Students

Your philosophy of teaching is personal.  It is usually a short statement of about one page or about 250 – 300 words.  Some people find it useful to start out by presenting their philosophy of teaching in dot points.
Your philosophy of teaching should be a brief and clear statement expressing your beliefs, attitudes and values regarding teaching and learning and your role as an educator.  Your statement should include your goals for your students or for your school and how you see yourself helping them to achieve those goals.

In some ways, your philosophy of teaching statement is like an introduction to your portfolio.  What you say in your statement must be supported by the materials that you choose to include in your portfolio.  Your portfolio provides real examples and a demonstration of your philosophy.  It is evidence of how you teach according to your philosophy.

Your philosophy of teaching is usually a ‘work in progress’ and as your portfolio develops it will change.  The development of your philosophy of teaching, like your portfolio, is a reflective process.  You will probably re-write your philosophy of teaching statement many times over the next couple of years as you fill in other sections of your portfolio.
We will be offering specialised modules in the CPD program to help you bring together all of the various aspects of your portfolio.

Reflective writing against teaching standards is an important aspect of your portfolio.  Reflection is more than a descriptive activity.  There are many models and we will share some of these with you throughout your CPD journey.

Reflection involves thinking about and learning from your own practice, and the practice of others, to gain a new perspective on the challenges of being a teacher.  Reflection improves judgement and increases the probability of taking informed action when you are faced with a challenging situation in the future.  This is the sort of thinking that you are required to demonstrate to obtain an advanced diploma, or level 6 of the Pacific Qualifications Framework.

When we start out writing reflections, many of us begin by describing what happened or how it made us feel. This is alright as a starting point but we need to take that further, including discussing your ideas in the context of the research literature and adding some references to that literature.  True reflection goes beyond this step and might include answering questions like:
⦁ Why did that happen?
⦁ Why did it make me feel that way?
⦁ How and why have I changed since the last time that happened?
⦁ What have I learned and how might I react differently in a similar situation in the future?
Sometimes we reflect as we teach, reflection-in-action, thinking about behaviours and reactions as they happen.  So, we reflect and teach at the same time.
Sometimes we reflect after we teach, reflection-on-action, taking advantage of the distance to review, analyse and evaluate.  This helps us to understand what happened and how this might inform our future practice.
Both types of reflection are useful.

There are many different types of evidence that can be used in your portfolio.  We like to look at evidence in terms of:
student reactions – student evaluations, student interviews, informal class feedback, student logs or journals (or if you are a school leader, teacher reactions, parent interviews etc)
student learning – student pass or failure rates, parent feedback, student self-reported knowledge or skill gains, examples of student work
self-review – teaching philosophy, teaching journal, self-reflection, approaches to student learning
peer review  – lesson planning, lesson content, assessment and feedback practices, teaching and learning strategies, peer observations of classroom teaching

Generally, there are no hard and fast rules that say what you may or may not include in your teaching portfolio.  For assessment purposes, however, your teaching portfolio must demonstrate a set of standards and competencies which reflect your professional role and values, including:
⦁ a statement of your philosophy of teaching;
⦁ a statement of your teaching goals;
⦁ an understanding of each of the teacher service standards and competencies;
⦁ lesson plans, schemes of work and teaching aids with examples of how they link to the curriculum and your approaches to teaching and learning
⦁ examples of students’ work showing a range of abilities with your feedback and marked against your assessment criteria;
⦁ self;
⦁ reflections from classroom observations and professional conversations;,
⦁ sections from your teaching ⦁ journal.

We will be offering help to bring together all of the various aspects of your teaching portfolio.
Assessment tasks are explicitly linked to your teaching portfolio and your assessment tasks will be able to be placed straight into your portfolio.  Every time you finish an assessment task you will have completed a section of your portfolio.
We are here to help you continue your journey to become the best teacher that you can be for the children and youth of Kiribati.

Such services to support and enhance the wellbeing of KTC students and enable their success include; attending proactively to students’ changed behaviour, for exampe, absence from class, failure to submit an assignment, sudden fall/failure in marks, sleepiness, looking worried and distressed etc lecturer may conduct a one-to-one consultation with the student or he/she may refer the student to a specialized counsellor from MWYSSA in consultation with the DPCOSS

Students are allocated into groups supervised by a lecturer and Associate Lecturer. 1 hour each week is allocated for personal group meetings for students to;
raise issues related to their studies and personal needs and the support they need is discussed and/or provided for by their personal group supervisor
Where the personal group supervisor cannot respond or provide assistance to an issue, he/she may seek assistance from other lecturers/ support staff or ask HODs/SLs to enquire from QLTC or DPs

: The English Language support services provided by the college includes;
ESL classes taught for elementary, intermediate and advanced learners
English for Academic Purpose (EAP) classes to enhance students’ academic writing
Free one-to-one consultations for students seeking support in developing their Academic language skills; students have to book for a 45-60-minute consultation per week
Free self-help resources; TV, listening devices, library books, online English language resources links provided to students

Additionally, IT helpdesk (including student assistants), provides the following support services;
Resetting all passwords (Active Directory, KTC email) – Active Directory is used to create account for computer lab login and captive portal internet access login.
Assisting in the maintenance of lab computers to ensure that all computers are working properly with internet access.
Installing needed software (Microsoft office, VLC, Chrome, pdf reader, Smadav)
Assisting students to access the Internet (Connecting students to KTC Wifi) etc.
Casual Camera Monitoring – In case students lose a belonging, a review of the two cameras installed in the computer lab is performed by helpdesk
Casual Announcement and Reporting of missing items.
Reinstalling Operating System/formatting.
Collecting list of student ICT-related complaints/needs and reporting them to the Supervisor during meeting.

This includes;
nurse consultations
illness management; a series of weekly sessions which may last 3 to 6 months shall be conducted to students with mental health sickness
family planning, sexual health and contraception advice and other checks
provision of referral forms
providing first aid kits for students who get sick after working hours
providing students with information/instructions on epidemics/sicknesses reaching Kiribati e.g COVID 19
ensuring incoming students/continuing students are clear from communicable diseases so they do not affect other students (TB, Hepatitis, AIDs), with referral to Nawerewere doctors for medical check-ups and provision of medical clearance reports for college’s awareness
provision of sport equipment or safety equipment including trainings to improve students’ health and safety
health inspection of students’ dormitories and ablutions
Medical Students/First Aid Kit
Medical students (male and female) for boarding students are available to help out with mini dressing needs or provision of pills such as Panadol
Medical/First Aid Kit
Food Allergies
Students’ with food allergies are catered for if supporting evidences are provided (doctor’s medical report/recommendation).

Issues for which counselling Services will be provided for students include;
poor attendance
life challenges such as family or love relationships, financial issues, disappointment in friendships, academic disappointments, health issues
depression/anxiety/stress from abuse, study, etc
alcohol/drug issues

KTC lecturers initially provide pastoral care for students or may refer students
to MWYSSA specialized counsellor depending on the seriousness of the student’s
case and his/her ability as a lecturer to provide support for the student

Free services such as printing and photocopying, free meals and accommodations fortnightly pocket allowances, bus tickets for non-boarders to travel to and from the college and to conduct research are provided by the college. Additionally, free facilities are also provided or other purposes including a computer lab with free internet, breastfeeding space for nursing mothers and recreation and relaxing facilities.

Involving students in decision making committees is also a means of supporting students to gain leadership skills and enable their participation in community decision making structures afterwards when they are in the teaching profession. Apart from the students having their own Student Council, two students (male and female) are members involved in many of the college committees: –
Quality Learning and Teaching Committee (QLTC)
Compliance, Operations and Support Services Committee (COSSC)
Other established working committees such as the M&E & Research, Pre-service and CPD etc

The college organizes an orientation program to support success by introducing new students to the college programs and services and providing opportunity for early interactions with faculty/support staff/other students, also giving students information they need for the first week of classes and during the first year of study.
Focused retention and success initiatives are organised for key first year subjects

This course is designed to introduce you to theories in developmental psychology covering the years from birth to adolescence. We will explore the physical, cognitive and social-emotional developments from birth to 18 with a particular focus on the schooling years. During this course, you will examine major theoretical perspectives on critical milestones of a child’s cognitive development with a particular focus on the environment and heredity influences on a child. It will also examine current debates such as age versus year levels and if gender plays a role when a child reaches developmental milestones. By the end of this course, you will be able to draw constructive conclusions from theoretical perspectives on how and why children and adolescents develop and learn differently in the context of Primary and Junior Secondary Schools and the Kiribati community more broadly.

This course will introduce you to the concepts of inquiry based learning (IBL) and problem based learning (PBL) as a way to encourage student-centred learning (SCL). IBL and PBL are used to encourage students to acquire key competencies through their own self-directed learning and in collaboration with other students to solve real-world, open-ended problems. SCL has gained popularity in many education systems as a powerful methodology to help students learn the essential skills that will enable them to fully participate in their changing world.
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.

The purpose of this course is to introduce you to teaching literacy and numeracy in the Primary school. You will expand and explore your current understanding of literacy and numeracy, and learn about effective teaching strategies for the classroom and use these in the classrooms.
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

This course will introduce you to an overview of the field of inclusive education and student wellbeing. It will focus on specific principles and their application in educational settings. This will enhance your practical knowledge and understanding of international agreements and the current legislation and policy initiatives related to inclusion in the Kiribati Education system.
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

This course will introduce you to skills, knowledge and understanding of physical fitness and health education as well as a range of teaching methodologies and strategies. You will explore a range of health, fitness and exercises issues and how they interrelate.
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.

The purpose of this course is to introduce you to various perspectives on teaching in the Kiribati context. You will learn about the history of education in Kiribati before, during and after the colonial era, and how the international and local contexts shape our education system and approaches. During this course you will participate in practical activities, examine the Kiribati NCAF and learn about the role of language, culture and society and how they shape approaches to education. You will be asked to consider crucial questions such as, ‘how is learning shaped in our contexts?’, ‘how does culture impact on teaching and learning?’ and ‘how do international experiences inform our current teaching and learning practices and ideologies?’ By the end of this course you will be able to consider and apply different teaching practices to our own contexts, drawing upon various Kiribati education practices and your understanding of teaching and learning in the international context.

The purpose of this course is to examine the purposes, examples and types of assessment and evaluation used in education, and in particular the innovations associated with them. It will also explore their roles in directing learning, provision of feedback to students, feedback strategies to enhance the delivery of instructions and curriculum evaluation, and ensuring standards are achieved and explored.
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

The purpose of this course is to help you to develop the knowledge and skills required to apply current approaches, methodologies and strategies associated with teaching English language learners (ELLs) of different ages and in a variety of learning contexts.
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.

The purpose of this course is to develop your understanding of and ability to demonstrate aspects of the Kiribati National Teacher Service Standards, namely effective student centred teaching, ethical behaviour and personal values and classroom management under the broad umbrella of becoming a teacher.
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.

The purpose of this course is to further develop your understanding of and ability to demonstrate aspects of the Kiribati National Teacher Service Standards, namely effective communication, classroom management and caring relationships under the broad umbrella of building positive relationships. 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 is a range of school engaged in classroom observations and participating in peer, micro and 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 safe, supportive and positive learning environments for all students using appropriate communication methods and classroom management strategies.

Develop EAP: A Sustainable Academic English Skills Course is an innovative course designed for use by pre-sessional or in-sessional university students. Its content is based on the UN’s Sustainable Development Goals (SDGs), a rich resource which is engaging for learners of all disciplines. In addition to developing students’ academic and soft skills, the focus on the SDGs will encourage students to consider their role as responsible 21st century global citizens
EAP is one of the core courses for first year students.

The purpose of this course is to explore indigenous knowledge and skills and their role in lower primary education.
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.

This course is designed to introduce Primary School Teacher Trainees with different characteristics of first language acquisition. During this course you will be familiar with the origination and some key features of Te Kiribati language. You will have the opportunity to design effective activities for the four macro skills of Te Kiribati language and be able to produce quality materials including games. You will gain understanding in the organisation of scope and sequence and development of schemes and lesson plans.
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.

The course is designed to enhance the teacher trainees’ skills and knowledge in outdoor education as a key learning area for all subjects. The course is also an adventure in excellence where individuals can challenge themselves mentally, physically, socially, emotionally, and culturally. The students will learn to utilize the outdoors as a classroom and incorporate many skills to live an active and healthy lifestyle.
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.

The purpose of this course is to help you to develop the knowledge and skills required to teach the four macro-skills (speaking, listening, reading and writing) to primary and junior secondary school learners.
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 purpose of this course is to help you to develop your understanding of and ability to demonstrate aspects of the Kiribati National Teacher Service Standards, namely implementing the NCAF, inclusive education and alternative curriculum under the broad umbrella of creating quality leaning environments.
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.

If you are selected into the Diploma in JSS teaching, you are required to select either two(2) majors and one (1) minor OR three (3) majors. For majors, you are required to do them in both semesters. For a minor, you are required to do only one, either in semester one or in semester two. You can select your majors and minors from the list of courses (whose course descriptions are shown below).
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.

The purpose of this course is to introduce you to key principles of first language development and how they relate to classroom learning in JSS.
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.

The purpose of this course is to develop knowledge and skills that will enhance JSS trainees’ communicative skills in a wide variety of situations. This course will include the study of Kiribati grammar and aspects of Kiribati culture. Trainees will also be provided and acquire knowledge and understanding in the organisation of scope and sequence of the Year 9 syllabus and be able to create Kiribati language scheme of work and lesson plan.
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.

The purpose of this course is to explore some ICT tools and other learning styles in Mathematics for years 7-9.
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.

This course is designed to develop your knowledge and skills to teach the contents of year 9. The contents will be integrated and will be taught using the current and updated pedagogies of student centered learning. It will focus on how to teach these topics and explain ways to develop your teaching skills and knowledge for your professional development. This will enhance your practical knowledge and understanding of how students best learn Mathematics using lesson study to address the issues in mathematics.

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..

The purpose of this course, is to introduce you to the Kiribati Community Studies KCS, which encompasses three components of the curriculum: The Arts, Enterprise and Technology. You will learn what Arts are, any form of arts with significant information of different art forms from Kiribati and our neighbouring pacific islands. Additionally, you will learn to take responsibility in teaching and preserving our heritages, culture and traditional skills and knowledge. You will also learn about Enterprise and to understand how people nowadays make a living, also to learn common approaches of how to understand business, how to make business and critically understand innovative ideas to survive in the changing world. You will also learn what is Technology, different types of technologies, and about contemporary and new technologies of today and in relation to people’s lives, culture and tradition and its effects on the environments.
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.

This course is a continuation of the Kiribati community studies curriculum and pedagogy I (JSS), and will introduce you to a Kiribati community studies for year level 9. The 3 components of the curriculum which are technology, the arts and enterprise, will be studied in a more in-depth way.
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.

The purpose of this course is to integrate the elements and concepts of social studies. Social studies is concerned with human beings and their relationship to society, and this is connected with the past, and is linked to the present and looks ahead to the future. You will view society through the lenses of history, geography, civics and commerce.

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.

This course is a continuation of JCP540 Social Studies I, which is available in semester 1. The course continues to explore the different elements and concepts of social studies as available in the Year 9 curriculum, and you will look at the four aspects including history, geography, commerce and civics.

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.

This course is designed to build on the knowledge and skills acquired in LEA411 & JCP512 for teaching Science using student centred approaches. In this course, you will study more Science pedagogies and several classroom assessment strategies appropriate to Science.
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.

This course seeks to develop your knowledge and skills on Moral Education Year 9 Curriculum and Pedagogy. This will enable you to explore the syllabus principles and outcome based teaching, learning and assessment. The course focus is the development of the basic four key areas which are the knowledge, skills, attitudes and values that students must achieve and demonstrate by the completion of academic studies.

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.

The purpose of this course is to develop your knowledge and skills in how to stay and live healthily and why it is important to be healthy.
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.

The course is designed to enhance the teacher trainees’ skills and knowledge in outdoor education as a key learning area for all subjects. The course is also an adventure in excellence where individuals can challenge themselves mentally, physically, socially, emotionally, and culturally. You will also learn to utilize the outdoors as a classroom and incorporate many skills to live an active and healthy lifestyle.
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

The purpose of this course is to help you to develop the knowledge and skills required to teach the four macro-skills (speaking, listening, reading and writing) to primary and junior secondary school learners.
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

The purpose of this module is to introduce methods and techniques of Content and Language Integrated Learning (CLIL) so that teachers of English and other subjects can foster content and language learning across the curriculum. You will learn how to maximize students’ understanding and engagement with the syllabus content through English language, while also improving your English language skills.

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

The purpose of this course is to help you to develop your understanding of and ability to demonstrate aspects of the Kiribati National Teacher Service Standards, namely implementing the NCAF, inclusive education and alternative curriculum under the broad umbrella of creating quality leaning environments.
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.

The purpose of this course is to introduce you to the concept of action research or classroom based research, a fundamental and active approach to solving critical incidents emerged during your classroom observations and teachings.

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.

The course will prepare you to become an effective reflective practitioner. During your one year internship, you are be expected to engage in a reflective practice by keeping records of your daily preparations of your teaching and other school activities, reflecting on them and designing actions and strategies that you can take in order to improve your practice.

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.

In this course, you are required to produce an e-portfolio based on the National Teacher Service Standards.

In TPP620, you are required to carry out the research topic which your lecturer in TPP520 has approved. You will be presenting your results using power-point presentations and submit a written research paper at the end of your internship for assessment by the Internship coordinator.

— get into the habit of writing often – at least once a week, but every day is better.

Give yourself time out of class and after school to write without interruptions and in private.

At first, you may want to use your journal like a diary and complain about how difficult your job is, that’s ok. Once that’s off your chest, you’ll probably be able to think and write about what’s going wrong and how to improve in future. You’ll probably even start noticing that you are doing many things very well.

— take the time, every day, to pat yourself on the back for all the things you are doing well and all the things you are learning to do even better. Here are a few examples:
My classroom control seems to be improving. I followed the class rules and used the Time-Out corner to help calm the situation. It worked…or as a leader…the teacher in the class I’ve been observing is now doing things differently…classroom control is improving. I notice that the teacher is doing what I have been recommending now and …
I’m remembering to get each student’s attention before talking or I can see teachers I’ve been observing doing things differently and children are paying attention and learning more…
I’m smiling more.
I am feeling more comfortable with the teachers at my school. The teachers are very supportive, and I am becoming more confident as a teacher.

eg. are you interested in offering equal time and attention to all students? Or do you spend more time with certain groups of students? Then why not keep track of your personal interactions each day? Make a list of the students you enjoy being around and those you don’t. What are the characteristics you like? Write down those you don’t. What are the characteristics you like or dislike? Write about it. Get it down in black and white where you can see it. Then try to assess where you can change.

it’s instructive, sometimes amusing, and usually encouraging to see how your concerns have changed over time.

The assessment and moderation policy provides a framework within which faculties and lecturers design course assessment tasks and grade students’ work. It also provides guidelines on how to deal with students’ issues with regard to assessment

This policy document provides a framework that will guide the Kiribati Teachers College Staff and Students to address teaching and learning needs. The aim of this policy is to ensure that courses developed and delivered are of high quality and support the learning needs of teacher trainees, teaching assistants and teachers and leaders undertaking inservice programs

The credit transfer policy support all prospective students to KTC being granted status points as appropriate towards KTC awards, based on relevant prior studies, thereby facilitating student mobility between institutions, sectors, the region and internationally; and reducing the College’s exposure to risk with respect to academic standards.

The objective of the policy is to provide timely and transparent feedback to ensure teacher trainees and in-service teachers are assured that any issues raised are dealt with using appropriate and independent processes. Hence, it will promote a healthy mutual relationship between the college, teacher trainees and in-service teachers and improve the success of students.

KTC’s Student Support Policy ensures positive orientation to KTC and students having access to information and support relating to relevant program-level requirements, thereby increasing the number and performance of those completing their study programs, through ensuring adequate assistance is available

The objectives of the policy are to equip interns with creative and innovative teaching approaches and strategies to use in single and multi-grade classroom teaching. It is about training students to creatively design, document systematically and use an e-portfolio appropriately to improve learning and teaching encouraging interns to relate theories to real classroom practice and apply those for effective learning and teaching

The purpose of this Policy is to provide guidelines to all teaching staff and support staff of the Kiribati Teachers’ College on the implementation of Teaching and Learning policy so that our teacher trainees, teaching assistants and teachers and leaders undertaking inservice programs are provided with full support and high quality learning experiences

The aims of this Policy are to ensure that students have access to information relating to relevant program-level requirements for promotion and progression and academic progress report and are aware of and fully understand the requirements for completing their study program and the consequences for poor performance. The policy aims to improve students’ performance and assist them to complete their study program, while also ensuring there is fairness in the selection of students, progression and decision making should there be discontinuation of study

The Recruitment and Admissions Policy ensures a fair, inclusive and transparent recruitment system that enables selection of the best and most passionate and committed candidates and minimises public complaints

The KTC Monitoring and Evaluation Policy objectives are about helping the college and other stakeholders to estimate, track and evaluate the impacts of the college programs and activities so decisions on whether they need to be modified can be made, also to determine whether resources are sufficient and effectively used and to enhance the quality of the Advanced Diploma Program so to effectively produce quality and qualified teachers

The Research Policy is intended to improve teacher trainees, in-service teachers and academic lecturers’ research skills and knowledge and encourage action research/research as a tool to inform their planning and improve learning and teaching, boosting research capacity and foster the development of a community of researchers

This policy provides information on preservice training of students processes and the scholarships.

This policy provides information on management of student information within databases and privacy, data accuracy and confidentiality processes.

This policy is about opportunities which exist at KTC for additional pathways to courses, with payment by individuals who meet relevant criteria.

This policy is about student allowances which are paid for those students in funded positions and the guidelines which operate.

This policy concerns expectations of student behaviour and consequences for non compliance.

Policy relating to scholarship and loans requirements for students

This policy is about the KTC expectations of staff and students in relation to English language use.