD/ADD to parents and other professionals.
-
Mode of Teaching:
Lectures/online
Mode of Assessment:
Examination
Total Contact Hours:
18
Supervised Placement and Practice Hours:
0
Self-Study Hours:
42
Assessment Hours:
15
Supporting Learners with Specific Learning Difficulties (SpLD) (3 ECTS)
Learning Objectives:
-
-
- Identify the characteristics of learners with SpLD
- Explain the Causes and prevalence of SpLD
- Assess the educational and behavioural levels of children with SpLD
- Choose best teaching strategies specific to SpLD
- Become familiar with the process of creating a lesson plan for students with SpLD
- Discuss and collaborate with other professionals and the parents for the benefit of children with SpLD
- Suggest and use technology in order to support and enable learning of children with SpLD in the appropriate manner;
- Suggest possible goals for the IEP for children with SpLD
- Record and communicate the progress of children with SpLD to parents and other professionals.
- Be aware of the role of Specific Learning Difficulties Unit within the College Setting
-
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
(Introducing) Educational Technology for the Inclusive Classroom I (2 ECTS)
Learning Objectives:
-
-
- Identify and understand the importance of providing inclusive education to achieve equal opportunities for all;
- Describe and discuss the importance of ICT in relation to the educational needs of children with diverse needs
- Identify, evaluate and analyse the role of ICT in providing inclusive education for students with SEN;
- Understand and critically and reflectively select and use ICT and AAC according to exclusive needs of students;
- Identify and understand the appropriate educational conditions for successful application of ICT and AAC for children with diverse needs
- Use correctly ICT and AAC devices with children with diverse needs for educational purposes
- Describe and implement the ICT policy used with the Maltese educational system.
-
Mode of Teaching:
Lectures/online
Mode of Assessment:
Assignment
Total Contact Hours:
15
Supervised Placement and Practice Hours:
0
Self-Study Hours:
25
Assessment Hours:
10
Practical in Supportive Work in the Classroom II (8 ECTS)
Learning Objectives:
-
-
- Compose, set up and write an excellent learner portfolio
- Explain the importance of personal development even during practice.
- Be reflective and able to evaluate work done with the children with diverse needs, learning difficulties and disability
- Write SMART goals
- Demonstrate through self-reflection the importance to develop the potential of children with diverse needs.
- Work professionally under supervision of other professionals
- Compile and create a group of resources that are adapted to the diverse needs/learning difficulties/disability of the child based on evidence and research
- Support learners with diverse needs for at least 180-hour placement in a suitable work setting, therefore giving them an opportunity to put their in-class learning into practice.
-
Mode of Teaching:
Placement/Practical
Mode of Assessment:
Reflective Diary & Logbook
Total Contact Hours:
15
Supervised Placement and Practice Hours:
180
Self-Study Hours:
0
Assessment Hours:
5
2nd year
Networking with other Professions in relation to Learning Support Educator (LSE) work (2 ECTS)
Learning Outcomes:
-
-
- Describe and list the different types of professions that children with diverse needs come in contact with
- Describe the role that the different professionals take in the care of the child
- Network with different professionals at different stages of the child’s educational progress
- Use teamwork skills in order to work in harmony with other professionals
- Use the ethical principles that should be applied between professionals for the benefit of children with diverse needs
- Design and implement appropriate strategies to assist the teacher within the class setting.
- Develop analytical thinking towards understanding the various perspectives and contributions emanating from the various professions
- Recognise stress and apply strategies to deal with stress
- Manage time and communication with other professionals dealing with children with diverse needs
-
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
Supporting Learners with Profound and Multiple Learning Disabilities (PMLD) (4 ECTS)
Learning Outcomes:
-
-
- Identify the characteristics of learners with PMLD
- Explain the Causes and prevalence of PMLD
- Assess the educational and behavioural levels of children with PMLD
- Choose best teaching strategies specific to PMLD
- Become familiar with the process of creating a lesson plan for students with PMLD
- Discuss and collaborate with other professionals and the parents for the benefit of children with PMLD
- Suggest and use technology in order to support and enable learning of children with PMLD in the appropriate manner;
- Suggest possible goals for the IEP for children with PMLD
- Record and communicate the progress of children with PMLD to parents and other professionals.
- Know issues related to health and safety in relation to PMLD
- Be aware of the role of Resource Centres within the College Setting
-
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
Supporting Learners with Communication Difficulties and Language Disorders (4 ECTS)
Learning Outcomes:
-
-
- Identify the characteristics of learners with communication difficulties and Language disorders
- Explain the Causes and prevalence of communication difficulties and Language disorders
- Assess the educational and behavioural levels of children with communication difficulties and Language disorders.
- Choose best teaching strategies specific to Communication difficulties and Language disorders
- Become familiar with the process of creating a lesson plan for students with communication difficulties and Language disorders
- Discuss and collaborate with other professionals and the parents for the benefit of children with Communication difficulties and Language disorders
- Suggest and use technology in order to support and enable learning of children with Communication difficulties and Language disorders in the appropriate manner;
- Suggest possible goals for the IEP for children Communication difficulties and Language disorders ;
- Record and communicate the progress of children with Communication difficulties and Language disorders to parents and other professionals.
- Be aware of the role of Support Services within the College Setting and also the Commission for Rights of Persons with Disability
-
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
Supporting Learners with Physical and Sensory Impairment (6 ECTS)
Learning Outcomes:
-
-
- Identify the characteristics of learners with Physical and Sensory Impairment
- Explain the Causes and prevalence of Physical and Sensory Impairment Assess the educational and behavioural levels of children with Physical and Sensory Impairment
- Choose best teaching strategies specific Physical and Sensory Impairment
- Become familiar with the process of creating a lesson plan for students with Physical and Sensory Impairment
- Discuss and collaborate with other professionals and the parents for the benefit of children with Physical and Sensory Impairment
- Suggest and use technology in order to support and enable learning of children with Physical and Sensory Impairment in the appropriate manner;
- Suggest possible goals for the IEP for children with Physical Disabilities
- Record and communicate the progress of children with Physical and Sensory Impairment to parents and other professionals.
- Know issues related to health and safety in relation to Physical and Sensory Impairment
- Handle correctly children with Physical and Sensory Impairment
- Be aware of the role of Resource Centres and the Support Services within the College
-
Mode of Teaching:
Lectures/online
Mode of Assessment:
Assignment
Total Contact Hours:
36
Supervised Placement and Practice Hours:
0
Self-Study Hours:
89
Assessment Hours:
20
Supporting Learners with Challenging Behaviour (6 ECTS)
Learning Outcomes:
-
-
- Identify the characteristics of learners with Challenging Behaviour
- Explain the Causes and prevalence of Challenging Behaviour
- Assess the educational and behavioural levels of children with Challenging Behaviour
- Choose best teaching strategies specific Challenging Behaviour
- Become familiar with the process of creating a lesson plan for students with Challenging Behaviour
- Discuss and collaborate with other professionals and the parents for the benefit of children with Challenging Behaviour
- Suggest and use technology in order to support and enable learning of children with Challenging Behaviour in the appropriate manner;
- Suggest possible goals for the IEP for children with Challenging Behaviour
- Develop an Inclusive Behaviour Plan
- Record and communicate the progress of children with Challenging Behaviour to parents and other professionals.
- 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:
Examination
Total Contact Hours:
36
Supervised Placement and Practice Hours:
0
Self-Study Hours:
89
Assessment Hours:
25
Supporting Learners with Intellectual Disability (4 ECTS)
Learning Outcomes:
-
-
- Identify the characteristics of learners with Intellectual Disability
- Explain the Causes and prevalence of Intellectual Disability
- Assess the educational and behavioural levels of children with Intellectual Disability
- Choose best teaching strategies specific to Intellectual Disability
- Become familiar with the process of creating a lesson plan for students with Intellectual Disability
- Discuss and collaborate with other professionals and the parents for the benefit of children with Intellectual Disability
- Suggest and use technology in order to support and enable learning of children with Intellectual Disability in the appropriate manner;
- Suggest possible goals for the IEP for children with Intellectual Disability
- Record and communicate the progress of children with Intellectual Disability to parents and other professionals.
- Know issues related to health and safety in relation to Intellectual Disability
- Be aware of the role of Resource Centres and Support Services within the College Setting
-
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
Gifted Education (3 ECTS)
Learning Outcomes:
-
-
- Describe the meaning of Giftedness in Education
- Describe and identify the Gifted Learner
- Describe and identify potential barriers for inclusion for the Gifted learners
- Explain the Social and Emotional Development of the Gifted Learner
- Explain and identify issues of underachievement in Gifted learners
- Differentiate the Curriculum for the Gifted Learner
- Adapt Core Competencies of English, Maltese, and Mathematics for the Gifted Learners
-
Mode of Teaching:
Lectures/online
Mode of Assessment:
Assignment
Total Contact Hours:
21
Supervised Placement and Practice Hours:
0
Self-Study Hours:
39
Assessment Hours:
15
Multicultural Education (3 ECTS)
Learning Outcomes:
-
-
- Present basic skills in teaching and organizing learning processes within a context of diversity of culture
- Compare and analyze educational systems in different countries and demonstrate an understanding of the influence of historical, political and economic factors
- Identify and explain theories of second and third Language Acquisition and apply this knowledge to the process of teaching/learning
- Reflect on teaching and learning with regard to the perspectives of ethnicity, gender and social class and to display skill in integrating these concepts in the process of creating the democratic classroom
- Analyze world migration and its consequences, particularly for the teaching and learning process and in this context recognize the development and functions of ethnic and racial prejudice and stereotypes and further show proficiency in utilizing this knowledge in the classroom practice
- Define basic value systems based on religions and ideologies and their relationship to the formulation of educational objectives and to personal identity and group behaviour.
-
Mode of Teaching:
Lectures/online
Mode of Assessment:
Examination
Total Contact Hours:
21
Supervised Placement and Practice Hours:
0
Self-Study Hours:
39
Assessment Hours:
15
Historical Development and Philosophy of Education (1 ECTS)
Learning Outcomes:
-
-
- Demonstrate an understanding of the main philosophical texts within the area of the Philosophy of Education
- Define the area and distinguish it from sociology/psychology of education
- Demonstrate knowledge of the main issues in the philosophy of education and how these have been dealt with in the past
- Describe the main ideas of a number of philosophers in education
- Engage in a dialogue about issues in education
- Make use of the appropriate vocabulary when discussing issues related to the philosophy of education
- Explain the current educational system in Malta and engage critically with it
- Classify the main writers in the area according to tradition and time
-
Mode of Teaching:
Lectures/online
Mode of Assessment:
Assignment
Total Contact Hours:
6
Supervised Placement and Practice Hours:
0
Self-Study Hours:
14
Assessment Hours:
5
Inclusive Learning and Critical Pedagogy (4 ECTS)
Learning Objectives:
-
-
- Describe and apply the main philosophical concepts of inclusion of children with diverse needs within an educational system
- Describe and apply the main movements towards inclusion
- Outline and apply the main principles and theoretical frameworks of critical pedagogy
- Identify the relationship between inclusion, ideology and power
- Describe the relationship between critical pedagogy and education
- Critique the theory and practice of the anti-oppressive educational and related social practices of one group or movement within the community sector
- Describe the relevance of the learning for the learner’s work and/or community context
- Engage in a critical analysis of reality
- Develop critical consciousness which can inform teaching practice
-
Mode of Teaching:
Lectures/online
Mode of Assessment:
Examination
Total Contact Hours:
24
Supervised Placement and Practice Hours:
0
Self-Study Hours:
56
Assessment Hours:
20
Contemporary Issues in Education (1 ECTS)
Learning Objectives:
-
-
- Articulate the key debates within contemporary educational theory and practice.
- Distinguish between different ideological and political orientations as expressed in contrasting models of education.
- Identify and express the key challenges facing different stakeholders within education such as pupils, parents, management, teachers, politicians and multi-agency professionals.
- Discuss and articulate the contrasting ways in which different models of education respond to issues of educational inequality.
- Develop a range of perspectives on how the concepts of education and schooling are positioned within wider social, economic and political policies and institutional practices within society.
- Analyse different contemporary educational curriculum frameworks, debate what the purposes, ambitions and ideological underpinnings are of a range of contemporary models of schooling.
- Reflect critically and identify the strengths and weaknesses of contrasting contemporary approaches to addressing issues of educational inequality.
- Critically analyse the role of attainment, targets and outcomes within contemporary education and their effects on learners and educational institutions.
- Explain how education fits into wider multi-agency approaches.
- Critically analyse the teaching methods used in the classroom
-
Mode of Teaching:
Lectures/online
Mode of Assessment:
Examination
Total Contact Hours:
6
Supervised Placement and Practice Hours:
0
Self-Study Hours:
14
Assessment Hours:
5
Ethical Principles for Educators (1 ECTS)
Learning Objectives:
-
-
- Explain and practice the principles of professionalism
- Describe and practice the philosophical and ethical principles that regulate professional behaviour in teaching
- Identify and discuss ethical dilemmas
- Critically discuss and review appropriate ideas, theories, research, conceptual frameworks, policy and practice.
- Implement ethical principles to support learning within the curriculum.
- Explain the philosophies and values underpinning Maltese education including diversity, children’s rights and ethical issues.
- Reflect upon a range of psychological, sociological, health, welfare, educational, political and economic perspectives and consider how these underpin children’s education
-
Mode of Teaching:
Lectures/online
Mode of Assessment:
Assignment
Total Contact Hours:
6
Supervised Placement and Practice Hours:
0
Self-Study Hours:
14
Assessment Hours:
5
Strategies in working with children with diverse needs – Early Years (4 ECTS)
Learning Objectives:
-
-
- Identify educational needs of students with diverse needs
- Demonstrate knowledge of the basic theories and general practices for effectively assisting within the classroom environment. – Early years
- Develop lesson plans for specific groups of students with diverse needs – Early years
- Develop educational materials according to the UDL principles – Early years
- Demonstrate knowledge and application of the importance of the appropriate design of strategies for students with diverse needs – Early years
- Illustrate the importance of early intervention for students with diverse needs
- Describe and employ proficient written and verbal communication skills, including the appropriate use of technology for students with diverse needs. – Early years
- Demonstrate the importance of formative ongoing assessment and its application with students with diverse needs – Early Years
- Observe and assess the environment from the learning perspective and identify aspects to support students’ learning process of students with diverse needs – Early Years
- Recognize ways to how to supports students’ study motivation of students with diverse needs – Early Years
-
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
Strategies in working with children with diverse needs – Primary Years (4 ECTS)
Learning Objectives:
-
-
- Identify educational needs of students with diverse needs
- Demonstrate knowledge of the basic theories and general practices for effectively assisting within the classroom environment. – Primary Years
- Develop lesson plans for specific groups of students with diverse needs – Primary Years
- Develop educational materials according to the UDL principles – Primary years
- Demonstrate knowledge and application of the importance of the appropriate design of strategies for students with diverse needs – Primary Years
- Illustrate the importance of early intervention for students with diverse needs
- Describe and employ proficient written and verbal communication skills, including the appropriate use of technology for students with diverse needs. – Primary Years
- Demonstrate the importance of formative ongoing assessment and its application with students with diverse needs – Primary Years
- Observe and assess the environment from the learning perspective and identify aspects to support students’ learning process of students with diverse needs – Primary Years
- Recognize ways to how to supports students’ study motivation of students with diverse needs – Primary Years
-
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
Strategies in working with children with diverse needs – Secondary Years (4 ECTS)
Learning Objectives:
-
-
- Identify educational needs of students with diverse needs
- Demonstrate knowledge of the basic theories and general practices for effectively assisting within the classroom environment. – Secondary Years
- Develop lesson plans for specific groups of students with diverse needs – Secondary Years
- Develop educational materials according to the UDL principles – Secondary years
- Demonstrate knowledge and application of the importance of the appropriate design of strategies for students with diverse needs – Secondary Years
- Illustrate the importance of early intervention for students with diverse needs
- Describe and employ proficient written and verbal communication skills, including the appropriate use of technology for students with diverse needs. – Secondary Years
- Demonstrate the importance of formative ongoing assessment and its application with students with diverse needs – Secondary Years
- Observe and assess the environment from the learning perspective and identify aspects to support students’ learning process of students with diverse needs – Secondary Years
- Recognize ways how to support students’ study motivation of students with diverse needs – Secondary Years
-
Mode of Teaching:
Lectures/online
Mode of Assessment:
Examination
Total Contact Hours:
24
Supervised Placement and Practice Hours:
0
Self-Study Hours:
56
Assessment Hours:
20
Adaptations & Modifications of English language (3 ECTS)
Learning Objectives:
-
-
- Articulate general issues concerning the nature & function of language namely phonetics, phonology, morphology, syntax, semantics, and pragmatics.
- Acquire knowledge of the ways different human languages embody these mechanisms.
- Analyze specific sounds & understand systematic properties of the sound system of English.
- Recognize and analyze the grammatical system of English and other languages.
- Analyze the structure and function of language as used in natural discourse.
- Compare and contrast languages in terms of systematic differences in phonetics, phonology, morphology, syntax, semantics, and pragmatics.
- Relate linguistics issues and principles to difficulties encountered by children with dyslexia, dysgraphia and learning difficulties
-
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
Adaptations & Modifications of Maltese language (3 ECTS)
Learning Objectives:
-
-
- Articulate general issues concerning the nature & function of language namely phonetics, phonology, morphology, syntax, semantics, and pragmatics of Maltese Language.
- Acquire knowledge of the ways different human languages embody these mechanisms.
- Analyze specific sounds & understand systematic properties of the sound system of the Maltese Language.
- Recognize and analyze the grammatical system of Maltese Language and other languages.
- Analyze the structure and function of language as used in natural discourse.
- Compare and contrast languages in terms of systematic differences in phonetics, phonology, morphology, syntax, semantics, and pragmatics.
- Relate linguistics issues and principles to difficulties encountered by children with dyslexia, dysgraphia and learning difficulties.
-
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
Practical in Supportive Work in the Classroom III (9 ECTS)
Learning Objectives:
-
-
- Compose, set up and write an excellent learner portfolio
- Understand and apply the importance of personal development even during practice.
- Be reflective and able to evaluate work done with the children with diverse needs, learning difficulties and disability
- Write SMART goals
- Demonstrate through self-reflection the importance to develop the potential of children with diverse needs.
- Work professionally under supervision of other professionals
- Compile and create a group of resources that are adapted to the diverse needs/learning difficulties/disability of the child based on evidence and research
- Support learners with diverse needs for at least 180-hour placement in a suitable work setting, therefore giving them an opportunity to put their in-class learning into practice.
-
Mode of Teaching:
Placement/Practical
Mode of Assessment:
Reflective Diary & Logbook
Total Contact Hours:
20
Supervised Placement and Practice Hours:
180
Self-Study Hours:
20
Assessment Hours:
5
Dissertation (25 ECTS)
Learning Objectives:
-
-
- Develop and analyse a case or cases from an academic and professional perspective
- Write objectively observations of the child during class from a physical, cognitive and socio-emotional perspective
- Interpret the observations to bring out the strengths and needs of the child
- Write a long essay on a particular theme or case
- Use qualitative and quantitative research methods
- Write a literature review on a particular theme
- Develop appropriate practice according to a particular theme or case study
- Analyse critically literature and results of research
-
Mode of Teaching:
Project-based
Mode of Assessment:
Long assignment
Total Contact Hours:
44
Supervised Placement and Practice Hours:
100
Self-Study Hours:
406
Assessment Hours:
75
3rd year
Adaptations & Modifications of Mathematical Abilities for children with diverse needs (4 ECTS)
Learning Outcomes:
-
-
- Analyse the syllabus documents to ascertain the particular concepts and skills pupils need to develop in mathematics;
- Plan, present and manage lessons maths lessons for children with dyscalculia;
- Explain mathematical ideas accurately and with clarity including use of suitable language, examples and models;
- Work as part of a team to develop teaching materials;
- Evaluate and reflect on teaching and its effectiveness;
- Use technology in teaching mathematics.
- Link research and the pedagogy of the classroom.
- Recognize and differentiate the use and teaching of mathematics across diverse cultures
- Develop activities directly benefitting the broader community using mathematics.
- Use analytical and theoretical skills to model and solve mathematical problems.
- Analyze data and draw appropriate statistical conclusions.
- Effectively utilize a variety of teaching techniques and classroom strategies to positively influence student learning.
- Effectively adapt mathematical activities for students with dyscalculia, dysgraphia and learning difficulties
- 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
Creative Expression as a means towards Inclusive education (3 ECTS)
Learning Outcomes:
-
-
- Investigate how children understand and articulate their individual and collective social and material place through creative practices
- Identify how teachers work with and build children’s academic, aesthetic, social and cultural resources
- Develop ways in order to enhance holistic learning through creative methods including arts, music and other artistic methods
- Identify how children can explore and develop their skills through creative exploration, construction and representation of their identities
- Investigate how parents/carers respond to the impact of the creative programme on their child,
- Critically analyse how the school developed relationships and networks with families and the wider community through creative expression
- Develop creativity and problem-solving skills
- 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
Collaboration in Classroom Management (6 ECTS)
Learning Outcomes:
-
-
- Explain the differences between management, leadership and administration
- 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.
- Manage student progress data in collaboration with teachers of students with disabilities and different needs
- Assist the teacher in the organization of the physical aspects of a classroom especially for students with disabilities and different needs
- 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
- Demonstrate knowledge and skill of affective domain-based theoretical models to deal with learners’ behaviour effectively
- Use legal, ethical and professional aspects in dealing with learners’ issues especially for students with disabilities and different needs
- 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
- 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
Educational Technology for the Inclusive Classroom II (4 ECTS)
Learning Outcomes:
-
-
- Identify and understand the importance of providing inclusive education to achieve equal opportunities for all;
- Describe and discuss the importance of ICT & AAC in relation to the education needs of children with diverse needs
- Identify, evaluate and analyse the role of ICT and AAC in providing inclusive education for students with SEN;
- Understand and critically and reflectively select and use ICT and AAC according to exclusive needs of students;
- Identify and understand the appropriate educational conditions for successful application of ICT and AAC for children with diverse needs
- Use correctlyICT and AAC devices with children with diverse needs for educational purposes
- Describe and implement the ICT policy used with the Maltese educational system.
- 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
Introduction to Research Methods (4 ECTS)
Learning Outcomes:
-
-
- Describe, understand and apply quantitative, qualitative and mixed research designs
- Describe and apply the importance of evidence- and person-based practice
- Analyse and integrate key findings from research to understand major influences on student learning and teacher performance.
- Identify, and critically appraise appropriate evidence-based and person-based practices in response to identified student needs
- Implement, monitor and evaluate evidence-based practices as they relate to specific classroom contexts
- Discuss critically the concept of evidence-based practice in the classroom versus person-based practice
- Evaluate the nature of evidence versus that of experience
- Implement the strategies emerging from evidence practice.
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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
Designing and Implementing MAPS and IEPS in Primary Education (2 ECTS)
Learning Outcomes:
-
-
- Use the principles of planning, setting goals and designing a plan in Primary Education.
- Compose, set up, write and review an IEP and Provisional Mapping according to the Universal Learning Design in Primary Education.
- Identify the strategies and methods on how to implement an IEP and Provisional Mapping in Primary Education.
- 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.
- Provide personal assistance to children, parents, teachers and other professionals to ensure that the IEP is used to its maximum capacity in Primary Education.
- 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
Designing and Implementing MAPS and IEPS in Secondary Education (2 ECTS)
Learning Outcomes:
-
-
- Use the principles of planning, setting goals and designing a plan in Secondary Education.
- Compose, set up, write and review an IEP and Provisional Mapping according to the Universal Learning Design in Secondary Education.
- Identify the strategies and methods on how to implement an IEP and Provisional Mapping in Secondary Education.
- 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.
- Provide personal assistance to children, parents, teachers and other professionals to ensure that the IEP is used to its maximum capacity in Secondary Education.
- 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
Supporting Learners with Mental Health Conditions (2 ECTS)
Learning Outcomes:
-
-
- Identify the characteristics of learners with Mental Health Conditions.
- Explain the Causes and prevalence of Mental Health Conditions.
- Assess the educational and behavioural levels of children with Mental Health Conditions.
- Choose best teaching strategies specific to Mental Health Conditions.
- Become familiar with the process of creating a lesson plan for students with Mental Health Conditions.
- Discuss and collaborate with other professionals and the parents for the benefit of children with Mental Health Conditions.
- Suggest and use technology in order to support and enable the learning of children with Mental Health Conditions adequately.
- Suggest possible goals for the IEP for children with Mental Health Conditions.
- Develop an Inclusive Behaviour Plan.
- Record and communicate the progress of children with Mental Health Conditions to parents and other professionals.
- 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
Optional 1: Mindfulness for Educators (2 ECTS)
Learning Outcomes:
-
-
- Describe and implement mindfulness and the correlated skills in everyday life
- Develop a toolbox of internal skills to respond to situations with more creativity, openness and calm when working with children with diverse needs
- Intentionally shift attention and focus their minds for prolonged periods of time during interventions with children with diverse needs
- Have a more flexible approach to one’s own thoughts, resulting in greater flexibility of mind during interventions with children with diverse needs
- Take a step back from challenging situations in order to see the larger picture during interventions with children with diverse needs
- Be familiar with a range of mindfulness practices for daily use to minimise stress in the classroom
- Differentiate between nurturing and depleting activities and how to balance them within the classroom or with particular students
- Increase their self-soothing skills and develop a friendlier attitude towards one’s own personal experience and the students in the classroom
-
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
Optional 2: Coaching and Mentoring Students towards Inclusion and Success (2 ECTS)
Learning Outcomes:
-
-
- Describe and explain the principles of coaching and mentoring
- Assess one’s skills as a coach/mentor and educator and identify personal development needs and goals.
- Demonstrate the use of the various models of coaching in support of your own development and the development of students with diverse needs.
- Use and work with the key coaching skills or models to enhance the educator’s repertoire.
- Recognise and use the opportunities for the use of coaching and mentoring in the classroom.
- Describe and explain the role and responsibilities of the workplace coach and mentor.
- Explain how coaching and mentoring can impact the classroom and the school.
- Provide evidence of one’s own development as a coach and mentor and their use in helping inclusion in the classroom.
-
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
