Courses
During this course, you will be provided with opportunities to explore the theories behind IBL and PBL in order to maximize student engagement. Examples from many subject areas will be used but there will a particular focus on climate change, which is a pressing and immediate challenge for Kiribati.
By the end of the course, you will have been introduced to the essential knowledge and skills to confidently and competently implement IBL and PBL approaches into your pedagogical practices to enhance student learning autonomy.
During this module you will be exposed to principles that underpin the development of literacy and numeracy at schools and learn strategies that will help students to ‘learn to read’ so they can read to learn. You will learn about key aspects for reading such phonemic awareness, phonics, fluency, building vocabulary, reading comprehension and some new numeracy teaching strategies.
By the end of this module, you will be able to plan, prepare and deliver an effective literacy and numeracy lesson in both English and Kiribati. You will have improved knowledge and understanding of how children learn to read and to count numbers so that you can effectively teach students to read and count. In addition to this, your knowledge in literacy and numeracy will be enriched and this should impact your teaching and students learning in your classrooms and daily life
During this course, you will develop your skills in designing and adapting the learning environment and resources to meet the needs of children from diverse and marginalised groups. The course will also consider the range of disabilities and barriers that you may encounter within a class. You will be able to design and implement inclusive support teaching strategies and activities for a variety of students, and assess and support marginalised learners in school.
This course is divided into three sections being:
⦁ Social Inclusion (weeks 1-6)
⦁ Gender rights and inclusion (weeks 7-10)
⦁ Disability rights and inclusion (weeks 11-14
During this course you will acquire a broad understanding of the importance of education children and youth in the practices and principles of a healthy lifestyle. In doing so, you will learn about issues of general health and human movement.
By the end of this course you will be able to demonstrate an understanding of exercise, nutrition, WASH and reproductive health, and how these interrelate, and how to teach these areas both inside and outside of traditional classroom settings.
During this course you will explore emerging alternative assessment and reporting processes and the underlying philosophies of selected curricula models/frameworks. Specifically, the roles of learners/students, teachers/educators, curriculum designers and administrators/policy makers in assessment and evaluation are discussed.
By the end of this course you will be able to explain the value of assessment and evaluation to teaching and learning
During this course you will develop a basic understanding of lesson planning based on second language acquisition (SLA) theory and how to design communicative lesson plans and activities. You will also be introduced to the principles and stages of the text-based approach.
By the end of this course you will be able to analyse acquisition theories and how these theories explain the learning of first and second languages (L1 and L2) and explain and apply the practical implications of each SLA theory in second language learning.
During this course you will be exposed to a range of theories and be given the opportunity to explore how there relate to practice in the classroom. You will spend Wednesdays in a range of schools engaged in classroom observations and participating in peer and micro- teaching across a range of primary and JSS year levels.
By the end of this course, you will be on your way to being able to create safe, supportive and positive learning environments for all students using appropriate student centered teaching methods and classroom management strategies.
By the end of this course, you will be on your way to being able to create safe, supportive and positive learning environments for all students using appropriate communication methods and classroom management strategies.
EAP is one of the core courses for first year students.
During this course you will participate in discussions, engage with guest speakers’ presentations and read articles regarding indigenous knowledge, skills and art forms and their relevance to education. You will also analyse the year 1 and 2 curricula to determine how they integrate and develop the cultural experiences of children.
By the end of this course you will have a sound understanding of Kiribati cultural knowledge, skills and art forms and their importance early primary education.
By the end of this course you will have a basic understanding of how first language exists, be familiar with the organisation of scope and sequence and produce effective plan to deliver Te Kiribati language effectively.
In this course, you will work in groups to research and apply learning skills outside the classroom which significant contribution to literacy, numeracy, health and wellbeing. In addition, they will be able to understand an important part in bringing what they learn in the classroom into real life through application and observation and highly contribute to every area of the subjects.
By the end of this course teacher trainees will be able to develop and facilitate safe and pedagogically sound educational activities consistent with outdoor learning theories and to understand what they learn outside the classroom to contextualize their understanding within curriculum areas, and for linking learning across the curriculum in different contexts and at all levels.
During this course you will be equipped with practical teaching skills on grammar, vocabulary, process writing, pronunciation and content language integrated learning (CLIL). You will also develop practical and communicative activities and resources.
By the end of this course you will be able to create lesson plans and effective resources to teach the four macro-skills (speaking, listening, reading and writing), grammar, vocabulary, pronunciation and content language integrated learning (CLIL).
During this course you will be exposed to a range of theories and be given the opportunity to explore how there relate to practice in the classroom. You will spend Wednesdays in a range of schools engaged in classroom observations and participating in solo teaching across a range of primary and JSS year levels.
By the end of this course you will be on your way to being able to create quality learning environments that accommodate the needs of all students demonstrating a range of differentiated teaching and learning strategies.
In this course, you will work in groups to research and apply learning skills outside the classroom which significant contribution to literacy, numeracy, health and wellbeing. In addition, they will be able to understand an important part in bringing what they learn in the classroom into real life through application and observation and highly contribute to every area of the subjects.
By the end of this course teacher trainees will be able to develop and facilitate safe and pedagogically sound educational activities consistent with outdoor learning theories and to understand what they learn outside the classroom to contextualize their understanding within curriculum areas, and for linking learning across the curriculum in different contexts and at all levels.
During this course you will be equipped with practical teaching skills on grammar, vocabulary, process writing, pronunciation and content language integrated learning (CLIL). You will also develop practical and communicative activities and resources.
By the end of this course you will be able to create lesson plans and effective resources to teach the four macro-skills (speaking, listening, reading and writing), grammar, vocabulary, pronunciation and content language integrated learning (CLIL).
During this course you will be exposed to a range of theories and be given the opportunity to explore how there relate to practice in the classroom. You will spend Wednesdays in a range of schools engaged in classroom observations and participating in solo teaching across a range of primary and JSS year levels.
By the end of this course you will be on your way to being able to create quality learning environments that accommodate the needs of all students demonstrating a range of differentiated teaching and learning strategies.
Apart from your majors and minors, you are also required to do compulsory courses: TESOL 2, TPP510, TESOL 3 CLIL, TPP520,
You cannot progress into the advanced diploma if you have not completed all the requirements for the Diploma Program.
During this course you will be introduced to the origin of, and some key features of, Te-Kiribati language. You will also have the opportunity to design effective activities relating to the four macro skills of Te-Kiribati language and be able to produce effective teaching and learning materials. You will acquire and understanding of the scope and sequence of the years 7 and 8 JSS curriculum.
By the end of this course you will have become familiar with the content of the years 7 and 8 JSS Te Kiribati curriculum and able to plan, prepare and deliver effective, student centred lessons.
By the end of this course you will be familiarized with the content of JSS curriculum and able to plan, prepare and deliver an effective lesson plan for the Kiribati studies. You will also have an understanding about the Kiribati grammar and aspects of Kiribati culture.
During this course you will engage in curriculum, pedagogy and assessment practices and identify students’ individual learning needs. You will adopt a student-centred approach to curriculum design, using the Kiribati Curriculum: Mathematics and evaluate teaching strategies used to enhance students’ mathematical knowledge and disposition towards Mathematics.
By the end of this course you will have sound understanding of the Kiribati Mathematics curriculum, some ICT tools and other pedagogies necessary for teaching Mathematics for this level.
During this course, you will be provided with effective student centered learning to activate students’ learning in mathematics. The additional effect of this student centred method is so you as the teacher can assist your students to explore things by themselves, reason out things and solve their own problems. Also, this course will assist you as a teacher to design exam papers which are valid and reliable in assessing the performance of students. Through Moodle discussions, lecturing, and practicum in schools, you will receive effective instruction and practice in fundamental skills which are directly related to the issues that need to be urgently addressed by Mathematics teachers..
During the course you will learn to apply different approaches and practices on how to integrate the three strands within the curriculum, how to prepare lessons, about various activities and how to assess students more effectivity. You will also participate in several researches, particularly in the three strands of the KCS, and about practical activities and also you will explore NCAF, KCS syllabus and teacher guides so as to understand how to deliver KCS within our context.
By the end of the course, you will be able to apply what you have learned so you can deliver the KCS more confidently and understand important components of the KCS in your teaching and learning career.
You will explore various local and contemporary technology and application techniques for social, ethical and sustainable needs for the community. Discover important values of the arts and their roles in youth and social development. Innovative ideas of business will be Integrated in considering the value of arts and technology in today’s context in relation to how and why the Kiribati business and private sector operates. Furthermore, you will understand the significance of small business as encouraged for individuals, small groups with like interests, and for community members.
During this course you will gain insight into the concepts of time, change, chronology, population, and information and knowledge, as well as the application of modern tools to explore these concepts. You will explore social studies, its importance, and how it affects both individuals and society as a whole.
By the end of this course you will learn new pedagogies, concepts, skills and techniques of teaching social studies to make lessons more interesting and to minimize students’ learning difficulties.
During the course, teacher trainees will critically examine different pedagogies, those which you can employ to enhance the implementation the contents of the Year 9 curriculum, and the teaching and learning of social studies. It is anticipated that the course will enable you as teacher trainees to utilize the appropriate teaching pedagogy suitable to the learning strengths and needs of Year 9 students.
By the end of this course, you will be able to teach your students to utilize the knowledge and skills gained from social studies to make informed decisions as worthwhile citizens.
During the course, you will explore the Year 9 curriculum and a textbook with its online resources. You will also be engaged in research, designing lesson plans and participate in hands-on activities and Moodle posts.
By the end of the course, you will be able to work confidently using the JSS Science Curriculum, select the most appropriate teaching pedagogies to teach a Science topic, utilize classroom based assessment tasks and evaluate your teaching and students’ learning with the aim of enhancing students’ achievement in Science.
During the course, you will examine how the four pillars of learning are constructed around a series of learning outcomes and how ‘curriculum alignment’ is implemented in terms of merging our local contexts, experiences, relationships, cultural beliefs and identity through the teaching and learning process. You will also learn how to specifically plan and program the M/E contents on a termly and daily lessons. Additionally, you will learn about the most appropriate teaching and learning strategies to be implemented to ensure that children have the most engaging learning opportunities.
By the end of the course, you will be able to implement the Year 9 Moral Education Syllabus effectively so that children can achieve and demonstrate a general understanding of themselves and others, treating each other equally and respectfully.
During this course, you will to develop your understanding further on various aspects of human development, maintaining health and safety and demonstrating some sports with the application of proper rules and safety.
By the end of this course you will have a thorough understanding of the contents of the year 7 and 8 HPE curriculum and you will be able to plan and teach HPE topics at the appropriate level.
In this course, you will work in groups to research and apply learning skills outside the classroom with significant contribution to literacy, numeracy, health and wellbeing. In addition, you will be able to understand how to bring what you learn in the classroom into real life through application and observation and learn how to apply this understandingto every area of the curriculum that you teach.
By the end of this course, teacher trainees will be able to develop and facilitate safe and pedagogically sound educational activities consistent with outdoor learning theories and will understand how to apply learning in outdoor contexts into various curriculum areas, also about how to link learning across the curriculum in different contexts and at all levels.
Note: If you have a disability, medical condition or any concerns that may affect your participation in the compulsory practical components of the course, you are invited to discuss your options with the course coordinator or Principal
During this course you will be equipped with practical teaching skills on grammar, vocabulary, process writing, pronunciation and content language integrated learning (CLIL). You will also develop practical and communicative activities and resources.
By the end of this course you will be able to create lesson plans and effective resources to teach the four macro-skills (speaking, listening, reading and writing), grammar, vocabulary, pronunciation and content language integrated learning (CLIL).
The pre-requisite of this course is TES 420
During this course, you will learn some frameworks and principles of Content and Language Integrated Learning to help you plan schemes of work and lessons. You will also learn some CLIL techniques to develop teaching materials, teach using an appropriate level of English, use the mother tongue to support learning, and how to assess your learners’ progress.
This course is for primary teachers, junior secondary teachers of English, and junior secondary teachers of other subjects. Students from different streams will apply the core concepts to the syllabus at their level. You will be assessed through portfolio entries and other tasks. You will work closely with your lecturers and will receive regular feedback and practical advice throughout the course. The course is 56 hours of class contact with 4 hours per week (2-hour lecture and 2-hour tutorial). Additional time will be required for research and assessment tasks.
The pre-requisite of this course is TES 510
During this course you will be exposed to a range of theories and be given the opportunity to explore how these theories relate to practice in the classroom. You will spend Wednesdays in a range of schools engaged in classroom observations and participating in solo teaching across a range of primary and JSS year levels.
By the end of this course you will be on your way to being able to create quality learning environments that accommodate the needs of all students demonstrating a range of differentiated teaching and learning strategies.
During this course you will be engaged in developing your skills in action based research, given the chance to develop your action research proposal focusing on the critical incidents experienced, linked to the Year 3 teacher trainees teaching service standards and the Kiribati National Service Standards (NTSS) competencies.
By the end of this course you will be able to demonstrate your understanding and skills in conducting classroom based research to solve critical incidents and to enhance your teaching practices.
During your one year internship in the school, you are expected to document evidences of your daily preparation for your lessons and other extra-curricular activities.