The course introduces students with the current philosophies and principals of inclusive education. the knowledge that student teachers attain in this course may equip them with an understanding of how to meet students learning needs and deal with behavioral problems that may apply to the classroom contexts.
This course builds on skills, attitude and understanding introduced in ED 111 Teaching and classroom Management 1, and further develops students' repertoire of pedagogical skills by enhancing their knowledge of and skills in multi-class teaching.
Refer to Course Descriptor...
COURSE ME 521
YEAR 1 BEd SE 521 Semester 2, 2026
YEAR 3 2026 CE 363
Preliminary Music and Numeracy
This course aims to provide future primary teachers with a foundation in teaching the general music curriculum. Participants develop their skills in, knowledge of and appreciation of music through experiences in singing, playing, listening, creating, moving and dramatizing. Music Education contributes to the development of the whole person through affective, cognitive and psychomotor experiences in music. It inherently, promote within students lifelong learning, complex thinking affecting communication, compassion, aesthetic awareness, collaborative skills, responsible citizenship and career readiness. Thus, the Music Curriculum provides the opportunity for individual growth and positive recognition. This Course examines the music curricula, music activities as well as how to plan and deliver music lessons that are both enjoyable and meaningful to students.
This course aims to provide future primary teachers with a foundation in teaching the general music curriculum. Participants develop their skills in, knowledge of and appreciation of music through experiences in singing, playing, listening, creating, moving and dramatizing. Music Education contributes to the development of the whole person through affective, cognitive and psychomotor experiences in music. It inherently, promote within students lifelong learning, complex thinking affecting communication, compassion, aesthetic awareness, collaborative skills, responsible citizenship and career readiness. Thus, the Music Curriculum provides the opportunity for individual growth and positive recognition. This Course examines the music curricula, music activities as well as how to plan and deliver music lessons that are both enjoyable and meaningful to students.
COURSE DESCRIPTION
This course is designed to provide students with content knowledge, pedagogical skills and values in social studies. It introduces the student to the concepts of examining the nature, purpose and processes of Social Education. As well as, introduce the students the students to the study of sociology focusing on their identity, community and culture, this course will also accommodate students who may have limited social science knowledge and to introduce them to the basic topics/concepts associated with Social Education. It is also a pre-requisite for SS 232 and SS 363 courses.
COURSE OUTLINE
Rationale
Social Education is significant in the development of the child. Through study in Social Education students examine the patterns of interaction among humanity in various socio-cultural, economic, political and environmental settings throughout time. A good Social Education Curriculum seeks to prepare students to become good citizens who can make informed decisions and participate critically and successfully in civic life in their own communities, nation and the world.
Aims
The primary aim of this course is to prepare pre-service teachers with knowledge, attitudes and skills to improve student learning in the context of teaching Social Studies.
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Course Description
This course further develops those knowledge and skills gained in Social Education I and II.
A special emphasis will be the teaching of social studies in upper Primary classes (Years 7 & 8) including selection, preparation and use of teaching resources as well as the selection and use of appropriate assessment strategies.
Participants will also have the opportunity to critically examined issues related to work and enterprise, politics in their own societies and thus expand their knowledge in this area.
Group work, visits and field trips are also an integral part of this course.
Course Outline
Rationale
A good Social Education curriculum should prepare students to become good citizens who can make decisions and participate successfully in the civic life of their communities, nation and the world.
This course focuses on providing teaching and learning strategies that encourage students to experience the learning processes that would develop the necessary skills for making reflective decisions as well as the social skills required to work collaboratively in society.
Aims
i) To develop the knowledge, skills and attitudes gained in Social Education I and II;
ii) To enhance the students professional skills, understanding and commitment in teaching Social Studies in the upper Primary school level.
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Learning Outcomes
At the completion of this course, the participants should be able to: ● Demonstrate some learning strategies and plan lessons for teaching Social Studies. ● Prepare some teaching and learning resources for Social Studies at upper Primary level. ● Develop and apply a variety of strategies to solve problems within and outside S/Studies. ● Identify issues related to social, cultural, economical and political environment experienced by different social settings. ● Engage with and solve problems in their communities and environment. ● Demonstrate reflective and critical thinking skills in their decision-making and problem solving. ● Declare that Social Studies is a creative, relevant and useful subject in daily living. |
This course is designed to develop the basic computer skills required in today's technological world. Students are introduced to a Windows-based operating system, the Internet, and to word processing and spreadsheet applications. Students learn basic computer concepts and terminology, use a personal computer, and develop competency in accessing, inputting, retrieving, storing and sending information. Applications studied are Microsoft Windows, Word, Excel, Access, Power Point, and Internet Applications (Google Chrome, Firefox, Internet Explorer).
This elective provides an in-depth exploration of the visual arts as a catalyst for educational innovation and cultural understanding. Through advanced theoretical perspectives and practical applications, students examine how visual arts influence cognition, identity, and societal values. The course focuses on integrating visual arts into curriculum design, resource development, and assessment, with an emphasis on equity, cultural relevance, and inclusive pedagogy. Students will develop critical and reflective skills to analyze the role of visual arts in transforming learning environments and advocating for the arts' value in diverse educational contexts.
This course introduces students to the concepts of personal development and well-being. It looks at the knowledge, skills, and values concerning personal development, Healthy Living, and Physical Education, and how they could be taught at the Primary school level. Emphasis will be placed on both the theory and practice of a physically active and healthy lifestyle.
This course introduces the second-year students to a broader study of Education as a field of knowledge and particularly knowledge in their Pacific contexts which includes: their philosophies and systems of ethics; their ontological perspectives and epistemologies and ways of knowing and compare or contrast them with western philosophies and their epistemologies and ways of knowing which underpin Pacific philosophies and ways of knowing. It will help them understand contemporary educational policy and practice by applying major sociological perspectives to the social and cultural factors impacting on schools. Students will have the opportunity to relate sociological theory to decision making concerning social and educational change that they may experience and initiate both as teachers and as citizens. This course also ensures that student teachers have a clear and good grasp of what Catholic education entails and how to carry out the work Jesus, the Great Teacher left behind, to carry out his mission of evangelization through their knowledge and teaching of the Social teachings of the Catholic Church. This is all in the hope that the graduates become agents of change in the society especially in schools, through the knowledge and practice of the content of this course.
Since your group had completed the Introduction for your research Topic , you were asked to work on the body of your research topic. This is due by 4pm on Tuesday 30th of September through Moodle.
Do not forget your in-text referencing in your write up should all be acknowledged alphabetically on a separate page.
Thanking you and Wishing you all the Best.
EC00075 HUMAN DEVELOPMENT
EC00175 E-LEARNING
EC00183 FAMILIES AND CULTURES
EC00224 ACADEMIC ENGLISH
EC00235 ETHICS
EC00254 SETTING UP A CENTRE
EC00264 FINANCING A CENTRE
National Diploma in Early Childhood Education and Care
2023: National Diploma in Early Childhood Education & Care
27 unit standards plus Practicum
This is National Diploma in Early Childhood Education & Care. The course consists of 27 units plus 10 weeks of practical in daycare centers and Kindergartens. It is a one year full time program.
The course imparts knowledge and skills for learning and development of children from birth to 8 year old. students are able to prepare rich learning environment,
Assessment is competency based which means that the students are given opportunities for re-submission to achieve all the outcomes.
The graduates achieve teaching license to work in early childhood centers around the country.
EC00183: Demonstrate knowledge of diverse families and use a range of effective communication strategies in an ECEC service
Level 3 Credits Hours
Notes and Definitions:
1 Children refers to the age range of 0-8 years old as defined in Na Noda Mataniciva. Three (3) to six (6) years old belong to the category of preschools and kindergarten aged children. Evidence in this standard is for children as a whole group.
2 Communication with families may be assessed in a simulated or real situation.
3 Candidates for this unit standard should be familiar with the intent of Na Noda Mataniciva, which informs guidelines, procedures, and practices in the ECEC sector.
4 Definitions:
Communication channels are the methods used for communicating and may include but are not limited to – face-to-face, telephone, digital.
Culture refers to understandings, patterns of behaviour, practices, and values shared by a group of people.
Diversity refers to understanding that each individual is unique and recognizing individual differences. These can be along the dimensions of race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies, and in this context includes Pasifika concepts.
An Early Childhood Education and Care (ECEC) service refers to a centre-based service, hospital-based service, or home-based service. The home-based service may be nominated by the child’s parent, be the child’s own home, or the home of the educator. Partnership refers to empowerment of the families, reciprocal and responsive relationships with families, acknowledging value of the contribution of family, and the structure and composition of the families.
Families may be parents, guardians, or members of the extended family who have an interest in the child.
5 Family Law Act 2003
Education Act 1966
Health and Safety at Work Act 1996
Human Rights and Anti-Discrimination Commission Act 2009 and subsequent amendments.
Program for the Unit:
1.1 Families in Fiji are described in terms of their composition (who) and structure (roles).
Range: evidence of three different family types. E.g. Single parent alone (as in a HART home): Single parent living with relatives; Nuclear family (parents and children only, distant from relatives); Extended family of various relatives, in the house or in close proximity, as in a village.
1.2 Families in Fiji are described in terms of their cultural diversity: language, values and practices (customs).
Range: evidence of two diverse families. E.g. Indigenous, Indian, Rotuman, Chinese (refer to sheet on values)
2.1 Strategies are described in terms of how they promote awareness of, and respect for, cultural diversity, strong leadership and advocacy in an ECEC service.
E.g. (1) Learning another language; (2) Joining in cultural or religious celebrations; (3) Collect information from the children and parents; (4) Showing equal respect and love for children of different cultures
2.2 The resources that support learning about other cultures are described in terms of how they meet the purpose of the strategies.
The main resources will be people, augmented only by readings and observations.
3.1 Effective communication strategies are demonstrated in relation to family’s diversity. This would be done in your practical.
Range: evidence of use of three communication strategies. Communication strategies may include but are not limited to use of: (1) Communication channels (see Definitions above) appropriate to the audience and context; (2) Language (Hindi, iTaukei in the local form, Mandarin) and body language relevant to the audience and context; (3) Active listening (paraphrasing, summarizing, reflecting, clarifying); (4) Open and Closed questioning.
3.2 Communication strategies are described in relation to benefits for children and building partnerships between an ECEC service and diverse families.
Range: evidence of use of three communication strategies
Activities and Assessment
A Class activities
B Study and Assignments (2) – see Assessment Document
C Written Exam
D Assessment and Grade Calculation
E Student resources
F Timetable: Trimester Weeks
USE AN E-LEARNING PLATFORM
Level 5 Credits 8 = Hours 80
Outcomes
Knowledge
1. E-learning platform e.g. Moodle, Udemy, Creative Kids Virtual Pre-School
2. Support mechanisms – equipment, local expertise,
Skills
1. Use e-learning platform to address learner’s needs
2. Conduct e-learning support
3. Obtain feedback and improve e-learning
People credited with this unit standard are able to:
• prepare to support e- learning;
• preview e-learning platform;
• implement e-learning support; and
• review e-learning.
Explanatory Notes
1 E-learning is done through stored or on-line courses, applications or programs that may be accessed through an e-learning platform, such as Moodle (USP etc) or run from computer memory
2 2 Children refers to the age range of 0-8 years old as defined in Na Noda Mataniciva. Three (3) to six (6) years old belong to the category of preschools and kindergarten aged children.
3 This unit applies to education support work in a variety of contexts and the work is to be undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional.
4 Organization refers to the management body of an ECEC centre or daycare centre
Program for the Unit
Class Time: 20 hours
Study & Assignment Time: 60 hours
Outcomes and evidence requirements
Prepare to support e-learning.
1.1 Organization’s technical resources (equipment) to enable e-learning are identified and accessed.
1.2 The online resources to support learners are identified and accessed using an e-learning platform in accordance with organization requirements.
1.3 Organization’s processes and procedures for using e-learning are in place.
Outcome 2
Preview e-learning platform.
2.1 Organization’s e-learning platform is tested to ensure completion of an online course is possible.
2.2 Effectiveness of functions of e-learning platform is checked through consultation, including email to online cohort, discussion boards and downloading of materials.
2.3 Issues or difficulties impacting the effectiveness of an e-learning platform are identified and reported to supervisor.
Implement e-learning support.
3.1 (1) Learning outcomes are confirmed with learners and teachers and (2) access to e-learning technology and materials is established in accordance with individual needs.
3.2 (1) Learners are assisted through identified support mechanisms and (2) contingencies or difficulties are managed in accordance with organization standards.
Outcome 4
Review e-learning.
4.1 The e-learning program is reviewed in terms of (1) its applicability to the learners’ needs and (2) the centre’s capacity to support the process. This is done through observation and feedback:
4.1.1 Feedback is obtained from learners about their level of satisfaction with e-learning against set criteria.
4.1.2 Feedback is gathered from other stakeholders on the use of the e-learning platform and e-learning approaches generally.
4.2 Feedback is used to identify areas for follow-up or improvement and document recommended changes in accordance with organization requirements
Activities and Assessments
A Class Activities: Explanations and demonstrations
B Study & Assignments
Using Moodle for own learning
Using Moodle, or Online Preschool Free (creativekidsvirtualpreschool.com) or similar program with pre-school children
Assignment Report on suitability of resources and programs online, including: Preview, Support used, Review (Feedback from Children and Parents)
C No Written Exam
D Assessment & Grade calculation
1) Observation during Practical – 50%
2) Report as above – 50%
The course, National Diploma in Early Childhood Education and Care (Level 5) aims to provide graduates with the skills and knowledge to be able to provide Fiji with proficient educators who, in a range of early childhood education and care can provide/or care and education of infants, toddlers and young children. It is also intended to enhance community outcomes.
The program is for one year, full time, trimesters of 14 weeks each, consisting of 27 Unit Standards from levels 3 to 6 including Practicum at Early Childhood centers.
This diploma is for individuals who are currently engaged or would like to pursue a career in Early Childhood Education and Care. Qualification is the minimum requirement for teacher registration.
Graduates of National Diploma in Early Childhood Education and Care ECEC (level 5) will demonstrate advance knowledge and capabilities relevant to early childhood education and care.