Essential Module - National Institute of Education (NIE ...

Nanyang Technological University National Institute of Education 1 Nanyang Walk Singapore 637616 Republic of Singapore Telephone: 67903888 Fax:68969274

NTU Reg. No. 200604393R

May 2014

ENQUIRIES For enquiries on admission to initial teacher preparation (ITP) programmes offered by NIE, please email to: [email protected] You may wish to visit the following NIE homepage for information on the ITP programmes: http://www.nie.edu.sg Because of the large number of candidates seeking admission, we regret that no telephone or personal enquiries will be entertained.

mailto:[email protected]

http://www.nie.edu.sg/

CONTENTS Page General Information • Introduction • Applications • Other Requirements • Matriculation & Registration • Examinations, Assessment of Coursework & Practicum • GEM Explorer Programme

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17

18

28

Academic Structure of Programmes • The Academic Unit System • BA (Ed)/BSc (Ed) Programmes

30

- Curriculum Structure for the BA (Ed) (General) (Primary) Programme

- Curriculum Structure for the BA (Ed) (Chinese/Malay

Language Specialisation) (Primary) Programme - Curriculum Structure for the BA (Ed) (General)

(Secondary) Programme - Curriculum Structure for BA (Ed) (Chinese/Malay

Language Specialisation) (Secondary) Programme - Curriculum Structure for the BSc (Ed) (General)

(Primary) Programme

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48

52

56

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- Curriculum Structure for BSc (Ed) (Physical Education & Sports Science) (Primary) Programme

- Curriculum Structure for the BSc (Ed) (General)

(Secondary) Programme

- Curriculum Structure for the BSc (Ed) (Physical Education & Sports Science) (Secondary) Programme

Education Studies Curriculum Studies Subject Knowledge Academic Subjects Essential Course Language Enhancement and Academic Discourse Skills Practicum General Electives

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The information in this handbook is based on information available at the time of publication. The Institute reserves the right to make alterations without notice.

GENERAL INFORMATION

General Information

2

INTRODUCTION

The National Institute of Education (NIE) was established on 1 July 1991 as an institute of the Nanyang Technological University (NTU). NIE’s Vision To be an Institute of Distinction NIE’s Mission To excel in teacher education and educational research Degree Programmes offered Student teachers in the bachelor's degree programmes are registered as undergraduates of the Nanyang Technological University. The University offers the following degree programmes at the National Institute of Education: • Bachelor of Arts (Education)

[BA (Ed)] (full-time) • Bachelor of Science (Education) [BSc (Ed)] (full-time) The above programmes include those specialising in Chinese Language & Literature, Malay Language & Literature and Physical Education & Sports Science as part of their academic and curriculum subjects. • Bachelor of Education

[B Ed] (part-time)

General Information

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All these programmes are administered by the Office of Teacher Education which is committed to nurturing tomorrow’s educators. All student teachers come under the purview of the Dean, Teacher Education. Aims of the BA (Ed) & BSc (Ed) Programmes The degree programmes are positioned to integrate the best of an academic degree with a good foundation in the field of education to produce graduates with the knowledge and skills to excel in careers both in education and education-related fields and beyond. The curriculum of these programmes is broad-based and flexible with the rigour expected of any internationally recognised undergraduate programme. The best graduates are able to pursue advanced qualifications both in the academic disciplines and in the field of education.

The programmes prepare student teachers for primary or secondary teaching. Duration of the BA (Ed) & BSc (Ed) Programmes The programmes extend over a period of four years and lead to the award of the degree of Bachelor of Arts (Education) or Bachelor of Science (Education). Student teachers may be awarded honours degree based on excellent overall performance in the four year programmes. The minimum period of study required for the degree of BA/BSc (Ed) is 3½ years. No candidate is permitted to take more than 6 years to obtain the degree.

General Information

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The Academic Unit System The University adopts the Academic Unit System, that is, academic units are used to measure academic workload per semester and per academic year. The academic year is currently divided into two semesters. The Academic Unit (AU) provides a consistent measure of the student teacher's academic workload related to both class attendance and independent preparation. Used to weight courses in a subject taught for the duration of one semester of 13 teaching weeks, each Academic Unit represents an average workload of one hour per week in the form of lecture/tutorial classes, or three hours per week in the form of laboratory/field work sessions. For example, a typical course with one lecture hour per week and one tutorial hour per week carries 2 AUs. Academic Units are calculated on a course basis, that is, subjects are made up of courses, and each course carries a certain number of AUs.

General Information

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Academic Calendar The academic year is made up of two semesters as follows:

Academic Year 2012-2013

Programme Dates of Orientation (O+) Teaching Weeks (TW) / Recess (R) / Vacation (V)

Dates of Revision / Examination

Dates of Practicum

BA/BSc (Ed) Year 1

Semester 1 O : 30 Jul 2012 – 10 Aug 2012 TW: 13 Aug 2012 – 07 Dec 2012 R : 29 Sep 2012 – 07 Oct 2012 V : 08 Dec 2012 – 13 Jan 2013 Semester 2 TW: 14 Jan 2013 – 10 May 2013 R : 02 Mar 2013 – 10 Mar 2013 V : 11 May 2013 – 04 Aug 2013**

17 Nov 2012 – 07 Dec 2012

20 Apr 2013 – 10 May 2013

Nil

01 Jul 2013 – 12 Jul 2013 (2 weeks of School Experience

during the vacation before Year 2)

BA/BSc (Ed) Year 2 B Ed Year 2

Semester 1 TW: 13 Aug 2012 – 07 Dec 2012 R : 29 Sep 2012 – 07 Oct 2012 V : 08 Dec 2012 – 13 Jan 2013 Semester 2 TW: 14 Jan 2013 – 10/ 24 May 2013@ R : 02 Mar 2013 – 10 Mar 2013 V : 11/ 25 May 2013 – 04 Aug 2013**

17 Nov 2012 – 07 Dec 2012

20 Apr 2013 – 10 May 2013

Nil

24 Jun 2013 – 26 Jul 2013 (5 weeks of Teaching Assistantship during the vacation before Year 3 for

BA/BSc (Ed) only)


Semester 1 TW: 13 Aug 2012 – 07 Dec 2012 R : 29 Sep 2012 – 07 Oct 2012 V : 08 Dec 2012 – 13 Jan 2013 Semester 2 TW: 14 Jan 2013 – 10 May 2013 R : 02 Mar 2013 – 10 Mar 2013 V : 11 May 2013 – 04 Aug 2013**

17 Nov 2012 – 07 Dec 2012

20 Apr 2013 – 10 May 2013

Nil

24 Jun 2013 – 26 Jul 2013 (5 weeks of Teaching Practice 1

during the vacation before Year 4 for BA/BSc (Ed) only)


Semester 1 TW: 13 Aug 2012 – 07 Dec 2012 R : 29 Sep 2012 – 07 Oct 2012 V : 08 Dec 2012 – 13 Jan 2013 Semester 2 TW: 14 Jan 2013 – 24 May 2013 R : 09 Mar 2013 – 17 Mar 2013

17 Nov 2012 – 07 Dec 2012

20 Apr 2013 – 10 May 2013

13 May 2013 – 24 May 2013

(Beginning Teachers’ Orientation Programme is

Compulsory)

Nil

25 Feb 2013 – 10 May 2013* (10 weeks of Teaching Practice 2 for

BA/BSc (Ed) only)

* If NTU recess falls within the Practicum period, that programme will follow the school’s one-week break + Orientation includes Registration of Courses ** Practicum starts during vacation period @ Student Teachers taking CS English Language but not doing English as AS will attend CELS sessions from 13 to 24 May

2013

General Information

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APPLICATIONS

1 Entry Requirements for the BA/BSc (Education)

Programme 1.1 For GCE 'A' Level Holders (for Examinations taken up

to Year 2006) Applicants who have taken the Singapore-Cambridge GCE Advanced Level Examination or Higher School Certificate Examination must have obtained:

a) passes in at least two subjects at 'A' level and two

subjects at ‘AO’ level including a pass in General Paper (English) taken at one and the same sitting of the examination;

b) a minimum grade of C6 in at least five subjects

including English as a First Language taken at the GCE 'O' Level Examination;

c) a minimum grade of D7 in a second language

(Chinese/Malay/Tamil) taken at the GCE 'A' Level Examination, or a minimum grade of D7 in a first language (Higher Chinese/Higher Malay/Higher Tamil) taken at the GCE 'O' Level Examination;

d) a pass in Mathematics obtained either at the GCE 'O'

Level Examination or at least at 'AO' level in the GCE 'A' Level Examination; and

1.2 Applicants who have taken commercial subjects in the

Singapore-Cambridge GCE Advanced Level Examination or equivalent examination must meet the requirements stipulated in paragraph 1.1 above. However,

General Information

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(a) Office Administration and Principles and Practice of Office Administration are not subjects acceptable for admission to the University, and

(b) Office Administration and Stenography, Shorthand and Typing, and Office Administration and Shorthand/Typewriting duties are counted as subjects at 'O' level irrespective of the level at which the applicant has passed the examination.

1.3 For GCE 'A' Level Holders (for Examinations taken

from Year 2007 onwards) Applicants who have taken the Singapore-Cambridge GCE Advanced Level Examination must have obtained:

a) passes in at least two subjects at H2 level and two

subjects at H1 level including a pass in General Paper (or Knowledge and Inquiry at H2 level) taken at one and the same sitting of the examination;

b) where applicable, a minimum grade of C6 in at least

five subjects including English as a First Language taken at the GCE ‘O’ Level Examination;

c) a minimum of ‘S’ grade in a Mother Tongue

Language (Chinese/Malay/Tamil) taken at the H1 level or pass in Mother Tongue Language ‘B’ taken in the GCE ‘A’ Level Examination, or a minimum grade of D7 in a first language (Higher Chinese/Higher Malay/Higher Tamil) taken at the GCE ‘O’ Level Examination; and

d) a pass in Mathematics obtained either at the GCE 'O'

Level Examination or at least at H1 level in the GCE 'A' Level Examination.

General Information

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1.4 For International Baccalaureate Diploma Holders Applicants who have taken the International Baccalaureate (IB) Diploma Examination must have obtained:

a) a good overall IB Diploma score;

b) Pass at least at grade 4 in English and Mathematics

done at standard level; and c) Where applicable, a minimum grade of C6 in at least

five subjects including English as a First Language taken at the GCE ‘O’ Level examination.

1.5 For NUS High School Diploma Holders

Applicants who have taken the NUS High School Diploma Examination must have obtained: a) Major CAP of 2.0 in Mathematics; AND b) Overall CAP of 2.0 in English Language.

1.6 For Polytechnic Diploma Holders:

a) Any polytechnic diploma with good results; b) Same as (b) under paragraph 1.1; AND c) Same as (d) under paragraph 1.1

General Information

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OTHER REQUIREMENTS

1 Special Academic Subject Requirements IMPORTANT NOTE Meeting the minimum requirement for a specific academic subject does not guarantee the allocation of the academic subject. Allocation of academic subject is dependent on ranking based on student teachers’ qualifications and results (at the discretion of the academic group) as well as the availability of vacancies. Art A pass at GCE 'A' Level in Art Or A pass in H2 level in Art Or A pass at Higher level in Art (IB Diploma) Or At least a major CAP of 2.0 for NUS High School Diploma in Fine Art Or Art-Related Diploma from recognised colleges and polytechnics Or Candidates with ‘A’ Level or H2 level or Higher level (IB Diploma) from any discipline with strong art portfolios will be considered. AND Art Focused interview is compulsory for all applicants.

General Information

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Biology A pass at GCE 'A' Level in Biology Or A pass at H2 level Biology Or A pass at Higher level in Biology (IB Diploma) Or At least a major CAP of 2.0 for NUS High School Diploma in Biology Or A good pass at GCE 'O' Level in Biology Or At least an overall CAP of 3.5 for NUS High School Diploma in Biology Or A good polytechnic diploma in the approved Biology-related disciplines. Chemistry A pass at GCE 'A' Level in Chemistry AND GCE 'AO' Level in Mathematics Or A pass at H2 level in Chemistry AND a pass in H1 level in Mathematics Or A pass at Higher level in Chemistry (IB Diploma) AND a pass at standard level in Mathematics (IB Diploma) Or At least a major CAP of 2.0 for NUS High School Diploma in Chemistry AND an overall CAP of 2.0 for NUS High School Diploma in Mathematics Or A good polytechnic diploma in Chemical Process Technology, Chemical Engineering, Chemical and Biomolecular Engineering or Chemical & Pharmaceutical Technology.

General Information

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Students may pursue Chemistry as AS2 if they hold a good polytechnic diploma in Applied Food Science & Nutrition, Biotechnology, Biomedical Laboratory Technology, Biomedical Science, Materials Science, or Medical Technology. Chinese Language and Chinese Literature A pass at GCE 'A' Level in Higher Chinese or Chinese Language Or A pass at H2 level Chinese Language Or At least a Grade B4 pass at GCE 'AO' Level in Chinese Language Or At least a D grade at H1 level in Chinese Language Or At least a Grade B4 pass at GCE 'O' Level in Higher Chinese Or A pass at Higher level Chinese (IB Diploma) or at least a grade 4 at Standard level Chinese (IB Diploma) Or At least an overall CAP of 3.0 for NUS High School Diploma in Higher Chinese Or A pass in the Chinese Qualifying Test conducted by NIE if the above requirements are not met. Drama No academic pre-requisites. Students will be required to pass a group workshop-interview. The interview will explore interest in and past experience of Drama. Students are required to be adventurous, imaginative and spontaneous.

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English Language A pass at GCE ‘A’ Level in General Paper Or A pass in Knowledge & Inquiry at H2 level Or A pass at Standard or Higher Level in English (IB Diploma) Or At least a Grade B4 pass at GCE ‘O’ level in English Language Or At least an overall CAP of 3.0 for NUS High School Diploma in English Language

English Literature A pass at GCE ‘A’ Level in General Paper AND English Literature at H1 or H2 level Or A pass in Knowledge & Inquiry at H2 level AND English Literature at H1 or H2 level Or A pass at Higher level in English (IB Diploma) Or At least a Grade B4 pass at GCE ‘O’ level in English Language AND English Literature Or At least an overall CAP of 3.0 for NUS High School Diploma in English Language AND English Literature *ELL AG has the discretion to consider exceptional cases Family and Consumer Sciences A pass at G.C.E. ‘A’ Levels or H2 level or Higher level (IB Diploma) in any science subject Or

General Information

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At least a major CAP of 2.0 for NUS High School Diploma in any science subject Or A Polytechnic diploma (in a related Family and Consumer Sciences area) Geography No pre-requisites History No pre-requisites Malay Language and Malay Literature

A pass at GCE 'A' Level in Higher Malay or Malay Language Or A pass at H2 level Malay Language Or At least a Grade A2 pass at GCE 'AO' Level in Malay Language Or At least a Grade B pass at H1 level in Malay Language Or At least a Grade B3 pass at GCE 'O' Level in Higher Malay Or At Least a Grade A2 pass at GCE 'O' Level in Malay Language Or A pass at Higher level Malay (IB Diploma) or at least a grade 6 at Standard level Malay (IB Diploma) Or At least an overall CAP of 3.5 for NUS High School Diploma in Higher Malay Or At least an overall CAP of 4.0 for NUS High School Diploma in Malay

General Information

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Or At least a Grade B4 at Sijil Pelajaran Malaysia (SPM) in Malay Language A pass in the Malay Qualifying Test conducted by NIE if the above requirements are not met.

Mathematics At least a Grade C at GCE ‘A’ level in Mathematics (Syllabus C) Or At least a Grade C at H2 level Mathematics Or At least a Grade C at GCE ‘A’ level in Further Mathematics Or At least a Grade 5 pass at Higher Level Mathematics for IB holders. Or At least a major CAP of 3.0 for NUS High School Diploma in Mathematics Students from the polytechnics will have to sit for and perform satisfactorily in the Mathematics Qualifying Test. Music All interested applicants will attend an interview and audition.

Evidence of music certification at the higher levels and/or of significant music performing experience will need to be presented:

• For those trained in Western Art Music:

General Information

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o Certification from ABRSM, Trinity, Guildhall, London College of Music (Grade 6) or Australian Music Examination Boards (Grade 5)

• For those with different training and performing experience: o Performance Certification from Yamaha

Technics or Hammond in pop piano, pop organ, percussion or any other instrument

Or o Musical experience in Pop, Rock, Jazz,

Symphonic Band, choral groups, Indian, Chinese, Malay, Japanese or any other traditional/folk instruments.

Physical Education & Sports Science A pass in the Physical Proficiency Test conducted by NIE. Candidates should preferably also have strong CCA/Sports involvement in secondary school/JC/Polytechnic. Physics A pass at GCE 'A' Level in Physics AND a pass at GCE 'AO' Level in Mathematics Or A pass at H2 level in Physics AND a pass in H1 level in Mathematics Or A pass in Higher level in Physics (IB Diploma) and a pass at standard level in Mathematics (IB Diploma) Or

General Information

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At least a major CAP of 2.0 for NUS High School Diploma in Physics AND an overall CAP of 2.0 for NUS High School Diploma in Mathematics Or A good polytechnic diploma in approved Physics-related disciplines 2 Second Language Requirements Applicants who do not satisfy the requirements for second language as set out in paragraph 1.1(c) under entry requirements may still submit an application for admission. If selected, such applicants will be admitted to the University on a provisional basis. During their programme of study in the University, they will be required to meet the requisite minimum language requirements before they are allowed to graduate. 3 Suitability Tests Applicants may, at the discretion of the Singapore Ministry of Education and the University, be required to undergo such tests as may be set to assess their suitability for University study and teacher-training and to appear for interviews.

General Information

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MATRICULATION AND REGISTRATION

Matriculation will take place two weeks before Semester I. Registration for courses to be offered in Semesters I and II will normally take place one week before each semester. Student teachers can register for or drop a course offered in the semester within the first week of that semester. A course that is dropped within the first week of a semester will not appear in the student teacher's official transcript. A student teacher who drops a course after the deadline, that is the end of the first week of a semester, will be deemed to have sat and failed in the course. 'F' will appear on the official transcript and will be used in the computation of Cumulative Grade Point Average (CGPA). Please note that when the practicum is held in the Jun/Jul period (e.g. Teaching Assistantship) at the end of an academic year before the start of a new academic year, student teachers must register for the practicum course in Semester 1 of the new academic year (July rather than December’s registration exercise). Therefore, registration for that practicum posting is done after it has been completed. Enrolment Although student teachers usually get to read the subject/courses of their own choice, the final choice of subjects/courses sometimes has to be determined by the Dean, Teacher Education/Heads/Co-ordinators of subjects concerned. Student teachers are responsible for ensuring that the courses they select do not clash on the class time-table and the examination time-table which are both prepared before the registration exercise.

General Information

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EXAMINATIONS, ASSESSMENT OF COURSEWORK & PRACTICUM

Different modes of assessment including Continuous Assessment (CA) have been built into coursework. These include test/practical test, essay assignments, project work, progress ratings and examinations. Examinations will be held at the end of each semester. There are no supplementary examinations. No special examination will be held for student teachers who are not able to take any paper because of illness or other special reason. Such student teachers and those who fail will be allowed to take the examination in that course on the next occasion when it is conducted. Student teachers must successfully complete all the prescribed academic unit requirement as set out by the programme curriculum and earn a minimum Cumulative Grade Point Average (CGPA) of 2.00 at the end of the final semester of study before qualifying for the award of the degree of BA/BSc (Education). Student teachers are responsible for ensuring that they register for all the courses and examinations necessary to fulfil the requirements of their programme of study. Student teachers are not allowed to re-take an examination in order to improve on the grades of courses they have passed. The grades for a course taken by any student teachers in all attempts are reflected on the official transcript. The degree classification will be based on the CGPA student teachers obtain throughout their programme of study as well as performance in Practicum. Credits earned in other approved institutions will be excluded from CGPA computation.

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The Period of candidature for each programme is as follows:

Programme Period of candidature (Years) Normal Minimum Maximum

BA(Education) BSc(Education)

4 3½ 6

BA (Education) BSc (Education) Admitted in Year 2

- 2 5

Grade Point Average (GPA) System The Institute adopts the Grade Point Average (GPA) system with effect from the academic year 2005-2006.

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1 Grade and grade points are assigned as follows:

Letter-Grade Grade Point Academic Unit (AU)

A+ 5.00

AU is earned

A 5.00 A- 4.50 B+ 4.00

B 3.50 B- 3.00

C+ 2.50 C 2.00

D+ 1.50 D 1.00 F 0.00 No AU is earned

2 The following non-letter grades and notations are also

used, but will not be counted in computation of CGPA. * - Courses with Pass/Fail grading only IP - In-Progress ABS - Leave of absence granted TC - Transfer Credit DIST/CR/P/F - Distinction/Credit/Pass/Fail (Grading for Practicum only)

3 The Cumulative Grade Point Average (CGPA) represents

the grade average of all courses (including failed courses) attempted by a student teacher.

The computation of CGPA is as follows: [Grade Point x AU for course 1] + [Grade Point x AU for course X] + ……. [Total AU attempted in all the semesters so far]

4 The CGPA will be reflected on student teachers’

transcripts.

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5 An ‘F’ grade obtained in a course, and a new grade attained for the subsequent repeat, will be both reflected in the transcript. Both grades will also be counted in the computation of CGPA. No AU is earned for courses with ‘F’ grade.

6 Student teachers are not allowed to repeat any courses

taken except those with ‘F’ grade. 7 The requirements for graduation are as follows:

a) Successful completion of the prescribed academic unit requirement as set out by the programme curriculum.

b) A minimum CGPA of 2.00 is required at the end of the

final semester of study. 8 The criteria for satisfactory academic standing in any

given semester are:

a) Maintaining a minimum CGPA of 2.00

b) Completing at least 75% of the normal AU workload 9 Student teachers with poor standing will be subjected

to the following performance review:

a) Academic Warning – if the CGPA falls below 2.00 for any given semester.

b) Academic Probation – if the CGPA falls below 2.00 for

the following semester.

c) Academic Termination – if the CGPA falls below 2.00 for the 3rd consecutive semester, or at the end of the final semester of study. A letter of termination will be issued.

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Appeal against termination on the grounds of extenuating circumstances may be made, subject to the following rules: - the appeal must be submitted to NIE by the end of the

1st week of the semester following the termination - normally only one appeal is allowed per candidature. 10 A minimum CGPA of 2.00 must be maintained at the end

of each semester to qualify for the overloading of courses. 11 Credits for courses taken from approved student

exchange programmes will be excluded from the CGPA computation. But they will be counted toward the academic unit requirement for graduation, and reflected on the transcript.

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12 The cut-off for BA (Ed)/BSc (Ed) classification is as follows:

Class of Award CGPA Range Minimum Final Practicum Grade *

First Class Honours 4.50 – 5.00 Credit Second Class Upper Honours

4.00 – 4.49 Pass

Second Class Lower Honours

3.50 – 3.99 Pass

Third Class Honours 3.00 – 3.49 Pass Pass 2.00 – 2.99 Pass

* The final Practicum Grade is based on the grade

obtained at the first attempt for Teaching Practice 2. A student teacher who fails at the first attempt for Teaching Practice 2 but subsequently passes it is only eligible for the Pass Award for the Degree regardless of the grade obtained for repeat Teaching Practice 2 and the CGPA obtained.

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Classification of Student Teachers Student teachers are classified as Year 1, Year 2, Year 3 and Year 4 student teachers according to the number of academic units earned as shown below:

BA (Ed)(Primary ) / BSc (Ed)(Primary)

Programme Number of Academic Units Earned

Year 1 Year 2 Year 3 Year 4

Arts (Ed) (General) 0 – 16 17 – 46 47– 84 85 & above

Arts (Ed) (Ch Lang) 0 – 18 19 – 52 53 – 90 91 & above

Arts (Ed) (Malay Lang)

0 – 20 21 – 54 55 – 92 93 & above

Sc (Ed) (General) 0 – 16 17 – 45 46 – 81 82 & above

Sc (Ed) (PESS) 0 – 17 18 – 49 50 – 86 87 & above

BA (Ed)(Secondary) / BSc (Ed)(Secondary)

Programme Number of Academic Units Earned

Year 1 Year 2 Year 3 Year 4

Arts (Ed) (General) 0 – 25 26 – 59 60 – 94 95 & above

Arts (Ed) (Ch Lang) 0 – 18 19 – 54 55 – 90 91 & above

Arts (Ed) (Malay Lang)

0 – 20 21 – 55 56 – 91 92 & above

Sc (Ed) (General) 0 – 25 26 – 59 60 – 94 95 & above

Sc (Ed) (PESS) 0 – 26 27 – 65 66 – 100 101 & above

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Group Endeavours in Service Learning (GESL) Group Endeavours in Service Learning (GESL) is a service-learning community engagement project which all student teachers will complete. Student teachers work in groups of about 20 on a service-learning project they craft together with a partner organization or organizations. Service and learning objectives are determined before the group starts on their project. Each group has a staff facilitator who mentors and guides the group, and eventually assesses the group on their project. GESL seeks to empower student teachers with the skills of conducting service-learning projects while getting in touch with the community around us. It is hoped that through the experience of conducting a service-learning project, each student teacher would have developed social-emotional learning competencies and practiced, among other things, project management skills, teamwork, needs analysis, decision-making, empathy, and learnt more about the community around us. Certificate in English Language Studies (CELS) BA/BSc (Ed) (Primary) student teachers doing English Language as a Curriculum Studies (CS) but not studying English as an Academic Studies (AS) subject are required by the Ministry of Education to do language enhancement courses leading to the Certificate in English Language Studies (CELS). Spread over the first, second and third years of the degree programme, CELS courses are designed to benefit student teachers in two ways: to equip them with the content knowledge for teaching English confidently, and to enhance their language and communication skills so that they can serve as good models of spoken and written English.

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The Meranti Project The Meranti Project is an MOE-funded personal and professional development programme specially tailored for student teachers. With the aid of informal dialogue with both veteran teachers and school students, it gives student teachers the opportunity to listen to firsthand experiences of teachers and the perspectives of student learners. Through experiential learning pedagogies, the programme helps student teachers experience the core competencies of social emotional learning, to share their personal aspirations with their peers and to express their opinions in an open and creative environment. At the end of the programme, student teachers will have a better grasp of the innovative approaches to National Education and be better equipped when they begin their teaching journey upon graduation. Talks, Seminars, Workshops and Other Activities During the period of training, student teachers are expected to study diligently and participate actively in talks, seminars, workshops and other activities organised for them, such as the National Education programme and the Induction Seminar. These activities form an integral part of the degree programme. Plagiarism and Copyright The Institute advises all student teachers to respect all copyrighted works and encourages the purchase of original textbooks and/or other copyrighted materials that are required for your programmes. Student teachers should not plagiarize or pass off as one’s own, the writing or ideas of another, without acknowledging or crediting the source from which the ideas are taken.

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The Institute takes a serious view of any form of plagiarism and infringement of copyright by student teachers. A contravention of the provisions of the Copyright Act is deemed to be a breach of the Institute’s rules and regulations, which could result in disciplinary action. Cheating, plagiarism and other forms of academic dishonesty are considered serious offences for which disciplinary penalties will be imposed.

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GEM EXPLORER

The GEM Explorer Programme allows student teachers to spend one or two semesters in an overseas university to read courses which may be counted towards their programme requirements in the Nanyang Technological University. However, student teachers must fulfil a minimum residential requirement of 69 AUs. Grades obtained for credits earned in other institutions do not count towards the classification of the degree awarded. The programme is open to all undergraduates. Those interested should speak to the Sub-Dean for Degree Programmes. For foreign universities which have signed memoranda of understanding (MOU) with NTU, student teachers will enjoy a tuition fee waiver while studying there. This means that each student teacher will only have to pay for travel, accommodation and living expenses.

ACADEMIC STRUCTURE OF PROGRAMMES

Academic Structure

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THE ACADEMIC UNIT SYSTEM

Core Courses, Prescribed Electives & General Electives There are three categories of subject courses in the degree programmes: Core Courses : Compulsory courses that must be

passed to fulfil degree programme requirements (inclusive of the ONE Essential Course);

Prescribed Electives: Electives that form a certain field of

specialisation in a particular subject. They add to the depth and/or breadth of knowledge and skills to be acquired by student teachers;

General Electives : Electives which may be chosen from

a broad list of courses offered by the University, whether within or outside the Institute, on the approval of the Dean meant only for those in the Secondary track.

Each course is assigned academic units. Minimum academic unit requirements for completing the degree programmes are shown in Tables 1 to 4. Note that in addition to the core courses and the required number of prescribed electives, student teachers in the Secondary track must also offer 3 AUs of general electives which can be chosen from subjects offered.

Academic Structure

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Table 1: Academic Unit Requirements of BA (Ed) (Primary) Programme

Programme

Specialisation Year of Study

No. of Academic Units (AUs)

Core Courses, Prescribed Electives & Practicum

Total

BA (Ed) (General, Primary)

1 2 3 4

22

33

40

31# / 33

126 / 128 BA (Ed) (CL, Primary)

1 2 3 4

25

37

38

25

125 BA (Ed) (ML, Primary)

1 2 3 4

28

36

38

23

125

# For student teachers offering AS: Art and CS3: Art, AS: Music and CS3: Music

Academic Structure

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Table 2: Academic Unit Requirements of BA (Ed) (Secondary) Programme

Programme




General Elective

Total

BA (Ed) (General, Secondary) 1

2

3

4

34

31

36

27

3

131 BA (Ed) (CL, Secondary) 1

2

3

4

25

39

36

22

3

125 BA (Ed) (ML, Secondary) 1

2

3

4

28

37

36

24

3

128

Academic Structure

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Table 3: Academic Unit Requirements of BSc (Ed) (Primary) Programme

Programme

Specialisation Year

of Study



Total

BSc (Ed) (General, Primary)

1

2

3

4

22

31* / 33

38+ / 40

31# / 33

126 / 128 BSc (Ed) (PESS, Primary)

1

2

3

4

24

34

38

32

128

* For student teachers offering AS: Physics and CS3: Science + For student teachers offering AS: Biology and CS3: Science # For student teachers offering AS: Mathematics

Academic Structure

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Table 4: Academic Unit Requirements of BSc (Ed) (Secondary) Programme

Programme



Core Subjects, Prescribed Electives & Practicum

General Elective

Total

BSc (Ed) (General, Secondary) 1

2

3

4

34

31

36

27

3

131 BSc (Ed) (PESS, Secondary) 1

2

3

4

36

37

33

26

3

135

BA (ED)/BSc (Ed) PROGRAMMES

BA (Ed) / BSc (Ed)

36

STRUCTURE OF PROGRAMMES The BA (Education)/BSc (Education) programmes comprise 9 areas of study. a) Education Studies

Student teachers will learn the key concepts and principles of education that are necessary for effective teaching and reflective practice in schools. They will also have the opportunity for in-depth study of some significant aspects of education.

b) Curriculum Studies

BA (Ed)/BSc (Ed) student teachers will specialise in the methodology for teaching at either the primary or secondary school level. These are designed to give student teachers the pedagogical skills in teaching specific subjects in Singapore schools. The choice of Curriculum Studies (CS) subjects depends on the track and strand to which the student teacher belongs.

BA (Ed) / BSc (Ed)

37

Primary Track

General Any 3 CS subjects from o Art o English o Mathematics o Music o Science o Social Studies

Chinese specialisation CS1: Chinese Language CS2: Moral Education (Chinese)

Malay specialisation CS1: Malay Language CS2: Moral Education (Malay)

Physical Education and Sports Science (PESS) specialisation

CS1: PESS CS2: English Language or Mathematics CS3: any one below (if not selected for CS2)

o Art o English o Mathematics o Music o Science o Social Studies

Secondary Track

General Student teachers will offer 2 CS subjects which are

aligned with the choice of Academic Subjects (AS) chosen. CS1 will align with AS1 and CS2 will be aligned with AS2. For a full list of AS subjects, see section on Academic Subjects.

Chinese specialisation CS1: Chinese Language CS2: Chinese Literature

Malay specialisation CS1: Malay Language CS2: Malay Literature


CS1: PESS CS2: aligned with AS2

BA (Ed) / BSc (Ed)

38

c) Subject Knowledge

This group of courses helps to reinforce subject content mastery for primary school teaching. Student teachers in the primary track must offer Subject Knowledge subjects aligned with their choice of CS subjects. For PESS specialisation in the primary track, student teachers will offer SK subjects aligned with the CS2 and CS3 subjects and will read 3 SK courses per subject. Those in the Secondary track will not be reading SK courses as it is assumed that they would have obtained this knowledge from the 2 AS subjects offered.

d) Essential Course

There will only be 1 essential course that introduces student teachers to the implications of living in a diverse society entitled ‘Multicultural Studies: Appreciating & Valuing Differences’.

BA (Ed) / BSc (Ed)

39

e) Practicum

Student teachers will be attached to schools for 2, 5, 5, 10 week blocks so that they can develop teaching competencies in a variety of contexts and at different levels.

(i) School Experience (SE): This is 2 weeks long, with 1

week in a primary school and 1 in a secondary school. The purpose for this is to provide student teachers opportunities to observe lessons in the primary and secondary classrooms.

(ii) Teaching Assistantship (TA): This comprises 5

weeks and its purpose is to provide student teachers opportunities to observe their Cooperating Teachers (CTs) teach and to reflect on the roles and responsibilities of a teacher. They will also be given the practical experience of helping their CTs plan lessons, prepare resources, manage pupils and to do some assisted teaching.

(iii) Teaching Practice 1 (TP1): This is 5 weeks long and

its purpose is to help student teachers to begin to teach independently. They will learn to plan their own lessons to teach, prepare relevant resources and to manage pupils independently while still being able to consult their CTs and to observe their CTs teach.

(iv) Teaching Practice 2 (TP2): This is the final

component and it lasts for 10 weeks. Besides focusing on independent teaching, TP2 allows for a more holistic school attachment experience which could include exploring other aspects of a teacher’s life, such as, the management of CCAs.

BA (Ed) / BSc (Ed)

40

For all teaching attachments, student teachers will be closely supervised by university lecturers and will also learn from experienced teachers in the schools about the schooling process. They will use the knowledge and skills obtained from the Education Studies and Curriculum Studies courses to integrate theory with practice.

f) Language Enhancement and Academic Discourse

Skills (LEADS)

The courses in this component equip student teachers with the basic language and voice skills that they require for teaching, as well as for successfully engaging in academic writing of assignments and theses. BA/BSc (Ed) student teachers will have to offer 2 compulsory courses, Communication Skills for Teachers (CST) and Academic Discourse Skills (ADS).

g) Group Endeavours in Service Learning (GESL)

Group Endeavours in Service Learning (GESL) is a service-learning community engagement project which all student teachers will complete. Student teachers work in groups of about 20 on a service-learning project they craft together with a partner organization or organizations. Service and learning objectives are determined before the group starts on their project. Each group has a staff facilitator who mentors and guides the group, and eventually assesses the group on their project. GESL seeks to empower student teachers with the skills of conducting service-learning projects while getting in touch with the community around us. It is hoped that through the experience of conducting a service-learning project, each student teacher would have practiced, among other things, project management skills, teamwork, needs analysis, decision-making, empathy, and learnt more about the community around us.

BA (Ed) / BSc (Ed)

41

h) Academic Subjects

This area of study covers knowledge of the content and fundamental concepts and principles of either one or two subjects depending on the programme enrolled for.

In the case of a BA (Ed) (Primary) student, the choice of the first Academic Subject must be an Arts subject while in the case of a BSc (Ed) (Primary) student teacher, the Academic Subject must be a Science Subject. All BA (Ed) (Secondary) student teachers must read an arts subject as Academic Subject 1 but can choose an Arts or Science subject as Academic Subject 2. Similarly, all BSc (Ed) (Secondary) student teachers must choose a Science subject as Academic Subject 1 but can choose an Arts or Science subject as Academic Subject 2. The lists of subjects for the different programmes are shown below. However, due to the nature of workload for some subjects, the subject combinations allowed will have to be necessarily limited and may vary for different intakes.

BA (Ed) / BSc (Ed)

42

BA (Ed) (Primary/Secondary): Academic Subjects

ACADEMIC SUBJECT

BA (Ed) (Primary) BA (Ed) (Secondary)

AS AS1 AS2 Art √ √ √ Biology X X √ Chemistry X X √ Chinese Language* √ √ X Chinese Literature* X X √ Drama √ √ √ English Language √ √ √ English Literature X √ √ Geography √ √ √ History √ √ √ Malay Language** √ √ X Malay Literature** X X √ Mathematics X X √ Music √ √ √ Physics X X √

* Chinese Language and Chinese Literature must be offered as AS1 and AS2

together and not with another Academic Subject in both the primary and secondary specialisations.

** Malay Language and Malay Literature must be offered as AS1 and AS2

together and not with another Academic Subject in the primary specialisation. In the secondary specialisation, Malay Language must be offered as AS1 and Malay Literature as AS2. However, student teachers can opt to offer Malay Language as AS1 and any other Arts subject as AS2 but they will then not be considered as specialising in Malay Language.

BA (Ed) / BSc (Ed)

43

BSc (Ed) (Primary/Secondary): Academic Subjects

ACADEMIC SUBJECT

BSc (Ed) (Primary)

BSc (Ed) (Secondary)

AS AS1 AS2 Art X X √ Biology √ √ √ Chemistry √ √ √ Drama X X √ English Language X X √ English Literature X X √ Family & Consumer Sciences X √ X Geography X X √ History X X √ Mathematics √ √ √ Music X X √ PE and Sports Science √ √ X Physics √ √ √

i) General Electives

Only BA (Ed)/BSc (Ed) student teachers in the Secondary track have the option of taking 3 AUs of General Electives, a full listing of which can be found in the section under ‘General Electives’.

BA (Ed) (General) (Primary)

44

CURRICULUM STRUCTURE FOR BA (ED) (GENERAL) (PRIMARY) PROGRAMME

Student teachers enrolled in the BA (Ed) (General) (Primary) programme will follow the curriculum structure shown in Table 5 below:

Table 5: Curriculum Structure for BA (Ed) (General) (Primary) Programme

Year 1

Category/ Subject

Course Code

Title No. of AUs

EDUCATION STUDIES

AED105 Critical Perspectives on Education 2 AED106 Educational Psychology:

Theories and Applications for Learning and Teaching

3

AED107 ICT for Meaningful Learning 2 ACADEMIC SUBJECT (Select 1 subject area) * AS1 Arts Subject * 12 LANGUAGE ENHANCEMENT AND ACADEMIC DISCOURSE SKILLS ALS101 Academic Discourse Skills 3 PRACTICUM APR102 School Experience 0 * AS1 : Select 1 from the following list of Arts Subjects:

Art, Drama, English Language, Geography, History, Music. Note: In addition to the core courses and the required number of prescribed electives,

student teachers are required to undertake a compulsory Group Endeavours in Service Learning (GESL) project – AGS101. Description on GESL projects is available in page 25.


45

Year 2

Category/ Subject

Course Code

Title No. of AUs

EDUCATION STUDIES AED201 The Social Context of Teaching & Learning 2

ACADEMIC SUBJECT (Select 1 subject area) * AS 1 Arts Subject * 12 CURRICULUM STUDIES (Select any 3 Curriculum Studies areas) Art (includes Subject Knowledge)

ACA201 Artistic Processes I 2 ACA202 The Development of Children’s Art and its

Implications for Teaching 3

English Language ACE201 Teaching Reading and Writing 1 3 Mathematics - CS Math courses conducted in Years 3 & 4 - Music ACI201 Music Curriculum I 3 Science ACS201 Curriculum and Pedagogy for Primary Science 3 Social Studies ACL201 Teaching Social Studies in the Primary

Classroom I 3

SUBJECT KNOWLEDGE (Aligned with Curriculum Studies Subjects) English Language ASE201 Grammar 2 Mathematics ASM201 Number Topics 2

ASM202 Fundamental Principles of Primary Mathematics I

2

ASM203 Geometry Topics 2 ASM204 Fundamental Principles of Primary

Mathematics II 2

Music ASI201 General Musicianship I 2 Science ASK201 Topics in Physical Science for Primary

Science Teaching 2

Social Studies ASL202 Identity and Community 2 LANGUAGE ENHANCEMENT AND ACADEMIC DISCOURSE SKILLS ALK201 Communication Skills for Teachers 2

PRACTICUM APR202 Teaching Assistantship 3

* AS1 : Select 1 from the following list of Arts Subjects:

Art, Drama, English Language, Geography, History, Music. Note: In addition to the core courses and the required number of prescribed electives,

student teachers are required by Ministry of Education to undertake a compulsory Certificate in English Language Studies (CELS). Description of CELS is available in page 25.


46

Year 3

Category/ Subject

Course Code

Title No. of AUs

EDUCATION STUDIES

AED303 Teaching and Managing Learners at the Primary Level

3

ACADEMIC SUBJECT * AS 1 Arts Subject * 12 CURRICULUM STUDIES (Further studies in selected Curriculum Studies subjects in Year 2) Art (includes SK)

ACA301 Artistic Processes II 2 ACA302 Concepts and Practices in Art Education 3

English Language ACE301 Teaching Reading and Writing 2 3 Mathematics ACM302 The Teaching and Learning of Primary

Mathematics I 3

ACM303 The Teaching and Learning of Primary Mathematics II

3

Music ACI301 Music Curriculum II 3 Science ACS301 Assessment Modes and Resource

Management in Primary Science 3

Social Studies ACL301 Teaching Social Studies in the Primary Classroom II

3

SUBJECT KNOWLEDGE (Further studies in selected Subject Knowledge areas aligned to 3 selected Curriculum Studies subjects) English Language ASE302 Exploring Language in Texts 2 Mathematics - SK Math courses conducted in Year 2 & 4 - Music ASI301 General Musicianship II 2 Science ASK301 Topics in Biological Science for Primary

Science Teaching 2

Social Studies ASL302 Singapore: Challenges and Responses 2

ESSENTIAL COURSE AMX301 Multicultural Studies: Appreciating & Valuing

Differences 3

PRACTICUM APR302 Teaching Practice 1 6 * AS1 : Select 1 from the following list of Arts Subjects:

Art, Drama, English Language, Geography, History, Music.


47

Year 4

Category/ Subject

Course Code Title No. of

AUs ACADEMIC SUBJECT * AS 1 Arts Subject * 3 CURRICULUM STUDIES (Further studies in selected Curriculum Studies subjects in Year 2) Art (includes SK)

ACA401 Visual Arts and New Media Technologies 2

ACA402 Visual Arts Education in Museums and Galleries

2

ACA403 Children’s Use and Organisation of Semiotic Systems

2

English Language ACE401 Teaching Oral Communication 2

ACE402 Teaching the Language Skills in the Upper Primary

2

Mathematics ACM401 The Teaching and Learning of Primary Mathematics III

2

ACM402 The Teaching and Learning of Primary Mathematics IV

2

Music ACI401 Music Curriculum III 2

ACI402 Music Curriculum IV 2 Science ACS401 Innovations in Design and Practices for

Primary Science 2

ACS402 Current Trends, Issues and Challenges in Primary Science

2

Social Studies ACL401 Managing Diversity in the Social Studies Classroom

2

ACL402 Teaching Social Studies to Upper Primary Level School Children

2

SUBJECT KNOWLEDGE (Further studies in selected Subject Knowledge areas aligned to 3 selected Curriculum Studies subjects) English Language ASE401 Current Trends in Language Education in the

Upper Primary School 2

Mathematics ASM401 Further Mathematics Topics 2 Music ASI401 General Musicianship III 2 Science ASK401 Further Topics for Primary Science Teaching 2 Social Studies ASL402 Asian Civilizations: Origins and Legacies 2

PRACTICUM APR402 Teaching Practice 2 12

* AS1 : Select 1 from the following list of Arts Subjects:

Art, Drama, English Language, Geography, History, Music.

BA (Ed) (CL/ML) (Primary)

48

CURRICULUM STRUCTURE FOR BA (ED) (CHINESE/MALAY LANGUAGE SPECIALISATION)

(PRIMARY) PROGRAMME

Student teachers enrolled in the BA (Ed) (Chinese/Malay Language Specialisation) (Primary) programme will follow the curriculum structure shown in Table 6 below:

Table 6: Curriculum Structure for BA (Ed) (Chinese/Malay Language Specialisation) (Primary) Programme

Year 1

Category/ Subject

Course Code

Title No. of AUs

EDUCATION STUDIES AED105 Critical Perspectives on Education 2

AED106 Educational Psychology: Theories and Applications for Learning and Teaching

3

AED107 ICT for Meaningful Learning 2

ACADEMIC SUBJECT 1 (Chinese Language or Malay Language) AS 1 Chinese Language 9 AS 1 Malay Language 9

ACADEMIC SUBJECT 2 (Chinese Literature or Malay Literature) AS 2 Chinese Literature 6 AS 2 Malay Literature 9

LANGUAGE ENHANCEMENT AND ACADEMIC DISCOURSE SKILLS ALS101 Academic Discourse Skills 3

PRACTICUM APR102 School Experience 0

Note: In addition to the core courses and the required number of prescribed electives,



49

Year 2

Category/ Subject

Course Code

Title No. of AUs



ACADEMIC SUBJECT 2 (Chinese Literature or Malay Literature) AS 2 Chinese Literature 6 AS 2 Malay Literature 12 CURRICULUM STUDIES 1 (Chinese Language or Malay Language) CS 1 ACC201 Teaching of Chinese Language 1 4

ACC202 Teaching of Chinese Language 2 4 CS 1 ACD201 The Teaching of Malay Language 1 (Pri) 5

CURRICULUM STUDIES 2 (Chinese or Malay Civics and Moral Education) CS 2 (Chinese CME)

ACZ201 Teaching of Civics and Moral Education (Chinese) 1

4

LANGUAGE ENHANCEMENT AND ACADEMIC DISCOURSE SKILLS ALK201 Communication Skills for Teachers 2



50

Year 3

Category/ Subject

Course Code

Title No. of AUs

EDUCATION STUDIES AED303 Teaching and Managing Learners at the Primary

Level 3

ACADEMIC SUBJECT 1 (Chinese Language or Malay Language) AS 1 Chinese Language 9

AS 1 Malay Language 12

ACADEMIC SUBJECT 2 AS 2 Chinese Literature 9

CURRICULUM STUDIES 1 (Chinese Language or Malay Language) CS 1 ACC301 Teaching of Chinese Language 3 1


ACD302 The Teaching of Malay Language 3 (Pri) 3



2

CS 2 (Malay CME)

ACV301 The Teaching of Moral Education (Malay) 1 (Pri) 3 ACV302 The Teaching of Moral Education (Malay) 2 (Pri) 3


Differences 3



51

Year 4

Category/ Subject

Course Code

Title No. of AUs



CURRICULUM STUDIES 1 (Chinese Language or Malay Language) CS 1 ACC401 Teaching of Chinese Language 5 2


ACD402 The Teaching of Malay Language 5 (Pri) 2



3

CS 2 (Malay CME)

ACV401 The Teaching of Moral Education (Malay) 3 (Pri) 3


BA (Ed) (General) (Secondary)

52

CURRICULUM STRUCTURE FOR BA (ED) (GENERAL) (SECONDARY) PROGRAMME

Student teachers enrolled in the BA (Ed) (General) (Secondary) programme will follow the curriculum structure shown in Table 7 below: Table 7: Curriculum Structure for BA (Ed) (General)

(Secondary) Programme

Year 1

Category/ Subject

Course Code

Title No. of AUs



3


ACADEMIC SUBJECTS AS1 Arts Subject * 12 AS2 Arts or Science Subject # 12



* AS1: Select 1 from the following list of Arts Subjects:

Art, Drama, English Language, English Literature, Geography, History, Malay Language, Music.

# AS2: Select 1 from the following list:

Art, Biology, Chemistry, Drama, English Language, English Literature, Geography, History, Mathematics, Music, Physics.

Note: In addition to the core courses and the required number of prescribed electives, student teachers are required to undertake a compulsory Group Endeavours in Service Learning (GESL) project – AGS101. Description on GESL projects is available in page 25.


53

Year 2

Category/ Subject

Course Code

Title No. of AUs


ACADEMIC SUBJECTS AS1 Arts Subject * 12 AS2 Arts or Science Subject # 12


GENERAL ELECTIVES@ 3


* AS1: Select 1 from the following list of Arts Subjects:



Art, Biology, Chemistry, Drama, English Language, English Literature, Geography, History, Mathematics, Music, Physics.

@ Student teachers are required to select 1 General Elective worth 3 AUs.


54

Year 3

Category/ Subject

Course Code

Title No. of AUs

EDUCATION STUDIES AED323 Teaching and Managing Learners at the

Secondary Level 3

ACADEMIC SUBJECT * AS1 Arts Subject * 12

CURRICULUM STUDIES (CS1 align with AS1, CS2 align with AS2) # Art ACA321 The Development of Adolescent Art & Its


ACA322 Concepts and Practices in Art Education 3 Biology ACB321 Teaching of Biology I 3

ACB322 Teaching of Biology II 3 Chemistry ACY321 The Teaching of Chemistry I 3

ACY322 The Teaching of Chemistry II 3 Drama ACU321 Elements of Drama 3

ACU322 Drama and Theatre in Education 3 English Language ACE321 Teaching of English at the Secondary Level:

Oral Communication 3

ACE322 Teaching of English at the Secondary Level: Reading

3

English Literature ACR321 Teaching Prose 3 ACR322 Teaching Poetry 3

Geography ACG321 Planning for Geography Teaching 3 ACG322 Classroom-based Teaching Methods 3

History ACH321 Teaching and Learning of Secondary History and Social Studies I

3

ACH322 Teaching for Historical Understanding 3 Mathematics ACM321 Teaching and Learning Mathematics I 3

ACM322 Teaching and Learning Mathematics II 3 Music ACI321 General Musicianship I 3

ACI322 General Musicianship II 3 Physics ACP321 Teaching of Physics I 3

ACP322 Teaching of Physics II 3


Differences 3

PRACTICUM APR302 Teaching Practice 1 6 * AS1: Select 1 from the following list of Arts Subjects:


# For CS: Malay, see section under Malay Specialisation (Secondary track).


55

Year 4

Category/ Subject

Course Code

Title No. of AUs

ACADEMIC SUBJECT * AS1 Arts Subject * 3

CURRICULUM STUDIES (CS1 align with AS1, CS2 align with AS2) # Art ACA421 Creativity, Thinking Skills and the Visual Arts 3


3

Biology ACB421 Teaching of Biology III 3 ACB422 Teaching of Biology IV 3

Chemistry ACY421 The Teaching of Chemistry III 3 ACY422 The Teaching of Chemistry IV 3

Drama ACU421 Theatre for Young People 3 ACU422 Process Drama 3

English Language ACE421 Teaching Grammar at the Secondary Level 3 ACE422 Teaching of English at the Secondary Level:

Writing 3

English Literature ACR421 Teaching Drama 3 ACR422 Literature Assessment 3

Geography ACG421 Field-based Teaching Strategies and Assessment in Teaching Geography

3

ACG422 Teaching Social Studies to Secondary School Students

3

History ACH421 Teaching and Learning of Secondary History and Social Studies II

3

ACH422 Assessment and Evaluation in Secondary History and Social Studies

3

Mathematics ACM421 Teaching and Learning Mathematics III 3 ACM422 Teaching and Learning Mathematics IV 3

Music ACI421 General Musicianship III 3 ACI422 The Secondary School Music Syllabus 3

Physics ACP421 Teaching of Physics III 3 ACP422 Teaching of Physics IV 3


* AS1: Select 1 from the following list of Arts Subjects: Art, Drama, English

Language, English Literature, Geography, History, Malay Language, Music. # For CS: Malay, see section under Malay Specialisation (Secondary track).

BA (Ed) (CL/ML) (Secondary)

56

CURRICULUM STRUCTURE FOR BA (ED) (CHINESE/MALAY LANGUAGE SPECIALISATION)

(SECONDARY) PROGRAMME

Student teachers enrolled in the BA (Ed) (Chinese/Malay Language Specialisation) (Secondary) programme will follow the curriculum structure shown in Table 8 below: Table 8: Curriculum Structure for the BA (Ed) (Chinese/

Malay Language Specialisation) (Secondary) Programme *

Year 1

Category/ Subject

Course Code

Title No. of AUs



3


ACADEMIC SUBJECT 1 (Chinese Language or Malay Language) * AS 1 Chinese Language 9 AS 1 Malay Language 9



PRACTICUM APR102 School Experience 0 * In the secondary specialisation for Malay Language, Malay Language must be

offered as AS1 and Malay Literature as AS2. However, student teachers can opt to offer Malay Language as AS1 and any other Arts subject as AS2 but they will then not be considered as specialising in Malay Language.




57

Year 2

Category/ Subject

Course Code

Title No. of AUs




CURRICULUM STUDIES 1 (Chinese Language or Malay Language) CS 1 ACC221 Teaching of Chinese Language 1 4 CS 1 ACC222 Teaching of Chinese Language 2 3 CS 1 ACD221 The Teaching of Malay Language 1 (Sec) 3

CURRICULUM STUDIES 2 CS 2 ACJ221 Teaching of Chinese Literature 1 2 CS 2 ACJ222 Teaching of Chinese Literature 2 5 LANGUAGE ENHANCEMENT AND ACADEMIC DISCOURSE SKILLS ALK201 Communication Skills for Teachers 2



58

Year 3

Category/ Subject

Course Code

Title No. of AUs


Secondary Level 3



CURRICULUM STUDIES 1 (Chinese Language or Malay Language) CS 1 ACC321 Teaching of Chinese Language 3 4 CS 1 ACD321 The Teaching of Malay Language 2 (Sec) 3 CS 1 ACD322 The Teaching of Malay Language 3 (Sec) 3

CURRICULUM STUDIES 2 (Chinese Literature or Malay Literature) CS 2 ACJ321 Teaching of Chinese Literature 3: IT and

Project Work 2

CS 2 ACF321 The Teaching of Malay Literature 1 3 CS 2 ACF322 The Teaching of Malay Literature 2 3 ESSENTIAL COURSE

AMX301 Multicultural Studies: Appreciating & Valuing Differences

3



59

Year 4

Category/ Subject

Course Code

Title No. of AUs



CURRICULUM STUDIES 1 (Chinese Language or Malay Language) CS 1 ACC421 Teaching of Chinese Language 4 2 CS 1 ACC422 Teaching of Chinese Language 5 2 CS 1 ACD421 The Teaching of Malay Language 4 3

CURRICULUM STUDIES 2 CS 2 ACF421 The Teaching of Malay Literature 3 3 CS 2 ACF422 The Teaching of Malay Literature 4 3




BSc (Ed) (General) (Primary)

60

CURRICULUM STRUCTURE FOR THE BSC (ED) (GENERAL) (PRIMARY) PROGRAMME

Student teachers enrolled in the BSc (Ed) (General) (Primary) programme will follow the curriculum structure shown in Table 9 below. Table 9: Curriculum Structure for BSc (Ed) (General)

(Primary) Programme

Year 1

Category/ Subject

Course Code

Title No. of AUs



3


ACADEMIC SUBJECT (Select 1 subject area) * AS 1 Science Subject * 12



* AS1: Select 1 from the following list of Science Subjects:

Biology, Chemistry, Mathematics, Physics Note: In addition to the core courses and the required number of prescribed electives,



61

Year 2

Category/ Subject

Course Code

Title No. of AUs


ACADEMIC SUBJECT (Select 1 subject area) * AS 1 Science Subject * 12

CURRICULUM STUDIES (Select any 3 Curriculum Studies areas) Art (includes SK)



English Language ACE201 Teaching Reading and Writing 1 3 Mathematics - CS Math courses conducted in Years 3 & 4 - Music ACI201 Music Curriculum I 3 Science ACS201 Curriculum and Pedagogy for Primary Science 3 Social Studies ACL201 Teaching Social Studies in the Primary

Classroom I 3

SUBJECT KNOWLEDGE (Aligned with Curriculum Studies subjects) English Language ASE201 Grammar 2 Mathematics ASM201 Number Topics 2


2

ASM203 Geometry Topics 2 ASM204 Fundamental Principles of Primary

Mathematics II 2


Science Teaching 2


PRACTICUM APR202 Teaching Assistantship 3 * AS1: Select 1 from the following list of Science Subjects:

Biology, Chemistry, Mathematics, Physics. Note: In addition to the core courses and the required number of prescribed electives,

student teachers are required by Ministry of Education to undertake a compulsory Certificate in English Language Studies (CELS). Description of CELS is available on page 25.


62

Year 3

Category/ Subject

Course Code

Title No. of AUs


Primary Level 3

ACADEMIC SUBJECT * AS 1 Science Subject * 12 CURRICULUM STUDIES (Further studies in selected Curriculum Studies subjects in Year 2) Art (includes SK)

ACA301 Artistic Processes II 2 ACA302 Concepts and Practices in Art Education 3

English Language ACE301 Teaching Reading and Writing 2 3 Mathematics ACM302 The Teaching and Learning of Primary

Mathematics I 3


3




3

SUBJECT KNOWLEDGE (Further studies in selected Subject Knowledge areas aligned to 3 selected Curriculum Studies subjects) English Language ASE302 Exploring Language in Texts 2 Mathematics - SK Math courses conducted in Years 2 & 4 - Music ASI301 General Musicianship II 2 Science ASK301 Topics in Biological Science for Primary

Science Teaching 2

Social Studies ASL302 Singapore: Challenges and Responses 2


Differences 3


* AS1: Select 1 from the following list of Science Subjects:

Biology, Chemistry, Mathematics, Physics.


63

Year 4

Category/ Subject

Course Code

Title No. of AUs

ACADEMIC SUBJECT * AS 1 Science Subject * 3 CURRICULUM STUDIES (Further studies in selected Curriculum Studies subjects in Year 2) Art (includes SK)

ACA401 Visual Arts and New Media Technologies 2 ACA402 Visual Arts Education in Museums and

Galleries 2


2

English Language ACE401 Teaching Oral Communication 2 ACE402 Teaching the Language Skills in the Upper

Primary 2

Mathematics ACM401 The Teaching and Learning of Primary Mathematics III

2


2

Music ACI401 Music Curriculum III 2 ACI402 Music Curriculum IV 2

Science ACS401 Innovations in Design and Practices for Primary Science

2


2


2

ACL402 Teaching Social Studies to Upper Primary Level school children

2

SUBJECT KNOWLEDGE (Further studies in selected Subject Knowledge areas aligned to 3 selected Curriculum Studies subjects) English Language ASE401 Current Trends in Language Education in the

Upper Primary School 2

Mathematics ASM401 Further Mathematics Topics 2 Music ASI401 General Musicianship III 2 Science ASK401 Further Topics for Primary Science Teaching 2 Social Studies ASL402 Asian Civilizations: Origins and Legacies 2

PRACTICUM APR402 Teaching Practice 2 12 * AS1: Select 1 from the following list of Science Subjects:

Biology, Chemistry, Mathematics, Physics.

BSc (Ed) (PE & Sports Science) (Primary)

64

CURRICULUM STRUCTURE FOR BSC (ED) (PHYSICAL EDUCATION AND SPORTS SCIENCE)

(PRIMARY) PROGRAMME

Student teachers enrolled in the BSc (Ed) (Physical Education and Sports Science) (Primary) programme will follow the curriculum structure shown in Table 10 below:

Table 10: Curriculum Structure for the BSc (Ed) (Physical Education & Sports Science) (Primary) Programme

Year 1

Category/ Subject

Course Code

Title No. of AUs



3


ACADEMIC SUBJECT AS 1 PE & Sports Science 9

CURRICULUM STUDIES 1 PE & Sports Science

APC101 Principles of Games 2 APC102 Outdoor Residential Camp 1

CURRICULUM STUDIES 1 (Select 1 from this grouping) PE & Sports Science

APC130 Badminton 2 APC131 Volleyball






65

Year 2

Category/ Subject

Course Code

Title No. of AUs




APC201 Fitness & Conditioning 1

CURRICULUM STUDIES 1 (Select 1 from each grouping) PE & Sports Science

APC230 Soccer

2 APC231 Netball APC234 Hockey APC232 Basketball

2 APC233 Rugby APC235 Softball

2 APC236 Tennis

CURRICULUM STUDIES 2 & 3 (Select 2 Curriculum Studies subjects) Art (includes Subject Knowledge)



English Language

ACE201 Teaching Reading and Writing 1 3

Mathematics - CS Math courses conducted in Years 3 & 4 - Music ACI201 Music Curriculum I 3 Science ACS201 Curriculum and Pedagogy for Primary

Science 3

Social Studies ACL201 Teaching Social Studies in the Primary Classroom I

3


66

cont’d

Year 2

Category/ Subject

Course Code

Title No. of AUs

SUBJECT KNOWLEDGE (2 Subject Knowledge areas aligned to CS2 & CS3) * English Language

ASE201 Grammar 2

Mathematics ASM201 Number Topics 2 ASM203 Geometry Topics 2


Science Teaching 2



* Student teachers have to offer two (2) Subject Knowledge (SK) areas which correspond to their choice of Curriculum Studies (CS) subjects to be offered in Year 2. For student teachers of BSc (Ed) (Physical Education Specialisation), CS1 is Physical Education, CS2 can be chosen from either English Language or Mathematics, CS3 can be chosen from any of the CS subjects other than those of CS1 and CS2. This selection of CS1, CS2, and CS3 subjects will remain in Year 3 and 4.


student teachers are required by Ministry of Education to undertake a compulsory Certificate in English Language Studies (CELS). Description of CELS is available on page 25.


67

Year 3

Category/ Subject

Course Code

Title No. of AUs

EDUCATION STUDIES

AED303 Teaching and Managing Learners at the Primary Level

3



APC301 Instructional Methods in Physical Education 2


APC331 Curriculum Gymnastics 2

APC333 Dance APC334 Swimming

2 APC335 Track and Field


ACA301 Artistic Processes II 2

ACA302 Concepts and Practices in Art Education 3

English Language

ACE301 Teaching Reading and Writing 2 3

Mathematics ACM302 The Teaching and Learning of Primary Mathematics I

3


3




3

SUBJECT KNOWLEDGE (2 Subject Knowledge areas aligned to CS2 & CS3) English Language ASE302 Exploring Language in Texts 2

Mathematics - SK Math courses conducted in Year 2 & 4 - Music ASI301 General Musicianship II 2 Science ASK301 Topics in Biological Science for Primary

Science Teaching 2

Social Studies ASL302 Singapore: Challenges and Responses 2 ESSENTIAL COURSE


3



68

Year 4

Category/ Subject

Course Code

Title No. of AUs



APC401 Instructional Strategies in Teaching of Physical Education

3


ACA401 Visual Arts and New Media Technologies 2 ACA402 Visual Arts Education in Museums and

Galleries 2

ACA403 Children’s Use and Organisation of Semiotic Systems 2

English Language

ACE401 Teaching Oral Communication 2 ACE402 Teaching the Language Skills in the Upper

Primary 2

Mathematics ACM401 The Teaching and Learning of Primary Mathematics III 2

ACM402 The Teaching and Learning of Primary Mathematics IV 2

Music ACI401 Music Curriculum III 2 ACI402 Music Curriculum IV 2

Science ACS401 Innovations in Design and Practices for Primary Science

2


2


2


2

SUBJECT KNOWLEDGE (2 Subject Knowledge areas aligned to CS2 & CS3) English Language

ASE401 Current Trends in Language Education in the Upper Primary School

2

Mathematics ASM401 Further Mathematics Topics 2 Music ASI401 General Musicianship III 2 Science ASK401 Further Topics for Primary Science Teaching 2 Social Studies ASL402 Asian Civilisations: Origins and Legacies 2 PRACTICUM APR402 Teaching Practice 2 12

BSc (Ed) (General) (Secondary)

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CURRICULUM STRUCTURE FOR BSC (ED) (GENERAL) (SECONDARY) PROGRAMME

Student teachers enrolled in the BSc (Ed) (General) (Secondary) programme will follow the curriculum structure shown in Table 11 below:

Table 11: Curriculum Structure for BSc (Ed) (General) (Secondary) Programme

Year 1

Category/ Subject

Course Code

Title No. of AUs



3


ACADEMIC SUBJECTS AS1 Science Subject * 12 AS2 Arts or Science Subject # 12 LANGUAGE ENHANCEMENT AND ACADEMIC DISCOURSE SKILLS

ALS101 Academic Discourse Skills 3


* AS1: Select 1 from the following Science Subjects:

Biology, Chemistry, Family and Consumer Sciences, Mathematics, Physics.

# AS2: Select 1 from the following list: Art, Biology, Chemistry, Drama, English Language, English Literature, Geography, History, Mathematics, Music, Physics.



70

Year 2

Category/ Subject

Course Code

Title No. of AUs


ACADEMIC SUBJECTS AS1 Science Subject * 12 AS2 Arts or Science Subject # 12






# AS2: Select 1 from the following list: Art, Biology, Chemistry, Drama, English Language, English Literature, Geography, History, Mathematics, Music, Physics.



71

Year 3

Category/ Subject

Course Code

Title No. of Aus

EDUCATION STUDIES

AED323 Teaching and Managing Learners at the Secondary Level

3

ACADEMIC SUBJECT * AS1 Science Subject * 12

CURRICULUM STUDIES (CS1 align with AS1, CS2 align with AS2) Art ACA321 The Development of Adolescent Art & Its





ACU322 Drama and Theatre in Education 3 English Language ACE321 Teaching of English at the Secondary Level:

Oral Communication 3


3

English Literature ACR321 Teaching Prose 3 ACR322 Teaching Poetry 3

Family and Consumer Sciences

ACQ321 Family and Consumer Sciences Curriculum 3 ACQ322 Introduction to Family and Consumer Sciences

Teaching 3



3




ACP322 Teaching of Physics II 3


Differences 3

PRACTICUM APR302 Teaching Practice 1 6 * AS1: Select 1 from the following Science Subjects:



72

Year 4

Category/ Subject

Course Code

Title No. of AUs

ACADEMIC SUBJECT * AS1 Science Subject * 3

CURRICULUM STUDIES (CS1 align with AS1, CS2 align with AS2) Art ACA421 Creativity, Thinking Skills and the Visual Arts 3

ACA422 Visual Arts Education in Museums and Galleries 3




English Language ACE421 Teaching Grammar at the Secondary Level 3

ACE422 Teaching of English at the Secondary Level: Writing 3

English Literature ACR421 Teaching Drama 3 ACR422 Literature Assessment 3

Family and Consumer Sciences

ACQ421 Evaluation in Family and Consumer Sciences Teaching 3

ACQ422 Trends in Family and Consumer Sciences Education 3

Geography ACG421 Field-based Teaching Strategies and Assessment in Teaching Geography 3

ACG422 Teaching Social Studies to Secondary School Students 3

History ACH421 Teaching and Learning of Secondary History and Social Studies II 3

ACH422 Assessment and Evaluation in Secondary History and Social Studies 3







BSc (Ed) (PE & Sports Science) (Secondary)

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CURRICULUM STRUCTURE FOR BSC (ED) (PHYSICAL EDUCATION AND SPORTS SCIENCE)

(SECONDARY) PROGRAMME

Student teachers enrolled in the BSc (Ed) (PE and Sports Science) (Secondary) programme will follow the curriculum structure shown in Table 12 below:

Table 12: Curriculum Structure for the BSc (Ed) (PE and Sports Science) (Secondary) Programme

Year 1

Category/ Subject

Course Code

Title No. of AUs



3


ACADEMIC SUBJECTS AS1 PE & Sports Science 9 AS2 Arts or Science Subject # 12


APC121 Principles of Games 2 APC122 Outdoor Residential Camp 1

CURRICULUM STUDIES 1 (Select 1 from this grouping) PE & Sports Science

APC141 Badminton 2 APC142 Volleyball




English Language, Geography, Mathematics.



74

Year 2

Category/ Subject

Course Code

Title No. of AUs


ACADEMIC SUBJECTS AS1 PE & Sports Science 11 AS2 Arts or Science Subject # 12

CURRICULUM STUDIES 1 PE & Sports Science APC221 Fitness & Conditioning 1


APC241 Soccer

2 APC242 Netball APC245 Hockey APC243 Rugby

2 APC244 Basketball APC246 Softball

2 APC247 Tennis


GENERAL ELECTIVES@

3




75

Year 3

Category/ Subject

Course Code

Title No. of AUs


Secondary Level 3

ACADEMIC SUBJECT 1 AS1 PE & Sports Science 9


APC321 Instructional Methods in Physical Education 2


APC341 Curriculum Gymnastics 2 APC343 Dance

APC342 Swimming 2 APC344 Track & Field

CURRICULUM STUDIES 2 (Align with Academic Subject 2) Art

ACA321 Development of Adolescent Art & Its Implication for Teaching

3




ACU322 Drama and Theatre in Education 3 English Language

ACE321 Teaching of English at the Secondary Level: Oral Communication

3


3

English Literature

ACR321 Teaching Prose 3 ACR322 Teaching Poetry 3



76

cont’d

Year 3

Category/ Subject

Course Code

Title No. of AUs


3




ACP322 Teaching of Physics II 3 ESSENTIAL COURSE


3



77

Year 4

Category/ Subject

Course Code

Title No. of AUs

ACADEMIC SUBJECT 1 AS 1 PE & Sports Science 5



3

CURRICULUM STUDIES 2 (Align with Academic Subject 2) Art

ACA421 Creativity, Thinking Skills and the Visual Arts 3 ACA422 Visual Arts Education in Museums and

Galleries 3




English Language

ACE421 Teaching Grammar at the Secondary Level 3 ACE422 Teaching of English at the Secondary Level:

Writing 3

English Literature

ACR421 Teaching Drama 3 ACR422 Literature Assessment 3

Geography ACG421 Field-based Teaching Strategies and Assessment in Teaching Geography

3


3

History ACH421 Teaching and Learning of Secondary History and Social Studies II

3


3





Education Studies

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EDUCATION STUDIES

This area of study will acquaint student teachers with the key concepts and principles in education that are necessary for effective instruction and reflective practice in primary and secondary schools. Five core courses for Education Studies are compulsory and deal with basic educational concepts such as pupil development, the learning and thinking process, the social context within which schooling operates, the application of psychology in teaching and learning, and the use of instructional technologies.

ES: Education Studies

79

Education Studies Year Course

Code Title Course

Category No. of AUs

Pre-requisites

1 AED105 Critical Perspectives on Education Core 2 - 2 AED106 Educational Psychology:

Theories and Applications for Learning and Teaching

Core 3 -

3 AED107 ICT for Meaningful Learning Core 2 - 4 AED201 The Social Context of Teaching and

Learning Core 2 -

5 AED303 Teaching and Managing Learners at the Primary Level

Core 3 -

6 AED323 Teaching and Managing Learners at the Secondary Level

Core 3 -

Note: The courses listed below are only meant for Dip Ed crossovers and returning teachers entering the BA/BSc (Ed) programmes who need to top up on AU requirements in order to meet the minimum number of AUs required for graduation.

Course Code

Title Course Category

No. of AUs

Pre-requisites

AED231 Diversity, Inclusivity and Reflective Practice Prescribed 3 -

AED232 Introduction to Counselling Psychology Prescribed 2 -

AED233 Critical Reasoning Skills for Effective Teaching Prescribed 2 -

AED236 Basic Assessment Literacy Prescribed 3 -

AED237 ICT-based Cognitive Tools for Meaningful Learning Prescribed 2 -


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AED105 Critical Perspectives on Education

This course takes a multi-disciplinary approach to introduce student teachers to the broad concerns and challenges in contemporary educational thought and practices. This course highlights key aspects of educational developments in Singapore to student teachers and provides a platform to stimulate individual reflection and class discussions. Topics may include the purposes of education; sociological perspectives of education; educational developments such as curriculum design and pedagogy; and other current issues, trends and challenges in education in Singapore. In the process of exploring these issues, student teachers will be encouraged to reflect on what it takes in terms of the skills, knowledge, core competencies, attitudes, and motivation to become a professional teacher.


This course provides the foundation for understanding learners, learner development, and the psychology of learning. The ways in which these aspects influence the processes of learning will be considered, and proactive approaches to enhancing student motivation, learning, and thinking explored. Theories with a focus on students’ psychosocial and cognitive development will be introduced and its implications for classroom-practice considered. In particular, the course will consider areas such as why and how some students learn or fail to learn, how students’ intellectual, social, emotional, personal and moral development occurs, as well as the role of assessment in teaching and learning.


81

AED107 ICT for Meaningful Learning

This course prepares student teachers to engage learners in meaningful learning with the use of ICT. Student teachers will learn to analyse the affordances of ICT for promoting dimensions of meaningful learning, i.e. learning by doing, engaging students’ prior knowledge, using real world contexts, collaborative learning and self-directed learning. Student teachers will also analyse critical issues related to designing technology-enabled lessons, such as integration of appropriate instructional strategies and cyberwellness issues. Student teachers will be assessed for their skills and knowledge in designing meaningful ICT-enabled teaching and learning activities.

AED201 The Social Context of Teaching and Learning This course provides student teachers with an introduction to the Singapore education system that they will be working in. They will need to know the functions of the school system in socializing citizens for economic, political and social roles in the context of a multi-ethnic and multicultural society. They will have the opportunity to understand the rationale of major education policies and new government initiatives that impact the work of school leaders, teachers, students and other stakeholders in order to achieve the Desired Outcomes of Education laid out by the Ministry of Education. At the same time, they will be made aware of the diverse and multiple roles that are played by teachers in the education system.


82

AED231 Diversity, Inclusivity and Reflective Practice

This course situates teachers within the realities of their classrooms and the lives of their pupils in contemporary Singaporean society where diversity is increasingly recognized as the norm. The emphasis in the course is on student teachers learning the knowledge and skills to build classroom communities that are inclusive of and responsive to pupils of diverse needs and abilities. Student teachers will have the opportunity to become reflective practitioners in understanding and engaging with their own experiences in working with their pupils for the purpose of regenerating themselves and their classroom communities.

AED232 Introduction to Counselling Psychology

This course is intended to provide a general introduction to the field of counselling psychology. An overview of the philosophy, history, as well as basic theories and principles of counselling process and counselling skills will be presented. The role and function of the counsellors in the educational settings will be discussed. The characteristics of good counsellors, conditions for an effective counselling relationship and techniques of interviewing used especially to problems of educational, vocational, and personal counselling will be integrated into the course content. Emphasis will also be placed on multicultural counselling, career counselling, and research in counselling. The course is also designed to explore contemporary, legal, ethical and professional issues that influence the counselling profession, including confidentiality, assessment and working with students from diverse background.


83

AED233 Critical Reasoning Skills for Effective Teaching

The course will equip student teachers with a broad range of critical reasoning skills to develop the thinking and analytical abilities of their pupils in schools. Critical reasoning is based in part on mastery of basic rules of elementary logic, as well as practical reasoning skills. These skills are used for the analysis and evaluation of situations and arguments, as well as the formulation and articulation of good arguments and judgments. By learning how to formulate and articulate good arguments, student teachers will acquire an appreciation of how these critical thinking skills can be used to facilitate multi- and inter-disciplinary learning in their teaching. Working in groups, they will design innovative lesson plans that would help to stimulate interest in critical thinking and problem solving among their pupils.

AED236 Basic Assessment Literacy This course aims to acquaint student teachers with basic generic assessment literacy so as to help them assimilate better into their teaching roles at schools.

AED237 ICT- based Cognitive Tools for Meaningful Learning The participants will be introduced the concepts and applications of cognitive tools with emphasis for use in local context. When ICT tools are used as cognitive tools, they help to provide meaningful learning by extending the human cognition for learning and engendering conducive learning conditions. The experience and exposure gained in this course will help participants integrate


84

technologies appropriately with learning activities. The participants are expected to work in pairs or groups on activities that employ cognitive tools. The participants are also expected to contribute actively to class discussion and group works. The course assessment includes individual and group assignments.

AED303 Teaching and Managing Learners at the Primary Level Mainstream schools in Singapore attend to learners of various needs and abilities across their different stages of development. This requires relevant classroom management skills and pedagogical approaches to effectively meet their differentiated learning needs.

This course aims to equip student teachers with relevant knowledge and skills in relation to creating productive and supportive learning environments, and managing learning and behaviour in the primary school classrooms. The theory-practice link to strengthen competencies of student teachers with respect to classroom management challenges will be emphasized. Student teachers will also be provided with opportunities to reflect on their personal pedagogy/philosophy for classroom management.


85

AED323 Teaching and Managing Learners at the Secondary Level Mainstream schools in Singapore attend to learners of various needs and abilities across their different stages of development. This requires relevant classroom management skills and pedagogical approaches to effectively meet their differentiated learning needs. This course aims to equip student teachers with relevant knowledge and skills in relation to creating productive and supportive learning environments, and managing learning and behaviour in the secondary school classrooms. The theory-practice link to strengthen competencies of student teachers with respect to classroom management challenges will be emphasized. Student teachers will also be provided with opportunities to reflect on their personal pedagogy/philosophy for classroom management.

Curriculum Studies

86

CURRICULUM STUDIES

BA (Ed)/BSc (Ed) student teachers will specialise in the methodology for teaching at either the primary or secondary school level. These are designed to give student teachers the pedagogical skills in teaching specific subjects in Singapore schools. The choice of Curriculum Studies (CS) subjects depend on the track and options to which the student teacher has selected.

Curriculum Studies

87

Primary Track

General Any 3 CS subjects from o Art o English o Mathematics o Music o Science o Social Studies

Chinese specialisation CS1: Chinese Language

CS2: Moral Education (Chinese)

Malay specialisation CS1: Malay Language CS2: Moral Education (Malay)


CS1: PESS CS2: English Language or Mathematics CS3: Any CS subject (if not selected as CS2):

o Art o English o Mathematics o Music o Science o Social Studies

Secondary Track

General Student teachers will offer 2 CS subjects which are aligned with the choice of Academic Subjects (AS) chosen. CS1 will align with AS1 and CS2 will be aligned with AS2. For a full list of AS subjects, see section on Academic Subjects.

Chinese specialisation CS1: Chinese Language CS2: Chinese Literature

Malay specialisation CS1: Malay Language CS2: Malay Literature


CS1: PESS CS2: aligned with AS2

CS: Art (Primary)

88

The Teaching of Art (Primary)

Course Code


No. of AUs

Pre-requisites

ACA201 Artistic Processes I Core 2 - ACA202 The Development of Children’s Art and

its Implications for Teaching Core 3 -

ACA301 Artistic Processes II Core 2 - ACA302 Concepts and Practices in Art

Education Core 3 -

ACA401 Visual Arts and New Media Technologies *

Core 2 -


Core 2 -


Core 2 -

* Student teachers reading AS: Art are exempted from Visual Arts and New Media

Technologies.

ACA201 Artistic Processes I

This course introduces student teachers to the practices of art appreciation through critical studies as well as two-dimensional art activities that will increase their own understanding of the practical processes appropriate to primary art teaching. The course will also show the role that art processes play during childhood in fostering and encouraging thinking skills and creativity.

ACA202 The Development of Children’s Art and its

Implications for Teaching

This course will consist of introductions to classical and contemporary theories of children development in the visual arts. This course will help student teachers understand the various theoretical frameworks and how these underpin particular approaches to pedagogy and classroom practice. Student teachers will be aware of the values and

CS: Art (Primary)

89

philosophies that underpin the art curriculum in primary school. Student teachers will also learn how to design art experiences for young children which will promote and encourage intellectual and emotional development.

ACA301 Artistic Processes II

This course introduces student teachers to the practices of art appreciation through critical studies as well as three-dimensional art activities that will increase their own understanding of the practical processes appropriate to primary art teaching. The course will also show the role that art processes play during childhood in fostering and encouraging thinking skills and creativity.

ACA302 Concepts and Practices in Art Education

The course will look into how the teaching of art has evolved over history. Issues that arise from the various education philosophies and theories and their curriculum implications in art education will be discussed. The course will also examine how government policies and initiatives in the arts influence the teaching of art in local schools.

CS: Art (Primary)

90

ACA401 Visual Arts and New Media Technologies

This course shows the role of art processes in new media applications. It describes recent contemporary art approaches as well as practical and pedagogical projects that serves as a method for introducing student teachers to Art and New Media.


This course will explore the educational role of museums and galleries and its relationship to art education. The primary aim is to help student teachers conceptualise and develop innovative gallery-based resources for different levels of schooling. Fieldtrips will be conducted to the various local museums and galleries.

ACA403 Children’s Use and Organisation of Semiotic

Systems

This course will introduce student teachers to children’s use and organisation of semiotic systems. Student teachers will learn how, in the child’s earliest encounters with representational and expressive media, he/she realises the key principle of representation. This principle has been termed the ‘dual nature' of symbols and signs and derives from the work of Vygotsky. Student teachers will learn that this dual function shows up especially clearly for children when they engage in art practices. Thus, children learn the foundations of representational and symbolic thought particularly well in art education.

CS: Art (Primary)

91

Student teachers will learn how, as the child moves from lower to upper primary school, so he/she makes his/her entry into the more formal semiotic systems of societies and cultures, including those used in his/her own society and culture. Pedagogical implications will be considered.

CS: Chinese Language (Primary)

92

The Teaching of Chinese Language (Primary)

Course Code


No. of AUs

Pre-requisites

ACC201 Teaching of Chinese Language 1 Core 4 - ACC202 Teaching of Chinese Language 2 Core 4 - ACC301 Teaching of Chinese Language 3 Core 1 - ACC302 Teaching of Chinese Language 4 Core 5 - ACC401 Teaching of Chinese Language 5 Core 2 - ACC402 Teaching of Chinese Language 6 Core 2 -

ACC201 Teaching of Chinese Language 1

This course aims to provide student teachers with the basic theories and concepts related to language and language teaching at primary level, with special reference to Chinese. Its objective is to enable student teachers to design their own lesson plans with confidence, backed by sound theoretic knowledge.


This course discusses the aims, objectives and contents of existing Chinese Language curriculum. It also provides a systematic, practical, comprehensive overview of the different phases and activities involved in developing, managing and evaluating a sound, rational and effective Chinese Language programme. Key stages in the curriculum and material development processes are examined.


This course focuses on the teaching of the written forms of words (ci), including the Chinese character (zi) and hanyu pinyin.

CS: Chinese Language (Primary)

93


This course aims to equip student teachers with techniques in the teaching of different language skills. Student teachers will acquire a comprehensive understanding of the various teaching methods and various practical techniques.


The course aims to develop student teachers’ teaching competency through a mock classroom teaching setting. Student teachers will be asked to deliver a CL lesson in a micro teaching room and be observed and later receive feedback and suggestions from peers and the lecturer.


Student teachers will be introduced to basic concepts of Chinese language testing, the procedures of language testing, the effective ways of setting various types of questions and the cognitive levels involved.

CS: Chinese Civics & Moral Ed

94

The Teaching of Chinese Civics and Moral Education

Course Code


No of AUs

Pre-requisite


Core 4 -


Core 2 -


Core 3 -

ACZ201 Teaching of Civics and Moral Education

(Chinese) 1

The historical background of moral education in Singapore schools. An overview of the primary school Civics and Moral Education programme. The selection of relevant materials for the teaching of moral education. The various approaches to the teaching of moral education. Hands-on experience and the preparation of teaching plans.


(Chinese) 2

This course examines the nature of children’s literature as well as the use of children’s literature in the teaching of civics and moral education as well as the Chinese language.


(Chinese) 3

This course deals with the use of IT in the teaching of Civics and Moral Education, as well as the Chinese language.

CS: English Language (Primary)

95

The Teaching of English Language (Primary)

Course Code


No of AUs

Pre-requisite

ACE201 Teaching Reading and Writing 1 Core 3 - ACE301 Teaching Reading and Writing 2 Core 3 - ACE401 Teaching Oral Communication Core 2 - ACE402 Teaching the Language Skills in the

Upper Primary Core 2 -

Certificate in English Language Studies (CELS)

BA/BSc (Ed) (Primary) student teachers doing English Language as a Curriculum Studies (CS) but not studying English as an Academic Studies (AS) subject are required by the Ministry of Education to do language enhancement courses leading to the Certificate in English Language Studies (CELS). Description of CELS is available on page 25.

ACE201 Teaching Reading and Writing 1

This course will equip student teachers with the knowledge of processes and strategies to teach reading and writing at the lower primary level. Student teachers will learn how language is learnt at home and in school so that they will be able to select teaching strategies that are appropriate for multilingual classrooms. They will become familiar with the learning outcomes of the Primary English Language Syllabus, and methods of monitoring and assessing pupils’ reading and writing. Student teachers will also learn how to use children’s texts and textbooks as resources for teaching reading and writing.

ACE301 Teaching Reading and Writing 2

This course will focus on the strategies for teaching developing readers and writers at the upper primary level. Student teachers will learn strategies for teaching the reading and writing of fiction, non-fiction


96

and multimodal texts, and learn how to integrate grammar teaching within these approaches. They will become familiar with the learning outcomes for the upper primary level as specified in the English Language syllabus. They will also learn methods of monitoring and assessing the reading and writing of upper primary pupils.

ACE401 Teaching Oral Communication

This course will focus on the teaching and assessment of children’s oral communication skills. Student teachers will learn how to teach children to express themselves in individual presentations as well as to participate as members of a group. Student teachers will become familiar with the learning outcomes for oral communication specified in the English Language Syllabus and learn how to plan lessons using a range of resources to teach speaking, listening and viewing.

ACE402 Teaching the Language Skills in the Upper

Primary This course is for student teachers who wish to specialise in teaching English in the upper primary. They will learn how to teach language across the curriculum through strategies to teach reading, writing and oral skills for inquiry and research. Student teachers will also learn how to teach language for literary response and expression in order to encourage children‘s critical and creative thinking. In addition, student teachers will learn appropriate and alternative methods of assessment. Throughout the course, student teachers will be shown how to evaluate and select texts out of the


97

complete range of genres and modes created for children for use in the upper primary multicultural classroom.

CS: Malay Language (Primary)

98

The Teaching of Malay Language (Primary)

Course Code


No of AUs

Pre-requisite

ACD201 The Teaching of Malay Language 1 (Pri) Core 5 - ACD301 The Teaching of Malay Language 2 (Pri) Core 5 - ACD302 The Teaching of Malay Language 3 (Pri) Core 3 - ACD401 The Teaching of Malay Language 4 (Pri) Core 3 - ACD402 The Teaching of Malay Language 5 (Pri) Core 2 -

ACD201 The Teaching of Malay Language 1 (Pri)

This course focuses on the theories, principles and approaches in language learning and language acquisition. The objectives, content and methods of teaching Malay language in the primary school curriculum will be dealt with in a holistic manner. Special emphasis will be given to the teaching of grammar and vocabulary as well as integrating the four language skills such as listening, speaking, reading and writing.


The course deals with the concepts and processes of listening and speaking skills where the learning and teaching of oral and aural skills in Malay language classrooms will be given due emphasis. Basic knowledge of the reading process and development of reading skills and strategies for teaching reading and comprehension skills will be an important component of the course.

CS: Malay Language (Primary)

99


The link between reading and writing and the teaching of writing skills are the main focus of this course. Understanding of the writing processes and methods of teaching, managing and motivating students in their writing tasks will form the major part of the course.


Language evaluation and testing. The basic concepts in testing, the concept of validity and reliability, the construction, development and administration of Malay language tests. Analysis of test items and materials. Use of IT-based materials in Malay language tests.


Learning differences among pupils. Learning styles and learning support to enhance language learning. Intervention techniques and linguistic difficulties faced by pupils.

CS: Malay Moral Education (Primary)

100

The Teaching of Malay Moral Education (Primary)

Course Code


No of AUs

Pre-requisite

ACV301 The Teaching of Moral Education (Malay) 1 (Pri)

Core 3 -


Core 3 -


Core 3 -

ACV301 The Teaching of Moral Education (Malay) 1

(Pri)

Introduction to an analysis of the various components of cross cultural practices existing in our multi-racial culture. Religion and how it can contribute to the components. The important festivals and their values, places of worships, customs and traditions.


An introduction to the study of moral education. The aims of moral education and the presentation of four approaches, i.e. cultural transmission approach, consideration approach, cognitive developmental approach and values clarification approach. The Singapore curriculum and its objectives.

ACV401 The Teaching of Moral Education (Malay) 3

(Pri)

An overview of the programme. The aims and objectives, the approaches, techniques and strategies and preparation of teaching plans. Hands-on experience in the preparation of specific lessons.

CS: Mathematics (Primary)

101

The Teaching of Mathematics (Primary)

Course Code


No of AUs

Pre-requisite

ACM302 The Teaching and Learning of Primary Mathematics I

Core 3 -


Core 3 -

ACM401 The Teaching and Learning of Primary Mathematics III

Core 2 -


Core 2 -

ACM302 The Teaching and Learning of Primary Mathematics I

Overview of the Singapore Primary Mathematics Curriculum; NE infusion; Preparation of Scheme of Work and Lesson Plans; Pedagogical Strategies and Psychological Theories; Teaching of Whole Numbers, Fractions, Decimals, Percentages, Ratio and Direct Proportion, Rate and Speed. [ICT and common pupils’ errors will be dealt with in the teaching of various topics.]

ACM303 The Teaching and Learning of Primary

Mathematics II

Teaching Problem Solving and Investigations; Mathematical Communication; Teaching of Geometry, Money and Measures, Mensuration, Graphical Representation and Statistics, Algebra. [ICT and common pupils’ errors will be dealt with in the teaching of various topics.]

CS: Mathematics (Primary)

102

ACM401 The Teaching and Learning of Primary Mathematics III

This course covers two broad areas: (a) Various traditional assessment modes in Mathematics and the use of these modes in schools to assess pupil performance, in particular, the planning and construction of test items and (b) Practice of teaching skills, including catering for pupils of mixed abilities.

ACM402 The Teaching and Learning of Primary

Mathematics IV

This course provides further pedagogical skills for those who will go deeper into teaching mathematics, especially at upper primary levels. Topics include: Games in Mathematics; Advanced use of ICT in mathematics teaching; Challenging Problems in Upper Primary Mathematics. Student teachers will also undertake Independent Study Topics which will enhance their teaching repertoire.

CS: Music (Primary)

103

The Teaching of Music (Primary)

Course Code


No of AUs

Pre-requisite

ACI201 Music Curriculum I Core 3 - ACI301 Music Curriculum II Core 3 - ACI401 Music Curriculum III Core 2 - ACI402 Music Curriculum IV Core 2 -

ACI201 Music Curriculum I

The application of musicianship skills towards analysing and diagnosing appropriate instructional goals, objectives, music teaching strategies and teaching materials for the primary school in Singapore. Foundational musicianship such as music and movement, elementary conducting and rehearsal techniques, improvisation/composition and voice studies is developed and explored in broader segments.

ACI301 Music Curriculum II

The course examines the music syllabus currently taught in Singapore lower primary schools, focusing on the rationale, background and philosophy of the syllabus together with practical experience of the musical material used towards managing and developing a general music programme. Pedagogies and practices that are suitable for primary 1, 2 and 3 levels will be explored to help student teachers plan and teach a holistic and integrated music curriculum.

CS: Music (Primary)

104

ACI401 Music Curriculum III

Further examines and evaluates relevant teaching materials, methods and practices available for the teaching of upper primary music curriculum. Continue to explore different aspects of music teaching and learning processes to develop an understanding of the music of local and global cultures, creativity and critical thinking skills, current policies and initiatives by the Ministry and their impact on music syllabuses.

ACI402 Music Curriculum IV

The course focuses on curriculum planning as well as the management of musical co-curricular activities. It examines the rationale, philosophy, objectives, long- and mid-term goals of both classroom and non classroom music.

CS: Physical Education (Primary)

105

The Teaching of Physical Education (Primary)

Course Code


No of AUs

Pre-requisite

APC101 Principles of Games Core 2 - APC102 Outdoor Residential Camp Core 1 - APC130 Badminton Prescribed 2 - APC131 Volleyball Prescribed 2 - APC201 Fitness & Conditioning Core 1 - APC230 Soccer Prescribed 2 - APC231 Netball Prescribed 2 - APC232 Basketball Prescribed 2 - APC233 Rugby Prescribed 2 - APC234 Hockey Prescribed 2 - APC235 Softball Prescribed 2 - APC236 Tennis Prescribed 2 - APC301 Instructional Methods in Physical

Education Core 2 -

APC331 Curriculum Gymnastics Prescribed 2 - APC333 Dance Prescribed 2 - APC334 Swimming Prescribed 2 - APC335 Track & Field Prescribed 2 - APC401 Instructional Strategies in Teaching

of Physical Education Core 3 -

APC101 Principles of Games

This course is designed to introduce student teachers to the management strategies and theories underpinning the teaching of games. A broad spectrum of lead-up games will be presented covering four classifications of invasion, net/barrier, striking/fielding and target to provide a systematic and creative understanding of the transferability of principles. Game-sense will be developed through an eclectic conceptual development using elements of ‘play practice’, sport education, and tactical approaches.


106

APC102 Outdoor Residential Camp This course provides student teachers with the essential knowledge, skills and experience in outdoor education that will allow them to conduct similar outdoor education activities in schools. The course employs the experiential learning approach to prepare student teachers in areas such as programme planning, logistics management, risk assessment and safety management, expedition planning, execution of activities, facilitation skills, and programme evaluation. Ample emphasis is given to making outdoor education a positive learning experience.

APC130 Badminton

Badminton is a game that volleys a shuttlecock across a net with rackets. In this course students will be introduced to a variety of methods in which beginners could acquire the basic volleying skills in badminton (such as the net shots, drop shots and drives). The aim of this course is to enable students to improve their volleying skills in badminton so that they are equipped with adequate badminton skills and learning strategies to enable them to teach badminton in school. The students will also learn the basic rules of the game so that they will be able to umpire games in the competitions.


107

APC131 Volleyball

This course is designed to equip student teachers with the necessary basic skills and teaching points in order to teach volleyball in schools in Singapore. Special attention will be paid to acquiring the basic skills in volleyball i.e. forearm pass (dig), the face pass (volley), the serve (underarm and overhand), the spike and the block. Emphasis is placed on small-group activity and how to organize and conduct small-group activity in the school situation. Ample practice, reinforced with sound teaching points, is given to the use of the basic skill/skills in small-group game situations. Information about the latest rules of the game and referee hand signals will also be incorporated into the course.

APC201 Fitness and Conditioning

This course is designed to help student teachers understand the theoretical and practical considerations regarding physical fitness and its development. Equal emphasis will be given to health related as well as performance related components of physical fitness. Various methods of training and testing for the components of physical fitness will be dealt with in practicals planning and writing training plans will be the concluding part of this course.

APC230 Soccer

This course is designed to impart basic soccer skills and knowledge to student teachers for the purpose of teaching children in a school setting. The emphasis of the course is on providing ample opportunities to


108

play the game as well as to gain better knowledge on how to teach students.

APC231 Netball

The course is designed to impart basic netball skills and knowledge to student teachers for the purpose of teaching children in a school setting. The course will teach the basic skills of footwork, ball skills, goal shooting, and attacking/defending, as well as the application of these skills and game concepts/tactics in game play.

APC232 Basketball

A variety of practical applications including: 1) individual on-ball and off-ball skill development, 2) team/game situations and 3) delivery of a basketball class using action-station and team-teaching methods are used to improve skills and knowledge in basketball. Students will be able to assimilate that knowledge (apply it into the Physical Education pedagogy context) in a fun learning-oriented environment.

APC233 Rugby

The form of Sport Education incorporating Games Concept Approach, Inquiry Based Learning, Hellison’s Levels of Responsibility, Situated Learning, Problem Solving and Decision Making, Independent and Self Paced Learning will be explored. Instructional characteristics will include: Festive atmosphere, Record keeping/accountability/statistical analysis/match reports, Consistent team with draft,


109

Formal scheduled competition, Sport Education Roles, Modified Games. It is intended to combine Sport Education and Games Concept Approach as both programs provide a focus of student centeredness, and the development of games play through the early immersion of students into modified games situations. The focus is not on traditional development of sports skills rather on wider learning outcomes. Student teachers will have the opportunity to complete the International Rugby Union (IRB) Level 1, The Australia Rugby Union SMART Program and gain recognition by the Singapore Sports Council as registered coaches.

APC234 Hockey

The game of Hockey, while inherently exciting, is usually poorly taught in schools and is consequently labeled a ‘dangerous’ game. The course aims to provide Physical Education teachers with the necessary skills and knowledge to present the game in a safe yet enjoyable manner to their students.

APC235 Softball

This course is designed to impart basic softball skills and knowledge to student teachers for the purpose of teaching children in a school setting. The emphasis of the course is on providing ample opportunities to play the game as well as to learn how to demonstrate basic skills.


110

APC236 Tennis

This course is designed to assist student teachers develop their basic tennis skills to a level of efficiency which will enable them to introduce and teach the games to beginners in schools.

APC301 Instructional Methods in Physical Education

This course covers the foundation skills of planning, teaching and evaluating physical education including: content selection and development; organization; instructional strategies; time on task, and student management systems; observation of student performance; and feedback provision. Course format will include lectures, discussions, practical experiences, group work, and microteaching in a neighbourhood school.

APC331 Curriculum Gymnastics

This course will introduce the curriculum gymnastics to participants by means of thematic movement concepts based largely on floor activities and incorporating small and large apparati. The aims of curriculum gymnastics will be espoused. The basic vocabulary of movement will be enhanced with emphasis on the cognitive and affective development through the appropriate use of pedagogical styles. In addition, basic floor, kipping and vaulting skills will be taught with a focus on a mechanical understanding of the techniques involved as well as developing appropriate progression and competent spotting and an understanding of the biomechanical principles involved. Advances in video and computer technology will be introduced to student teachers to


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enhance their ability to analyse movement qualitatively. Participants will enhance self-confidence to teach gymnastics in a safe and fun way.

APC333 Dance

Teaching methods and resource for the planning and instruction of folk and line dances in the primary and secondary school curriculum. Student teachers will learn dances from different cultures reflecting a variety of styles and techniques. In addition, student teachers are introduced to the methods of leading creative dance experiences for children. The teaching methods used enable the design of lessons appropriate for a wide range of ages, interests and developmental stages. It also aims to give student teachers a chance to discover the creative juice in them and draw on the elements of dance to create their own dances.

APC334 Swimming

This course aims to develop introductory teaching skills and stroke competencies in swimming. Student teachers will learn how to teach swimming to beginners by employing basic learn-to-swim and lead-up activities. Student teachers will be expected to practise, acquire and, finally, demonstrate correct and efficient technique in at least three out of the four swimming strokes (front crawl, breaststroke, backstroke and butterfly). Other related skills of swimming such as floating, diving, and water games will also be introduced. Safety in and around swimming pools (and other aquatic environments) will be emphasised in this course. This course is


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primarily activity-based and hence, participation is required. Student teachers will be required to be in proper swimming attire for each lesson.

APC335 Track and Field

This course is designed to equip teachers with the necessary knowledge and skills to teach selected Track and Field events. Biomechanical, physiological, anatomical, pedagogical and social issues and concepts will be used to show the link between the sciences and Track and Field events. The benefits of Track and Field as a vehicle for fun and fitness, as well as growth and development will be emphasised. In the second part of this course, basic coaching of Track & Field events will be emphasized so as to enable teachers to take charge of Track & Field as a CCA in the schools.


This course, second in a series, builds on foundation pedagogical knowledge and skills appropriate for school students. It develops competence in a variety of teaching methods including inquiry, problem solving, group work and peer-teaching. Emphasis is placed on Mosston’s teaching styles as well as concept approach to the teaching of games. The focus is on planning, teaching and evaluating situationally relevant lessons. Student teachers will be encouraged to refine their own teaching through systematic observation and analytic reflection. Course content will be presented through lectures, seminars, practical workshops, peer- and micro-teaching assignments in a neighbourhood school.

CS: Science (Primary)

113

The Teaching of Science (Primary)

Course Code


No of AUs

Pre-requisite

ACS201 Curriculum and Pedagogy for Primary Science

Core 3 -

ACS301 Assessment Modes and Resource Management in Primary Science

Core 3 -

ACS401 Innovations in Design and Practices for Primary Science

Core 2 -


Core 2 -

ACS201 Curriculum and Pedagogy for Primary Science

The nature of Science and scientific inquiry for young children will be the central guiding principles for learning in this course. Beginning teachers will gain an overview of the goals/objectives of the Primary Science curriculum from the analyses of syllabuses, textbooks, and other curricular materials with respect to present educational initiatives in Singapore. Drawing on contemporary learning theories and research findings, various methods and strategies in Primary Science will be taught through lectures and practical work.

ACS301 Assessment Modes and Resource Management in

Primary Science

The course examines the underlying concepts and rationales in Primary Science assessment. Formal/non-formal methods of assessment as well as the construction and analyses of tests and practical work will be taught. Learners will also know how to use ICT, learning aids and other resources for effective Primary Science teaching and learning.

CS: Science (Primary)

114

ACS401 Innovations in Design and Practices for Primary Science

Beginning teachers will critically reflect on their own planning, instruction and assessment practices from previous courses and during their teaching practicum. In particular, this course will introduce learners to children’s ideas in Science, strategies for conceptual change, and designing investigative Science projects.

ACS402 Current Trends, Issues and Challenges in Primary

Science

This course will focus in greater depth on current trends, issues and challenges in Primary Science. An attempt will be made to balance both international and local trends, issues and challenges. The emphasis in this course will be on the roles of a teacher as an action researcher and as a life-long learner. Discussion will focus on trends, issues and challenges involving innovations in practices on curriculum, instruction and assessment.

CS: Social Studies (Primary)

115

The Teaching of Social Studies (Primary)

Course Code


No of AUs

Pre-requisite

ACL201 Teaching Social Studies in the Primary Classroom I

Core 3 -

ACL301 Teaching Social Studies in the Primary Classroom II

Core 3 -

ACL401 Managing Diversity in the Social Studies Classroom

Core 2 -


Core 2 -

ACL201 Teaching Social Studies in the Primary Classroom

I

This course aims to develop within student teachers an understanding of the nature, scope and goals of Social Studies in the context of the Singapore primary curriculum. It seeks to equip them with a variety of classroom-based teaching strategies that are relevant to the Singapore Primary Social Studies syllabus. The historical, geographical and economic concepts and skills in the syllabus will be examined and effective teaching strategies for Social Studies will be explored.

ACL301 Teaching Social Studies in the Primary Classroom II

This course aims to provide student teachers with further strategies for teaching the Singapore Primary Social Studies syllabus. There will be reinforcement of understanding and skills in planning effective units of instruction incorporating the use of inquiry and other pupil-centred strategies, explorations of the use of effective co-operative groupwork and the use of IT in enhancing learning in the classroom. The

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principles and practice of organizing and conducting fieldwork will also be covered.

ACL401 Managing Diversity in the Social Studies

Classroom

This course aims to provide student teachers with the knowledge and skills to use an inter-disciplinary approach to teaching Social Studies. The course will also provide them with the knowledge and skills to cater to diversity in the primary classroom.


This course will equip student teachers with more advanced strategies to teach Social Studies at the upper primary levels. More opportunities are given to explore in greater depth, complex task design, advanced co-operative learning strategies and the use and development of inquiry and IT-related research skills.

CS: Art (Secondary)

117

The Teaching of Art (Secondary)

Course Code


No. of AUs

Pre-requisites

ACA321 The Development of Adolescent Art & Its Implications for Teaching

Core 3 -


Core 3 -

ACA421 Creativity, Thinking Skills and the Visual Arts

Core 3 -


Core 3 -

ACA321 The Development of Adolescent Art & its

Implications for Teaching

This course will consist of introductions to classical and contemporary theories of adolescent development and their implication in the visual arts education. This course will help student teachers understand the various theoretical frameworks and how these underpin particular approaches to pedagogy and classroom practice. Student teachers will be aware of the values and philosophies that underpin the art curriculum in secondary school. Student teachers will also learn how to design art experiences for adolescents which will promote and encourage intellectual and emotional development.


The course will look into how the teaching of art has evolved over history. Issues that arise from the various education philosophies and theories and their curriculum implications in art education will be discussed. The course will also examine how government policies and initiatives in the arts influence the teaching of art in local schools.

CS: Art (Secondary)

118

ACA421 Creativity, Thinking Skills and the Visual Arts

This course explores the role art processes play during adolescence in fostering and encouraging the growth of thinking skills and creativity. This course examines recent research which shows that within adolescents’ exploration of art media, adolescents form, in addition to aesthetic understandings, logicomathematical thinking and problem solving skills. Given the opportunities and appropriate teaching, adolescent’s art serves as a template for many later kinds of creative thinking.


This course will explore the educational role of museums and galleries and its relationship to art education. The primary aim is to help student teachers conceptualise and develop innovative gallery-based resources for different levels of schooling. Fieldtrips will be conducted to the various local museums and galleries.

CS: Biology (Secondary)

119

Teaching of Biology (Secondary)

Course Code


No. of AUs

Pre-requisites

ACB321 Teaching of Biology I Core 3 - ACB322 Teaching of Biology II Core 3 - ACB421 Teaching of Biology III Core 3 - ACB422 Teaching of Biology IV Core 3 -

ACB321 Teaching of Biology I

The course consists of three parts:

Part 1: discusses some issues of the nature and philosophy of science, and the use of history for teaching biology. It also introduces student teachers to biologists belonging to the minority groups. Part 2: discusses alternative conceptions, difficulties and problems in various biology topics, and the use of concept maps for teaching biology. Part 3: covers the various learning theories, styles and approaches, multiple intelligences theory, and the use of analogies and word juxtapoz for teaching biology.

ACB322 Teaching of Biology II

This course examines the Biological Sciences curriculum in Singapore Schools and how to plan lessons for pupils of different ability ranges and levels in secondary schools. A variety of teaching/learning strategies, are thinking/study skills and co-operative learning strategies are discussed. The management and control of pupil behaviour, safety practices in science, IT, its applications and resources for Biology teaching from the Internet, are explored.

CS: Biology (Secondary)

120

ACB421 Teaching of Biology III

This course focuses on issues on the what and why of testing in science. Test construction, marking of examination scripts, and its implications for teachers and teaching styles are addressed. Alternative assessments of practical skills, the setting of tasks for Science Practical Assessment, crafting rubrics for teachers’ practical assessment and marking of practical work are also considered. The role of resource centres for field trips, planning and conducting field trips are also featured.

ACB422 Teaching of Biology IV

This course focuses on current trends, issues, and challenges in biological education. It will include problems, practices and innovations in curriculum, instruction and assessment. The course will provide students with an understanding of relevant issues to help them become more reflective practitioners.

CS: Chemistry (Secondary)

121

The Teaching of Chemistry (Secondary)

Course Code


No. of AUs

Pre-requisites

ACY321 The Teaching of Chemistry I Core 3 - ACY322 The Teaching of Chemistry II Core 3 - ACY421 The Teaching of Chemistry III Core 3 - ACY422 The Teaching of Chemistry IV Core 3 -

ACY321 The Teaching of Chemistry I

Basic issues, concepts and principles in chemical education. Psychological principles crucial to the teaching and learning of chemistry. Issues related to the organisation and implementation of the science/chemistry curriculum. The integration of IT into the chemistry curriculum. The planning and teaching strategies, and resources crucial for the effective teaching of chemistry that includes unit and lesson planning, the inquiry approach, constructivist approach, problem-solving, expository teaching and demonstrations.

ACY322 The Teaching of Chemistry II

Purposes of evaluation, tables of specifications, test construction, administration, marking, and analysis; interpretation of test scores. Alternative assessment modes such as open-book tests, take-home examinations, concept mapping, assessment of attitudes and values, and project work will be considered. The management, assessment and moderation of SPA (school-based practical assessment). The management of the chemistry laboratory and laboratory safety.

CS: Chemistry (Secondary)

122

ACY421 The Teaching of Chemistry III

Micro-teaching provides opportunities to identify and practise basic teaching skills such as opening and closing a lesson, explaining concepts, questioning and responding to pupils. Student teachers practise the relevant skills through mini-presentations on selected chemistry topics at the secondary level. The presentations are reviewed and critiqued by peers and the tutor.

ACY422 The Teaching of Chemistry IV

This course will focus in greater depth on current trends, issues and challenges in chemistry education. This includes blended learning design, multimedia learning framework, Web 2.0 applications, and inquiry based teaching and learning.

CS: Chinese Language (Secondary)

123

The Teaching of Chinese Language (Secondary)

Course Code


No. of AUs

Pre-requisites

ACC221 Teaching of Chinese Language 1 Core 4 - ACC222 Teaching of Chinese Language 2 Core 3 - ACC321 Teaching of Chinese Language 3 Core 4 - ACC421 Teaching of Chinese Language 4 Core 2 - ACC422 Teaching of Chinese Language 5 Core 2 -


This course aims to provide student teachers with basic theories and concepts of language and language teaching at secondary level, with special reference to Chinese. Its objective is to enable student teachers to design their own lesson plans with confidence, backed by sound theoretic knowledge.


This course discusses the aims, objectives and contents of existing Chinese Language curriculum. It also provides an overview of different phases and activities involved in developing, managing, and evaluating a sound, rational, and effective Chinese language programme. Key stages in the curriculum and material development process are examined.

ACC321 Teaching of Chinese Language 3 This course aims to equip student teachers with techniques in the teaching of different language skills. Student teachers will acquire a comprehensive understanding of the various teaching methods and various practical techniques.

CS: Chinese Language (Secondary)

124

ACC421 Teaching of Chinese Language 4 This course aims to develop student teachers’ teaching competency through a mock classroom teaching setting. Student teachers will be asked to deliver a CL lesson in a micro teaching room and be observed and will later receive feedback and suggestions from peers and the lecturer.


Student teachers will be introduced to basic concepts of Chinese language testing, the procedures of language testing, the effective ways of setting various types of questions and the cognitive levels involved.

CS: Chinese Literature (Secondary)

125

The Teaching of Chinese Literature (Secondary)

Course Code


No. of AUs

Pre-requisites

ACJ221 Teaching of Chinese Literature 1 Core 2 - ACJ222 Teaching of Chinese Literature 2 Core 5 - ACJ321 Teaching of Chinese Literature 3: IT and

Project Work Core 2 -

ACJ221 Teaching of Chinese Literature 1

The course introduces student teachers to the Chinese literature syllabus for Singapore secondary schools. The course will also introduce various literary theories and discuss their implications in the teaching of Chinese literature. Student teachers will also be equipped with basic knowledge about major elements of Chinese literature, as well as the aims and objectives of teaching of Chinese literature. The objective is to equip student teachers with the knowledge and skills in the teaching of Chinese literature.

ACJ222 Teaching of Chinese Literature 2

The course deals with the formal, stylistic and thematic features of various literary genres and the skills of teaching of different literary Chinese genres, both classical and modern. It also deals with the infusing of thinking skills in the teaching of Chinese literature.

CS: Chinese Literature (Secondary)

126

ACJ321 Teaching of Chinese Literature 3: IT and Project Work

This course provides the fundamental principles and knowledge on the use of IT in the studying and teaching of Chinese Language and Literature. It equips student teachers with basic skills and approaches in searching, selecting and integrating of digital resources in the teaching of Chinese language and literature. It also introduces to student teachers the aims and objectives as well as fundamental concepts and strategies in supervising group projects in secondary school.

CS: Drama (Secondary)

127

The Teaching of Drama (Secondary)

Course Code


No. of AUs

Pre-requisites

ACU321 Elements of Drama Core 3 - ACU322 Drama and Theatre in Education Core 3 - ACU421 Theatre for Young People Core 3 - ACU422 Process Drama Core 3 -

ACU321 Elements of Drama

This course introduces student teachers to the key features of dramatic forms. Theory is combined with practice in this interactive and developmental approach to drama. Student teachers will experience and come to understand the processes intrinsic to understanding and creating dramatic works.

ACU322 Drama and Theatre in Education This course introduces key concepts and developments in the practice of drama as pedagogy. In varying contexts drama has been used for: artistic communication, personal development, meaning-making and empowerment. Student teachers will come to understand a range of philosophical viewpoints relating to the educative purpose and power of drama and how they are realized in practice.

CS: Drama (Secondary)

128

ACU421 Theatre for Young People (TYP) This is a practical course in Young People’s Theatre. Topics will include Children’s Theatre, Youth Theatre and Theatre for Youth. The course examines current issues in the philosophy and practice of TYP. Student teachers will work through a playbuilding process to devise material suitable for the Singapore school context.

ACU422 Process Drama This course employs drama as an investigative or problem-solving method. Student teachers will develop understanding of the particular structural requirements of process dramas and the learning opportunities they afford. Process drama enhances learning in the cognitive, aesthetic and affective domains.

CS: English Language (Secondary)

129

The Teaching of English Language (Secondary)

Course Code


No. of AUs

Pre-requisites

ACE321 Teaching of English at the Secondary Level: Oral Communication

Core 3 -


Core 3 -

ACE421 Teaching Grammar at the Secondary Level

Core 3 -

ACE422 Teaching of English at the Secondary Level: Writing

Core 3 -

ACE321 Teaching of English at the Secondary Level: Oral Communication This course will enable English Language student teachers to develop expertise in teaching and assessing oral communication skills at secondary level. Student teachers will develop a foundational knowledge of oral communication and review the main approaches to teaching and assessing listening and speaking skills effectively in the classroom. The course engages student teachers through collaborative learning activities and demonstrations of approaches to teaching oral communication, and provides guidance in developing, evaluating and adapting teaching tasks and resources.

ACE322 Teaching of English at the Secondary Level:

Reading

This course will enable English Language student teachers to develop expertise in teaching and assessing reading skills at secondary level. Student teachers will develop an understanding of the critical role that reading plays in the language classroom, and investigate varied teaching strategies for meeting learners’ diverse abilities and needs. The course

CS: English Language (Secondary)

130

engages student teachers through collaborative learning activities that explore approaches to teaching and assessing reading, and provides guidance for developing, evaluating and adapting reading tasks and resources.

ACE421 Teaching Grammar at the Secondary Level

This course will enable English Language student teachers to develop expertise in teaching and assessing grammar at the secondary level. Student teachers will develop an understanding of the role of grammar in syllabus text types and current textbooks, and practice designing appropriate grammar teaching and assessment strategies within the wider context of teaching other language skills. The course engages student teachers through presentations and demonstrations of approaches to grammar teaching, and provides guidance for developing, evaluating and adapting grammar teaching tasks and resources.

ACE422 Teaching of English at the Secondary Level:

Writing

This course will enable English Language student teachers to develop expertise in teaching and assessing writing skills at the secondary level. Student teachers will develop an understanding of theoretical approaches to teaching and assessing writing, and explore different strategies for effectively integrating classroom writing with other language skills and curriculum subjects. The course engages student teachers through collaborative and reflective activities that provide guidance in developing, evaluating and adapting textual and media resources for the writing syllabus.

CS: English Literature (Secondary)

131

The Teaching of English Literature (Secondary)

Course Code


No. of AUs

Pre-requisites

ACR321 Teaching Prose Core 3 - ACR322 Teaching Poetry Core 3 - ACR421 Teaching Drama Core 3 - ACR422 Literature Assessment Core 3 -

ACR321 Teaching Prose

This course starts by giving a broad overview of the principles, aims and objectives, and general methodology of teaching Literature as a subject. It considers the assumptions underlying different approaches to Literature teaching, as well as examines the local Literature curriculum. Issues such as text selection, canon-formation and problems of representation will also be considered. The course will then consider the various approaches and techniques for teaching prose fiction like the short story and the novel. It covers the selection of appropriate material as well as teaching strategies for the different elements of narrative and style. It will pay attention to the links between reading and writing while considering teaching prose for literary development, cultural literacy, and creative and critical thinking.

ACR322 Teaching Poetry

This course introduces approaches and techniques for teaching poetry. It covers the selection of appropriate material and teaching ideas for the different elements of poetry. It will also pay attention to the links between reading and writing about poetry while considering the teaching of poetry for literary

CS: English Literature (Secondary)

132

development, cultural literacy, and creative and critical thinking.

ACR421 Teaching Drama

This course introduces approaches and techniques for teaching drama. It covers the selection of appropriate material as well as teaching strategies for the different elements of drama. It also pays attention to the links between reading, performance and writing, while considering the teaching of drama for literary development, cultural literacy, and creative and critical thinking.

ACR422 Literature Assessment

This course considers the principles of assessment and the various ways of assessing Literature—through traditional pen-and-paper assessment, extended writing, project work, and portfolio-keeping. Student teachers will have the opportunity to practice marking Literature essays as well as to set and critique different questions, tests and exam papers.

CS: Family & Consumer Sciences (Secondary)

133

The Teaching of Family and Consumer Sciences (Secondary)

Course Code


No. of AUs

Pre-requisites

ACQ321 Family and Consumer Sciences Curriculum

Core 3 -

ACQ322 Introduction to Family and Consumer Sciences Teaching

Core 3 -

ACQ421 Evaluation in Family and Consumer Sciences Teaching

Core 3 -

ACQ422 Trends in Family and Consumer Sciences Education

Core 3 -

ACQ321 Family and Consumer Sciences Curriculum

The focus of this course is on the nature, historical, and philosophical base of family and consumer sciences; integrative focus of disciplines and areas of specializations; the rationale and objectives of teaching family and consumer sciences; curriculum development and planning in family and consumer sciences programmes in school settings.

ACQ322 Introduction to Family and Consumer Sciences

Teaching

The focus of this course is on the principles of teaching and learning applied to family and consumer sciences content. Instructional strategies appropriate for formal and informal settings including specific strategies for diverse audiences will be discussed. Student teachers will develop teaching skills through their participation in simulated teaching activities with emphasis on the management of strategies. Innovative use of instructional methods in relation to current trends is also highlighted.

CS: Family & Consumer Sciences (Secondary)

134

ACQ421 Evaluation in Family and Consumer Sciences Teaching

The focus of this course is on the principles of evaluation, framework for evaluation, procedures for appraising students’ progress in the attainment of objectives. Content includes the construction of a range of evaluation instruments related to family and consumer sciences programmes in schools.

ACQ422 Trends in Family and Consumer Sciences

Education

The focus of this course is on topical concerns and current issues of teacher and school and its impact on the curriculum, instruction and assessment of family and consumer sciences in schools. Student teachers will learn the necessary knowledge and skills that will enable them to carry out small scale research studies in a relevant cognate area. Each student teacher will undertake a project in a cognate area of family and consumer sciences education in school.

CS: Geography (Secondary)

135

The Teaching of Geography (Secondary)

Course Code


No. of AUs

Pre-requisites

ACG321 Planning for Geography Teaching Core 3 - ACG322 Classroom-based Teaching Methods Core 3 - ACG421 Field-based Teaching Strategies and

Assessment in Teaching Geography Core 3 -


Core 3 -

ACG321 Planning for Geography Teaching

This course lays the foundation for student teachers to teach Geography for understanding. It provides an overview of the rationale and evolution of the teaching and learning of Geography. Student teachers will develop an in-depth understanding of the discipline by exploring geographical concepts. They will also engage in unit planning and explore the diversity of learners in this planning stage.

ACG322 Classroom-based Teaching Methods

The focus of this course is to help student teachers acquire teaching approaches and strategies to teach Geography for understanding. Student teachers will learn how to translate their Geographical understandings into meaningful classroom teaching and learning. Using inquiry approaches as a basis, they will then develop unit learning experiences and lesson plans that support deep learning.

CS: Geography (Secondary)

136

ACG421 Field-based Teaching Strategies & Assessment in Teaching Geography

This course emphasizes the importance of fieldwork in the effective teaching and learning of geography. Participants will be given opportunities to explore and discuss issues in the planning and execution of field inquiry in the school curriculum. Consideration will also be given to the assessment of learning in geography, both during and after fieldwork, as well as in regular classroom interaction.


This course aims to provide student teachers with an understanding of the nature, scope and goals of social studies education in Singapore. The course will provide opportunities for student teachers to reflect on issues related to the secondary social studies syllabus content, and acquire an understanding of these issues. It also seeks to equip student teachers with a variety of classroom-based teaching strategies that are appropriate for the teaching of concepts, content, skills and values to differentiated learners in the social studies classroom. Student teachers will be exposed to these strategies through experiential learning. The tutorials will also provide opportunities for student teachers to reflect on critical issues of social studies teaching, discuss and practice some of teaching strategies, and design and develop unit and lesson plans in a cooperative learning environment. Student teachers will have opportunities to set source-based questions and structured-essay questions, devise the mark schemes and mark answer scripts.

CS: History (Secondary)

137

The Teaching of History (Secondary)

Course Code


No. of AUs

Pre-requisites

ACH321 Teaching of Secondary History and Social Studies I

Core 3 -

ACH322 Teaching for Historical Understanding Core 3 - ACH421 Teaching and Learning of Secondary

History and Social Studies II Core 3 -


Core 3 -

ACH321 Teaching of Secondary History and Social Studies

I

This course introduces student teachers to the teaching and learning of History and Social Studies at the secondary school level. The course will give student teachers an insight into the nature and purpose of History and Social Studies in schools, and allow them to explore the curriculum as well as examine the issues and key questions that are central to these disciplines. This course is designed to equip student teachers with teaching strategies that may enhance the learning of History and Social Studies in the classroom, and provide them with ample opportunities to plan for teaching.

ACH322 Teaching for Historical Understanding

The general assumption that a sturdy understanding of the past may be acquired by a process of committing historical narratives (events, details, names and dates) to memory may no longer be tenable. An increasing body of research on History and Social Studies education demonstrates that learning History, for the purpose of deeper understanding, involves not only the study of such narratives but also the acquisition of a set of


138

discipline-specific cognitive strategies that students can use to better learn and understand the past. Teaching for historical understanding aspires to equip students not only with historical content but also with the necessary tools that can enable them to explore, interpret and understand the past, as a part of learning to think historically. This course introduces student teachers to the challenging and complex undertaking of teaching for historical understanding. Student teachers will be exposed to selected concepts that underpin the historical discipline, the key skills and processes that are involved in historical writing & investigation, as well as the importance of sources as the primary means of historical inquiry.

ACH421 Teaching and Learning of Secondary History and

Social Studies II

This course seeks to expose student teachers to an interesting and challenging strategy in the teaching of History and Social Studies by taking them out of the classroom. The course will focus on how field trips can be used to enhance students’ learning and increase their knowledge of a subject through active hands-on experience with the rich resources within the local community. This course is designed to equip student teachers with the ability to plan, organize and conduct field trips to selected sites in Singapore. Not only will student teachers discover valuable information about the sites visited, they will themselves be able to organize such trips to enhance their students’ learning experiences and awareness of their own culture and heritage.


139


This course seeks to expose student teachers to key issues involved in the assessment and evaluation of History and Social Studies in secondary schools. Generally, the course aims at enabling student teachers to conduct assessment in these subjects, with attention given to the practical aspects of how to assess what students learn from being taught History and Social Studies. In line with the objectives and examination requirements of the current syllabus, the main emphasis of the course will be on the ways source materials can be used to meet assessment demands of the two subjects. For this purpose, the course has been designed to give student teachers ample opportunities at setting source-based and structured essay questions, as well as giving them adequate practice at both devising marking schemes and the marking of answer scripts. Student teachers will also be introduced to formative assessments and how these may be used in schools to evaluate students’ learning.

CS: Malay Language (Secondary)

140

The Teaching of Malay Language (Secondary)

Course Code


No. of AUs

Pre-requisites

ACD221 The Teaching of Malay Language 1 (Sec)

Core 3 -


Core 3 -


Core 3 -


Core 3 -


The principles of language learning. Various theories and general approaches to language teaching and learning. The objectives and content of teaching Malay language curriculum in schools. Planning a Malay language lesson. Integrating language skills such as listening, speaking, reading and writing. The teaching of grammar and vocabulary.


The course deals with the processes of listening and speaking skill. The learning and teaching of oral, listening and speaking skills in language classroom. The reading process and development of reading skills. The strategies used to teach reading and comprehension skills.

CS: Malay Language (Secondary)

141


Teaching of writing. Understanding the writing process. Introduction to the salient principles for the teaching of writing. Creative methods to the teaching of writing such as process writing and genre writing.


Malay Language testing and assessments. The basic concepts, the construction and administration of test items, item review and analysis, discrete item test and integrative tests, and skills in developing Malay language tests and assessments at secondary school level. The crafting of examination papers, including marking schemes as well as hands-on practice on marking. The introduction of authentic and alternative assessments, including IPW and others, rubric designs and its application in classroom settings with students of differing academic abilities in mind. Creative and critical thinking in assessments will be emphasized.

CS: Malay Literature (Secondary)

142

The Teaching of Malay Literature (Secondary)

Course Code


No. of AUs

Pre-requisites

ACF321 The Teaching of Malay Literature 1 Core 3 - ACF322 The Teaching of Malay Literature 2 Core 3 - ACF421 The Teaching of Malay Literature 3 Core 3 - ACF422 The Teaching of Malay Literature 4 Core 3 -

ACF321 The Teaching of Malay Literature 1

The aims and objectives of teaching literature and the place of literature in the curriculum. An overview of the developments of modern Malay and Indonesian literature. The general methods and techniques of teaching literature. The knowledge and skills of teaching modern Malay and Indonesian novel, short story, poetry and drama/play at secondary schools.


The course prepares the pre-service student teachers to teach traditional Malay literature in secondary schools. An overview of the main features and developments of traditional Malay literature. The knowledge and skills of the teaching of traditional Malay prose and poetry. The principles, methods and techniques of teaching selected classical genres and texts.

CS: Malay Literature (Secondary)

143


This course is a continuation of earlier courses. It attempts to provide a holistic and integrative approach in the teaching of Malay literature in school. The teaching of modern and traditional literature are integrated in the formal classroom as well as informal learning environment within and beyond the school vicinity. Participants are trained to explore and design creative literary programmes and performances. Special skill training in utilizing and integrating multimedia and multi artistic forms to express meanings in literary texts will be incorporated.


The principles, methods and techniques of teaching selected classical genres and modern texts. Appreciation, evaluation and testing of traditional and modern literature will be the main focus of this course.

CS: Mathematics (Secondary)

144

The Teaching of Mathematics (Secondary)

Course Code


No. of AUs

Pre-requisites

ACM321 Teaching and Learning Mathematics I Core 3 - ACM322 Teaching and Learning Mathematics II Core 3 - ACM421 Teaching and Learning Mathematics III Core 3 - ACM422 Teaching and Learning Mathematics IV Core 3 -

ACM321 Teaching and Learning Mathematics I

The main objective of this course is to equip student teachers with a working knowledge of basic teaching principles and a comprehensive knowledge of the curriculum. The content of this course includes: aims and objectives of mathematics education; mathematics curriculum in Singapore; mathematical problem solving; exposition of mathematical ideas in a whole class instructional setting; teaching of mathematics topics - Arithmetic and Algebra.

ACM322 Teaching and Learning Mathematics II

This course is designed to equip student teachers with an understanding of the theories of learning that inform instruction as well as the practice of classroom skills and preparation based on such theories. The content of this course includes: learning theories in mathematics; task analysis; lesson planning; role of ICT in mathematics education; hands-on learning using Dynamic Geometry software; teaching of mathematics topics - Mensuration, Geometry, and Trigonometry.

CS: Mathematics (Secondary)

145

ACM421 Teaching and Learning Mathematics III

This course seeks to help student teachers understand the major issues in teaching secondary mathematics and to further extend their knowledge of pedagogy to include more complex teaching strategies. The content of this course includes: current issues in mathematics education; design of investigative and enrichment activities; teaching of mathematics topics - Functions and Graphs, Statistics, Probability, Sets, Matrices and Vectors.

ACM422 Teaching and Learning Mathematics IV

This course seeks to help student teachers understand the fundamentals of assessment in teaching secondary mathematics and to develop their pedagogical content knowledge for the teaching of Higher Algebra and Calculus.

CS: Music (Secondary)

146

The Teaching of Music (Secondary)

Course Code


No. of AUs

Pre-requisites

ACI321 General Musicianship I Core 3 - ACI322 General Musicianship II Core 3 - ACI421 General Musicianship III Core 3 - ACI422 The Secondary School Music Syllabus Core 3 -

ACI321 General Musicianship I

This course seeks to establish a foundation in musicianship skills (aural-training, sight-singing, keyboard skills, functional music theory and analysis) for the music classroom via the activities of creating, performing and responding. This course is to help student teachers develop essential functional musical concepts and skills that are required as a classroom music teacher with a view to cultivating performance and listening skills.

ACI322 General Musicianship II

This course seeks to apply these skills (aural-training, sight-singing, keyboard skills, functional music theory and analysis) to music teaching and learning for the classroom. This course is designed to prepare student teachers to formulate instructional goals and organize teaching strategies, and to utilize a variety of techniques and materials for the secondary classroom.

CS: Music (Secondary)

147

ACI421 General Musicianship III

This course seeks to further reinforce and sharpen their aural perception, sight singing and keyboard skills and analytical understanding to fulfil the task of a music specialist in teaching and learning for both classroom and co-curricular music settings, managing classroom music activities and development of a secondary music programme.

ACI422 The Secondary School Music Syllabus

This course involves a thorough survey and discussion of the Secondary School Music Syllabus in relation to practices and policies outlined by the Ministry of Education. This course aims to familiarize student teachers with the requirements and guidelines defined by MOE’s current Secondary Music Syllabus, to enable them to develop a congruent, comprehensive, developmental programme of music education in secondary schools. The teaching of music in the secondary school with particular reference to the syllabus as it is in operation in Singapore schools.

CS: Physics (Secondary)

148

The Teaching of Physics (Secondary)

Course Code


No. of AUs

Pre-requisites

ACP321 Teaching of Physics I Core 3 - ACP322 Teaching of Physics II Core 3 - ACP421 Teaching of Physics III Core 3 - ACP422 Teaching of Physics IV Core 3 -

ACP321 Teaching of Physics I

The course attempts to provide student teachers in initial teacher education programmes with an understanding of school pupils they will be taking charge of. To improve their teaching efforts, they will be exposed to individual differences in learning, diagnosis, and strategies to deal with different ability groups as represented in the Gifted, Express, Normal (Academic) and Normal (Technical) Streams. Special effort will be devoted to helping the student teachers deal with critical incidents. Lectures on showmanship, creativity, thinking skills, inquiry, telling and explaining will be included as the key elements in support of good teaching.


149

ACP322 Teaching of Physics II

This course will introduce student teachers to physics curriculum development with respect to international and local trends. The infusion of thinking, the meaningful integration of ICT and the linkage to national education, innovation and enterprise spirit will be given due attention and focus. An understanding of the constructivist-inquiry approach, investigative problem-solving, meaningful demonstration and purposeful deductive inquiry will facilitate the teaching and learning of physics. This course will also address alternative conceptions of students on various physics topics. Activities based on the physics curriculum and involving experiences that are hands-on, minds-on and experiential will be introduced to model how conceptual development and change can be facilitated.

ACP421 Teaching of Physics III

Two important aspects of Physics teaching; namely, that of resources management and evaluation will be covered in this course. Resources include those available to the classroom teacher, both within and outside school. Safety in science laboratories, the role of practical work and its importance as an integral part of physics education will also be discussed. Of special mention will be the recent School based Science Practical Assessment (SPA). Other aspects include the setting, marking and analyzing of physics examination papers and how to give constructive feedback to students and parents.


150

ACP422 Teaching of Physics IV

Teaching and learning in our classroom can be improved if teachers take cognizance of the findings of studies of different aspects of the teaching-learning process. There is therefore a need to equip student teachers with sufficient knowledge and skills to read and interpret these findings as well as carry out small scale studies in their science area. The course provides student teachers with an understanding of issues to help them in their classroom practices, be it curriculum, instruction or assessment. This will better prepare them as life-long learners.

CS: Physical Education (Secondary)

151

The Teaching of Physical Education (Secondary)

Course Code


No. of AUs

Pre-requisites

APC121 Principles of Games Core 2 - APC122 Outdoor Residential Camp Core 1 - APC141 Badminton Prescribed 2 - APC142 Volleyball Prescribed 2 - APC221 Fitness and Conditioning Core 1 - APC241 Soccer Prescribed 2 - APC242 Netball Prescribed 2 - APC243 Rugby Prescribed 2 - APC244 Basketball Prescribed 2 - APC245 Hockey Prescribed 2 - APC246 Softball Prescribed 2 - APC247 Tennis Prescribed 2 - APC321 Instructional Methods in Physical

Education Core 2 -

APC341 Curriculum Gymnastics Prescribed 2 - APC342 Swimming Prescribed 2 - APC343 Dance Prescribed 2 - APC344 Track and Field Prescribed 2 - APC421 Instructional Strategies in Teaching

of Physical Education Core 3 -

APC121 Principles of Games

This course is designed to introduce student teachers to the management strategies and theories underpinning the teaching of games. A broad spectrum of lead-up games will be presented covering four classifications of invasion, net/barrier, striking/fielding and target to provide a systematic and creative understanding of the transferability of principles. Game-sense will be developed through an eclectic conceptual development using elements of ‘play practice’, sport education, and tactical approaches.


152

APC122 Outdoor Residential Camp

This course provides student teachers with the essential knowledge, skills and experience in outdoor education that will allow them to conduct similar outdoor education activities in schools. The course employs the experiential learning approach to prepare student teachers in areas such as programme planning, logistics management, risk assessment and safety management, expedition planning, execution of activities, facilitation skills, and programme evaluation. Ample emphasis is given to making outdoor education a positive learning experience.

APC141 Badminton

Badminton is a game that volleys a shuttlecock across a net with rackets. In this course student teachers will be introduced to a variety of methods in which beginners could acquire the basic volleying skills in badminton (such as the net shots, drop shots and drives). The aim of this course is to enable student teachers to improve their volleying skills in badminton so that they are equipped with adequate badminton skills and learning strategies to enable them to teach badminton in school. The student teachers will also learn the basic rules of the game so that they will be able to umpire games in the competitions.


153

APC142 Volleyball

This course is designed to equip student teachers with the necessary basic skills and teaching points in order to teach volleyball in secondary schools in Singapore. Special attention will be paid to acquiring the basic skills in volleyball i.e. forearm pass (dig), the face pass (volley), the serve (underarm and overhand), the spike and the block. Emphasis is placed on small-group activity and how to organize and conduct small-group activity in the school situation. Ample practice, reinforced with sound teaching points, is given to the use of the basic skill/skills in small-group game situations. Information about the latest rules of the game and referee hand signals will also be incorporated into the course.

APC221 Fitness & Conditioning

This course is designed to help students understand the theoretical and practical considerations regarding physical fitness and its development. Equal emphasis will be given to health related as well as performance related components of physical fitness. Various methods of training and testing for the components of physical fitness will be dealt with in practicals. Planning and writing training plans will be the concluding part of this course.

APC241 Soccer

This course is designed to impart basic soccer skills and knowledge to student teachers for the purpose of teaching children in a school setting. The emphasis of the course is on providing ample opportunities to


154

play the game as well as to gain better knowledge on how to teach students.

APC242 Netball

The course is designed to impart basic netball skills and knowledge to teachers for the purpose of teaching children in a school setting. The course will teach the basic skills of footwork, ball skills, goal shooting, and attacking/defending, as well as the application of these skills and game concepts/tactics in game play.

APC243 Rugby

The form of Sport Education incorporating Games Concept Approach, Inquiry Based Learning, Hellison’s Levels of Responsibility, Situated Learning, Problem Solving and Decision Making, Independent and Self Paced Learning will be explored. Instructional characteristics will include: Festive atmosphere, Record keeping/ accountability/ statistical analysis/match reports, Consistent team with draft, Formal scheduled competition, Sport Education Roles, Modified Games. It is intended to combine Sport Education and Games Concept Approach as both programs provide a focus of student centeredness, and the development of games play through the early immersion of students into modified games situations. The focus is not on traditional development of sports skills rather on wider learning outcomes. Student teachers will have the opportunity to complete the International Rugby Union (IRB) Level 1, The Australia Rugby Union


155

SMART Program and gain recognition by the Singapore Sports Council as registered coaches.

APC244 Basketball

A variety of practical applications including: 1) individual on-ball and off-ball skill development, 2) team/game situations and 3) delivery of a basketball class using action-station and team-teaching methods are used to improve skills and knowledge in basketball. Student teachers will be able to assimilate that knowledge (apply it into the Physical Education pedagogy context) in a fun learning-oriented environment.

APC245 Hockey

The game of hockey, while inherently exciting, is usually poorly taught in schools and is consequently labelled a dangerous game. The course aims to provide Physical Education teachers with the necessary skills and knowledge to present the game in a safe, yet enjoyable manner to their students.

APC246 Softball

This course is designed to impart basic softball skills and knowledge to student teachers for the purpose of teaching children in a school setting. The emphasis of the course is on providing ample opportunities to play the game as well as to learn how to demonstrate basic skills.


156

APC247 Tennis

This course is designed to assist student teachers develop their basic tennis skills to a level of efficiency which will enable them to introduce and teach the games to beginners in schools.

APC321 Instructional Methods in Physical Education

This course covers the foundation skills of planning, teaching and evaluating physical education including: content selection and development; organization; instructional strategies; time on task, and student management systems; observation of student performance; and feedback provision. Course format will include lectures, discussions, practical experiences, group work, and microteaching in a neighbourhood school.

APC341 Curriculum Gymnastics

This course will introduce the curriculum gymnastics to participants by means of thematic movement concepts based largely on floor activities and incorporating small and large apparati. The aims of curriculum gymnastics will be espoused. The basic vocabulary of movement will be enhanced with emphasis on the cognitive and affective development through the appropriate use of pedagogical styles. In addition, basic floor, kipping and vaulting skills will be taught with a focus on a mechanical understanding of the techniques involved as well as developing appropriate progression and competent spotting and an understanding of the biomechanical principles involved. Advances in video and computer


157

technology will be introduced to student teachers to enhance their ability to analyse movement qualitatively. Participants will enhance self-confidence to teach gymnastics in a safe and fun way.

APC342 Swimming

This course aims to develop introductory teaching skills and stroke competencies in swimming. Student teachers will learn how to teach swimming to beginners by employing basic learn-to-swim and lead-up activities. Student teachers will be expected to practise, acquire and, finally, demonstrate correct and efficient technique in at least three out of the four swimming strokes (front crawl, breaststroke, backstroke and butterfly). Other related skills of swimming such as floating, diving, and water games will also be introduced. Safety in and around swimming pools (and other aquatic environments) will be emphasised in this course. This course is primarily activity-based and hence, participation is required. Student teachers will be required to be in proper swimming attire for each lesson.

APC343 Dance

Teaching methods and resource for the planning and instruction of folk and line dances in the primary and secondary school curriculum. Student teachers will learn dances from different cultures reflecting a variety of styles and techniques. In addition, student teachers are introduced to the methods of leading creative dance experiences for children. The teaching methods used enable the design of lessons


158

appropriate for a wide range of ages, interests and developmental stages. It also aims to give student teachers a chance to discover the creative juice in them and draw on the elements of dance to create their own dances.

APC344 Track and Field

This course is designed to equip teachers with the necessary knowledge and skills to teach selected Track and Field events. Biomechanical, physiological, anatomical, pedagogical and social issues and concepts will be used to show the link between the sciences and Track and Field events. The benefits of Track and Field as a vehicle for fun and fitness, as well as growth and development will be emphasised. In the second part of this course, basic coaching of Track & Field events will be emphasized so as to enable teachers to take charge of Track & Field as a CCA in the schools.


159

APC421 Instructional Strategies in Teaching of Physical Education This course, second in a series, builds on foundation pedagogical knowledge and skills appropriate for school students. It develops competence in a variety of teaching methods including inquiry, problem solving, group work and peer-teaching. Emphasis is placed on Mosston’s teaching styles as well as concept approach to the teaching of games. The focus is on planning, teaching and evaluating situationally relevant lessons. Student teachers will be encouraged to refine their own teaching through systematic observation and analytic reflection. Course content will be presented through lectures, seminars, practical workshops, peer- and micro-teaching assignments in a neighbourhood school.

SK: Art

160

SUBJECT KNOWLEDGE

This group of courses helps to reinforce subject content mastery for primary school teaching. Student teachers in the primary track must offer SK subjects aligned with their choice of Curriculum Studies (CS) subjects.

For Physical Education and Sports Science specialisation in the primary track, student teachers will offer SK subjects aligned with the CS2 and CS3 subjects and will read 3 SK courses per subject. Those in the Secondary track will not be reading SK courses as it is assumed that they would have obtained this knowledge from the 2 AS subjects offered. Art For Art, Subject Knowledge is integrated with Curriculum Studies.

SK: English Language

161

English Language

Course Code


No of AUs

Pre-requisite

ASE201 Grammar Core 2 - ASE302 Exploring Language in Texts Core 2 - ASE401 Current Trends in Language

Education in the Upper Primary School

Core 2 -

ASE201 Grammar

This course introduces student teachers to the grammatical structures of the English Language, enabling them to understand the language requirements of the English Language Syllabus 2010. Through examining the grammatical systems of English in selected text types, the course explores ways of explaining grammar in use.

ASE302 Exploring Language in Texts

In this course, student teachers will understand how language is used in different text types to achieve different purposes. They will study both fiction and non-fiction texts written for children, and will learn how to analyse these text types in terms of context, purpose and audience to identify organisational structure, as well as key language features. Through tutorial activities, student teachers will see how all these features of texts work together and are used by readers and writers to communicate and construct meaning.

SK: English Language

162

ASE401 Current Trends in Language Education in the Upper Primary School

This course is for student teachers who wish to specialise in teaching English at the upper primary level. In this course, student teachers will learn about current Ministry of Education initiatives and how they are being implemented in schools at the upper primary level. The course will consider current moves in language education towards curriculum integration, principles of assessment, multiliteracies and multimodalities. The principles presented will be referred to in the course ‘Teaching the Language Skills at the Upper Primary Level.’

SK: Mathematics

163

Mathematics Table 1: For student teachers offering AS: Mathematics

Course Code


No of AUs

Pre-requisites


Core 2 -

ASM204 Fundamental Principles of Primary Mathematics II

Core 2 -

Table 2: For student teachers offering Other AS

Course Code


No of AUs

Pre-requisites

ASM201 Number Topics Core 2 - ASM203 Geometry Topics Core 2 - ASM401 Further Mathematics Topics Core 2 -

ASM201 Number Topics

This course provides the foundational understanding of arithmetic topics which form a major portion of the primary mathematics curriculum. Problem solving processes will be introduced and re-visited in the different topics. Course topics are: Problem solving; Foundations of the Hindu-Arabic System; Algorithms on number operations in a place value system; Classification of number systems; Divisibility.

SK: Mathematics

164


This course surveys topics covered in primary school curriculum and provides linkages between the Academic Subject Mathematics courses. Topics include: Problem solving and problem posing; Binary operations and four operations of numbers, classification of number systems; Sequence and Series and decimal representation of numbers, rational and irrational numbers; Computation in different bases; Historical Numeration system; Number Theory and divisibility; Proportional reasoning; Algebraic reasoning; Inequalities and approximations; Counting methods and systematic listing.

ASM203 Geometry Topics

This course aims to equip the primary mathematics teacher with a deeper understanding of geometry and measurement topics in the primary mathematics curriculum. Processes such as mathematical deduction and induction will be emphasized. Topics are: Mathematical deduction and induction; Basic elements of geometry as study of space in 2 and 3 dimensions; Properties associated with parallel lines; Properties of geometrical figures; Similarity and Congruency; Measurement; Constructions and proofs; Motion Geometry and tessellations.

SK: Mathematics

165

ASM204 Fundamental Principles of Primary Mathematics II

This course builds up the student teacher’s knowledge of geometry and data topics from the perspective of concepts which are taught in the primary mathematics syllabus. The course will draw upon concepts and processes learned in Academic Subject Mathematics courses. Topics are: Introduction to Geometry and geometrical entities; Measurement in Geometry; Geometrical constructions with concrete and virtual tools; Problem solving in geometry; Statistics.

ASM401 Further Mathematics Topics

This course provides the mathematics teacher with deeper understanding and appreciation of the topics in the upper primary mathematics curriculum. Topics are: Mathematical thinking; Use of dynamic geometry software and other software for mathematical investigations; Geometrical figures in 3-dimensions; Algebra; Statistical investigations: Stages, Representations of data; Measures of central tendency and spread; misuse of statistics.

SK: Music

166

Music Table 1: For student teachers offering AS: Music

Course Code


No of AUs

Pre-requisites

ASI201 General Musicianship I Core 2 - ASI301 General Musicianship II Core 2 -

Table 2: For student teachers offering Other AS

Course Code


No of AUs

Pre-requisites

ASI201 General Musicianship I Core 2 - ASI301 General Musicianship II Core 2 - ASI401 General Musicianship III Core 2 -

ASI201 General Musicianship I

This course seeks to establish a foundation in musicianship skills (aural-training, sight-singing, keyboard skills, functional music theory and analysis) for the music classroom via the activities of creating, performing and responding.

ASI301 General Musicianship II

This course builds on foundational musicianship skills and seeks to intensify these skills while introducing concepts and principles of applying such skills to music teaching and learning for the classroom.

SK: Music

167

ASI401 General Musicianship III

This course provides advanced level musicianship training to prepare student teachers as a music specialist. It seeks to further reinforce and sharpen their aural perception, sight singing and keyboard skills and analytical understanding to fulfil the task of a music specialist in teaching and learning for both classroom and co-curricular music settings.

SK: Science

168

Science Table 1: For student teachers offering AS: Biology

Course Code


No of AUs

Pre-requisites

ASK201 Topics in Physical Science for Primary Science Teaching

Core 2 -

ASK401 Further Topics for Primary Science Teaching

Core 2 -

Table 2: For student teachers offering AS: Physics

Course Code


No of AUs

Pre-requisites

ASK301 Topics in Biological Science for Primary Science Teaching

Core 2 -


Core 2 -

Table 3: For student teachers offering other AS

Course Code


No of AUs

Pre-requisites

ASK201 Topics in Physical Science for Primary Science Teaching

Core 2 -


Core 2 -


Core 2 -

ASK201 Topics in Physical Science for Primary Science

Teaching

This course deals with the theoretical and practical aspects of Physical Science topics selected from the new Primary Science Curriculum. The topics include matter and materials, forms of energy and conversions, heat, light and the solar system, magnetism and electricity, forces and simple machines.

SK: Science

169


This course deals with the theoretical and practical aspects of topics in Biological Science from the new Primary Science Curriculum. The topics to be discussed include basic biology, classification and diversity of organisms (reproduction and life cycles), structure and function of plant systems, structure and function of animal systems, ecology and environmental issues.


This course is a continuation of the SK Science Courses 1 and 2 and further elaborates on topics in biology and physics for teaching the primary science syllabus. Topics in biology include cells, DNA, mechanisms of plant and animal functions, and conservation. Topics in physical science include: electricity and magnetism, forces and motion, forms of energy, and contemporary physics concepts.

SK: Social Studies

170

Social Studies

Course Code


No of AUs

Pre-requisites

ASL202 Identity and Community Core 2 - ASL302 Singapore: Challenges and

Responses Core 2 -

ASL402 Asian Civilizations: Origins and Legacies

Core 2 -

ASL202 Identity and Community

This course explores the concepts and the interrelationships of personal, community, national and regional identities. The influence of diverse groups, institutions and cultures in shaping these multiple identities will be examined. It also looks at changes and continuities of identities over time and space as well as the roles of people in contributing to the development of a multicultural, democratic society.

ASL302 Singapore: Challenges and Responses

This course examines the interrelationship between man and the environment in Singapore. It looks at how the physical environment shapes the way we live and how in turn, we shape the environment to meet our basic needs in areas such as housing, food and transport. More specifically, the challenges which Singapore faced as part of the nation-building process and how its people and leaders have responded to these challenges in the past and present will be explored.

SK: Social Studies

171

ASL402 Asian Civilisations: Origins and Legacies

This course explores the idea of people’s interactions with their environment over time and space. It will cover the impact of physical landscapes on the development of civilizations in India, China and Southeast Asia. In particular, the course will explore the development of socio-economic institutions, achievements and legacies of these civilizations. It will also focus on commonalities and connections of diverse communities across Southeast Asia.

Academic Subjects

172

ACADEMIC SUBJECTS

This area of study covers knowledge of the content and fundamental concepts and principles of either one or two subjects depending on the programme enrolled for. In the case of a BA (Ed) (Primary) student teacher, the choice of the first Academic Subject must be an Arts subject while in the case of a BSc (Ed) Primary student teacher, the Academic Subject must be a Science Subject. All BA (Ed) Secondary student teachers must read an Arts subject as Academic Subject 1 but can choose an Arts or Science subject as Academic Subject 2. Similarly, all BSc (Ed) Secondary student teachers must choose a Science subject as Academic Subject 1 but can choose an Arts or Science subject as Academic Subject 2. The lists of subjects for the different programmes are shown below. However, due to the nature of workload for some subjects, the subject combinations allowed will have to be necessarily limited.

Academic Subjects

173

BA (Ed) (Primary/Secondary): Academic Subjects

Academic Subject BA (Ed) Primary

BA (Ed) Secondary

AS AS1 AS2 Art √ √ √ Biology X X √ Chemistry X X √ Chinese Language* √ √ X Chinese Literature* X X √ Drama √ √ √ English Language √ √ √ English Literature X √ √ Geography √ √ √ History √ √ √ Malay Language** √ √ X Malay Literature** X X √ Mathematics X X √ Music √ √ √ Physics X X √

* Chinese Language and Chinese Literature must be offered as AS1 and AS2 together

and not with another Academic Subject in both the primary and secondary specialisations.

** Malay Language and Malay Literature must be offered as AS1 and AS2 together and

not with another Academic Subject in the primary specialisation. In the secondary specialisation, Malay Language must be offered as AS1 and Malay Literature as AS2. However, student teachers can opt to offer Malay Language as AS1 and any other Arts subject as AS2 but they will then not be considered as specialising in Malay Language.

Academic Subjects

174

BSc (Ed) (Primary/Secondary): Academic Subjects Academic Subject BSc (Ed)

Primary BSc (Ed)

Secondary AS AS1 AS2

Art X X √ Biology √ √ √ Chemistry √ √ √ Drama X X √ English Language X X √ English Literature X X √ Family & Consumer Sciences X √ X Geography X X √ History X X √ Mathematics √ √ √ Music X X √ PE and Sports Science √ √ X Physics √ √ √

AS: Art

175

ACADEMIC SUBJECT: ART Table 1: AS 1 Art Structure for BA (Ed) (Primary)

AS 1 Art Structure for BA (Ed) (Secondary)

Year Course Code


No. of AUs

Pre-requisites

1

AAA101 The Study of Art: Contexts and Concepts I Core 3 -

AAA102 Visual Representation and Expression I: Issues in two-dimensional praxis

Core 3 -

AAA103 Understanding Visual Literacy Core 3 -

AAA104 Visual Representation and Expression II: Issues in three-dimensional praxis

Core 3 -

2

AAA201 The Study of Art: Contexts and Concepts II Core 3 -

AAA202 Visual Representation and Expression III: Issues in new media praxis

Core 3 -

AAA203 Visual Representation and Expression IV: Issues in new media praxis

Core 3 -

AAA204 Visual Representation and Expression V: Issues in two-dimensional praxis

Core 3 -

3

AAA301 Contemporary Southeast Asian Art I Core 3 -

AAA302 Visual Representation and Expression VI: Issues in three-dimensional praxis

Core 3 -

AAA303 Contemporary Southeast Asian Art II Core 3 -

AAA304 Visual Representation and Expression VII: Issues in interdisciplinary praxis

Core 3 -

4 Choose one of the following: AAA431 Studio Specialisation Pres 3 - AAA432 Curatorial Practices and Exhibition Pres 3 -

Total AUs for Degree 39

Please refer to the NIE Portal for the list of courses offered by semesters.

AS: Art

176

Table 2:

AS 2 Art Structure for BA/BSc (Ed) (Secondary)

Year Course Code


No. of AUs

Pre-requisites

1

AAA101 The Study of Art: Contexts and Concepts I Core 3 -


Core 3 -

AAA103 Understanding Visual Literacy Core 3 -

AAA104 Visual Representation and Expression II: Issues in three-dimensional praxis

Core 3 -

2

AAA201 The Study of Art: Contexts and Concepts II Core 3 -


Core 3 -

AAA203 Visual Representation and Expression IV: Issues in new media praxis

Core 3 -

AAA204 Visual Representation and Expression V: Issues in two-dimensional praxis

Core 3 -



AAA101 The Study of Art: Contexts and Concepts I

A critical introduction to the materials, techniques, and interpretation of art, with emphasis on twentieth-century modernism and visual arts in its historical context. Discussion will revolve around a variety of media, including the fine arts, architecture, film, video, and installation and performance work. Student teachers will be helped to understand the main characteristics of the art produced, and the relationship of art to the culture in which it was created.

AS: Art

177


Introduction to the concept and practice of representation and expression. Student teachers will consider the use of two-dimensional expressive and representational media and its role in the formation of symbolic systems. Using a combination of studio-practice and theory, student teachers will develop their own competence in two-dimensional representation and expressive processes. Additionally, links will be made to the role played by representational and expressive thought in children’s intellectual and emotional development. Links with classroom practice will be made. Student teachers will also explore innovative methods of documenting a range of investigative and research-oriented activities undertaken in this course.

AAA103 Understanding Visual Literacy

Visual literacy refers to the capacity to read and interpret visual images. In contemporary culture, the visual image is being increasingly used as a vehicle through which information is relayed. From bill-boards to DVDs, from computer games to MTV clips, from television to the internet, information is being communicated visually. It is essential that we develop the capacity to understand that visual images do more than merely decorate. Visual images need to be read with the rigor and attention that was once reserved for the printed word. This course will offer an introduction to the study and interpretation of visual culture through a range of theoretical perspectives that seek to explain how visual images generate meaning.

AS: Art

178

AAA104 Visual Representation & Expression II: Issues in three-dimensional praxis

The concept and practice of representation and expression will continue to be investigated. Student teachers will consider the use of three-dimensional expressive and representational media and its role in the formation of symbolic systems. Using a combination of studio-practice and theory, student teachers will develop their own competence in three-dimensional representational expressive processes. They will be encouraged to undertake projects in which they will develop an understanding of the relationships which link Sculpture and Ceramics. Links will be made to the role played by representational and expressive thought in children’s intellectual and emotional development. Links with classroom practice will be made.

AAA201 The Study of Art: Contexts and Concepts II

This course will explore the visual and critical skills for interpreting the varied forms of artistic expression in Asia, both contemporary and traditional times. Student teachers will be helped to examine a variety of themes related to the techniques and functions of art, and study the way art expresses various moral, social, political, and religious ideas. Emphasis will be on the awareness of historical and critical functions of the visual arts.

AS: Art

179


The concept and practice of representation and expression will continue to be investigated. Student teachers will consider the role of digital and interactive technologies in expressive and representational media and their role in the formation of symbolic systems. Using a combination of studio-practice and theory, student teachers will use new media technologies to develop their own competence in representational and expressive processes. Links with classroom practice will be made.

AAA203 Visual Representation & Expression IV: Issues in new media praxis

Student teachers will have the opportunity to build on their knowledge of concepts of representation and expression. They will further consider the use of digital and interactive technologies in relation to expressive and representational media and their role in the formation of symbolic systems. Using a combination of studio-practice and theory, student teachers will continue to investigate the use of new media and digital technologies in order to formulate, develop and sustain a self-generated inquiry. Student teachers will acquire working methods, research skills and the knowledge necessary for the successful implementation of concepts. They will continue to develop a critical awareness of contemporary and historical art issues relevant to the new technologies and their application to teaching.

AS: Art

180

AAA204 Visual Representation & Expression V: Issues in Two-dimensional praxis

Student teachers will further their investigations into the concept of representation and expression and their roles in the formation of symbolic systems. Student teachers will be encouraged to generate interdisciplinary links between an area of two-dimensional studio practice (drawing, painting or printmaking) and an aspect of either three dimensional studio practice or interactive, digital and new media studio practice. Student teachers will be expected to acquire working methods, research skills and the knowledge necessary to successfully carry out concepts. They will continue to develop a critical awareness of contemporary and historical issues in art and their application to teaching. Student teachers will also explore innovative methods of documenting the range of investigative and research-oriented activities relevant to this course.

AAA301 Contemporary Southeast Asian Art I

This course is the first of two courses that looks at the development of art in Singapore and in Southeast Asia. The interest here is in prospecting the contemporary in historical terms. This course focuses on ways by which the contemporary and the region are diversely seen, read, desired, claimed and discussed. The approach entails studies of art practices, productions and critical texts.

AS: Art

181

AAA302 Visual Representation & Expression VI: Issues in three-dimensional praxis

Student teachers will have the opportunity to elect to work in either sculpture or ceramics. Through an in-depth investigation they will continue to extend their understanding of concepts of representation and expression and their roles in the formation of symbolic systems. In consultation with lecturers, student teachers will produce a body of work through which they will acquire working methods, research skills and the knowledge necessary to successfully realize the full scope of a self-initiated project. They will also continue to develop a critical awareness of contemporary and historical issues in art and their application to teaching. Links with class room practice will be made.

AAA303 Contemporary Southeast Asian Art II

This course advances the aims and objectives in Contemporary Southeast Asian Art 1. The interest here is in examining the domains of the modern in Singapore and Southeast Asia and their connections and disconnections with the contemporary. The courses focus on ways by which the contemporary and the modern are framed historically and art historically. The approach entails studies of art practices, productions and critical texts.

AS: Art

182

AAA304 Visual Representation & Expression VII: Issues in interdisciplinary praxis

This course provides student teachers with the opportunity to draw upon and combine their previous investigations into the concepts and practices of representation and expression in two-dimension, three-dimensional and new media studio practices. Student teachers will be encouraged to conduct an interdisciplinary investigation through which they will explore and articulate a personal artistic direction. Student teachers will be expected to acquire working methods, research skills and knowledge necessary for the successful implementation of a self-initiated project. They will also continue to develop a critical awareness of contemporary and historical issues in art and their application to teaching. Links with classroom practice will be made.

AAA431 Studio Specialisation

This course offers the opportunity for student teachers to develop a specific specialization in an area of artistic practice of their choice by drawing upon their previous investigations into the concept and practice of representation and expression. Student teachers will be required to engage in the development of a body of work under the guidance of an appointed supervisor.

AS: Art

183

AAA432 Curatorial Practices and Exhibition

This course will help student teachers develop an understanding about the ideas and values that shape the practice of exhibition in art museums and galleries. Through discussions about the major issues intrinsic to specific types of exhibition projects, the class will develop critical awareness of contemporary and art historical issues surrounding curatorial practices and exhibition. Links with classroom practice will be made.

AS: Biology

184

ACADEMIC SUBJECT: BIOLOGY Table 1: AS 1 Biology Structure for BSc (Ed) (Primary)

AS 1 Biology Structure for BSc (Ed) (Secondary)

Year Course Code


No. of AUs

Pre- requisites

1

AAB101 Biodiversity in Natural Ecosystems Core 3 - AAB102 Cell Structure and Function Core 3 - AAB103 General Microbiology Core 3 - AAB104 Current Genetics Core 3 -

2

AAB201 Diversity and Evolution of Plants Core 3 - AAB202 Animal Diversity and Evolution Core 3 - AAB203 Ecology Core 3 - AAB204 Molecular Biology Core 3 -

3

AAB301 Biochemistry Core 3 - AAB302 Animal Physiology Core 3 - AAB303 Plant Physiology Core 3 - AAB304 Quantitative Biology Core 3 -

4

Select any 1 AAB431 Independent Study Project Pres 3 - AAB432 Modern Biotechnology Pres 3 - AAB433 Animal Behaviour Pres 3 -

AAB434 Physiological and Biochemical Adaptation Pres 3 -

AAB435 Tropical Marine Biology Pres 3 -



AS: Biology

185

Table 2: AS 2 Biology Structure for BA/BSc (Ed) (Secondary)

Year Course Code


No. of AUs

Pre-requisites

1

AAB101 Biodiversity in Natural Ecosystems Core 3 -

AAB102 Cell Structure and Function Core 3 - AAB103 General Microbiology Core 3 - AAB104 Current Genetics Core 3 -

2

AAB203 Ecology Core 3 -

AAB204 Molecular Biology Core 3 - AAB205 Evolution and Diversity of Life Core 3 - AAB206 General Physiology Core 3 -



AAB101 Biodiversity in Natural Ecosystems

Origin, classification and organization of living organisms as they increase in complexity from lower to higher forms; Biological adaptation and phylogenetic relations among the major groups of organisms (micro organisms, plants and animals); Overview of natural ecosystems, with particular emphasis on tropical rainforests, mangrove habitats, intertidal shores and coral reefs; Study of the diversity and interactions of organisms in these tropical ecosystems. These topics are taught with special emphases on linkages to the current school curricula.

AS: Biology

186

AAB102 Cell Structure and Function

The course provides an overview of the chemical constituents of cells, their biological roles and the organization and function of eukaryotic cells. The structure of different cell types and organ systems in both plants and animals and the relation to their physiological functions in an organism will also be discussed. Topics of this course are taught with special emphases on linkages to the current school curricula.

AAB103 General Microbiology

This is a basic course on general microbiology. Microorganisms – bacteria, viruses, fungi - what they are, how they grow and replicate, their interactions with the environment, and the importance of microorganisms to life will be introduced. How microorganisms play a part in disease and health, and how they are controlled will also be discussed. Issues relating to the emergence of new and resurgence of old infectious diseases are included. Topics of this course are taught with special emphases on linkages to the current school curricula.

AS: Biology

187

AAB104 Current Genetics

Cell division, mitosis and meiosis; Principles of genetics and its fundamental laws on genetic segregation and assortment. Mendelian genetics and extensions of Mendelian ratios. Genetic laws of inheritance and the effect of genotype and alleles affecting phenotype and trait. The effect of DNA make-up, RNA and protein activities of the various genes and the mutations and variations that have or are occurring in a dynamic fashion. Developmental, cancer and behavioral genetics will also be covered. Population and evolutionary genetics. These topics are taught with special emphases on linkages to the current school curricula.

AAB201 Diversity and Evolution of Plants

The diversity of plants has long been one of the cornerstones of "traditional" biology. Plant diversity, far from being a static body of knowledge, is a dynamic and progressive field. We will not only learn about the diversity of plants per se, but also about the evolutionary history of plants. Developments in the field of plant diversity studies will be highlighted, as well as the links between plant diversity studies and other areas of the biological sciences. Topics to be covered will include photosynthetic protists, a survey of the Plant Kingdom, plant adaptations and selected life history strategies, and an introduction to plant phylogeny. Topics of this course are taught with special emphases on linkages to the current school curricula.

AS: Biology

188

AAB202 Animal Diversity and Evolution

Concepts of evolution of diversity, speciation and phylogenetic inter-relationships among major invertebrate and vertebrate phyla are discussed based on anatomy, biological design, body size, form and functions. Other aspects covered include allometry, biomechanics; developmental and comparative embryology; major organ systems, e.g., integumentary, cardiovascular system, skeletal system, nervous systems; adaptations; ectothermy and endothermy. A synthesis of evolutionary biology concludes the course. Topics of this course are taught with special emphases on linkages to the current school curricula.

AAB203 Ecology

The course covers concepts in population, community, and applied ecology. Topics included are: population parameters, their measurements and methods of studying populations; population growth; population fluctuations and cycles, regulation and dynamics; life history patterns and strategies; inter-species interactions and co-evolutionary interactions, organizational and functional basis in plant and animal communities; changes in community structure, organization and composition over time; the influences of agents of disturbance or stability as well as diversity indices as measurements of community structure. Topics of this course are taught with special emphases on linkages to the current school curricula.

AS: Biology

189

AAB204 Molecular Biology

Topology of nuclei acids. Regulation of gene expression in prokaryotes and eukaryotes; operons; controls at transcriptional and translational levels. Replicons and DNA replication and recombination. Role of centromere and telomere; process and significance of gene amplification. The transposons and its derivatives through evolution. Dynamics of DNA in genome; introns and exons. Satellite DNAs and immune diversity. Roles of homeotic genes in development of eukaryotes. Protein trafficking and signal transduction. The importance of understanding these concepts and facts in deriving benefits for mankind and the environment will be emphasized. These topics are taught with special emphases on linkages to the current school curricula.

AAB205 Evolution and Diversity of Life

Our planet is home to millions of different kinds of life forms. What is the range of diversity among living things, how do scientists classify this diversity, and what types of research are at the cutting edge of this exciting field? Moreover, we intend not only to study diversity alone, but in addition we will examine the processes by which diversification occurs in Nature. Topics to be covered include an introduction to evolution and phylogeny, classification systems, and survey of the living world. Topics are taught with special emphases on linkages to the current school curricula.

AS: Biology

190

AAB206 General Physiology

The course provides an introduction to the basic physiological processes in an organism. Topics include energy transformation, enzymes, cellular respiration, gaseous exchange in animals, heterotrophic nutrition, autotrophic nutrition including plant mineral nutrition and photosynthesis, physiology of cellular transport in animals, uptake and transport in plants, muscle contraction, homeostasis, excretion and osmoregulation, nervous control and temperature regulation in animals, hormonal communication and reproduction in plants and animals. Topics are taught with special emphases on linkages to the current school curricula.

AAB301 Biochemistry

Cells depend on a continuous inflow and outflow of energy, material and information for its continued existence. The emphasis here will be on the principles of bioenergetics, biosynthesis and catabolism of carbohydrates, fats, amino acids and nucleic acids and the regulation, integration of metabolic pathways in the organism and enzyme kinetics. Basic biochemical techniques like centrifugation, spectrophotometry, column chromatography, thin-layer chromatography, and electrophoresis will be covered in the practical session.

AS: Biology

191

AAB302 Animal Physiology

This course seeks to explain the physiological processes that are needed for the functioning of an organism. The integration of these physiological processes in an organism will also be discussed. Topics covered include digestion, gas exchange, muscle contraction and locomotion, acid base balance, osmoregulation, heart and circulation, temperature regulation and nervous control.

AAB303 Plant Physiology

Metabolism of water and inorganic ions, light use and leaf gas exchange, carbon dioxide assimilation and respiration, distribution of photoassimilate within plants, plant growth and options for reproduction, plant hormones: chemical signalling in plant development, responses of plants to environmental stress and the ability of a plant to withstand stress. The importance of understanding plant physiological processes from the horticultural point of view. The topics are learnt through lecture, cooperative learning, and discussion on selected current research literature of plant physiology, practical class and mini-project.

AAB304 Quantitative Biology

Data description and types of biological data; sampling from populations. The arithmetic mean, median, mode, range, mean deviation, variance, standard deviation, coefficient of variation. Chi-square goodness-of-fit, contingency tables. One sample hypotheses concerning the mean, reporting variability about the mean. Two sample hypotheses:

AS: Biology

192

testing for difference between two means and variances. Paired-sample hypotheses: the paired-sample t test. Multisample hypotheses: the analysis of variance (ANOVA), single factor analysis and multiple comparisons. Two factor ANOVA and interaction between variables. Data transformations. Simple linear regression, multiple regressions, regression vs correlation. Fundamentals of experimental design. Other quantitative aspects of quantitative biology: Hardy-Weinberg equation in population genetics, cladistics and numerical taxonomy in vertebrate zoology, clustering in molecular biology.

AAB431 Independent Study Project

This course exposes student teachers to all phases of the research process through inquiry-based learning strategies. These include the formulation of a research problem, setting of hypotheses, the design of experiments, data collection and analyses, and the discussion of results. This course provides opportunities for investigations in current research in the life sciences.

AAB432 Modern Biotechnology

Developments, methods and applications in microbial, plant, animal and medical biotechnology. Overview of biotechnology: what is biotechnology; the molecular revolution, recombinant DNA technology. Microbial biotechnology: industrial fermentation, products from microbial sources (enzymes, antibiotics, plastics), genetic modification of microorganisms, vaccines, use of immobilised cells, bioconversions. Plant biotechnology: tissue

AS: Biology

193

culture (micropropagation, somatic embryogenesis, somaclonal variation), plant genetic engineering. Animal biotechnology: gene transfer methods (microinjection, embryonic stem cell gene transfer), cloning, transgenic animals. Medical biotechnology: human genome project, DNA sequencing, DNA fingerprinting, gene therapy, stem cell research, tissue engineering, xenotransplantation, drug delivery. Regulation of biotechnology. Ethical, legal and social implications of uses of biotechnology in agriculture and medicine.

AAB433 Animal Behaviour

Approaches to the study of the behaviour of diverse animals, the measurement and analysis of animal behaviour for an understanding of the evolutionary and adaptive significance of behaviour as a functional unit are the foci of this course. Topics covered include: mechanisms and evolution of animal behavior, neural, physiological, and genetic analysis of behaviors; spatial orientation, rhythmic behaviour, biological clocks, learning (instinct, imprinting, conditioning, habituation, etc.); communication; foraging and antipredator behaviour; sexual selection, parental care and mating systems; group living, social behaviour and eusociality; altruism; primate behaviour

AAB434 Physiological and Biochemical Adaptation

Why are some fishes capable of surviving on land for long periods of time while others would die within minutes? Why are some animals like the sipunculids, bivalves, sea slugs and mudskippers able to live in the mudflats that are exposed to fluctuating salinities,

AS: Biology

194

high ammonia and low oxygen contents? How do plants sense the changing environment? How do plants cope with drought stress? How do plants respond to increases and decreases in photosynthetically active radiation (PAR)? Under what environmental conditions, plants engage different types of photosynthesis based on the modes of carbon fixation (C3, C4, and CAM plants)? How do plants tackle global warming and is an increased CO2 levels benefiting plant productivity? This course aims to provide the physiological and biochemical mechanisms found in different types of animals and plants which allow them to survive in their unique habitat.

AAB435 Tropical Marine Biology

The ocean as a habitat; Classification of the marine environment; Adaptations of marine life; Deep sea, open ocean, Intertidal shore and soft-bottom communities (including estuaries, continental shelf, coral reef ecosystems and life in the abyss); Living in the epipelagic and nature of marine food webs; resources from the sea; Advances in marine technology and exploration; Modern marine biotechnology; Applications of marine biofouling, chemical defences, drug discovery in the biomedical and environmental sciences.

AS: Chemistry

195

ACADEMIC SUBJECT: CHEMISTRY

Table 1: AS 1 Chemistry Structure for B Sc (Ed) (Primary) AS 1 Chemistry Structure for B Sc (Ed) (Secondary)

Year Course

Code Title Course Category

No. of AUs

Pre-requisites

1

AAY101 General Chemistry Core 3 -

AAY102 Fundamentals of Physical Chemistry Core 3 -

AAY104 Introductory Organic Chemistry Core 3 - AAY105 Main Group Chemistry Core 3 -

2

AAY201 Introduction to Spectroscopy Core 3 AAY101

AAY202 Chemical Kinetics and Electrochemistry Core 3 AAY102

AAY203 Further Organic Chemistry Core 3 AAY104 AAY204 Transition Metal Chemistry Core 3 AAY101

3

AAY301 Introductory Analytical Chemistry Core 3 AAY 201,202

AAY302 Bio-inorganic and Bio-organic Chemistry Core 3 AAY

203,204

AAY303 Experimental Techniques in Chemistry Core 3

AAY 101,

102,104, 105

Select any 1 elective below

AAY330 Environmental Chemistry Pres 3 AAY101, 104

AAY331 Organometallic Chemistry Pres 3 AAY104, 204

AAY332 Phase Equilibria and Colligative Properties Pres 3 AAY102

AAY333 Organic Reaction Mechanisms and Synthesis Pres 3 AAY203

AAY334 Industrial Chemistry Pres 3 AAY 101,104

4

Select any 1 elective below

AAY430 Independent Study Project Pres 3

AAY303 and CGPA>3.50

(for Chemistry courses)

AAY431 Advanced Analytical Chemistry Pres 3 AAY301 AAY432 Materials Chemistry Pres 3 AAY104 AAY433 Medicinal Chemistry Pres 3 AAY203



AS: Chemistry

196

Table 2:

AS 2 Chemistry Structure for BA (Ed) / BSc (Ed) (Secondary)

Year Course

Code Title Course

Category No. of AUs

Pre- requisites

1

AAY101 General Chemistry Core 3 -

AAY102 Fundamentals of Physical Chemistry Core 3 -

AAY104 Introductory Organic Chemistry Core 3 - AAY105 Main Group Chemistry Core 3 -

2

AAY201 Introduction to Spectroscopy Core 3 AAY101

AAY202 Chemical Kinetics and Electro-chemistry Core 3 AAY102

AAY203 Further Organic Chemistry Core 3 AAY104 AAY204 Transition Metal Chemistry Core 3 AAY101



AAY101 General Chemistry

Atomic structure and properties, quantum numbers, the exclusion principle, electronic configurations of elements. Periodic properties and group trends. Ionic and atomic sizes; ionic, covalent and metallic bondings; polarising ability and polarisability; properties of ionic and covalent compounds. Polarity of bonds, characteristics of polar and non-polar compounds. Mole concept and stoichiometry. Redox reactions, half reactions, balancing equations, Gibbs equation and general applications of redox reactions in our environment. These topics are taught with special emphases on linkages to the current school curricula.

AS: Chemistry

197

AAY102 Fundamentals of Physical Chemistry

The gas laws: real gases, the van der Waals equation; kinetic theory of gases; thermodynamics: first, second and third laws and their applications; thermochemistry; chemical equilibria. These topics are taught with special emphases on linkages to the current school curricula.

AAY104 Introductory Organic Chemistry

General principles of organic chemistry – bonding, classification, reaction mechanisms and stereochemistry. Physical and chemical properties of alkanes, alkenes, alkynes, alkyl halides, aromatic compounds, alcohols and thiols, and ethers and epoxides. These topics are taught with special emphases on linkages to the current school curricula.

AAY105 Main Group Chemistry

Simple molecular orbital treatment of diatomic molecules, both homonuclear and heteronuclear; bond order and bond strength. Molecular shapes and VSEPR theory; hybridization of orbitals, sp, sp2, sp3, sp3d2. General trends in the chemistry of Main Group elements, with emphasis on hydrides, oxides and halides. Concepts of acids and bases, protonic and aprotic; concept and applications of non-aqueous solvent systems. These topics are taught with special emphases on linkages to the current school curricula.

AS: Chemistry

198

AAY201 Introduction to Spectroscopy

Basic principles of spectroscopy: electromagnetic radiation, quantum theory of absorption and emission. Vibrational spectroscopy: infrared and Raman spectroscopies. Electronic absorption and emission spectroscopy: chromophores, Beer-Lambert Law, UV-visible and atomic spectroscopy. Nuclear magnetic and electron-spin resonance spectroscopy: nuclear and electron spin energy levels in a magnetic field, shielding/deshielding and chemical shifts, spin-spin coupling. These topics are taught with special emphases on linkages to the current school curricula.

AAY202 Chemical Kinetics and Electrochemistry

Chemical kinetics: rate law, order and mechanism of reactions, steady state approximation, enzyme kinetics, Arrhenius equation. Basic theories of reaction rates: simple collision theory, activated complex theory. Electrochemistry and transport phenomena: conductance, mobility and transport number. Electrodes and electrochemical cells, electrolyte equilibria and activity. These topics are taught with special emphases on linkages to the current school curricula.

AS: Chemistry

199

AAY203 Further Organic Chemistry

Aldehydes and ketones, carboxylic acids and derivatives, amines and amides, heterocycles. The use of ultraviolet (UV) spectroscopy, infra-red (IR) spectroscopy, mass spectrometry and 1H nuclear magnetic resonance (NMR) spectroscopy for structural elucidation of organic molecules. These topics are taught with special emphases on linkages to the current school curricula.

AAY204 Transition Metal Chemistry

Nomenclature and structures; geometric, coordination and optical isomerisms. Kinetic and thermodynamic stability, labile and inert complexes. Simple reaction mechanisms; associative and dissociative, inner and outer sphere electron-transfer mechanisms. Crystal field theory, octahedral, tetrahedral and square planar environments, weak and strong fields, Jahn-Teller effects. Simple Ligand Field and Molecular Orbital treatments. Electronic transitions, selection rules, ultraviolet and visible spectral interpretations. Paramagnetic and diamagnetic properties of transition metal complexes; Curie and Curie-Weiss laws. These topics are taught with special emphases on linkages to the current school curricula.

AS: Chemistry

200

AAY301 Introductory Analytical Chemistry

Concepts in analytical chemistry and data handling. Sample treatment and extraction. Separation techniques: gas, liquid and 2-D chromatography. Spectrometric methods: atomic absorption and emission spectrometry, UV-visible spectrophotometry. Introduction to electroanalysis; conductometry, potentiometry, voltammetry and coulometry. Applications of analytical chemistry.

AAY302 Bio-inorganic and Bio-organic Chemistry

Biomolecules: amino acids, peptides and proteins; fats, oils, steroids and terpenes; carbohydrates; nucleic acids. The role of metal ions in biological systems; oxygen-carrier proteins, electron-transfer proteins and metalloenzymes. Metal management: uptake, transport, and storage.

AAY303 Experimental Techniques in Chemistry This is a laboratory-based course. The course builds

on the experimental skills acquired through the various chemistry courses offered in previous years. In this course, student teachers will learn experimental techniques and instrumental methods in advanced inorganic, organic, physical and analytical chemistry. It aims to bring student teachers to a high level of competence in synthesis, making careful chemical and physical measurements, making logical deductions and in communicating results accurately and precisely.

AS: Chemistry

201

AAY330 Environmental Chemistry

Concepts and basic problems in environmental issues. Bio-geochemical cycles of elements, with emphasis on carbon, nitrogen and oxygen cycles. Solar energy, fossil fuel and the green-house effect. The atmosphere and atmospheric chemistry. Air pollution; photochemical reactions, kinetics and ozone depletion. Water chemistry and resources. Sewage, solid waste and waste management. Chlorinated organic compounds, polynuclear aromatic hydrocarbons. Toxic metals in the environment. Pollution control and minimization; decontamination and remediation methods; advanced oxidation processes. Environmental chemical analysis.

AAY331 Organometallic Chemistry

Structure, bonding, synthesis and reactions of metal complexes with carbonyl, alkyl, hydride and unsaturated hydrocarbon ligands. Organometallic reaction mechanisms: sigma-pi rearrangement, beta-elimination, migratory insertion, oxidative addition, reductive elimination. Homogeneous catalysis of organic reactions by transition metal complexes, including: hydrogenation, isomerization, polymerisation, hydroformylation, Wacker process.

AS: Chemistry

202

AAY332 Phase Equilibria and Colligative Properties

One-component systems: phase diagrams; Clapeyron equation and Clausius-Clapeyron equation, phase rule. Two-component systems (simple mixtures): thermodynamic description of mixtures and partial molar properties; vapour-liquid equilibria of binary liquid mixtures: ideal solutions, Raoult’s law and Henry’s law; colligative properties: elevation of boiling point, freezing point depression, osmotic pressure, molar mass determination by freezing point depression and osmotic pressure.

AAY333 Organic Reaction Mechanisms and Synthesis

Basic principles for writing organic reaction mechanisms. Frontier orbitals. Factors controlling organic reactions: thermodynamic and kinetic factors; stereochemical and electronic factors. Survey of the main types of organic reaction mechanisms. Reactions of carbonyl compounds with alpha hydrogen atoms; enols and enolates. Pericyclic reactions. The disconnection approach to organic synthesis; synthons. These topics are taught with special emphases on linkages to the current school curricula.

AAY334 Industrial Chemistry

History and development of the industry. Sources of chemicals. Main sectors of chemical industries; their social and economical importance towards national and regional development. Operational, pollution and logistic issues. Petrochemical industry and energy sector; petrochemicals and their utilizations. Industrial catalysts, chloro-alkali products and the

AS: Chemistry

203

gas industry. Agricultural chemicals and specialty chemicals. Research and development. These topics are taught with special emphases on linkages to the current school curricula.

AAY430 Independent Study Project In this course, a student teacher undertakes an individual research project under the supervision of an academic staff that will expose him/her to the various phases of research work. This course enables the student teacher to apply knowledge and hone problem-solving and critical thinking skills. The student teacher is expected to carry out experiments in the Chemistry laboratory. The experience will prepare the student teacher in the supervision of project work of school students in future.

AAY431 Advanced Analytical Chemistry

Chromatographic theory: Fick’s first and second laws; principles of peak retention and resolution, zone spreading, Einstein diffusion coefficient, theoretical plates. Modern chromatographic systems: column and detector technology; purge-and-trap, head-space analysis, solid-phase microextraction. Mass spectrometry: methods of ionization and mass analysis; hyphenated techniques, GC-MS, LC-MS, MS-MS. Automation, miniaturization, data management and quality assurance in modern analytical science. Case studies.

AS: Chemistry

204

AAY432 Materials Chemistry

Introduction to the major groups of materials: metals, polymers, ceramics, and composites. Crystal structures, defects and fundamental properties of materials. Polymer synthesis and characterization, polymer properties, hydrogels, polymer degradation and biodegradable polymers, polymer processing for tissue engineering. Biomaterials. Fullerenes and carbon nanotubes.

AAY433 Medicinal Chemistry

This course introduces the basic principles and practice of medicinal chemistry. This is illustrated by how ideas for new drugs are taken through the various stages from initial discovery, generation of lead compounds, optimization of biological activity, and finally into clinical trials. The mechanism of action of clinical drugs (antiviral, antibacterial, anticancer, anti-inflammatory, and anti-parasitic) used for treatment of human ailments will be discussed. Chemical principles of herbal medicine will also be discussed. These topics are taught with special emphases on linkages to the current school curricula.

AS: Chinese Language

205

ACADEMIC SUBJECT: CHINESE LANGUAGE Table: AS 1 Chinese Language Structure for BA (Ed)

(Chinese) (Primary) AS 1 Chinese Language Structure for BA (Ed) (Chinese) (Secondary)

Year Course Code Title Course

Category No. of AUs

Pre-requisites

1

AAC101 Textual Analysis and Writing Practices Core 3 -

AAC102 Modern Chinese Phonology and Hanyu Pinyin Core 3 -

AAC103 Chinese Rhetoric Core 3 -

2

AAC201 Chinese Etymology and the Modern Chinese Script Core 3 -

AAC202 Critical Reading and Writing in Chinese Core 3 -

AAC203 Modern Chinese Lexicology Core 3 - AAC204 Modern Chinese Grammar Core 3 -

3

Select any 2

AAC331 Translation and Contrastive English- Chinese Linguistics

Pres 3 -

AAC332 Features of Singapore Mandarin Pres 3 -

AAC333 Language Acquisition and Learning of Chinese Pres 3 -

Select any 1 AAC334 Classical Chinese Grammar Pres 3 -

AAC335 Selected Readings in Chinese Linguistics Pres 3 -

4

Select any 1

AAC431 Computer Applications in Chinese Language and Literature Pres 3 -

AAC432 Chinese Language and Culture Pres 3 -




206

AAC101 Textual Analysis and Writing Practices

This course aims to acquaint student teachers with good Chinese writing through close textual analysis of literary works and commentaries of different kinds of writing. It also aims to enhance student teachers’ reading ability and sharpen their writing skills.

AAC102 Modern Chinese Phonology and Hanyu Pinyin

This course will equip student teachers with basic knowledge of Phonetics and Phonology of Modern Standard Chinese. The objective is to enable student teachers to apply such knowledge in teaching.

AAC103 Chinese Rhetoric

This course deals with the functions of rhetoric in literature and everyday life. It aims to enable student teachers to determine the linguistic structure of an expression and relate it to its meaning and rhetorical effects.

AAC201 Chinese Etymology and the Modern Chinese

Script

This course aims to equip student teachers with basic knowledge in Chinese etymology and the modern Chinese script. Such knowledge will enhance their ability as a Chinese language teacher, especially when it comes to the teaching of recognition of Chinese characters.


207

AAC202 Critical Reading and Writing in Chinese

This course aims to familiarize student teachers with the form and conventions of academic writing in Chinese. The objective is to enhance critical reading and writing competencies through a variety of tasks, such as analyzing given texts from various sources; constructing a focused, logical, coherent view-point; selecting and sourcing relevant research material; drafting, revising and editing a short essay; writing a mini research paper.

AAC203 Modern Chinese Lexicology

The course aims to provide student teachers with a basic knowledge of the nature and classification of the Chinese lexicon.

AAC204 Modern Chinese Grammar

This course aims to provide student teachers with a basic knowledge of modern Chinese grammar. It will equip them with the concepts and skills to analyze parts of speech and sentence structures of various kinds of modern Chinese writings in daily and academic life as well as in school settings.

AAC331 Translation and Contrastive English-Chinese

Linguistics

Introduction to synchronically contrastive linguistics; theoretical and practical aims; models and examples of contrastive study between Chinese and English at orthographical, morphological, semantic and syntactic levels, theories and practice of translation.


208

AAC332 Features of Singapore Mandarin

This course focuses on the description of the phonology, vocabulary, and syntax of Singapore Mandarin. The historical and present-day influence on Singapore Mandarin from Chinese dialects and other non-Chinese languages in Singapore, the different varieties of Singapore Mandarin and its standardization, and the role of Mandarin in the multilingual context of Singapore will also be examined.

AAC333 Language Acquisition and Learning of Chinese

This course aims to equip student teachers with a basic knowledge in language acquisition models and theories. It aims also to enhance their understanding of normal language development in primary and secondary school and the issues related to learning Chinese as a second language in the special context of Singapore. Student teachers will also be able to have a better understanding of developing bilingualism from infancy through school and the role of language socialization in language acquisition.

AAC334 Classical Chinese Grammar

This course focuses on the grammar of the Chinese language prior to the Tang period. It deals with the development of classical Chinese grammar and compares classical Chinese grammar with modern Chinese grammar, with focus on the morphological and syntactic components. It aims to enhance student teachers’ ability to read classical Chinese writings as well as consolidating their understanding of the grammar of the Chinese language.


209

AAC335 Selected Readings in Chinese Linguistics

This course exposes student teachers to various kinds of writings in the area of Chinese general linguistics, Chinese etymology, grammar, lexicology, phonology and sociolinguistics. The objectives are to enrich their knowledge in Chinese language and enhance their ability to do research in the field of Chinese linguistics for academic and teaching purposes.

AAC431 Computer Applications in Chinese Language and

Literature

This course provides the fundamental principles and knowledge on the use of IT in the studying and teaching of Chinese Language and Literature. It also aims to equip student teachers with essential digital skills and power tools to achieve the goals in their academic and teaching profession.

AAC432 Chinese Language and Culture

This course aims to introduce different aspects of Chinese language and culture, with an emphasis on the dynamic relationship between them. Student teachers will better grasp the cultural and social dimensions of Chinese language and thereby have a greater ability of communication.

AS: Chinese Literature

210

ACADEMIC SUBJECT: CHINESE LITERATURE Table: AS 2 Chinese Literature Structure for BA (Ed)

(Chinese) (Primary) AS2 Chinese Literature Structure for BA (Ed) (Chinese) (Secondary)

Year Course

Code Title Course

Category No. of AUs

Pre-requisites

1

AAJ101 Survey of Modern Chinese Literature Core 3 -

Select 1 (Primary) AAJ131 Readings in Children’s Literature Pres 3 - AAJ132 Creative Writing Workshop Pres 3 -

Select 1 (Secondary) AAJ132 Creative Writing Workshop Pres 3 -

AAJ133 Readings in Singapore and Malaysia Chinese Literature Pres 3 -

2 AAJ201 Selected Readings in Classical

Chinese Prose Core 3 -

AAJ202 Selected Readings in Classical Chinese Poetry Core 3 -

3

Select 2 AAJ331 Chinese History Pres 3 - AAJ332 History of Chinese Literature Pres 3 - AAJ333 Introduction to Chinese Thought Pres 3 -

Select 1 AAJ334 Tang Poetry Pres 3 - AAJ335 Song Ci Pres 3 -

4

Select 1 AAJ431 Contemporary China Pres 3 - AAJ432 Classical Chinese Fiction Pres 3 - AAJ433 Classical Chinese Drama Pres 3 -




211

AAJ101 Survey of Modern Chinese Literature

This course aims to provide student teachers with a basic knowledge of modern Chinese literature and enhance their understanding of modern Chinese people and their society.

AAJ131 Readings in Children’s Literature

This course examines the historical development of children’s literature, its various genres and its relevance to the linguistic, imaginative and psychological development of children, with focus on the teaching of Chinese in primary schools.

AAJ132 Creative Writing Workshop

This course aims to enhance student teachers’ ability to appreciate and write creative writings so that eventually they can guide their pupils in creative writing.

AAJ133 Readings in Singapore and Malaysia Chinese

Literature

The course aims first to equip student teachers with basic knowledge of the trends and developments of writings by Singapore and Malaysia writers. It also aims to enable student teachers to make good use of Singapore and Malaysia Chinese literary works in Chinese language & literature teaching and curriculum design.


212

AAJ201 Selected Readings in Classical Chinese Prose

This course aims to enhance student teachers’ ability to appreciate classical prose writings and enrich their understanding of Chinese culture.

AAJ202 Selected Readings in Classical Chinese Poetry

The course aims to equip student teachers with a basic knowledge of classical Chinese poetry and enhance their ability to appreciate the works of this genre.

AAJ331 Chinese History

This is a survey of Chinese history from antiquity to the modern era in the perspective of world history.

AAJ332 History of Chinese Literature

This course aims to equip student teachers with a basic knowledge of the history of Chinese literature from the Western Zhou to the Qing dynasty, as well as the stylistic features of various genres throughout Chinese history.

AAJ333 Introduction to Chinese Thought

This course aims to provide student teachers with a basic knowledge of the major philosophical schools in Chinese history. Student teachers will be challenged to reflect on their own life beliefs and modern ethics and norms.


213

AAJ334 Tang Poetry

This course aims to enhance student teachers’ ability to understand and appreciate Tang poetry.

AAJ335 Song Ci

This course aims to enhance student teachers’ ability to understand and appreciate Song lyric poetry.

AAJ431 Contemporary China

This course aims to provide student teachers with a basic understanding of contemporary China from various perspectives such as historical, political, economic, sociological, geographical, and international latest development.

AAJ432 Classical Chinese Fiction

This course aims to provide student teachers with a basic knowledge of the development and characteristics of the classical Chinese fiction. They will read selected tales of the Six Dynasties, chuanqi and huaben stories of the Tang and Song periods as well as excerpts from the four major novels, namely, The Romance of the Three Kingdoms, The Water Margin, The Journey to the West and The Dream of the Red Chamber.


214

AAJ433 Classical Chinese Drama

The course aims to equip student teachers with the basic knowledge of the form and development of Chinese classical drama. It will include a comparative study of systems and traits of classical drama, the classification and appreciation of classical drama. An understanding of the influence of the classical drama on Chinese ethics and moral concepts.

AS: Drama

215

ACADEMIC SUBJECT: DRAMA Table 1: AS 1 Drama Structure for BA (Ed) (Primary)

AS 1 Drama Structure for BA (Ed) (Secondary)

Year Course Code


No. of AUs

Pre-requisites

1

AAU101 Acting Core 3 - AAU102 Foundations of Drama Core 3 - AAU103 Educational Drama Core 3 -

AAU104 Contemporary Theatre in Singapore and Southeast Asia Core 3 -

2

AAU201 Twentieth-Century Theatre and Drama Core 3 -

AAU202 Applied Theatre Core 3 -

AAU203 Physical Theatre Core 3 - Choose from one of the following options: AAU231 Traditional Asian Theatre Forms Pres 3 - AAU232 Technology, Media and Theatre Pres 3 -

3

AAU301 Cultural Theory and the Theatre Core 3 - AAU302 The Director in the Theatre Core 3 -

Choose from one of the following options: AAU331 Technical Theatre Pres 3 -

AAU332 Early Modern Theatre and drama Pres 3 -

AAU333 Theatre for Development Pres 3 -

Choose from one of the following options:

AAU334 Semiotics and Aesthetics of Theatre Pres 3 -

AAU335 Modern Drama Pres 3 -

AAU336 Dramaturgy and Writing for the Theatre Pres 3 -

4 AAU402 Performance and Production Core 3 -



AS: Drama

216

Table 2: AS 2 Drama Structure for BA/ BSc (Ed)

(Secondary) Year Course

Code Title Course

Category No. of AUs

Pre-requisites

1

AAU101 Acting Core 3 - AAU102 Foundations of Drama Core 3 - AAU103 Educational Drama Core 3 -

AAU104 Contemporary Theatre in Singapore and Southeast Asia Core 3 -

2

AAU201 Twentieth-Century Theatre and Drama Core 3 -

AAU202 Applied Theatre Core 3 -

AAU203 Physical Theatre Core 3 - Choose one of the following: AAU231 Traditional Asian Theatre Forms Pres 3 - AAU232 Technology, Media and Theatre Pres 3 -



AAU101 Acting

Explores the processes of personal preparation for a range of acting roles and performance modes. Gives initial experience of Asian and presentational modes as well as the traditional core work in realistic acting. Emphasises personal commitment to and ownership of the process. Both group and individual performances will be presented and assessed, supported by journals and written theoretical accounts.

AS: Drama

217

AAU102 Foundations of Drama

This will constitute a general introduction to the field of drama, in its literary, theatrical, performative and educational aspects. Set texts will include a Shakespeare play and a Singapore play, and there will be a theatre visit. The plays will be approached dramaturgically – through the means of analysis for theme, structure, character and patterns of language; through the possible theatrical modes for their realisation; and through practical work on the text as a script for performance, focussing on the work of the actor/performer. Elementary theory will be incorporated to give the student teachers critical purchase on the knowledge base. An overarching concern will be the historical and present-day social purposes of theatre, and in this context the important area of educational drama will be introduced. The course thus establishes a foundation for the other six core courses at Levels 1 and 2.

AAU103 Educational Drama

This course introduces student teachers to the history, philosophies and theories of educational drama. The focus will be on learning in, through and about drama with a practical orientation. Links will be drawn between developments in our understanding of how children learn and the ways that educational drama practices have contributed to discourse in the field.

AS: Drama

218

AAU104 Contemporary Theatre in Singapore and Southeast Asia

The course will explore issues that are relevant in contemporary Southeast Asian theatre, with particular emphasis on Singapore and Malaysia and a brief introduction to Indonesia and the Philippines. It will include an introduction to the elements of traditional theatre as well as theatre forums with theatre practitioners on current practices, and will consider questions of identity, history, social and cultural changes and the trends. Student teachers will be required to prepare a 10-20 minute workshop performance in groups which may be an excerpt or adaptation of a play from the region.

AAU201 Twentieth-Century Theatre and Drama

The course will explore some of the practices and ideas that have had a significant impact on theatre in the 20th Century. It will often revolve around the writings or practices of theatre practitioners. Sometimes it will include other cultural influences such as political thought and social ideology, and their integration into theatre practice. The course will be taught through workshop and lecture and student teachers will be required to engage in practical and theoretical discussion, as well as prepare a workshop performance for assessment.

AS: Drama

219

AAU202 Applied Theatre

Applied Theatre is a term pertaining to drama/theatre practices which focus on participation and transformation. Theatre in Education (TIE), Theatre in Health Education (THE), and Theatre for Development (TFD) as well as Process Drama are all forms of Applied Theatre. This course introduces the practical, theoretical and philosophical underpinnings of these approaches.

AAU203 Physical Theatre

This course explores the fundamental ideas of physical theatre and provides practical training in the relevant skills. It will focus on the articulation of ideas through the articulation of the body by emphasizing movement and gesture. It will use experimental techniques of improvisation, movement analysis, contact improvisation and basic choreography in extending the vocabulary of the body. It will discuss how physical theatre has influenced much contemporary theatre and trace its origins to traditions from the East and West. The course will also employ selected literary texts of poetry and prose to be used for performance.

AS: Drama

220

AAU231 Traditional Asian Theatre Forms

This course will examine aspects of form, style and technique in major traditional theatre forms across Asia, such as Noh in Japan, Beijing Opera in China and Kathakali in India. It will employ an integrated approach to learning these forms by using practical workshops that are informed by history and theory. It will also examine some relevant literary texts that have become part of the tradition. The course will discuss and analyse the theoretical frameworks within which these forms have developed and how they continue to influence ideas about tradition in Asia.

AAU232 Technology, Media and Theatre

This course will examine theatre as a live performance and its implications in a mediatized culture. It will discuss the idea of ‘liveness’ in a world increasingly dominated by media technology and consider how this implies a reduced space for ‘live’ performances. It will study technologised performance as an emergent space and analyse how the element of ‘liveness’ impacts on theatre’s value. It will also explore how theatre contends with mass media and popular forms of technologised culture. The course will provide opportunity for creating live performance that uses technology and engages media culture to enhance as well as question the quality of ‘liveness’ in theatre.

AS: Drama

221

AAU301 Cultural Theory and the Theatre

This course explores contemporary theatre within the frame of cultural theory. It will highlight significant aspects of theories such as post-colonialism, gender and post-modernism, and trace how they have had a marked impact on theatre performances in a range of contexts. The approach taken will include the close examination of theatre practice that is informed by cultural theory. It will study how practice can be constructed to embody and develop forms of contemporary theatre making. It will involve watching contemporary performances and analyzing the construction of work according to the ideas being examined. The course will also provide opportunity to create original performances that are critically informed by theory and analysed within the respective framework.

AAU302 The Director in the Theatre

Practical work in the process of directing – from conceptualization through design and rehearsal to performance – with the working context of managing relationships and the theoretical context of the major directors in the last hundred years and the implications of their work for the cultural operation of theatre. The significance of changing relationships with the actor and with audience are two central motifs.

AS: Drama

222

AAU331 Technical Theatre

A detailed practical investigation of lighting design and operation, sound design and operation, costume and set design and stage management practices (including safety). The context for this work is the essential artistic contribution made by these practical aspects of theatre-making and the historical changes that are represented through changing techniques, just as much as through changing playscripts.

AAU332 Early Modern Theatre and Drama

Covers the major theatre developments in Western Europe between 1580 and 1700, together with study of representative dramatic texts. The large context is the change from pre-modern to enlightenment mentalities, and the historical disruptions which were part of this change. The theatre is seen as a cultural site which, in the detail of its modes of presentation, embodies and reflects upon these changes.

AAU333 Theatre for Development

This course takes a critical stance with regard to contemporary Applied Theatre and Community Theatre models. Student teachers will consider the ethics and implications of social and cultural constraints and impacts of TFD in a global society. The practical workshops aim to empower student teachers to devise and co-create impactful and culturally sensitive works.

AS: Drama

223

AAU334 Semiotics and Aesthetics of Theatre

This course will examine key topics in analyzing performance such as decoding the sign, the politics of performance, the performing body, audience and spectatorship. It will draw on critical theory in semiotics and aesthetics to inform the understanding of theatre as a sign-system and aesthetic space. The approach will involve examining what is involved in the practical construction of performance texts and mise en scene whilst giving opportunity for original performance texts created in the course to be deconstructed and analysed.

AAU335 Modern Drama

An investigation of modern approaches to drama and theatre from Chekhov and Ibsen through to more contemporary playwrights. These texts may be addressed in seminars and performance workshops.

AAU336 Dramaturgy and Writing for the Theatre

This course offers an investigation of the role of the dramaturg in contemporary theatre practice. It focuses on playwriting processes, dramaturgical methods, criteria used for script assessment and the role of the script editor. Student teachers will have the opportunity to create original texts and act as dramaturgs for their peers.

AS: Drama

224

AAU402 Performance and Production

This course represents the final collaborative theatre work of the cohort. The character of the production will depend upon the further developmental needs of the group at that time – for instance, it could take the form of a devised Theatre-in-Education piece to be toured through schools, if co-operative creation and the educational nexus were considered the most important areas to develop further. Or it could be a classic production, or an interdisciplinary performance piece. The production work will grow out of continuing drama training, that is out of processes that will be valuable beyond the context of the immediate performance. It will also be theorized and subject to critique and review to place it firmly in the arena of work-in-progress, however much it is, at the same time, aiming to be a polished topping-out ceremony.

AS: English Language

225

ACADEMIC SUBJECT: ENGLISH LANGUAGE

Table 1: AS 1 English Language Structure for BA (Ed) (Primary) AS 1 English Language Structure for BA (Ed) (Secondary)

Year Course

Code Title Course

Category No. of AUs

Pre-requisites

1

AAE101 Introduction to the Study of Language Core 3 - AAE102 Language in Context Core 3 - AAE104 Exploring the Grammar of English Core 3 -

AAE105 Exploring the Words and Sounds of English Core 3 -

2

AAE201 The Social Variation of Language Core 3 -

AAE202 Language Meaning and Use Core 3 -

AAE203 Language Acquisition & Development Core 3 -

Select any 1 elective

AAE231 The Role of Language in Education Pres 3 -

AAE232 Analysing Text Pres 3 -

AAE233 Language and Literacy Pres 3 -

AAE234 The Structure of Singapore English Pres 3 -

AAE235 Aspects of Early Literacy Pres 3 -

AAE236 Second Language Academic Writing Pres 3 -


226

cont’d

Year Course

Code Title Course

Category No. of AUs

Pre-requisites

3/4

Select any 5 electives AAE

331/431 An Introduction to Systemic Functional Grammar Pres 3 -

AAE 332/432 Topics in Phonetics / Phonology Pres 3 -

AAE 333/433 Topics in Pragmatics Pres 3 -

AAE 334/434 Lexicology and Lexicography Pres 3 -

AAE 335/435 Critical Discourse Analysis Pres 3 -

AAE 336/436 English in New Cultural Contexts Pres 3 -

AAE 337/437 Understanding Reading Pres 3 -

AAE 338/438 Understanding Writing Pres 3 -

AAE 339/439

Multiliteracies and the Language Classroom Pres 3 -

AAE 340/440 Bilingual Education Pres 3 -

AAE 341/441 Using IT in the Language Classroom Pres 3 -

AAE 342/442 Language Testing Pres 3 -

AAE 343/443 History of Modern Linguistics Pres 3 -

AAE 344/444

Comparative Linguistics and the Theory of Translation Pres 3 -

AAE 345/445 Language Across the Curriculum Pres 3 -

AAE 346/446

Special Topics in Language & Education Pres 3 -

AAE 347 Research Methods Pres 3 -

AAE 447 Independent Reading and Research Pres 3 AAE347




227

Table 2: AS 2 English Language Structure for BA/ BSc

(Ed) (Secondary) Year Course

Code Title Course

Category No. of AUs

Pre-requisites

1

AAE101 Introduction to the Study of Language Core 3 -

AAE102 Language in Context Core 3 -

AAE104 Exploring the Grammar of English Core 3 -

AAE105 Exploring the Words and Sounds of English Core 3 -

2

AAE201 The Social Variation of Language Core 3 -

AAE202 Language Meaning and Use Core 3 -

AAE203 Language Acquisition & Development Core 3 -

Select any 1 elective

AAE231 The Role of Language in Education Pres 3 -

AAE232 Analysing Text Pres 3 -

AAE233 Language and Literacy Pres 3 -

AAE234 The Structure of Singapore English Pres 3 -

AAE235 Aspects of Early Literacy Pres 3 -

AAE236 Second Language Academic Writing

Pres 3 -



AAE101 Introduction to the Study of Language

This course comprises a basic introduction to the study of language, of English, and of applied linguistics. It provides an overview, with basic terminology, of the major branches of language, investigating the nature, history and structure of English, and how language relates to the mind, society, and education. It provides the basis of investigation in subsequent courses. Throughout the course, the connections between the various branches are emphasized.


228

AAE102 Language in Context

The major aim of this course is to make student teachers systematic and critical observers of language as they use and encounter it in different contexts. It will examine spoken and written texts across a variety of settings and for a wide range of purposes. By providing student teachers with a beginner’s framework and metalanguage for talking about texts, interactions and social context, the course will enable them to appreciate how language works to enable purposeful communication in context, but also to understand how it often works to cover underlying purposes and values. The course is organized around specific weekly small-scale tasks, where student teachers apply and fine-tune the framework and concepts provided to texts which feature in their everyday and professional/academic life, and which, for future teachers, are likely to be relevant to their pupils.

AAE104 Exploring the Grammar of English

This course introduces grammar as the study of the different parts of the English sentence and how these parts relate to each other. It covers the full range of units – the individual words, which combine with other words to form phrases, which, in turn, combine with other phrases to form clauses. The course draws attention to the key features of the major constituents of the English sentence, and the various functions they perform. Student teachers are also given a brief introduction to the two main approaches to the study of grammar – the formal and the functional.


229

AAE105 Exploring the Words and Sounds of English

This course will introduce student teachers to the basic concepts of English morphology and phonology, and some implications for the teaching of English. In the study of morphology, student teachers will learn the basic elements of English words: free (lexical/functional) and bound (derivational/inflectional) morphemes, and the distinction between morphs and allomorphs. Student teachers will also deepen their understanding of the main word formation processes (for example, borrowing, compounding, blending, clipping and so on). In the study of phonetics and phonology, student teachers will explore the patterns of speech sounds in English words and sentences. They will become thoroughly familiar with the IPA chart and be able to read and produce phonetic transcriptions. They will also learn key aspects of English phonology: phonemes, phone, allophones, co-articulation effects, syllable structure, intonation, word and sentence stress.

AAE201 The Social Variation of Language

This course introduces student teachers to basic concepts in sociolinguistics, including socially determined variation in style and register; language varieties reflecting social class, gender and ethnicity. Topics also include investigations of factors influencing language choice in bilingual societies, as well as related phenomena such as code-mixing and code-switching. Issues such as language maintenance and language shift, the emergence of new language varieties such as pidgins and creoles, and the impact of globalization and new


230

communicative orders on the status of languages will also be covered.

AAE202 Language Meaning and Use

This course looks at the meanings of English and how we use meaning to represent and interact with reality and other people, from word to discourse level, and in contexts of real interaction and use. It will consider the nature of meaning, different types of meaning, relationships between meaning and form, the nature and characteristics of words, different types of word, how words are linked by different meaning relationships, how meanings and words change over time, how we use metaphor to create new meanings, the role of dictionaries, how computer corpora can provide information about meaning, words, idioms, grammar and use, how meanings function in spoken and written discourse, how we use meanings and meaning patterns to construct different kinds of text, and how we can use meanings and words conventionally and creatively, as rule and imaginative resource.

AAE203 Language Acquisition and Development

This course examines theories and issues of language learning from both psycholinguistic and sociolinguistic perspectives. It introduces important concepts about how languages are learnt and used in society. Making links between psychological and social factors, the course considers the normal path of development for English monolinguals and bilinguals at home and in school. It highlights features of English language development in primary and secondary schools in multilingual societies such


231

as Singapore. Such knowledge can help teachers understand key factors that influence language learning and make informed decisions about instruction.

AAE231 The Role of Language in Education

This course explores the centrality of language in education, where it is both the medium and the message. Through language the process of teaching and learning takes place, and one of the principal aims of education is to foster student teachers’ ability to use language. Among the key questions raised are the following: What is the relationship between language and learning, and how can teachers use language effectively to promote learning? Which language, or types of language, should be taught in school and why? Why do some students learn the language, or types of language, of schooling more readily than others?

AAE232 Analysing Text

This course builds on earlier courses concerned with language, meaning, discourse and text, and emphasises semiosis – meaning-making – and the semiotic resources available to users. The course will explore the relationships between texts and contexts, people and contexts, and people and texts, and involve analysis of spoken, written and visual discourse, in order to understand and appreciate their characteristics, similarities and differences, the roles they play in our everyday lives, and their importance in educational contexts.


232

AAE233 Language and Literacy

This course introduces student teachers to the ways in which definitions of and research on literacy have changed in recent years from static, unidimensional understandings to views of literacy as diverse in nature and as sets of situated social practices inextricably linked to culture and societal structures. Readings and discussion focus on the diverse nature of literacies across time and space and different communities, and the social, cognitive and linguistic aspects of becoming literate. In each area, the concepts and findings of the readings will be linked to literacy development and teaching in the multiracial and multilingual Singapore context.

AAE234 The Structure of Singapore English

This course examines the structure of Singapore English: its grammar, morphology, phonology, lexis and discourse. This is achieved by examining Singapore English as a new variety of English in its own right, and also by comparison with standard international English. Throughout the course, student teachers will carry out investigations of their own variety of (Singapore) English, and relate these to issues and practices of the use of the informal variety of Singapore English in Singapore schools.

AAE235 Aspects of Early Literacy

This course introduces student teachers to the issues surrounding literacy acquisition in young children, i.e., children in kindergarten or pre-school up to Grades 2-3 (P2/P3). It will provide both a sound theoretical base and the practical teaching skills


233

needed for early literacy classrooms. Student teachers will study the major debates in teaching reading: the phonics vs. whole language approaches; and the emphasis-on-oracy vs. emphasis-on-literacy approaches. Student teachers will acquire an understanding of specific problems encountered by children who struggle to read and write. These include the mismatch between the dominant home language and medium of instruction, and the low socio-economic status of young learners. Finally student teachers will also evaluate programs in various countries which help struggling readers. Throughout this introductory course student teachers will look at the implications for teachers who need to serve diverse roles in Singapore classrooms.

AAE236 Second Language Academic Writing The purpose of this course is to introduce student teachers to major issues in second language academic writing studies. Student teachers, through collaborative activities and group discussion, will be guided towards a better understanding of what second language academic writing entails. This course will cover some of the following topics: the nature of second language academic writing; ways to plan and teach different aspects of second language writing; the approaches to teaching academic writing interculturally; and some of the more controversial issues in second language writing assessment.


234

AAE331/ An Introduction to Systemic Functional Grammar 431

This course explores the structure of English in context. It introduces key concepts from Michael Halliday’s systemic functional grammar, and examines in detail the interpersonal, experiential and textual organization of texts. This course focuses on the broad functions of language, and equips student teachers with the knowledge to account for how language is used in a particular way.

AAE332/ Topics in Phonetics/ Phonology 432

This course provides an in-depth description of the vowel, consonant, stress, rhythm and intonation systems of English. It will include an overview of phonological theory, including a detailed study of phoneme theory as well as an introduction to generative phonology. Student teachers will also learn how to measure features of their own speech, and they will be required to compare their findings against existing research on Singapore English. Finally, student teachers will investigate and report on their own intonation and other patterns of their discourse.

AAE333/ Topics in Pragmatics 433

A study of the ways in which meanings are generated in context. It explores the philosophical aspects of meaning in Speech Acts, Gricean Maxims, Relevance Theory, Conversational Structure and the coherence of talk, the relations between pragmatics


235

and society, and the application of pragmatics to discourse.

AAE334/ Lexicology and Lexicography 434

This course focuses on the history, design and use of dictionaries, and innovations in the design of lexical resources for language learners. It explores the processes by which lexicographers compile dictionary entries and also the factors which affect the type, extent and focus of the information presented in language learning resources for language learners. A feature of the course is a hands-on review of corpus-based methods in language description for compiling dictionaries and other reference resources.

AAE335/ Critical Discourse Analysis 435

Critical Discourse Analysis or CDA, for short, is an approach to discourse analysis which looks at issues of power and ideology and the ways by which they are reproduced through language. This critical approach to discourse analysis will explore areas like media discourse, gender discourse and political discourse to uncover the linguistic processes that underlie the ideological construction of contemporary society. CDA’s analytic method relies heavily, though not exclusively, on Halliday’s functional grammar, and so student teachers with a background knowledge of functional grammar may have an advantage.


236

AAE336/ English in New Cultural Contexts 436

This course surveys the socio-cultural and linguistic characteristics, the roles and functions of new varieties of English in societies around the world. The main objective is to increase student teachers' understanding of the characteristics of New Englishes and the development of new meanings and structures in new cultural contexts. A range of issues related to the spread of English, such as linguistic human rights, language death, decolonisation and the search for cultural roots in new literatures in English will also be examined.

AAE337/ Understanding Reading 437

This course will incorporate theoretical and research foundations of past years as well as new conceptualizations of reading and literacy. This requires an understanding of various models of reading and literacy processes. The concept of reading and comprehension has undergone massive change in several ways. The text is viewed as a multiple, intertextual construct. The reader is seen to play a central role in the process of constructing meaning. Context as realized by the constraints of task, purpose and situation is given an important role emphasizing the social dimension of the learning situation. Student teachers will develop an understanding of comprehension and the processes of reading embedded within a learning framework that stresses cognitive development and the social context of learners. Aspects of language processes connected with initial encounters with print, social context and culture, the comprehension process and


237

the role of metacognition in the development of reading will form the focus of this course.

AAE338/ Understanding Writing 438

Student teachers will be introduced to significant research and theoretical perspectives on the nature of writing (composing) and the development of writing competence in school and non-school contexts. They will use the research and theoretical models to explore the nature of writing and writing tasks in local school and non-school situations. Implications for the teaching/learning of writing will be discussed.

AAE339/ Multiliteracies and the Language Classroom 439

This course examines the ‘what’ and ‘how’ of language and literacy teaching in the context of new and emerging communication channels, forms of message arrangement and technologies and a rapidly changing English language. Specific issues discussed are: Does knowledge remain the same when it is represented in language, image, gesture or other modes? Can image do what writing does, or writing what image does? How do new forms of message arrangement in texts and genres affect the processes of reading and writing? Does learning happen differently when we engage with knowledge through image or language, and are taught in traditional or computer-mediated classrooms? The course also looks at examples of language classrooms which show how the increasingly complex demands of language and literacy pedagogy in contemporary times can be effectively addressed.


238

AAE340/ Bilingual Education 440

This course includes an exploration of issues in societal bilingualism. It will include discussion on models of bilingual education, the roles and functions of languages, e.g. official, mother tongue languages in multilingual communities. Issues related to linguistic minorities, socio-psychological aspects of bilingualism: attitudes to language, culture, identity & ethnicity, factors influencing language maintenance and shift, and the politics of language policy planning will be examined.

AAE341/ Using IT in the Language Classroom 441

This course focuses on the use of Information Technology (IT) in the study, as well as the teaching, of the English language. We explore how various themes of language and learning can meet the challenges of the Digital Age.

AAE342/ Language Testing 442

This course provides an introduction to fundamental concepts in language test development, including validity, reliability, washback and ethical testing. Through the creation and trialing of a language test, student teachers will discover the practical implications of the theoretical aspects covered in the course.


239

AAE343/ History of Modern Linguistics 443

This course surveys the developments and broad directions in linguistics from the 19th century to the present day. It describes the tenets of the major schools of linguistics and their analytical approaches. The intellectual atmosphere within which various ideas were evolved, and the prime architects of each school – Saussure, Bloomfield, Chomsky, among others – are also discussed.

AAE344/ Comparative Linguistics and the Theory of 444 Translation

This course provides an overview of the theories and techniques of translation, focusing on issues that influence the translation of texts from the student’s home language into English and comparisons of the structure of English with one of the other languages of Singapore.

AAE345/ Language Across the Curriculum 445

This course emphasises the crucial role of language in learning, the important role that teachers play in the thinking and learning processes, and progress, of their students at primary and secondary levels, developing awareness of, and knowledge about, the language of subjects across the curriculum. The course will explore the use of language in primary and secondary subject classrooms, the nature of the texts and textbooks used in schools, and the ways in which theories of language and learning can be put into practice so that teachers


240

can address the learning needs of their student teachers more effectively and confidently.

AAE346/ Special Topics in Language and Education 446

This course will focus on subjects, key texts or persons that have played an important role in the study of language and education. Because of its specialised nature, the course will give student teachers a chance to explore a topic or the work of an educational linguist in greater depth. Topics vary with the instructor and the interests of student teachers.

AAE347 Research Methods

This course examines the various research methods employed in the study of English Language. It aims to provide basic knowledge and skills needed for student teachers to identify and define a significant issue in an area of English Language or Applied Linguistics and to decide on the appropriate theoretical framework and methodology to investigate it. Student teachers will be familiarised with different types of research design, quantitative and qualitative, and their strengths and limitations.

AAE447 Independent Reading and Research

This course provides an opportunity for undergraduate student teachers to do independent reading and research in a topic of their choice in English Language under the guidance of an ELL staff member. Student teachers use this opportunity to


241

explore an area of study or issue that relates to their academic and/or professional interests. Often, new tools, concepts or strategies learned during the first three years of study spark an interest in exploring further applications of ideas. This independent study course is an excellent opportunity for focused, personalised reading and research. Subject to the approval of the Academic Group, student teachers will select a topic and will be matched with a research mentor.

AS: English Literature

242

ACADEMIC SUBJECT: ENGLISH LITERATURE

Table 1:

AS 1 English Literature Structure for BA (Ed) (Secondary)

Year Course

Code Title Course

Category No. of AUs

Pre-requisites

1

AAR101 Speaking of Narrative Core 3 -

AAR102 Survey of British Literature I: Chaucer, Shakespeare & the Renaissance

Core 3 -

AAR103 Survey of British Literature II: 17th Century to Modernism Core 3 -

AAR104 Reading Strategies Core 3 -

2

AAR201 American Literary Tradition Core 3 -

AAR202 Literature, Education and Culture Core 3 -

AAR203 Singapore and the Region in Literature Core 3 -

Select any 1 course from Group A

Gro

up A

AAR231 Shakespeare and Early Modern Drama Pres 3 -

AAR232 The Restoration to Blake Pres 3 -

AAR233 17th Century Poetry and Prose Pres 3 -


243

cont’d

Year Course

Code Title Course

Category No. of AUs

Pre-requisites

3/4

Select 5, with at least 1 each from Group B, Group C and Group D

Gro

up B

AAR 331/431 Romanticism Pres 3 -

AAR 332/432 Victorian Poetry and Prose Pres 3 -

AAR 333/433

The English Novel: Jane Austen to the 19th Century Pres 3 -

Gro

up C

AAR 334/434 20th Century Drama Pres 3 -

AAR 335/435 20th Century Poetry Pres 3 -

AAR 336/436 Contemporary British Literature Pres 3 -

AAR 337/437 Contemporary American Literature Pres 3 -

AAR 338/438 Film Studies Pres 3 -

AAR 339/439 Adolescent Literature Pres 3 -

Gro

up D

AAR 340/440 Understanding Critical Theory Pres 3 -

AAR 341/441 Post-colonial Theory and Literature Pres 3 -

AAR 342/442 Literature and Feminism Pres 3 -

AAR 343/443 Approaches to Cultural Studies Pres 3 -

AAR 344/444

Developments in Anglophone Literatures Pres 3 -

AAR345 Research Methods in the Study of Literature in English Pres 3 -

AAR446 Independent Reading and Research Pres 3 AAR345




244

Table 2: AS 2 English Literature Structure for BA (Ed)/BSc (Ed) (Secondary)

Year Course Code


No. of AUs

Pre-requisites

1

AAR101 Speaking of Narrative Core 3 -

AAR102 Survey of British Literature I: Chaucer, Shakespeare & the Renaissance

Core 3 -

AAR103 Survey of British Literature II: 17th Century to Modernism Core 3 -

AAR104 Reading Strategies Core 3 -

2

AAR201 American Literary Tradition Core 3 -

AAR202 Literature, Education & Culture Core 3 -

AAR203 Singapore and the Region in Literature Core 3 -

Total AUs for Degree 24*


Note: * For the AS2, student teachers will in addition choose any course from Groups A,

B, C or D in the AS1 listings for a total of 24 AUs.


245

AAR101 Speaking of Narrative

As the first step in the education of a teacher of Literature, this course will introduce the student teacher to some of the modes of storytelling which have arisen through the ages from narrative poetry fiction and drama to more recent developments such as film, television anime, and computer realizations of current events. This is in anticipation of the various types of narrative structures a student teacher will have to deal with in the classroom.

AAR102 Survey of British Literature I: Chaucer,

Shakespeare & the Renaissance

This course surveys the first ‘half’ of the English literary tradition, a necessary step in the preparation of a teacher of Literature. The selection of authors and texts will introduce student teachers to literary periods, movements and aesthetics, and the particular emphasis will be Chaucer, Shakespeare and readings from the Renaissance. The three major literary genres of prose fiction, poetry and drama will be highlighted.

AAR103 Survey of British Literature II: 17th Century to

Modernism

This course surveys the second ‘half’ of the English literary tradition, continuing from where Survey leaves off in the preparation of a teacher of Literature. The selection of authors and texts will continue to introduce student teachers to important literary periods, movements and aesthetics. Once again the three major genres of prose fiction, poetry


246

and drama will be well-highlighted even as this course is mindful of its emphasis on historical survey.

AAR104 Reading Strategies

Student teachers will be given a selected number of texts and taught how to subject them to multiple readings, using a variety of approaches. They will start by mapping the semiotics of a text and understanding how it works as a system of signs before learning how to read gender biases and assumptions in its use of figurative language and narrative perspective. They may also learn how to disentangle the text’s ideologies, its class and other affiliations, and read critically into its gaps and absences. Student teachers will also be introduced to some basic psychoanalytical strategies of reading and learn how to relate a text’s discourse to the wider world of intellectual and cultural practices outside it. By the end of the course, student teachers will be able to relate to literature as social text and view reading as social practice, and be well prepared to proceed to the second year of their education as teachers of Literature.

AAR201 American Literary Tradition

This course examines the definition of the term “American”, what ideas and ideals are associated with its appropriation as a descriptive for the country, the United States, and how those ideas and ideals have been enunciated in American literature through the end of the nineteenth century. The readings will include selections from some of the following writers: Winthrop, Mather, Wheatley, Franklin, Cooper, Poe,


247

Hawthorne, Melville, Emerson, Fuller, Thoreau, Dickinson, Whitman and Twain.

AAR202 Literature, Education and Culture

This course explores the relationship between culture and literature education in the secondary school. Central to the challenge of literature education is the ongoing rapid growth of the mass media, consumer culture and the change in gender expectations of men and women, along with the more ‘traditional’ problem of how literature in English should be taught in a multi-ethnic/multi-lingual context. The social category ‘youth’ itself is affected by such cultural changes. Given these challenges, the roles of cultural literacy and complex written texts remain important as they are linked with the educational potential of developing creativity, strong identity and expanded formal and informal learning capacities. However, for literature education to be effective, teachers cannot ignore both the challenges and opportunities offered by contemporary global and local cultures. This course investigates the implications of culture for education, and the potential uses of youth culture as foci for the teaching of literature and the development of a critical cultural literacy.


248

AAR203 Singapore and the Region in Literature

This course will explore cultural and historical connections and shared ethnic traditions in the literatures of post-independence South-east Asian nations and Singapore. Using translated works as well as writing in English, student teachers will look, for example, at the modern rewriting of Hindu and Malay myths in the region, and examine the literary treatment of immigrant identities. It could also look at the modern woman’s struggle against Asian patriarchal cultures and consider similarities and differences in these nations’ literary constructs of modernity and their engagement with globalisation.

AAR231 Shakespeare and Early Modern Drama

The course focuses on the breadth of Shakespeare’s writing, covering his major plays as well as his poetry. Shakespeare and his work will be studied in the context of Elizabethan history and culture. Topics might include performance, identity, personal and political power, the effects of economic expansion and/or the roots of empire.

AAR232 The Restoration to Blake

This course provides an introduction to the literature of the Restoration and Eighteenth Century, excluding novels. Primary attention will be give to major poets (including John Dryden, Alexander Pope, Samuel Johnson, and William Blake) as well as essayists and prose satirists (especially Johnson and Jonathan Swift). Particular attention will be given to the role of the author as social actor and commentator.


249

AAR233 17th Century Poetry and Prose

This course studies major non-dramatic literature of the period with primary attention given to the works of John Donne and John Milton. Topics include metaphysical poetry (Donne, George Herbert, Andrew Marvell et al.), cavalier poetry (Ben Jonson, Thomas Carew, Richard Lovelace et al.), and the interaction of those traditions on Milton. The course may also include a study of the emergence of popular literature in John Bunyan’s Pilgrim’s Progress.

AAR331/ Romanticism 431

This course considers Romanticism as an intellectual and aesthetic movement and looks at the work of the major writers such as Blake, Byron, Shelley, Southey, Keats, Coleridge, and Wordsworth. Issues of style and elements of Poetry including form and imagery will be considered. Issues explored will include the nature of revolution, the sublime, Nature, the representation of the past, romantic love, travel, and exoticism.


250

AAR332/ Victorian Poetry and Prose 432

This course looks at a selection of poetry and prose and considers it in relation to such major concerns and cultural pre-occupations of the Victorian period as the woman question, colonialism, class struggle, industrialisation, social ills, the changing landscape, and the division between private and public spheres. Questions of poetic prose form will be integral to the course. Poetic works to be studied may include those of Robert Browning, Elizabeth Barrett Browning, Christina Rosetti, Alfred Tennyson, Matthew Arnold, and Thomas Hardy. Prose writing by Thomas Carlyle, Thomas Macaulay, John Stuart Mill, John Ruskin and William Morris will also be considered.

AAR333/ The English Novel: Jane Austen to the 433 19th Century

This course looks at the nineteenth-century English novel and the contribution to the form’s development by major writers like Jane Austen, the Brontes, Charles Dickens, Wilkie Collins, George Eliot, Elizabeth Gaskell, William Thackeray, and Thomas Hardy. Questions of form, point of view and the conventions of realism will be considered. Other issues to be examined include the trope of the fallen woman, sensation fiction, the place of the writer in Victorian society, serial publication and the material conditions of production.


251

AAR334/ 20th Century Drama 434

This course focuses on the seminal figures of the modern dramatic movement in Europe and the USA: Henrik Ibsen, Anton Chekov, August Strindberg, George Bernard Shaw, Eugene Ionesco, Eugene O’Neill and Samuel Beckett, among others. It will examine the ways in which these playwrights rejected conventional theatrical forms as well as look at concerns of subjectivity, gender, and social and cultural identities in response to major shifts in the intellectual life and socio-political climate leading to and during the twentieth century.

AAR335/ 20th Century Poetry 435

This course begins with an examination of poetry in English as a distinctively international phenomenon. It also considers the impact of the central issues and techniques of the ‘classic’ modernist poetry of T.S. Eliot, W.B. Yeats and Ezra Pound, among others, on the poetry that follows by writers such as W.H. Auden, Wallace Stevens, Sylvia Plath, as well as late twentieth-century figures such as Derek Walcott. Other issues may include the ways in which feminist and postcolonial concerns, for example, have influenced the development of modern poetry. There will be consideration of how the experimentation with poetic form is related to the poet’s thematic and other concerns.


252

AAR336/ Contemporary British Literature 436

This course will explore contemporary British literature through a range of genres, including the novel, drama, short fiction and cinema. It will engage with issues such as the representation of masculinities and femininities; the construction of male and female sexuality; the politics of homosexuality and prostitution; the influence of feminist academic thought; the rise of postfeminism as a cultural condition; transitions in the aesthetic form of the contemporary novel; and London as a site of multicultural alienation and dispossession.

AAR337/ Contemporary American Literature 437

This course examines twentieth-century American literature through the often-cited argument that all American literature can be traced back to Mark Twain’s The Adventures of Huckleberry Finn. Readings will include fiction, poetry and drama and non-fiction prose. Writers may include some of the following: Cummings, Hemingway, Baldwin, Stevens, Steinbeck, O’Neill, Faulkner, O’Connor, McCullers, Miller, Williams, Frost, Kingston, Vonnegut, Coover, Pynchon, Morrison.


253

AAR338/ Film Studies 438

This course aims to provide an introduction to film appreciation and analysis. The focus of the course is on film as a construct of art and narrative, paying particular attention to aspects of film form, aesthetics and style. Using contemporary films from the past two decades, we will explore filmic texts as visual forms of story-telling and discuss issues such as representation and spectatorship.

AAR339/ Adolescent Literature 439

This course will explore adolescent literature through a range of issues including the quest for identity, the development of gender roles, the prolificacy and causes of alienation and isolation, the movement between innocence and experience, and conflict between the individual and society. This course will encourage students to consider the ideological implications of adolescent texts in terms of the construction of child readers’ developing identity. Above all, the course aims to reconceptualise adolescent literature in order to challenge popular interpretation of the genre as ‘a literature of innocence’.


254

AAR340/ Understanding Critical Theory 440

This course is a survey of some of the currents of theoretical thinking which have proven to be influential in the study of literature. The range of ‘schools’ covered may include: Leavisite or humanistic approaches to criticism; Marxist and post-Marxist criticism and theories; psychoanalytical criticism; cultural criticism and theories of mass culture; structural and poststructural theories; postmodernist theories of the arts, writing and culture. Major figures which this course will focus on may include Claude Lévi-Strauss, Jacques Derrida, Jean-François Lyotard, Michel Foucault and Fredric Jameson. Understanding the contemporary debates on literature and reading will affect the way we read and teach literature in the classroom.

AAR341/ Post-colonial Theory and Literature 441

Selected readings of theory and literature will introduce student teachers to salient topics concerning post-colonial culture, such as the paradoxes of imagining post-colonial identity in the former master’s language as well as the identity problems that stem from contemporary global movements of peoples. Student teachers will also study the ways in which selected literary texts from the Indian subcontinent, Africa, and the Caribbean, as well as the Asian diaspora, among others, dismantle colonial fictions of the racial ‘Other’ and imagine new national, transnational and ethnic identities for their communities. The course will prepare student teachers to tackle in the classroom, important cultural and social concerns raised today


255

within the new context of globalisation and transnational identities.

AAR342/ Literature and Feminism 442

The course brings women’s issues to bear on the study of literature. Student teachers will begin by learning how to read literature from a female subject-position before being introduced to women’s writing as a genre. They will scrutinise the gender biases in writing by the literary ‘masters’ and ask whether both literature and literary criticism are patriarchal in character. Course readings will range from canonical male texts, to women’s novels and poetry and include salient writings from the Women’s Movement.

AAR343/ Approaches to Cultural Studies 443

This course introduces the study of culture beyond the literary text. It considers the development of British cultural studies and the development of the idea that ‘culture is common’. The range of issues covered may include: the ‘usefulness’ of high culture in an industrial society, resistance against hegemonic notions of culture and society, the development of the concerns of gender, race and class in literary study, the concerns of mass culture in consumption-oriented societies, the emergence of youth culture, counter cultures and other sub-cultures. This course will also consider the question of the relevance of cultural studies in contemporary Asian contexts. Major figures focused on may include Raymond Williams, Stuart Hall, Paul Gilroy, Walter Benjamin and Theodor Adorno.


256

AAR344/ Developments in Anglophone Literatures 444

This course will consider developments in Anglophone literary traditions as they developed outside the United Kingdom, with a focus on texts from a particular region. These could include Australasia, South Asia, the Caribbean, North America and Africa. The influence of native oral literary traditions, Magic Realism, and challenges to Western conceptions of history could be among developments considered. The course will introduce student teachers to the cultural imaginary of a region.

AAR345 Research Methods in the Study of Literature in English

This course examines the various research methods employed in the study of Literature in English. It aims to provide the basic knowledge and skills needed for student teachers to identify and define a significant issue in an area of literary-cultural study and to decide on the appropriate theoretical framework and methodology to investigate it. Student teachers will be familiarised with different types of research design, and bibliographic research, along with their strengths and limitations. As they are drafting their research plan, student teachers will also discuss what constitutes effective academic argumentation and style in their area of study.


257

AAR446 Independent Reading and Research

This course provides an opportunity for undergraduate student teachers to do independent reading and research in a topic of their choice in Literature in English under the guidance of an ELL staff member. Student teachers use this opportunity to explore an area of study or issue that relates to their academic and/or professional interests. Often, new tools, concepts or strategies learned during the first three years of study spark an interest in exploring further applications of ideas. This independent study course is an excellent opportunity for focussed, personalised reading and research. Subject to the approval of the Academic Group, student teachers will select a topic and will be matched with a research mentor.

AS: Family and Consumer Sciences

258

ACADEMIC SUBJECT: FAMILY AND CONSUMER SCIENCES

Table 1: AS1 Family and Consumer Sciences Structure for BSc (Ed) (Secondary)

Year Course

Code Title Course

Category No. of AUs

Pre-requisites

1

AAQ101 Principles of Nutrition Core 3 -

AAQ102 Resource Management for Individuals and Families Core 3 -

AAQ103 Textiles Study Core 3 - AAQ104 Food and Society Core 3 -

2

AAQ201 Food Management and Preparation Core 3 -

AAQ202 Creative Textiles Core 3 AAQ103 AAQ203 Consumer Issues Core 3 AAQ102

AAQ204 Entrepreneurship in Family and Consumer Sciences Core 3

AAQ101, 103, 201,

202

3

AAQ301 Food Science and Principles Core 3 -

AAQ302 Consumer Research Methods Core 3 AAQ102, 203

AAQ303 Clothing and the Consumer Core 3 AAQ103

AAQ304 Applied Nutrition Core 3 AAQ101

4 AAQ401 Individual Project with Industrial Attachment Core 3 -




259

AAQ101 Principles of Nutrition

An overview of how macro- and micro-nutrients affect health, disease, energy balance and weight control. Various aspects of food composition and its relationship to food choices and subsequent impact on health issues. The principles of digestion, absorption and metabolism. The application of nutrition principles to the needs of individuals and groups at different stages in the life cycle. Global issues such as food safety, food technology and world hunger.

AAQ102 Resource Management for Individuals and Families

This course focuses on the application of management principles to individuals, household and families, management as a process of using resources to achieve goals. The basic concepts of what is management, why manage, who manages, values, attitudes, goals, resources, decision making and problem solving, managing human resources, work and family, stress, environmental resources time and finances.

AAQ103 Textiles Study

The study of textile fibres according to their origin, structure, physical and chemical properties. Identification of fibres (burning tests, microscopic appearance and reactivity with reagents used in the home). Characteristics of yarns and fabrics in relation to production processes that affect the finishing, dimensional stability and serviceability.


260

AAQ104 Food and Society

This course focuses on the patterns, customs and management of foods in the context of diverse cultural populations. The influences of history and origins, culture and religions on foods, the impact of geographical and economic factors on food patterns, eating habits, preparation of traditional foods from around the world, and the impact of these on the Singapore food scene and marketplace.

AAQ201 Food Management and Preparation

The study of nutrient values of specific foods and changes of nutrient content of foods during food preparation. Ways of minimizing food loss, preventing food spoilage and food-borne poisoning will be discussed. Integration of knowledge and skills in food science and nutrition to food choice, selection, preparation, storage, presentation and evaluation of a variety of meals and food products that are nutritious, appealing and balanced. Emphasis on food preparation and food investigation skills from the perspective of the Singapore Healthy Diet Pyramid.

AAQ202 Creative Textiles

The study of aesthetic principles involved in the selection of colour, texture, line and shape and their application in the design and production of clothing and other textile products. Developing creativity and production of objects through the use of different materials and surface decorative techniques, including hand and machine embroidery.


261

AAQ203 Consumer Issues

This course focuses on the basic economic principles as they apply to the consumer marketplace. Consumer purchase decisions with a specific focus on consumer issues in the areas of food, product safety, housing and family finance. A study of consumer problems such as consumer rights, responsibilities and remedies in the context of purchase decisions.

AAQ204 Entrepreneurship in Family and Consumer

Sciences

The focus of this course is on the development of business ventures related to food and textiles. An introduction to business applications and how they apply to an entrepreneurial venture. Topics include how a concept is taken from a business plan to a start up in the first phases of the entrepreneurial process, idea conception, entrepreneurship, business planning, market research, entrepreneurial opportunities and strategies.

AAQ301 Food Science and Principles

This course illustrates the principles of food science, emphasising the functional, physical and chemical properties of food constituents and their behaviour in production, processing, preparation, selection, evaluation, storage and usage of food. This investigative approach to the underlying principles provides content knowledge and develops process skills and experiments that can be applied to teaching at secondary school levels.


262

AAQ302 Consumer Research Methods

This course focuses on the analysis of consumption patterns and behaviour of consumers in the marketplace. Data collection methods are explored in the context of family and individual purchase decisions. A range of quantitative methods with emphasis on the use of simple regression analysis and correlation to explain consumer behaviour.

AAQ303 Clothing and the Consumer

The focus of this course is on introducing clothing issues as they relate to the consumer. The function of clothing will be explored by investigating the fibre content and fabric structure in relation to construction techniques. Clothing issues will be explored through surveying market trends.

AAQ304 Applied Nutrition

This course covers the study of nutrition relating to physiological adaptations and nutritional needs through the lifespan, included are the translation of nutrients in food terms, menu adaptations for specific groups and effects of various food preparation on the nutritive value of foods. Factors relating to food choice/selection to meet nutritional requirements and decision making about current nutrition-related issues will be discussed.


263

AAQ401 Individual Project with Industrial Attachment

The focus of this course is on reviewing the family and consumer science philosophy and how it has been anchored in businesses. Practice will be followed by a consideration of the ways in which the individual consumer and the family as a consuming unit are the driving forces behind a variety of businesses/industries relevant to the content areas of family and consumer sciences.

AS: Geography

264

ACADEMIC SUBJECT: GEOGRAPHY

Table 1: AS 1 Geography Structure for BA (Ed) (Primary) AS 1 Geography Structure for BA (Ed) (Secondary)

Year Course Code


No. of AUs

Pre- requisites

1

AAG101 Elements of Physical Geography Core 3 - AAG102 Elements of Human Geography Core 3 - AAG103 Techniques in Geography Core 3 - AAG104 Singapore in Asia Core 3 -

2 Select 2 for each semester (Total of 4 courses in Year 2, must choose 2 from each of the 2 strands)

Physical

Geography and

Techniques

AAG231 Humid Tropical Environments Pres 3 - AAG232 Biogeography Pres 3 - AAG233 Climate and Climate Change Pres 3 -

AAG234 Coastal and Ocean Systems

Pres 3 -

AAG251 Introduction to Geographical Information Systems Pres 3 -

Human

Geography

AAG241 Economic Geography and Globalisation Pres 3 -

AAG242 Urban Development and Change Pres 3 -

AAG243 Space, Place and Culture Pres 3 -

AAG244 Population and Sustainability Pres 3 - AAG245 Political Geography Pres 3 -

3

Select 2 for each semester (Total of 4 courses)

AAG331 Catchment Management and Conservation Pres 3 -

AAG332 Ecosystem Dynamics Pres 3 -

AAG333 Resource and Environmental Management Pres 3 -

AAG341 Dynamics of Industrial Location Pres 3 - AAG342 Feeding the World Pres 3 - AAG343 Ethnic Geography Pres 3 -

AAG344 Transportation Systems and Planning Pres 3 -

AAG345 City and Regional Planning Pres 3 -

AAG351 Applied Geographical Information Systems Pres 3 AAG251

AAG352 Remote Sensing Pres 3 -

4 AAG401

Geographical Methods and Fieldwork Core 3 -



AS: Geography

265

Table 2: AS 2 Geography Structure for BA (Ed)/BSc (Ed) (Secondary)

Year Course

Code Title Course

Category No. of

AUs

Pre- requisites

1

AAG101 Elements of Physical Geography Core 3 -

AAG102 Elements of Human Geography Core 3 -

AAG103 Techniques in Geography Core 3 - AAG104 Singapore in Asia Core 3 -

2 Select 2 for each semester (Total of 4 courses in Year 2, must choose 2 from each of the 2 strands)

Physical

Geography and

Techniques

AAG231 Humid Tropical Environments Pres 3 -

AAG232 Biogeography Pres 3 - AAG233 Climate and Climate Change Pres 3 -


Pres 3 -

AAG251 Introduction to Geographical Information Systems Pres 3 -

Human

Geography

AAG241 Economic Geography and Globalisation Pres 3 -

AAG242 Urban Development and Change

Pres 3 -

AAG243 Space, Place and Culture Pres 3 -

AAG244 Population and Sustainability Pres 3 - AAG245 Political Geography Pres 3 -



AS: Geography

266

AAG101 Elements of Physical Geography

Global occurrences of natural phenomena and the physical environment associated with such events. Studying Earth as a multi-dimensional and dynamic system. Understanding of the various processes operating within the physical environment and their inter-relationships.

AAG102 Elements of Human Geography

Introduces some fundamental concepts of human geography concerning human characteristics of place, factors leading to shaping of the world’s cultural, spatial, political and development patterns. Culture components, cultural change, bases of spatial interaction, migration and behaviour, population change, ethnic geography, systems and evolution of rural and urban settlements. Also political ordering of space, and impacts of globalisation on development.

AAG103 Techniques in Geography

This course introduces the basic techniques in geography for the collection, analysis, interpretation and presentation of geographical information. It covers quantitative, qualitative and cartographic methods of investigation through lectures, tutorials/workshops and fieldwork. Hands-on experience with basic Geographical Information Systems will also be introduced. Student teachers will be expected to participate in fieldwork activities.

AS: Geography

267

AAG104 Singapore in Asia

This course integrates geographical skills and different study strands – human, environmental and technical – in the study of Singapore in the Asian region. The global positioning of Singapore and the contemporary challenges to development that it faces in a highly competitive and fast changing global environment will be the framework for the study of issues and problems that have emerged - SARS, bird flu, haze, terrorism, implications of cross-straits relations between China and Taiwan, economic liberalization in China and India among others.

AAG231 Humid Tropical Environments

Study of the physical environment of the humid tropics. The geomorphological and hydrological processes operating within the region form the main platform. Local and regional physical attributes and examples are analysed around the key concepts and the interrelationships between the operating processes and the resulting landforms are discussed. Elements of fluvial sedimentation and applications of urban geomorphology under humid tropical environments are included. Techniques applied to geomorphological research and analysis of field data are integral parts of the coursework. Field trips are an essential component of the course.

AAG232 Biogeography

Deals with biological processes and concepts that are basic to the understanding of the complex interrelationships between the inorganic and the organic world. After the initial groundwork on soils

AS: Geography

268

and their properties, the course will deal with plants, as these are the primary food producers which form the essential link between humans and the physical environment. The course also deals with the reciprocal relationships between biogeographic processes and humans. Field trips and laboratory work are essential to this course.

AAG233 Climate and Climate Change

This course will examine atmospheric processes that are involved in anomalous and adverse weather conditions, climate zones of the tropics and trans-boundary atmospheric issues and global climate change. The focus of the course will include discussion on impacts and management responses to climate changes.


Describes the landforms and processes operating along the land-sea interface as well as in the oceans. Challenges facing coastal and ocean environments. Topics covered include the evolution of coastal landforms, history of sea level changes and shoreline response, current state of the coastal and ocean environment and coastal management initiatives. Particular attention will be given to the coastal environments of the Straits of Malacca and the Singapore Straits and in field techniques.

AS: Geography

269

AAG241 Economic Geography and Globalisation

Global patterns of resource production, consumption and distribution. Regional disparities in sectoral performance (primary, secondary, tertiary). Problems of inequality and poverty. Impacts of globalization and the phenomena of spatial convergence and divergence of global economic development. Inter-regional and intra-regional disparities in growth and development. The roles of the states, supra-states, transnational corporations, local authorities and non-governmental organizations. Technology change and economic development, the North-South problems and digital divide. The limits to growth and development. The knowledge-based economy in the ICT age.

AAG242 Urban Development and Change

Urban concepts are introduced and defined on the basis of three selected elements of contemporary urban geography: spatial, social and economic. These fundamental characters are translated into three respective key areas and explored in greater details: city as environment (physical and land use change, settlement, transport); city as people (urbanization, suburbanization, poverty and segregation); and city as economy (industrial, post-industrial, world city developments). Worldwide relevant urban issues including those from Singapore are used as teaching and class reflection materials.

AS: Geography

270

AAG243 Space, Place and Culture

Examines the cultural turn in geography that has led to a renewed interest in senses of place, identity and meaning, rather than deterministic views of the world that do not map neatly onto the experience of everyday life. The new cultural geography has been enriched by a variety of approaches and interdisciplinary connections, particularly from debates in feminist, postcolonial and cultural studies. The evolving meanings and significance of gender, ethnicity and race will be discussed in a Southeast Asian context.

AAG244 Population and Sustainability

Population trends in the world today provide a confusing and contradictory mix of policy issues that are at the centre of the discussion in this course. While affluent countries in Asia and the West face declining fertility rate and ageing populations with resulting policy packages that are pro-natalist, there are societies which have been focused on addressing rapid population growth rates. In an age of global or international migration flows, it is not surprising to believe demographers’ views that if the challenge to sustainability concerns in the last millennium has been population growth, then the issue today is the spatial distribution of such population. This course considers global sustainability concerns and changing population trends like the demographic transition in advanced industrialized societies.

AS: Geography

271

AAG245 Political Geography

This is a course that engages with the politics of space and place-making. The course will consider how politics has resulted in contestation for space and spatially defined life in societies in terms of social integration as well as other outcomes such as, fragmentation and divides. Globalisation increasingly challenges the territorial meanings of nation-states and the process of nation-building. While seeking to raise consciousness of the importance of geography in the understanding of politics at the global and everyday levels, the course will also highlight the meanings of citizenship and the contestation for both space and territory in today’s world.

AAG251 Introduction to Geographical Information

Systems

This course provides conceptual and technical foundations of geographical information systems (GIS). It equips student teachers with basic skills for collecting, storing, manipulating, analysing and presenting geographical data and information using GIS, and for the use of GIS in support of school teaching. It is laboratory-based, giving hands-on experience of GIS software.

AAG331 Catchment Management and Conservation

Primary concepts of catchment management and conservation. Problems of environmental degradation in the face of increasing urban development. Catchment management as an integrated systems approach. Concepts relating to conservation and management of natural systems with a distinct

AS: Geography

272

emphasis on their application. Environmental Impact Assessment and monitoring.

AAG332 Ecosystem Dynamics

Understanding of ecosystem essentials. Ecosystem concept and interrelationships between inorganic and organic worlds. Concepts of vegetation ecology such as plant communities, migration, vegetation dynamics, competition are covered. Local ecosystems, such as the tropical rainforest, and the mangroves. Urban vegetation. Field trips to areas of biogeographical interest as an essential component of the course.

AAG333 Resource and Environmental Management

Introduces current environmental issues and concerns, principles underlying the various major global environmental initiatives starting from the Stockholm Earth Summit, builds on some topics covered in environmentally related courses in earlier years. Topics covered include Agenda 21, sustainable earth, environmental impact assessment and specific resource (such as water) and environmental management from the global to local scale.

AAG341 Dynamics of Industrial Location

Conventional and contemporary theories in explaining the location of industrial activities and the changing patterns from global to local scales. Changes in manufacturing production, processes, management and organization – from the era of

AS: Geography

273

Industrial Revolution to the ICT-KBE age. Geographic variations in distribution of manufacturing industries. The roles of small and medium-sized and transnational firms. Locational conditions and changing production factors – the new supply chain. The impact of technological changes, government policies, foreign direct investment, mobility of production factors. Industrial transformations and new industrial spaces and their implications.

AAG342 Feeding the World

The food chains and the natural environments. Food production and consumption and regional disparities – from Green Revolution to Gene Revolution. Food distribution and problems of hunger, famines and malnutrition. Food manufacturing - producer and consumer services in developing and developed countries, impact of biosciences and life sciences. Food culture – tradition, religion, society, ethnicity and innovations. The culinary delights and etiquette of the oriental, the occidental and the universal. The roles of the states, supra-states and transnational corporations and the impacts.

AAG343 Ethnic Geography

A relatively neglected field within geographical studies of the impact of society on cultural landscapes apart from the introductory sessions incorporated into first year human geography courses, contemporary issues that have arisen since 9’11 highlight the continuing importance of ethnicity and ethnic identities in human as well as global development. This course considers the meanings and interpretations of ethnicity and ethnic identities

AS: Geography

274

as well as diversity in the global stage drawing on case-studies of policies that states have introduced to manage multi-ethnicity as well as the ethnic conflicts that have de-stabilised societies and economies in the region and around the world.

AAG344 Transportation Systems and Planning

Historical evolution of transportation, transportation networks and their spatial structure, globalization and international transportation, land use and urban transportation, socio-economic and environment impacts of transportation, methods in transportation analysis and planning, including accessibility measures, transportation modeling, network analysis and resource allocation.

AAG345 City and Regional Planning

The course traces traditions of town planning in industrial Europe, with reference to garden city and new town developments. From basic planning principles, modern urban planning concepts, regulations, policies are examined as an evolutionary process and in different perspectives in both developed and developing worlds. Roles of city and regional planning agencies in managing local and regional problems and in pursuing economic growth, equitable distribution of resources, environmental quality control and sustainable land use. Renewal and modernization of Paris, London, and post-colonial Singapore provides learning examples of planning theories and practice.

AS: Geography

275

AAG351 Applied Geographical Information Systems

This course equips student teachers with essential GIS skills for geographical problem solving and spatial decision-making. It introduces GIS data collection techniques, such as digitizing and GPS, and spatial analysis techniques, including cartographical modeling, terrain modelling, network analysis and 3-D visualisation. Case studies and hands-on practices allow student teachers to gain experience in the use of GIS in both human and physical geographical studies. By the end of the course, student teachers are expected to be able to appreciate the character and quality of geographical data and the ways in which they can be used in geographical studies.

AAG352 Remote Sensing

The objective of this course is to help student teachers familiar with the processing, analysis, and interpretation of remote sensing data, in addition to understanding principles of remote sensing. Thus, this course emphasizes on the implementation of digital image processing so student teachers can practice remote sensing technologies by hand. Student teachers are also required to address specific geographical or environmental issues and adopt relevant techniques and knowledge to solve the problems. Through problem-based learning, student teachers will have a better understanding of the adoption of remote sensing into research and teaching.

AS: Geography

276

AAG401 Geographical Methods and Fieldwork

Geographical issues, techniques and applications in research – both physical and human – are rigorously debated and discussed in the course. Research design, acquisition of data through field surveys, methods of data analysis and report writing are core areas of work done. Field investigations spanning 10 to 14 days are conducted as part of the course and fieldwork sites are located outside of Singapore. Individual academic reports of the field investigations and field data collected are assessed.

AS: History

277

ACADEMIC SUBJECT: HISTORY

Table 1: AS 1 History Structure for BA (Ed) (Primary) AS 1 History Structure for BA (Ed) (Secondary)

Year Course

Code Title Course

Category No. of AUs

Pre- requisites

1

AAH101 Film as History Core 3 - AAH102 Biography and History Core 3 -

AAH103 Singapore History: The Making of a Global City-State Core 3 -

AAH104 Dawn of Asian Civilisations Core 3 -

2

AAH201 Modern Southeast Asia Core 3 - AAH202 Historical Interpretations Core 3 - Select any 1 for each semester AAH231 Early Modern Asia Pres 3 - AAH232 Rise of Modern India Pres 3 - AAH234 Modern East Asia Pres 3 - AAH235 Modern Europe Pres 3 - AAH236 Australia and Asia Pres 3 -

AAH237 United States :The Emergence of a Superpower Pres 3 -

AS: History

278

cont’d


Year Course Code


No. of

AUs

Pre- requisites

3/4

Select any five, at least one from AAH4XX

AAH331 International History: From World War One to the Present Pres 3 -

AAH332 Themes in Southeast Asian History Pres 3 -

AAH333 China and Japan: A Comparative History Pres 3 -

AAH334 Heritage and Culture Pres 3 - AAH335 Asian Strategic Thought Pres 3 -

AAH336 A Glimpse of the Past: Reading Sources Pres 3 -

AAH431 Peace and War in Twentieth-century Asia Pres 3 -

AAH434 The History of Racial Thought Pres 3 -

AAH435 Tradition and Revolt in Southeast Asia Pres 3 -

AAH437 Diplomacy in Pre-modern Asia: China and its Neighbours

Pres 3 -

AAH438 Women’s History in Asia Pres 3 - AAH439 The Vietnam War Pres 3 -


AS: History

279

Table 2: AS 2 History Structure for BA (Ed)/BSc (Ed) (Secondary)

Year Course Code


No. of AUs

Pre- requisites

1

AAH101 Film as History Core 3 - AAH102 Biography and History Core 3 -

AAH103 Singapore History: The Making of a Global City-State Core 3 -

AAH104 Dawn of Asian Civilisations Core 3 -

2

AAH201 Modern Southeast Asia Core 3 - AAH202 Historical Interpretations Core 3 - Select any 1 for each semester AAH231 Early Modern Asia Pres 3 - AAH232 Rise of Modern India Pres 3 - AAH234 Modern East Asia Pres 3 - AAH235 Modern Europe Pres 3 - AAH236 Australia and Asia Pres 3 -

AAH237 United States :The Emergence of a Superpower Pres 3 -

Total Aus for Degree 24

Please refer to the NIE Portal for the list of courses offered by semesters

AAH101 Film as History

History does not only include examining the written word. Other mediums, such as film, can be used in looking at the past. This course covers the use of film as a source for exploring the past, and how history has been represented in film. The history of cinema and television is also studied. The emphasis is on empowering student teachers to interpret films in critical and analytical ways, as well as teaching student teachers how films are created. The skills of historical interpretation and writing history are taught. This course is offered to all NTU students.

AS: History

280

AAH102 Biography and History

Biography is one of the most popular and enjoyable ways of reading history. Biographers employ a range of interesting methods in researching their subject, such as psychoanalysis and interviews. Biographies covered range from those of Hitler to Mao. The course studies the life stories of not only the “great” figures of history but also of the “unknown” men and women who also “made history. The skills of writing biography and doing oral history are taught. This course is offered to all NTU students.

AAH103 Singapore History: The Making of a Global City

State

This course looks at critical stages in the birth, decline and rise again of Singapore as a Global City. Singapore first briefly bloomed in the thirteenth to fourteenth centuries, declined into relative obscurity as a minor Malay port, and then from 1819 entered a new, free-trade and multicultural phase of development. This course takes the story from the early years, through the nineteenth century, to the tumultuous birth of a new nation after the war. It covers the major markers of Singapore history, and the variety of that history, with its experience of development and disaster, conflict and peace, multiculturalism and modernity, and wealth and poverty. It is a History that allows for the perspectives of a variety of people who helped to build Singapore, from the politician and the colonialist, to the prostitute and the opium addict. This course is suitable for NTU students who want a good overview of key points in the historical formation and shaping of Singapore up to 1965, as a multicultural city-state, located in the

AS: History

281

Malay maritime world, but also becoming first an Imperial and then a Global City.

AAH104 Dawn of Asian Civilizations

This course provides an introductory survey of the beginning and the growth of civilizations across Asia from the prehistoric times to 1400 AD. The course begins with a brief study of the early phase of human society before studying the rise of first states and their socio-economic underpinnings. Using innovative technological means and drawing examples from India, Southeast Asia and China in the light of archaeological evidence and other historical records, this course will discuss major cultural developments such as the rise and the expansion of religions and the ways in which they influenced the life of people, and how their material life changed over time. This course is open to all students in NTU who are interested in learning about the early phase of Asian civilization.

AAH201 Modern Southeast Asia

This course deals mainly with the tumultuous period from the mid-nineteenth century to the 1970s, when Southeast Asia went from independence to colonial subjugation, through the nightmare of the Pacific War, towards independence. It deals with the international forces brought to bear on Southeast Asia, and local responses to those forces, as lives were transformed, and modern nationalism and nation-states were born.

AS: History

282

This course is suitable for NTU students who want an overview of main points in the historical formation and shaping of Southeast Asia up to 1975.

AAH202 Historical Interpretations

Can history be objective? Who owns history? History is what we make of it or what we want it to be? Historical interpretations essentially beg many other such infuriating questions from the definition, components and ‘selection’ bias of the discipline. The course will be asking myriad questions of the theoretical and the practical but crucially will attempt to explore the subject of history from how it affects the individual, society and nation in the past and into the future. Through selective case studies such as the Holocaust, the ‘discovery’ of the New World and post World War Two accounts, student teachers will consider the many ways in which historians go about creating history.

AAH231 Early Modern Asia

This course explores main themes in political, socio-economic and cultural developments across Asia from 1400 to the 1820s. The rise and fall of states and development of political institutions in India, Southeast Asia and China are discussed in the context of economic changes that affected both the rulers and the ruled as Asia came into close contact with Europe, ushering in the age of globalization. The course concludes with a brief analysis of the ways in which indigenous states tried to modernize themselves and the extent to which they were successful. This course is open to all students in NTU who are interested in learning about the

AS: History

283

beginnings of modern socio-economic and political developments of Asia before the rise of colonial state.

AAH232 Rise of Modern India

This course provides a broad survey of political, economic and socio-cultural aspects of India’s development as a modern nation. The course begins with a brief introduction to the social and cultural milieu of India. Its economic and social transformation under colonial rule and the struggle against colonial rule leading to the foundation of a nation-state are discussed at some length. India’s efforts to forge national unity against regional, ethnic and religious diversity and to achieve economic growth and modernization after independence are examined in the context of regional and global political and economic affairs.

AAH234 Modern East Asia

This course deals with the broad current of historical changes in China and Japan in the 19th and 20th centuries. Discussions on China include such topics as the decay of the imperial order, the Nationalist revolution, the rise of Communism, the founding of the People's Republic, the Cultural Revolution, and Deng Xiaoping's reforms in the 1970's and the 1980s. In the case of Japan, emphasis will be put on Japan’s transformation from an isolated, "feudalistic" society to a modern democracy and a leading industrialized nation today. In analysing Japan’s economic, social and political changes, comparisons and contrasts with China will also be frequently made. This course is

AS: History

284

also offered to students of NTU with an interest in the modern history of China and Japan.

AAH235 Modern Europe

This course deals with Europe from the French Revolution to present-day, with an emphasis on the later period. Europe is here defined to include Russia at one extreme, and the United Kingdom at the other. Each semester there will be a different set of themes and countries covered, so as to introduce student teachers to aspects of European politics and society, and European interactions with each other and the world. Typically, these might include issues as varied as Nazism, democracy, and the growth of European unity. This course is suitable for NTU students who want a general introduction to European History. They are advised to check the Humanities and Social Studies webpages for each semester’s particular themes.

AAH236 Australia and Asia

Examines how Australia came to occupy the unique position of being a predominantly European culture in an Asian region. A focus is on one of the consequences of that position - the infamous “White Australia” policy which existed until the 1970s. It also examines Australian-Asian relations concentrating on Australian interventions into the Asian region, such as Australia helping the birth of the new nation of East Timor in 1999. The course deals with Australia’s images of its Asian neighbours and these countries’ views of Australia. It covers transformations in foreign policy, cultural and economic relations between

AS: History

285

Australia and Asia. This course is offered to all NTU students.

AAH237 United States: The Emergence of a Superpower

This course presents a political, social, cultural and economic history of the United States in the 20th Century and up to the present. It starts with the Progressive period and continues to the current administration. The first half of the century will be examined in such areas as the legacies of the Great War, the boom of the 1920s and the Great Depression. This will be followed by an analysis of the Second World War, the Cold War and the current ‘War on Terror’. Essentially, this course will explore the motivations, impulses and manifestations of a growing superpower becoming fully engaged in global affairs and the impact on the rest of the world. This focus on global engagement will be framed together with domestic political and social changes marked by such events as the turbulent 60s, the Civil Rights movement, Watergate and the so-called ‘Culture War’ between liberals and conservatives. This course is also offered to all NTU students.

AAH331 International History: From World War One to the Present

This course examines the major developments in international history beginning with the First World War with a view to understanding the dynamics of underlying political, economic and social forces which have shaped the world in the course of the twentieth century. We shall discuss the ways in which hopes of progress and stability were kindled and shattered as the world came to be divided into power blocks. The

AS: History

286

course concludes with a discussion on the beginning of a new era in international politics starting with the collapse of bipolarity and the emergence of one superpower towards the end of the twentieth century. This course is also offered to all NTU students interested in international history.

AAH332 Themes in Southeast Asian History

This course provides an opportunity to study in depth chosen facets of political, strategic, socio-economic and cultural developments in Southeast Asia from the mid-19th century onwards. The forces that have shaped society are examined through a multi-disciplinary focus so as to stimulate critical understanding of the ways in which modern Southeast Asia has emerged and what challenges it faces in the 21st century as a result of its historical legacy. This course is ideal for the student teachers who like to exercise a degree of freedom to explore in depth various aspects of political and socio-economic changes in modern Southeast Asia. The students in NTU pursuing business management, communication and disciplines other than history may also find that this course provides them with a new set of tools to broaden their understanding of the region.

AAH333 China and Japan: A Comparative History

Adopting a comparative approach to the study of pre-modern history of China and Japan, this course focuses on the similarities and differences in terms of political, economic and cultural developments in the two countries. The course will treat such topics as bilateral relations, political institutions, mode of

AS: History

287

economic development, religion as well as culture. This course is also offered to NTU students who are interested in East Asian history.

AAH334 Heritage and Culture

Student teachers are engaged in making practical assessments of historic landscapes and examining the heritage value of historical sites and landmarks. They do a major case study of a place that they consider to be of heritage value. The significance and meaning of what constitutes heritage is covered. Student teachers consider why some historical sites and monuments and not others are regarded as essential for school field trips and tourism. The question of how the public perceives the past as it is presented in the media, textbooks, museums and in historic buildings is also analysed. This course is offered to all NTU students.

AAH335 Asian Strategic Thought

This course re-visits the strategic writings of selected Asian thinkers, such as Sunzi, Sunbin, Wuzi, Weiliaozi, Takuan Soho, Miyamoto Musashi, Yukio Mishima, Kautilya, the Bhagavad-Gita, Mao Zedong, Vo Nguyen Giap, Lee Kuan Yew, Kenichi Ohmae. We will seek to explore the following questions in the course: How the writings reflect the spirit of the particular period and its problems; and to what extent they are still relevant. This course is offered to all NTU students with an interest in the evolution of Asian Strategic Thinking.

AS: History

288

AAH336 A Glimpse of the Past: Reading Sources

This course provides a critical understanding of the ways in which historians read and interpret primary sources and reconstruct historical reality. Drawing examples from a wide range of primary sources such as chronicles, inscriptions, state papers, private papers including diaries and letters and newspapers from both Asia and Europe, the course will explore how the historians penetrate into the minds and milieu of people represented in the sources and opens a window to the world we have lost through a multi-disciplinary focus. This course is open to all students in NTU who are curious about learning how our ancestors lived and how their minds worked. Students who are keen to undertake historical research will find this course very useful as it provides a sound training in using sources.

AAH431 Peace and War in Twentieth-century Asia

This course focuses on the history of relations between Asian countries, and the broad ideological, economic, and cultural forces that have influenced the evolution of international politics in the twentieth century. Topics covered by this course will include the rise of newly independent states in Asia, the cause and consequences of the three major global conflicts in Asia: the First World War, the Second World War and the Cold War, the major regional conflicts: the Korean war, the Vietnam war, and the armed conflicts between China and the Soviet Union. This course is also offered to students of NTU with an interest in world history, particularly in international politics of modern Asia.

AS: History

289

AAH434 The History of Racial Thought

An examination of the history of racial thought in Western societies. The course starts with classical and Biblical views of human types. There is a focus on racial ideologies rationalising European settlement of the New World, America, Australia, and the Pacific. Racial justifications for slavery and colonialism are covered. Then the course deals with the impact of the enlightenment and the rise of scientific racism, Social Darwinism, passing onto anti-Semitism and Nazi racial ideology. It ends with a study of contemporary racism in western societies. This course is offered to all NTU students.

AAH435 Tradition and Revolt in Southeast Asia

This course examines the dynamics of popular uprisings, protest movements and peasant wars in Southeast Asia from the 1870s to the end of the twentieth century. We shall begin our discourse with a brief survey of how popular movements of social and political agitation emerged under colonial rule, reached a climax just before the organized modern political movements came into existence in the early 1900s and changed its character as new nation-states emerged in the second half of the twentieth century. We shall try to understand how the painful process of modernization through which people adjusted themselves to numerous forces of socio-economic and political changes in Southeast Asia from the 1870s is reflected in rural protest movements.

AS: History

290

AAH437 Diplomacy in Pre-modern Asia: China and its Neighbours

This course examines the international system in pre-

modern Asia. It starts with a critical assessment of the ‘tributary system’, and then introduces students to the relations between China and its major Asian neighbours: the three Korean states (Koguryo, Silla and Paekche), Parhae in Manchuria, the Turkic empire on the steppe, the Tibetan Kingdom of Tubo, and the Nanzhao Kingdom of Yunnan. Through such case studies as diplomatic protocol, diplomatic correspondence, and overland as well as maritime trade, this course provides an in-depth analysis of the nature of diplomacy in pre-modern Asia.

AAH438 Women’s History in Asia This course will examine the history of women in Asia

through interpretations and critiques of gender theories that has been articulated in the 20th century. It seeks to examine the definitions of feminism and the manifestation of female activism from various geographic and cultural locales within Asia, addressing specific issues such as women’s place in the family and society; nationalism and political rights; and war and its legacies. Through an examination of these issues, a comparative approach can be taken with regards to the historical and transnational contexts which shaped the articulation of gender in Asia. Countries to be examined in this course may include China, Japan, Korea, Singapore and other Asian countries.

AS: History

291

AAH439 The Vietnam War

This course focuses on the Vietnam War. It is a state-of-the-field survey/study of the conflict from its beginning (soon after World War II) to its end in 1975. At the chronological level, the course will trace the development of the war from both the communist and non-communist perspectives and the decision-makings (both military and diplomatic) of the United States (Washington and beyond), North and South Vietnam (that is Hanoi and Saigon), Beijing and Moscow. Attention will also be paid to the perspective of Southeast Asia. At the thematic level, the course will also look at other aspects such as the literature, films and music of the Vietnam War in order to capture the human dimension of the war on both sides of the conflict. There will be opportunities for students to pursue in greater depth topics related to the Vietnam War which may be of particular interest. This course is also offered to students of NTU with an interest in the Vietnam War.

AS: Malay Language

292

ACADEMIC SUBJECT: MALAY LANGUAGE

Table 1: AS 1 Malay Language Structure for BA (Ed) (Malay) (Primary) AS 1 Malay Language Structure for BA (Ed) (Malay) (Secondary)

Year Course

Code Title Course

Category No. of AUs

Pre-requisites

1

AAD101 Introduction to Malay Linguistics Core 3 - AAD102 Jawi and Malay Literacy Core 3 -

AAD103 Phonetics and Phonology in Malay Core 3 -

2

AAD201 Education of the Malays Core 3 -

AAD202 Malay Morphology and Syntax Core 3 Must have

done AAD103

AAD203 Introduction to Sociolinguistics Core 3 -

AAD204 Origin and Development of Malay Language Core 3 -

3

AAD301 Semantics and Pragmatics in Malay

Core 3 -

AAD302 Islam and Malay Society Core 3 - Select any 2

AAD331 Standardization and Issues in Malay Language Pres 3 -

AAD332 Malay Arts & Civilization Pres 3 -

AAD333 The Cultural Life and Practices of the Malays

Pres 3 -

4

Select any 1

AAD431 Readings in Malay Language Education Pres 3 -

AAD432 Approaches in Malay Language Studies Pres 3 -



AS: Malay Language

293

AAD101 Introduction to Malay Linguistics

An introduction to the scientific study of human languages. The study of sounds and their patterns in Malay (phonetics and phonology). Word formation and Malay affixes (morphology). Word classes and sentential constituents (syntax), and meanings (semantics and pragmatics).

AAD102 Jawi and Malay Literacy

This course highlights the special place of Jawi and Islamic writings in Malay literacy. It traces the origin of the Arabic script, the Persian influences and adaptations into Malay classical script. The old and modern development of Jawi writings and manuscript will be examined. Practice in reading and writing of Jawi materials, old and new will be provided

AAD103 Phonetics and Phonology in Malay

This course consists of training in the discrimination and production of Malay sounds (vowels, consonants, diphthongs, and intonation). As a means of recording phonetics material, student teachers will be trained in the use of international Phonetic Alphabet (IPA). It also includes practical reading from phonetic texts of Malay for the purpose of improving diction and pronunciation. The second part of the course will deal with the sound systems of Malay in structural and generative terms. The segmental and supra-segmental sounds of language will be covered. Emphasis will be placed on the practical application of phonological description to the teaching of Malay language.

AS: Malay Language

294

AAD201 Education of the Malays

This course looks at traditional education and the historical development of education among the Malays of South East Asia. It covers education during the Srivijaya period, the process of Islamization, through the beginnings of modernization during the colonial period up to the development of education in the independent states of Indonesia, Malaysia and Brunei. The role of language and culture in influencing education systems will be examined.

AAD202 Malay Morphology and Syntax

Analysis of the morphological structure of the Malay language: word structure, word formation, affixes and reduplication, morphological processes, and interface between morphology and syntax. Study of the syntax of Malay: structure of sentences, structural relations among phrases, and formal and functional grammars. Linguistic problem-solving skills, and the foundations for syntactic analysis and grammatical description.

AAD203 Introduction to Sociolinguistics

Concepts in Sociolinguistics studies. Language Varieties and patterns of language use in multilingual communities. Explorations of roles and functions of languages in multilingual communities; problems of linguistic minorities; factors influencing language maintenance and language shift. Cross-cultural differences in language behaviour. Social factors in the variation in language. Modern Malay in relation to social factors: social class, education level, type of education, age, sex, ethnic origin etc.

AS: Malay Language

295

AAD204 Origin and Development of Malay Language

An overview of the historical development of Malay from its origin to the modern period. Malay language in the family of Austronesian languages. Old Malay inscriptions; the Sanskrit, Arabic and Persian elements and influences in Malay language. Characteristics of Malay language in pre and post war era. Development of Malay as a modern language.

AAD301 Semantics and Pragmatics in Malay

Introduction to a scientific description of linguistic meaning in Malay: semantic properties and relations, entailment, ambiguity, theories of word and sentence meaning, and logical form. Topics in pragmatics such as presupposition, conversational implicature, speech acts, language-culture relationships. The meaning of metaphors. The types of evidence and arguments vis-à-vis key concepts and claims in semantics and pragmatics.

AAD302 Islam and Malay Society

A historical and sociological understanding of the role of Islam in Malay society will be the focus of this course. Amongst the themes that will be explored are: the Islamization of the Malays in the past and contemporary period, the conditioning of the Malay value system, religious institutions in Malay society and the influence of Islam on Malay ideas in education, aesthetics, community life and economic ethos. Also the phenomenon of the dakwah movement since the 1970s will be discussed.

AS: Malay Language

296

Overall the significance and contribution of Islam in the cultural life of the Malays will be examined.

AAD331 Standardization and Issues in Malay Language

The socio-political history in the standardization of the Malay language. Important events in the development of vocabulary, grammar and genres within the Malay and Indonesian languages. Investigation of issues such as the status of Malay, Sebutan baku, Malay as medium of instruction, identity and maintenance and shift in use of Malay with special emphasis on the role of Malay in Singapore.

AAD332 Malay Arts and Civilization

An overview of the historical and cultural development of arts and civilization of the Malays. This will include the location of cultural hearths, the extent of cultural regions and the spatial diffusion of cultural groups. Multiple manifestations of Malay arts and civilization such as Jawi scripts, traditional Malay architecture, music and dance, performance and fine arts, crafts, language, literature, economies, government, etc. will be examined as well as processes of cultural acculturation and assimilation.

AAD333 The Cultural Life and Practices of the Malays

Introduction to an analysis of the various components of Malay beliefs, customs and practices. The important festivals and their values, places of worships, customs and traditions. Interaction of the

AS: Malay Language

297

Malays with the various components of cross-cultural practices existing in our multi-racial culture.

AAD431 Readings in Malay Language Education

Readings and discussions of selected areas in language literacy and education. Some of the topics covered will include the social construction of the language curriculum, teaching mother tongues, bilingual and multilingual education, the inculcation of values through language education, language and culture, language and ethnicity, language and cognition as well as language and literacy issues vis-à-vis national, economic and cultural development.

AAD432 Approaches in Malay Language Studies

Exploration of research in the Malay language, including principles and procedures in language research, approaches to research design, data collection and analysis and the methodologies of writing a report.

AS: Malay Literature

298

ACADEMIC SUBJECT: MALAY LITERATURE

Table 1: AS 2 Malay Literature Structure for BA (Ed) (Malay) (Primary)

Yea

r Course Code


No. of AUs

Pre-requisites

1

AAF101 Traditional Malay Literature 1 Core 3 - AAF102 Traditional Malay Literature 2 Core 3 -

AAF103 Modern Malay/ Indonesian Literature 1 Core 3 -

2

AAF201 Critical Theory Core 3 -

AAF202 Modern Malay/ Indonesian Literature 2 Core 3 -

AAF231 Reading of Literary Canon Core 3 - Select any 1

AAF232 Singapore Malay Literature Pres 3 -

AAF233 Children’s and Adolescent’s Literature Pres 3 -

AAF234 Modern Malay Drama Pres 3 -




299

Table 2: AS 2 Malay Literature Structure for BA (Ed) (Malay) (Secondary)

Yea

r Course Code


No. of AUs

Pre-requisites

1

AAF 101 Traditional Malay Literature 1 Core 3 - AAF102 Traditional Malay Literature 2 Core 3 -

AAF103 Modern Malay / Indonesian Literature 1 Core 3 -

2

AAF201 Critical Theory Core 3 -

AAF202 Modern Malay / Indonesian Literature 2 Core 3 -

AAF231 Reading of Literary Canon Core 3 - Select any 2

AAF232 Singapore Malay Literature Pres 3 -

AAF233 Children’s and Adolescent’s Literature Pres 3 -

AAF234 Modern Malay Drama Pres 3 -



AAF101 Traditional Malay Literature 1

An overview of the development of traditional Malay literature. The concepts, genres, classification and functions of literature in the traditional Malay society. The religious, cultural and historical factors influenced the content, production, distribution and contribution of the literature. Special focus on the oral/folk literature (Sastera Rakyat) and major works produced during the Hindu period such as Hikayat Seri Rama and Sastera Panji.

AAF102 Traditional Malay Literature 2

Further discussion on the development of traditional Malay literature. The influence of Islam on the development of Malay literature, especially on written


300

works or classical manuscripts. Sastera Sejarah (Malay historiography) such as Sejarah Melayu, Sastera Hikayat, Sastera Epik (epics), Sastera Kitab, Sastera Undang-Undang (adat laws), Sastera Ketatanegaraan, classical poetry such as syair, nazam and gurindam etc.

AAF103 Modern Malay/Indonesian Literature 1

Introduction to the socio-historical development of modern Malay literature, beginning from Munsyi Abdullah in the 19th century to the early decades of the twentieth century. The significance of literary movements and orientations will be examined such as in the institutions of Pejabat Karang Mengarang, Balai Pustaka, the literary movement of Pujangga Baru and Angkatan 45 in pre-War Indonesia and Malaya. The vision and idea of literature amongst the various literary circles, major authors and the growth of literary genres will be examined in the context of pre-war nationalism and cultural revivalism.

AAF201 Critical Theory

Focuses on modern and post-modern literature theories to enable the student teacher to master the subject and enable them to carry out practical criticism on literary texts. The effects and influences of the theories towards the development of creative writing and Malay literature will also be discussed. This proposed course will prepare student teachers to be knowledgeable and competent literature teachers.


301

AAF202 Modern Malay/Indonesian Literature 2

This course is a detailed thematic survey of Malay/Indonesian literature in the postwar period. Special attention will be given to examining the works of major authors like Masuri S.N., Keris Mas, Usman Awang, A Samad Said, Shahnon Ahmad in Singapore-Malaysian literary scene, while focusing on Pramoedya Ananta Toer, Achdiat Mihardja, Mochtar Lubis, WS Rendra, Sutarjdji Calzoum, etc. in the Indonesian case. Various issues in the development of contemporary literary culture will be evaluated such as the issues on nation building and literature, the functions of literature and the religious orientations in literature as encapsulated in the discourse of sastera Islam.

AAF231 Reading of Literary Canon

A study on canon literature by analyzing texts which had already reached the highest and supreme ranking in order to explore their characteristics in terms of textual and contextual aspects. The main objective is to appreciate those evergreen texts so that their characteristics will be followed upon and to simultaneously enhance the development of creative writing and literature critics. Among the texts for study will include Sejarah Melayu, Hikayat Hang Tuah, Syair Hamzah Fansuri, Hikayat Abdullah, Poetry by Chairil Anwar and Usman Awang, and selected novels such as Ranjau Sepanjang Jalan, Kering, Sukma Angin etc.


302

AAF232 Singapore Malay Literature

The development of Malay literature in Singapore from the earliest time to date. The role of Singapore as the regional publication, cultural and literary centre in the 19th century, major stages of literary movements before and after the World Wars, and the emergence of new literature after Independence (1965) and its recent developments.

AAF233 Children’s and Adolescent’s Literature

The role and function of literature in children’s and adolescents’ psychological development. Discussion on various styles, techniques and thematic conventions in children’s literature. Focus on the development of children and adolescent literature in Malay language. Examination of selected and popular stories and poetry for children and its application in school contexts.

AAF234 Modern Malay Drama

An in-depth account of the history of modern drama development starting with sandiwara, realism, absurdism until the latest trend. Emphasis will be given to text analysis, writing technique and stream. Staging aspects will also be discussed and will include topics such as text transformation, directing, acting and technical aspects such as setting, lighting, costumes, music, tempo and drama management.

AS: Mathematics

303

ACADEMIC SUBJECT: MATHEMATICS Table 1: AS 1 Math Structure for B Sc (Ed) (Primary)

AS 1 Math Structure for B Sc (Ed) (Secondary) Year Course

Code Title Course

Category No. of AUs

Pre-requisites

1

AAM101 Calculus I Core 3 - AAM102 Algebra I Core 3 - AAM103 Finite Mathematics Core 3 - AAM104 Number Theory Core 3 -

2

AAM201 Calculus II Core 3 -

AAM202 Algebra II Core 3 Must have

done AAM102

AAM203 Statistics I Core 3 -

AAM204 Computational Mathematics Core 3 -

3

Select any 4 courses, at least one from Group A and one from Group B

Gro

up

A

AAM331 Differential Equations Pres 3 -

AAM332 Statistics II Pres

3 -

Gro

up

B

AAM341 Real Analysis Pres 3 -

AAM342 Modern Algebra Pres

3 -

Gro

up A

AAM333 Modelling with Differential Equations

Pres 3 AAM331

AAM334 Statistics III Pres 3 AAM332

Gro

up B

AAM343 Combinatorial Analysis Pres 3 -

AAM344 Complex Analysis Pres 3 -

AS: Mathematics

304

Year Course

Code Title Course

Category No. of AUs

Pre-requisites

4

Select any 1 from the list below OR any 1 from the list of year 3 Grp B courses

AAM431 Advanced Mathematical Modelling Pres 3 AAM331

AAM432 Statistical Theory Pres 3 AAM332

AAM433 Applied Statistics Pres 3 AAM332

AAM434 Techniques in Operations Research

Pres 3 -

AAM435 Mathematical Programming and Stochastic Processes Pres 3 -

AAM436 Metric Spaces Pres 3 AAM341

AAM437 Galois Theory Pres 3 AAM342 AAM438 Graph Theory Pres 3 -

AAM439 Geometry Pres 3 -



AS: Mathematics

305

Table 2: AS 2 Math Structure for BA/BSc (Ed) (Secondary)

Year Course

Code Title Course

Category No. of AUs

Pre-requisites

1

AAM101 Calculus I Core 3 - AAM102 Algebra I Core 3 - AAM103 Finite Mathematics Core 3 - AAM104 Number Theory Core 3 -

2

AAM201 Calculus II Core 3 - AAM202 Algebra II Core 3 AAM102 AAM203 Statistics I Core 3 - AAM204 Computational Mathematics Core 3 -



AAM101 Calculus I

Functions: domain, codomain, range, composition of functions, graphs. Limits and continuity. Differentiation and applications of differentiation. Integration and applications of integration.

AAM102 Algebra I

Introduction to set theory. Linear systems and methods of solving linear systems. Matrix algebra, determinant function. Vectors in R² and R³, dot product, cross product and geometric applications. Euclidean n-space, linear transformations.

AS: Mathematics

306

AAM103 Finite Mathematics

Basic principles of counting. Permutations and combinations. Generalized permutations and combinations. Binomial theorem and combinatorial identities. The Pigeonhole principle. Sample space and probability distributions. Conditional probability. Independent events.

AAM104 Number Theory

Divisibility. Greatest common divisor. The Euclidean algorithm. Prime numbers. The Fundamental Theorem of Arithmetic. Linear Diophantine equations. Congruences. The Chinese Remainder Theorem. The Euler’s Phi function. The sum and number of divisors. Euler’s Theorem. Quadratic residues. The Law of Quadratic Reciprocity. Primitive roots and indices. Real-life applications such as check digits, cryptography.

AAM201 Calculus II

Sequence and series. Power series. Partial derivatives for functions of two or more variables, differentiability and chain rules for functions of two variables, directional derivatives and gradients for functions of two variables, tangent planes and normal lines, maxima and minima of functions of two variables, generalization of the concepts to functions of more than two variables. Double integrals and triple integrals.

AS: Mathematics

307

AAM202 Algebra II

Introduction to propositional logic. Methods of proof. General vectors spaces, bases and dimensions. Linear transformations between general vector spaces, matrices of linear transformations. Eigenvalues and eigenvectors, diagonalization. Orthogonality in n-space, diagonalization of quadratic forms, conic sections. Applications.

AAM203 Statistics I

Descriptive statistics. Discrete and continuous distributions. Mathematical expectations. Sampling distributions and Central Limit Theorem. Estimation and confidence intervals: one sample for mean, proportion and variance and two samples for means and proportions.

AAM204 Computational Mathematics

Introduction to computational methods and computing tools. Use of computing techniques to solve problems in mathematics, science and other disciplines. Examples may be drawn from problems involving numerical solutions of equations in one variable, approximation of functions, solving systems of linear equations, and numerical simulations.

AS: Mathematics

308

AAM331 Differential Equations

Separable, linear and exact first order ordinary differential equations (ODEs). Existence and uniqueness of solutions. Modelling with first order ODEs. Second order ODEs: fundamental solutions, Wronskian, linear dependence. Applications and approaches in modelling, solving and interpreting physical problems with second order ODEs. Laplace transform method for initial value problems.

AAM332 Statistics II

Hypothesis testing: one and two samples for means, proportions and variances. Confidence interval for ratio of two variances. Chi-square tests and contingency tables. Simple linear regression: least squares estimation and inference (including diagnostic checking).

AAM333 Modelling with Differential Equations

The solution of ordinary differential equations (ODEs), including system of ODEs. Phase-plane, trajectories and fixed points. Stability and classification of fixed points. Sketching solutions in the phase-plane. Examples will include mass/spring systems, pendulum motions and predator/prey models. Numerical solution of ordinary differential equations: initial value problems, Euler's method. Runge-Kutta method. Applications of numerical techniques.

AS: Mathematics

309

AAM334 Statistics III

Analysis of variance: completely randomized design, randomized block design, factorial designs. Non-parametric tests including sign test, Wilcoxon tests, rank correlation test.

AAM341 Real Analysis

The Completeness Axiom. The Archimedean Property. Density of rational and irrationals. The limit of a sequence, limit theorems. The limit of a function, the continuity of a function. The Intermediate Value Theorem. The Bolzano-Weierstrass Theorem. Extreme Value Theorem. Differentiation. Mean Value Theorem. Riemann Integration. The Fundamental Theorem of Calculus.

AAM342 Modern Algebra

Permutations and permutation groups. Groups, Lagrange’s Theorem. Symmetry groups of plane figures. Quotient groups, Cauchy’s theorem. Group homomorphisms and the Fundamental homomorphism theorems. Rings and fields, ring homomorphism. Ideals, quotient rings. Rings of polynomials.

AAM343 Combinatorial Analysis

Combinatorial techniques in proving. The principle of Inclusion and Exclusion and the general principle of Inclusion and Exclusion. The generating function of a sequence of numbers.

AS: Mathematics

310

AAM344 Complex Analysis

Complex numbers, complex functions. Complex differentiation, analytic functions, the Cauchy-Riemann equations. Complex integration over paths, Cauchy integral theorem, Cauchy integral formula. Fundamental theorem of algebra. Taylor series. Residues and poles. Laurent series, the residue theorem, evaluation of real definite integrals.

AAM431 Advanced Mathematical Modelling

Introduction to partial differential equations (PDEs) and classification into elliptic, parabolic and hyperbolic PDEs. Analytical and numerical solutions of PDEs. Explicit and implicit finite difference techniques for time-dependent PDEs, such as the unsteady diffusion equation. Direct and iterative methods for solving systems of algebraic equations. Application of numerical techniques for solving PDEs to industrial problems.

AAM432 Statistical Theory

Further univariate distributions. Bivariate distributions. Moment generating functions and proof of Central Limit Theorem. Sampling distributions: t-, F-, and chi-square distributions. Selected topics from estimation theory and hypothesis testing theory.

AAM433 Applied Statistics

Selected topics from multiple regression models, design of experiments.

AS: Mathematics

311

AAM434 Techniques in Operations Research

Topics from the theory of networks: minimal spanning trees, shortest paths, maximal flows, critical path analysis. Topics from the advanced theory of networks: least cost flows, transportation problem, travelling salesman problem, dynamic programming.

AAM435 Mathematical Programming and Stochastic

Processes

Selected topics from the theory of linear programming: the simplex algorithm, introduction to duality, sensitivity analysis, dual simplex algorithm, integer programming, non-linear programming. Selected topics from the theory of stochastic processes: queueing theory, probabilistic inventory models, project scheduling under uncertainty.

AAM436 Metric Spaces

Topology in R. Metric spaces. Open sets and closed sets. Convergence and completeness. Continuity and compactness. Equicontinuity, Arzela-Ascoli Theorem. Topological spaces.

AAM437 Galois Theory

Field extensions, simple, finite and algebraic extensions, constructions with straight-edge and compass, splitting fields, normal and separable extensions, primitive elements, finite fields, Galois groups, Galois extensions, The Fundamental Theorem of Galois Theory, solvability by radicals.

AS: Mathematics

312

AAM438 Graph Theory

Graphs. Euler tours, Hamiltonian cycles, representations of graphs, isomorphisms of graphs, planar graphs. Trees and applications. Selected topics from: Connectivity and matching: Hall’s theorem, transversals, Konig’s theorem, vertex and edge cuts, Menger’s theorem. Colouring: vertex colouring, Brook’s theorem, chromatic polynomials, map colouring and the four colour problem, edge colouring, Vizing’s theorem. Planarity: planar graphs, Kuratowski’s theorem, Euler’s formula, dual graphs. Ramsey theory, extremal graphs.

AAM439 Geometry

The axiomatic approaches to various geometries, including finite geometries, Euclidean geometry, hyperbolic geometry and spherical geometry. Geometric transformations of the Euclidean plane, symmetries and isometries. Brief excursions to the classical projective geometry and the modern geometry of fractal.

AS: Music

313

ACADEMIC SUBJECT: MUSIC

Table 1: AS 1 Music Structure for BA (Ed) (Primary) AS 1 Music Structure for BSc (Ed) (Secondary)

Year Course

Code Title Course

Category No. of AUs

Pre-requisites

1

AAI101 Musical Practices I (including Instrumental Studies) Core 3 -

AAI102 Foundations in Musical Studies I (including Ensemble Studies) Core 3 -

AAI103 Musical Practices II (including Instrumental Studies) Core 3 -

AAI104 Foundations in Musical Studies II (including Ensemble Studies) Core 3 -

2

AAI201 Musical Practices III (including Instrumental Studies) Core 3 -

AAI202 Orchestration and Arranging (including Ensemble Studies) Core 3 -

AAI203 Musical Practices IV (including Instrumental Studies) Core 3 -

AAI204 Foundations in Music Education (including Ensemble Studies) Core 3 -

3

AAI301 Studies in Music Education (including Instrumental Studies)

Core 3 -

Select any 1

AAI330 Music and Technology (including Ensemble Studies) Pres 3 -

AAI331 Ethnomusicology (including Ensemble Studies) Pres 3 -

Select any 1

AAI332 Musical Behaviours (including Ensemble Studies) Pres 3 -

AAI333 Analysis of Twentieth-century Music (including Ensemble Studies) Pres 3 -

Select any 1

AAI334 Conducting (including Ensemble Studies) Pres 3 -

AAI335 Composing (including Ensemble Studies) Pres 3 -

AS: Music

314

Year Course

Code Title Course

Category No. of AUs

Pre-requisites

4

Select any 1

AAI430 Performance Studies Project (including Ensemble Studies) Pres 3 -

AAI431 Music Education Project (including Ensemble Studies) Pres 3 -

AAI432 Ethnomusicology Project (including Ensemble Studies) Pres 3 -

AAI433 Musicological Research Project (including Ensemble Studies) Pres 3 -

AAI434 Composition Project (including Ensemble Studies) Pres 3 -


Please refer to the NIE Portal for the list of courses offered by semesters. * Special Note: All students must obtain a pass in both written and practical

components to pass the entire course.

AS: Music

315

Table 2: AS 2 Music Structure for BA (Ed) / BSc (Ed) (Secondary)

Year Course

Code Title Course

Category No. of AUs

Pre-requisites

1

AAI101 Musical Practices I (Including Instrumental Studies) Core 3 -

AAI102 Foundations in Musical Studies I (including Ensemble Studies) Core 3 -

AAI103 Musical Practices II (Including Instrumental Studies) Core 3 -

AAI104 Foundations in Musical Studies II (including Ensemble Studies) Core 3 -

2

AAI201 Musical Practices III (Including Instrumental Studies) Core 3 -

AAI202 Orchestration and Arranging (including Ensemble Studies) Core 3 -

AAI203 Musical Practices IV (Including Instrumental Studies) Core 3 -

AAI204 Foundations in Music Education (including Ensemble Studies) Core 3 -


Please refer to the NIE Portal for the list of courses offered by semesters. * Special Note: All students must obtain a pass in both written and practical

components to pass the entire course.

AAI101 Musical Practices I (including Instrumental Studies)

This course, as the first of a series of similarly constructed courses, seeks to introduce musical practices by situating them in a social and historical context. Musical practices, via creating performing and responding, form the basis of learning about any specific musical practice and the activity of experiencing and reflecting on the musical practice. Each musical practice would have to be viewed from its own culturally situated and practice specific context. This course acknowledges a constructivist paradigm in the teaching and learning of and about music asserting knowledge as being uniquely

AS: Music

316

constructed by individuals. Learning is facilitated in an environment, which is created and/or constructed by both student teachers and facilitators as stakeholders. This course also requires student teachers to take up instrumental studies in the form of their main instrument and prescribed ensembles.

AAI102 Foundations in Musical Studies I (including

Ensemble Studies)

This is the first of a two-part foundation course that integrates music analysis with music writing as complementary means to understand music. Students will develop an understanding of western classical harmony and structural principles in relation to other parameters such as rhythm and texture. Some analysis of music from outside the western classical tradition—namely, popular music—will be included to broaden students’ musical understanding. To help students better appreciate the inner workings of music, modal and tonal two-part writing as well as figured-bass realization will be taught. A good foundation in music theory is required. For a more holistic and embodied understanding of music, this course has an ensemble participation requirement.

AAI103 Musical Practices II (including Instrumental

Studies)

This course, the second in the series, continues to introduce musical practices by situating them in a social and historical context. Musical practices, via creating performing and responding, form the basis of learning about any specific musical practice and the activity of experiencing and reflecting on the musical practice. Each musical practice is viewed

AS: Music

317

from its own culturally situated and practice specific context. This course acknowledges a constructivist paradigm in the teaching and learning of and about music asserting knowledge as being uniquely constructed by individuals. Learning is facilitated in an environment, which is created and/or constructed by both student teachers and facilitators as stakeholders. This course also requires student teachers to take up instrumental studies in the form of their main instrument and prescribed ensembles.

AAI104 Foundations in Musical Studies II (including

Ensemble Studies)

This is a sequel course to AAI 102. Students will further their understanding of the western musical language (including some 20th-century styles) in terms of its structural, pitch, rhythmic and textural organization. Analysis of music from outside the western classical tradition will continue to be included as supplementary studies. With a foundation in species counterpoint and figured-bass realization from AAI 102, students will continue with eighteenth-century two-part writing and chorale harmonization in the style of Bach as the next step towards free composition, developing greater awareness of style elements. For a more holistic and embodied understanding of music, this course has an ensemble participation requirement.

AAI201 Musical Practices III (including Instrumental

Studies)

This course, the third in the series, represents a further development in learning musical practices, via creating performing and responding, from a culturally

AS: Music

318

situated and practice specific context. This course introduces concepts about construction of greater/lesser in musical traditions and ramifications of such a construction. Learning is facilitated in an environment, which is created and/or constructed by both student teachers and facilitators as stakeholders. This course also requires student teachers to take up instrumental studies in the form of their main instrument and prescribed ensembles.

AAI202 Orchestration and Arranging (including Ensemble

Studies)

This course involves a study of varied repertoire ranging from orchestral music, rock, pop, techno to big band, and explores the capabilities of the various instruments, with a view to developing skills in applying and sequencing instrumental combinations effectively in creating an effective piece of music.

AAI203 Musical Practices IV (including Instrumental Studies)

This fourth and final course in the series of musical practices, prepares student teachers for a more advanced approach to learning musical practices from a culturally situated and practice specific context, while still engaging them via creating, performing and responding. This course critically examines the ramifications of constructing labels in musical traditions such as greater/lesser, written/oral (aural), mainstream/marginal, specifically music of popular culture and jazz. This course introduces concepts in cultural theory, ethnomusicology and anthropology through musical learning which is facilitated in an environment, which is created and/or

AS: Music

319

constructed by both student teachers and facilitators as stakeholders. This course also requires student teachers to take up instrumental studies in the form of their main instrument and prescribed ensembles.

AAI204 Foundations in Music Education (including

Ensemble Studies)

This course introduces a study of historical, psychological and philosophical foundations of music education including established music educators and their contributions. This introduction to fundamental philosophies, principles and educational practices in the field of music education forms a knowledge base for developing ways of thinking and knowing of and about music education for the music classroom. This course also requires student teachers to take up instrumental studies in the form of their main instrument as well as prescribed ensembles.

AAI301 Studies in Music Education (including Ensemble Studies)

This course seeks to develop the foundations of music education by introducing aspects of programme development, teaching methods, administration, supervision and evaluation alongside comparative studies of major music educators with music curriculum design. This course also requires prescribed instrumental/vocal ensemble participation.

AS: Music

320

AAI330 Music and Technology (including Ensemble Studies)

This course introduces ways in which technology supports musical practice in the areas of creating, performing and responding. The terms and tools of technology are critically examined in their nature, role and function in musical practice. This course requires student teachers to take up instrumental studies in the form of their main instrument and prescribed ensembles.

AAI331 Ethnomusicology (including Ensemble Studies)

A study of the theory and methods of ethnomusicology. This study will also emphasise the importance of techniques and technology in ethnomusicological fieldwork studies and methodology as well as a study of musical transcriptions from various cultures and their significance for ethnomusiological study. There will also be a study of the traditional music from a wide range of cultures. This course requires student teachers to take up instrumental studies in the form of their main instrument and prescribed ensembles.

AAI332 Musical Behaviours (including Instrumental

Studies)

A study of musical practices around the world with special emphasis on interdisciplinary perspectives such as philosophy, music education, analysis, sociology and the teaching and learning of the various musical traditions. This course also requires student teachers to take up instrumental studies in the form of prescribed ensembles.

AS: Music

321

AAI333 Analysis of Twentieth-Century Music (including Ensemble Studies)

This course involves a more in-depth study of twentieth-century music (including local composers’ works) and their attendant musical aesthetics and techniques like serial analysis, set-theory based approaches to art music as well as approaches to understanding jazz, music of popular culture, including pop, rock and rap. This course also requires prescribed instrumental/vocal ensemble participation.

AAI334 Conducting (including Ensemble Studies)

This course seeks to introduce fundamental principles and practices of conducting ensembles like band or choir with emphasis on consolidation of techniques and practical skills. These skills involve the study of rehearsal procedures and performance practice; seen as a knowledge base for developing other skills in performing and ensemble directing. This course also requires prescribed instrumental/ vocal ensemble participation.

AAI335 Composing (including Ensemble Studies)

Further exploration of compositional procedures study of composition, in which the student teacher produces either an extended work or a portfolio of compositions. A portfolio of examples via practical-based composition is also taken into account and includes musics of popular cultures from around the world. This course also requires prescribed instrumental/vocal ensemble participation.

AS: Music

322

AAI430 Performance Studies Project (including Ensemble Studies)

This course offers the opportunities for student teachers to pursue in-depth performance/ instrumental studies in the form of their main instrument or ensemble related performances, like conducting an ensemble.

AAI431 Music Education Project (including Ensemble Studies)

This course requires the student teacher to carry out research projects by tapping into knowledge and skills introduced and developed in previous courses in the areas of historical, psychological and philosophical foundations of music education, programme development, methods of teaching, administration, supervision and evaluation and the comparative study of the philosophies of major music educators, along with music curriculum design. This course also requires prescribed instrumental/vocal ensemble participation.

AAI432 Ethnomusicology Project (including Ensemble Studies)

The project involves the application of approaches and methods of ethnomusicology to a chosen musical culture as well as a study of the theory and methods of ethnomusicology, with emphasis on techniques in ethnomusicological field work methods and the study of musical transcriptions from various cultures. There will also be a study of traditional musics from a wide range of cultures. This course

AS: Music

323

also requires prescribed instrumental/vocal ensemble participation.

AAI433 Musicological Research Project (including

Ensemble Studies)

An exploration of some aspects of the history of music in some depth, based on contemporary historical theories. Student teachers will have the opportunity to explore chosen topics. The project explores problems and issues surrounding the study of musical compositions and involves the use of analytical techniques applied to them. This course also requires prescribed instrumental/vocal ensemble participation.

AAI434 Composition Project (including Ensemble Studies)

This course is an advanced study of composition, in which the student teacher must produce either an extended work or a portfolio of compositions which can include practical-based composition like musics of popular cultures from around the world. Student teachers here are now expected to have their compositions performed by ensembles and performances recorded. This course is used for developing other skills like composing using music technology. This course also requires prescribed instrumental/vocal ensemble participation.

AS: Physical Education and Sports Science

324

ACADEMIC SUBJECT: PHYSICAL EDUCATION & SPORTS SCIENCE

Table : AS 1 PE & Sports Science Structure for BSc (Ed)

(PESS) (Primary) AS 1 PE & Sports Science Structure for BSc (Ed) (PESS) (Secondary)

Year Course

Code Title Course

Category No. of AUs

Pre-requisites

1

APA102 Growth and Motor Development Core 2 -

APA103 Anatomical and Biomechanical Foundations of Physical Activity Core 3 -

APA104 Physiology of Exercise Core 2 -

APA105 Introduction to Physical Education & Sport Core 2 -

2

APA201 Foundations of Psychology & Motor Learning in Physical Activity Core 3 APA102

APA202 Measurement and Evaluation Core 2 - Select any 2 APA231 Physiological Bases of Exercise Pres 3 APA104

APA232 Quantitative Methods in Biomechanics

Pres 3 APA103

APA233 Psychology of Physical Education & Sport

Pres 3 APA201

APA234 Neuromuscular Control of Human Movement

Pres 3 APA201

APA235 Sociology of Sport Pres 3 APA105 APA236 Management of Sport Organisations Pres 3 APA105

3

Select any 3 APA331 Applied Physiology of Exercise Pres 3 APA231 APA332 Biomechanics in Sport Pres 3 APA232

APA333 Applied Psychology of Physical Education & Sport Pres 3 APA233

APA334 Neural and Behavioural Perspectives of Human Movement Pres 3 APA234

APA335 Social History of Sport Pres 3 APA235

APA336 Event and Facilities Management in Sport Pres 3 APA236

APA337 Theory of Coaching Pres 3 - APA338 Adapted Physical Education & Sport Pres 3 -

4 APA402 Teaching Effectiveness in Physical

Education Core 3 -

APA403 Curriculum Design in Physical Education Core 2 -




325

APA102 Growth and Motor Development

This course is designed to understand the relation between physical growth and motor development in children and adolescent. Various topics including stages, age related changes, individual differences, and gender differences in relation to growth and motor development will be covered during the course. In addition, interventional strategies to facilitate growth and motor development will be discussed. Implications for the teaching of physical education will be emphasized throughout the course.

APA103 Anatomical and Biomechanical Foundations of

Physical Activity

Structural anatomy deals with the knowledge and an understanding of the skeleton, joints and muscle structure that produces movement. Biomechanics is the study of a biological system by means of mechanics. This course introduces the basic mechanical and anatomical concepts and principles that govern human movement. The aim of this course is to enable student teachers to perform qualitative analyses of human movement using basic concepts of mechanics and anatomy in the context of PE and sports.

APA104 Physiology of Exercise

The principal areas covered include energy metabolism for exercise, aerobic performance and anaerobic performance, sex and age-associated differences in exercise performances and thermoregulation in the heat. The associated teaching implications will be brought to the fore. In


326

addition, aspects of functional anatomy dealing with the associated exercise parameters and the part each plays in physical performance, health and fitness will be discussed in this course.

APA105 Introduction to Physical Education & Sport

This course emphasises concepts related to the broad field of physical education and sport. It provides an overview of the disciplines that study the field’s philosophical, historical, cultural, and sociological foundations and their applications to professional practice. The course examines the structure of the Singapore Sports Council, National Sport Associations, Singapore Schools Sports Council and the Co-Curricular Activities Branch and their relationships in promoting participation in sports from recreational to high performance levels. The daily work in physical education and sport, looking at the traditional field of teaching and coaching, is also highlighted. Current issues and future directions in the field are also explored.

APA201 Foundations of Psychology & Motor Learning in

Physical Activity

This course examines the foundations of sport and exercise psychology and the concepts and principles associated with skill acquisition. Specifically, the course will focus on topics and issues related to the social psychological variables that influence participation in physical activity and sport, the sport and exercise environments within which participants operate, as well as selected outcomes of such participation.


327

APA202 Measurement and Evaluation

This course is designed to provide student teachers with basic concepts of measurement and evaluation in physical education. The course will focus on basic concepts of statistics and the use of computers for data analysis. In addition, techniques to analyse the effectiveness of physical education programme will be introduced and discussed. This course is designed to prepare future teachers to become knowledgeable in administering and evaluating tests within the discipline of physical education.

APA231 Physiological Bases of Exercise

This academic course on exercise physiology embraces important concepts in the physiology of exercise in the school-going age population (8-18 years), contrasting with those of adults. The principal areas covered include the trainability of aerobic & anaerobic performance in young people compared to adults, and nutritional aspects of performance including fluid supplementation.


328

APA232 Quantitative Methods in Biomechanics

This course introduces participants to quantitative methods for determining mechanical parameters of movement, namely linear and angular kinematic and kinetic quantities through laboratory work. Participants should have completed the mechanical and anatomical bases of human motion before enrolling for this course. A quantitative analysis of sports using basic biomechanical concepts will be introduced to explain movements required in various activities. The use of such quantitative procedures will allow the teacher or coach to effectively analyse movement, explain causes of observed effects and to remediate errors using a safe and scientific approach.

APA233 Psychology of Physical Education & Sport

This course is designed to provide student teachers with an understanding of how psychological variables influence participation in sport and physical education, focusing on the key motivational perspectives of exercise and sport.

APA234 Neuromuscular Control of Human Movement

The purpose of this course is to examine the concepts associated with motor control and the neuromuscular basis of human movement. Student teachers will look at the structures involved in motor control from anatomical, neurophysiological, and biomechanical perspectives, and then, their motion will be interpreted from motor control perspective. Student teachers are encouraged to actively


329

participate in the class by making questions or raising problems.

APA235 Sociology of Sport

The course focuses on the role of sport in society. Sociological theories and methodologies are examined and applied to the study of sport. The course will examine issues such as globalisation, race, and women in sport.

APA236 Management of Sport Organisations

This course introduces student teachers to the types of sport organisations and the important issues relating to the management of such organisations. The study of sport organisations will be based on organisational theory’s concepts and principals. The important topics of the course include: type of sport organisations, legal identity of sport organisations, goals and objectives of sport organisations, leadership, conflict management and decision making in sport organisations, and strategic planning in sports. The course also introduces to the student the key managerial roles and functions important to managing sport and physical education. The physical education department will be used as a constant management unit to illustrate the key concepts covered.


330

APA331 Applied Physiology of Exercise

This course examines the sports training adaptations for aerobic endurance, short term power output, and strength in young people (ages 8-18 yrs), nutrition for sports & training (ergogenic aids), power recovery from intermittent exercise & effects of attitude training on swimming performance.

APA332 Biomechanics in Sport

Biomechanics is the study of a biological system by means of mechanics. This course will focus on the quantitative analysis of human movement in sports. Student teachers will learn how to design a quantitative analysis, collect, analyze and interpret data obtained from the equipment associated with the measurement technique. From the analysis work of this course, student teachers will be expected to examine the relationship between performance measure and human motor system. Student teachers will have the opportunity to explore the underlying processes that is involved in the production of this human movement in sports. The course will consist of theory and applied field work.

APA333 Applied Psychology of Physical Education & Sport

This is an applied sport psychology course targeted at student PE teachers who want to consider mental training as a useful tool for enhancing sport performance. The participants will be introduced to the role of applied sport psychologist, the development and evaluation of basic mental skill training, and theories underpinning each mental skill.


331

This course will be both theoretically and practically based.

APA334 Neural and Behavioural Perspectives of Human

Movement

The objective of this course is to describe, compare, and contrast current theoretical perspectives of motor learning and control. The range of topics covered in this course will be from the basic principles of human movements to complex human behaviour, mainly from the behavioural perspectives. In addition, the basic concept of neural interpretation of human motor control will be addressed.

APA335 Social History of Sport

This course will examine the historical development of sport across cultures, tracing the significant milestones in the changing role of sport in society. Issues such as Olympism, from its elitist neo-classical origins to its present commercialized form, will be examined.

APA336 Event and Facilities Management in Sport

The course will focus on the important considerations required to successfully conduct a sport event. Design and maintenance considerations of a sport facility will also be studied to determine what is preferable. Course topics include: important publics of a sport event, organizing sport competitions, executing a sport event, sport facilities design, concept of tort and negligence, and risk management in sport.


332

APA337 Theory of Coaching

This course will focus on issues related to the effective coaching of young athletes. Discussions will be centered on theoretical concepts, yet placed in the context of practical applications for the local competitive environment. The content from NCAP Level 1, 2 and 3 will be covered. If participants so wish, they may register for the NCAP Level 3 certification. This certification will be conferred on participant’s meeting the assessment requirements and paying the appropriate fee to the Singapore Sports Council.

APA338 Adapted Physical Education & Sport

Student teachers with special needs, like all other student teachers, need to develop movement control and efficiency of movement in fine and gross motor skills. They can, and should, be equipped with the necessary skills and knowledge to participate in modified and regular games and sporting events. The effective physical education teacher can encourage and plan for successful integration of student teachers with special needs in mainstream physical education lessons or inclusive physical activity settings. This introductory course introduces pre-service PE teachers to the area of adapted physical education and to the different disability conditions. This course aims to equip pre-service teachers with the foundation knowledge and skills to integrate students with special needs into the regular PE/physical activity program.


333

APA402 Teaching Effectiveness in Physical Education

This course covers a range of topics relevant to the teaching of physical education in schools. It examines student teachers’ concerns arising from their teaching experiences and addresses these in relation to the research on teaching effectiveness in physical education. Teacher socialization issues that occur in schools are discussed. Observer systems that can be used to analyse the effectiveness of the teacher and the management of student behaviours in teaching settings are introduced.

APA403 Curriculum Design in Physical Education

This course will build on the knowledge and theory gained in the Instructional Methods and Strategies Units. The content will focus on issues related to the development and assessment of physical education curricular and attention will be given to the PE curriculum in Singapore.

AS: Physics

334

ACADEMIC SUBJECT: PHYSICS

Table 1: AS 1 Physics Structure for BSc (Ed) (Primary) AS 1 Physics Structure for BSc (Ed) (Secondary)

Year Course

Code Title Course

Category No. of AUs

Pre-requisites

1

AAP101 Understanding Essential Mechanics Core 3 - AAP102 Optics and Waves Core 3 - AAP103 Electricity and Magnetism Core 3 - AAP104 Physics Laboratory I Core 3 -

2

AAP201 Modern Physics and Special Relativity Core 3 -

AAP202 Exploring Thermal Physics Core 3 - AAP203 Electromagnetism Core 3 AAP103 AAP204 Physics Laboratory II Core 3 -

3

AAP301 Solid State Physics Core 3 AAP201

AAP302 Quantum Mechanics Core 3 AAP101 AAP201

AAP303 Material Science Core 3 AAP201 AAP304 Physics Laboratory III Core 3 AAP201

4

Select any 1 AAP431 Plasma Science and Technology Pres 3 AAP203 AAP432 Atomic and Molecular Physics Pres 3 AAP302 AAP433 Relativity Pres 3 AAP302 AAP434 Spectroscopy Pres 3 AAP302 AAP435 Astrophysics Pres 3 AAP203 AAP436 Condensed Matter Physics Pres 3 AAP302

AAP437 Thermonuclear Fusion and Radiation Pres 3 AAP203

AAP438 Physics Research Project Pres 3 -

AAP439 Intermediate Quantum Mechanics Pres 3 -



AS: Physics

335

Table 2: AS 2 Physics Structure for BA (Ed)/BSc (Ed) (Secondary)

Year Course

Code Title Course

Category No. of AUs

Pre-requisites

1

AAP101 Understanding Essential Mechanics Core 3 - AAP102 Optics and Waves Core 3 - AAP103 Electricity and Magnetism Core 3 - AAP104 Physics Laboratory I Core 3 -

2

AAP201 Modern Physics and Special Relativity Core 3 -

AAP202 Exploring Thermal Physics Core 3 - AAP203 Electromagnetism Core 3 AAP103 AAP204 Physics Laboratory II Core 3 -



AAP101 Understanding Essential Mechanics

Vector algebra and kinematics; Newton’s laws and simple applications; Friction; Circular motion & universal gravitation; Conservation laws: Rigid body kinematics and dynamics; oscillations; introduction to continuous media. Supplementary material: Solution of linear differential equations and use of Mathematica or Maple. These topics are taught with special emphases on linkages to the current school curricula.

AAP102 Optics and Waves

Geometrical Optics: Basic concepts in geometrical optics: Fermat’s Principle; Reflection and refraction; Thin Lens. Physical Optics: Wave Motion and equation, Harmonic Waves; Phase and Phase Velocity; The Superposition of Waves; Standing Waves; Beats; Group Velocity; Interference;

AS: Physics

336

Diffraction; Polarization. These topics are taught with special emphases on linkages to the current school curricula.

AAP103 Electricity and Magnetism

Electrostatics; Electric field; Gauss’s law; Electric potential energy and potential; Electric dipoles; Capacitance. Energy stored in electric field. Electric current, Ohm’s law, resistivity; Kirchhoff’s law; DC circuit. Magnetism; Magnetic field; Bio-Savart law; Ampere’s Law. Force between currents carrying wires. Torque on a current loop and applications such as galvanometers, motors and loudspeakers. Charge particles in E and B fields - Hall effect and mass spectrometer. Electromagnetic Induction; Faraday’s law and Lenz’s law. Electric generator. Eddy currents. Transformer and other applications of induction such as microphone, tape recording and seismograph. Inductance: self and mutual. Energy stored in magnetic field. Analysis of AC circuit, including LRC. Resonance. Impedance matching. These topics are taught with special emphases on linkages to the current school curricula.

AAP104 Physics Laboratory I

Experimental techniques, errors and statistics. Introduction to computer aided experimentation and data loggers, with special emphasis on the use of dataloggers in school context. Measurement of length, time and temperature. Free fall and projectile motion. Accelerated motion. Conservation of energy, impulse and momentum, airtrack, damped and driven oscillators, resonance and vibrating strings. Heat transfer experiment. Electrical awareness, multimeter

AS: Physics

337

and oscilloscope. Electric and magnetic fields. Linear and nonlinear devices. Resistors, capacitors, and inductors. Modern circuits. Geometrical and physical optics.

AAP201 Modern Physics and Special Relativity

Galilean Relativity and transformation. Michelson-Morley Experiment; Postulates of relativity and implications: simultaneity and clock synchronization, time dilation and length contraction. Lorentz Transformation including Fizeau’s experiment. Paradoxes of relativity: Pole and barn paradox, and twin paradox. Relativistic mechanics: energy and momentum and relativity in nuclear & particle physics. Blackbody radiation; Photoelectric effect; Compton scattering; Atomic structure: plum-pudding model, Rutherford's Model of Atom and Bohr's theory. Wave-particle dualism; Davisson and Germer experiment, Heisenberg Uncertainty principle, Wave-function, Schrödinger's theory of quantum mechanics. Nuclear Physics: Nuclear shape and size, Nuclear stability, Binding energy, Radioactivity, concept of half-life and mean life, conservation laws; Nuclear fission and fusion. These topics are taught with special emphases on linkages to the current secondary school curricula.

AAP202 Exploring Thermal Physics

Temperature. Zeroth Law of Thermodynamics. Thermal expansion. Specific and latent heat. Ideal gas law. Heat transfer. Stefan-Boltzmann law. Kinetic theory. Mean free path. Diffusion. Internal energy & First Law of Thermodynamics. Enthalpy. Equipartition theorem. Heat capacities of gases. Adiabatic

AS: Physics

338

processes. Heat engines and efficiency. Carnot cycle. Reversibility. Second Law of Thermodynamics. Entropy: order & disorder. Free Energy and chemical thermodynamics. Boltzmann statistics. Maxwell distribution. Quantum statistics. Fermi-Dirac distribution. Bose-Einstein distribution. Plank’s radiation law. Debye theory of solids. These topics are taught with special emphases on linkages to the current secondary school curricula.

AAP203 Electromagnetism

Polarization; Delectrics and their applications. Macroscopic and microscopic fields in deielectrics. Electric displacement vectors. Electrostatic energy. AC Circuits. Electromagnetic waves in free space and isotropic insulating materials. In addition, a vast variety of interesting topics are covered in this course: Lightning, Pacemakers, Electric Shock Treatment, Electrocardiograms, Metal Detectors, Musical Instruments, Magnetic Levitation, Bullet Trains, Electric Motors, Radios, TV, Car Coils, Superconductivity, Aurora Borealis, Rainbows, Radio Telescopes, Interferometers, Particle Accelerators (a.k.a. Atom Smashers or Colliders), Mass Spectrometers, Red Sunsets, Blue Skies, Haloes around Sun and Moon, Color Perception, Doppler Effect, Big-Bang Cosmology. These topics are taught with special emphases on linkages to the current school curricula.

AAP204 Physics Laboratory II

Analogue electronics: Impedance of resistors, capacitors and inductors, characteristics of diodes, transistors and operational amplifiers. Digital

AS: Physics

339

Electronics: Introduction to types of logic gates e.g. CMOS, TTL. Use of logic gates flip flops for counters, displays and binary arithmetic. Using electronics for physics experiments. Exposure to real life applications of electronics. The experiments are selected with special emphases on linkages to the current school curricula.

AAP301 Solid State Physics

Introduction to basic concepts of solid-state physics and materials sciences. Crystalline states and symmetry; reciprocal lattice; phonons and their interactions; free electron theory of metals and Fermi surface; Density of States and energy bands. Semiconductors. Electrons, holes, donors and acceptors. Carrier concentrations in intrinsic and extrinsic materials. Transport Properties. Carrier mobility and ways to measure it. Hall Effect. Physics of P-N Junction and MOSFETs. Semiconductor processing. Physics of low dimensional solids. Nanostructures and nanotechnology. Teaching of solid state physics at secondary level. These topics are taught with special emphases on linkages to the current school curricula and school-based projects.

AAP302 Quantum Mechanics

De Broglie’s hypothesis and wave-particle duality; principle of superposition; The Schrodinger theory of quantum mechanics; wave function and its interpretation; probability density; concepts of quantum states; state vectors and its properties; bra and ket vectors and the vector space; the basic postulate of quantum mechanics; the operators and expectation values; eigenfunction and eigenvalues;

AS: Physics

340

one-dimensional potential problem; the orbital angular momentum and the spin angular momentum; three dimensional potential problem; the central potential problem; the hydrogen atom; symmetry and degeneracy. Teaching of quantum theory at secondary level. These topics are taught with special emphases on linkages to the current school curricula and school-based projects.

AAP303 Material Science

Introduction to advanced materials. Atomic Structure and Bonding in solids, Atomic arrangement and crystal structure. Imperfections in solids, diffusion; liquid crystals, anisotrophy; Phonons, phonon transport; Electronic Properties of Materials; Free electrons, Band formation, energy gaps and Fermi energy; Semiconducting materials; Magnetic Properties of Materials; Optical Properties of Materials; Biomaterials, Nanomaterials and nanotechnology. Physics and applications of analytical techniques for materials characterization. These topics are taught with special emphases on linkages to the current school curricula and school based projects.

AAP304 Physics Laboratory III

Experiments covering a broad range of modern physics such as Franck-Hertz, Faraday, and Compton experiments. X-ray diffraction, Hall effect, charge carrier measurement, nuclear magnetic resonance, superconductivity, alpha, beta particles and gamma radiation, measurement of speed of light, fine structure constant, Boltzmann constant, and Planck constant. Wave propagation and transmission

AS: Physics

341

lines. Breakdown of gases. Interference spectroscopy and holography. Optical communication. The course also stresses the basic experimental techniques and data acquisition and analysis, and written and oral presentation of experiment results. These topics are taught with special emphases on linkages to the current school curricula and school-based projects.

AAP431 Plasma Science and Technology

Introduction to plasma physics and applications. Vacuum systems and handling. Kinetic theory of gasses. Electrodynamics of ionized gases. Motion of charges in electric and magnetic fields. Plasma generation, discharge characteristics and devices. Plasma properties. Plasma-surface interaction. Chemically active plasmas and applications for plasma assisted deposition, etching, implantation and surface modifications. Plasma TV. Plasma assembly of nanomaterials. High temperature plasmas and controlled thermal nuclear fusion. Plasma diagnostics and simulation. These topics are taught with special emphases on linkages to the current school curricula and school-based projects.

AAP432 Atomic and Molecular Physics

One-electron atoms: The Schrodinger equation and its solution for a Coulomb field, spin-orbit interaction energy, relativistic correction of state energy, the Lamb shift, radiative processes and selective rules, applications of the Schrodinger equation. Two-electron atoms: Electrostatic interaction and exchange degeneracy, helium ground state and Pauli exclusive principle, singlet and triplet energy states of

AS: Physics

342

helium. Multielectron atoms: The central-field approximation, energy ordering of the outer filled subshells, alkali atoms, the L-S and J-J couplings, allowed terms, multiplet structure and Lande interval rule, Doppler shift and broadening, applications in X-ray line spectra. Molecular Physics: Separation of electronic and nuclear motion, potential energy function for a chemical bond, vibrational energy states of diatomic molecules, rotational energy states for a rigid molecule and a nonrigid rotator, rotational energy-level population, applications in rotation-vibration spectra of linear molecules and simple polyatomic molecules. These topics are taught with special emphases on linkages to the current school curricula and school-based projects.

AAP433 Relativity

Basic postulates of the Special Theory of Relativity; the relativistic dynamics; the geometry of space-time; the Minkowski diagram; Relativistic dynamics including elastic and inelastic collision; particle decays and production; relativity and electromagnetism; space-time curvature; elementary tensor analysis including tensor algebra and tensor calculus; the principle of general relativity; Einstein’s theory; the field equation; the experimental tests of the general theory of relativity. These topics are taught with special emphases on linkages to the current school curricula and school-based projects.

AAP434 Spectroscopy

Interaction of electromagnetic radiation with matter, energy levels, basic instrumentations, resolving power. Atomic spectroscopy: Emission spectra of

AS: Physics

343

hydrogen and sodium, X-ray spectroscopy, electronic structures of atoms and periodicity of elements, applications in analysis of elements and astronomy. Ultraviolet and visible spectroscopy: Instrumentation, colour in transition metal compounds, applications in organic chemistry. Microwave spectroscopy: Theory of rotation of molecules, rotational spectra of diatomic molecules, and of polyatomic molecules, microwave spectrometer, applications in identification of gases and in chemical analysis. Infrared spectroscopy: Theory of the vibrating diatomic molecule, diatomic vibrating rotator, vibration-rotation spectra of diatomic, linear and polyatomic molecules, interaction of rotations and vibrations, applications in the analysis of molecular structure of linear molecules. These topics are taught with special emphases on linkages to the current school curricula and school-based projects.

AAP435 Astrophysics

General Introduction. Qualitative overview of stellar evolution: nucleosynthesis, white dwarf stars, neutron stars, black holes. Qualitative overview of cosmology. Measurement techniques: radiation, optics, telescopes & interaction of matter with radiation. Stellar parameters. Mass determination. Spectra classifications, Hertzsprung-Russell Diagram. Stellar atmospheres. Interiors of stars: Hydrostatic equilibrium. Pressure equation of state. Stellar Energy Sources. Transportation of energy. Main sequence. Star Formation: Formation of protostars. Evolution of stars (pre, main & late stages). Fate of massive stars. White Dwarfs. Neutron Stars. Black holes. Chandrasekhar Limit. The Solar System. The Galaxies. Large scale structure. General cosmology (the Early Universe). These topics are taught with

AS: Physics

344

special emphases on linkages to the current school curricula and school-based projects.

AAP436 Condensed Matter Physics

The focus of this course is the liquid state. Forces, energies, and timescales in condensed matter, with emphasis on the liquid state: bonding in liquids and structure of liquids – radial density function, Clausius virial theorem, internal energy and liquid crystals. The dynamics of a liquid: the cell model, diffusion, viscous flow, and ionic conduction. Properties of liquid: Mechanical, thermal, electrical, optical, magnetic, as well as surface tension and viscosity -- experimental data and theory. Understanding of the speed of sound in gas, liquid and solid. Change of phase and the Gibbs free energy. Initiation of a phase transition: Nucleation and growth -- experimental data and theory. Introduction to the colloidal state of matter (liquid-in-liquid, solid-in-liquid and liquid-in-gas) and polymers (glass, rubber, and polymer crystals). These topics are taught with special emphases on linkages to the current school curricula and school-based projects.

AAP437 Thermonuclear Fusion and Radiation

World Energy Scenario, The energy crisis, Need to develop a relatively clean long-term alternative energy source; Thermonuclear Fusion: The Nuclear fusion as energy source, Possible Fusion Reactions, Fusion Reaction Cross section; The Fundamentals of Fusion Process: The Energy Balance, Bremsstrahlung Power Loss, Cyclotron Power Loss, Effect of Impurity, Ideal Plasma-Confinement Criterion; Plasma Confinement: The Magnetic

AS: Physics

345

Confinement, Open-Ended Confinement-Magnetic Mirror, Closed-ended Toroidal Confinement; The Tokamak: General consideration of toroidal devices, Magnetic configuration of Tokamak, Tokamak equilibrium and stability; Laser Fusion: ICF Power gain and Driver requirements, Thermonuclear Burn Fraction, Implosion and compression of matter; Ignition and Propagation burn; The Plasma Focus: General characteristics of Focus Device, Current sheath dynamics in plasma focus, Computational model of Plasma focus device; Plasma Radiation Sources and Application: Development of focus device as multiple radiation source of x-rays, electron beam, ions and neutron, diagnostics and application of focus device to microlithography, thin film processing and thin film deposition. These topics are taught with special emphases on linkages to the current school curricula and school-based projects.

AAP438 Physics Research Projects

Student teachers taking Physics as AS1 subject should be exposed to the various stages of research work to allow them to supervise and facilitate student projects in school and also to enable them to take up higher degree by research in the future. The objective of this course is to provide them with research experience. In this course, the student teacher will be asked to carry out a short research project, either theoretical or experimental, under the supervision of an academic staff. They will learn how to formulate a research proposal, process of gathering data and the technique of analyzing data to draw proper inferences.

AS: Physics

346

AAP439 Intermediate Quantum Mechanics

The formalism of quantum mechanics, linear vector spaces, ket and bra vectors. Matrix description of quantum states and operator. The harmonic oscillator via ladder operators, angular momentum and spin, the hydrogen atom. Time-independent perturbation theory, the variational principle. Scattering theory, Born approximation and partial wave analysis. Identical particles.

Essential Course

347

ESSENTIAL COURSE

Essential Course

Course Code


No. of AUs

Pre-requisites

AMX301 Multicultural Studies: Appreciating and Valuing Differences Core 3 -

AMX301 Multicultural Studies: Appreciating and Valuing

Differences

This course introduces student teachers to the implications of living in a diverse society—primarily through the prisms of “race” and ethnicity, but also through addressing issues of class, gender, and other social structures. In an increasingly complex world, understanding the dynamics suggested by multiracialism, multiculturalism and “cultural relativism” is an important step in gaining the necessary perspective of one’s relationship to community, society and the larger world.

LEADS

348

LANGUAGE ENHANCEMENT AND ACADEMIC DISCOURSE SKILLS

Language Enhancement & Academic Discourse Skills Course Code


No. of AUs

Pre-requisites

ALS101 Academic Discourse Skills Core 3 - ALK201 Communication Skills for Teachers Core 2 -

ALS101 Academic Discourse Skills

This course will introduce student teachers to academic reading materials and teach them how to produce academic discourse of their own with regard to researching and writing assignments in their chosen areas of academic specialisation. The course will introduce student teachers to the conventions of academic writing, including citation and documentation procedures, and provide them with a level of expertise in primary and secondary data-gathering. They will learn how to generate and develop argument, support it with evidence, and present it in a coherent manner. In addition, they will gain some experience in other activities related to academic writing such as time-management and group collaboration.

LEADS

349

ALK201 Communication Skills for Teachers

This is a practical course designed to provide student teachers with the oral and written skills necessary for effective communication as teachers in the classroom and in their professional interaction with colleagues, parents and the general public. Student teachers become more aware of the importance of considering the purpose, audience and context in communicating effectively to promote student learning. The course provides opportunities for hands-on practice of target skills in realistic school-based situations. As part of the learning process, student teachers have the opportunities to practise good pronunciation, to understand effective voice production and to reflect and self-assess their application of the knowledge and skills that they acquire during the course.

Practicum

350

PRACTICUM

The Practicum is a very important component of the degree programme. Its principal function is to provide student teachers with the opportunity to develop teaching competencies in a variety of instructional contexts and at different levels, under the guidance and supervision of cooperating teachers and university lecturers. They will learn from experienced cooperating teachers about the schooling process and prepare themselves for their roles and responsibilities in teaching. During the Practicum, student teachers will be able to use the knowledge and skills acquired in the subjects they read at the university, and have opportunities to integrate theory and practice in schools. The Practicum is spread throughout the entire programme and is developmental in nature. It comprises four school attachment periods, i.e., School Experience (SE), Teaching Assistantship (TA), Teaching Practice 1 (TP1) and Teaching Practice 2 (TP2). Please note that when the practicum is held in the Jun/Jul period (e.g. Teaching Assistantship) at the end of an academic year before the start of a new academic year, student teachers must register for the practicum course in Semester 1 of the new academic year (July rather than December’s registration exercise). Therefore, registration for that practicum posting is done after it has been completed. Student teachers who fail to register for the necessary practicum course will be issued warning letters. A copy of the letter may be forwarded to the Ministry of Education (MOE) for student teachers employed by MOE.

Practicum

351

Practicum Course Code


No. of AUs

Pre-requisites

APR102 School Experience Core 0 - APR202 Teaching Assistantship Core 3 SE APR302 Teaching Practice 1 Core 6 TA APR402 Teaching Practice 2 Core 12 TP1

APR102 School Experience

This is 2 weeks long, with 1 week in a primary school and 1 in a secondary school. The purpose for this is to provide student teachers opportunities to observe lessons in the primary and secondary classrooms.

APR202 Teaching Assistantship

Next the student teachers will undergo a 5-week Teaching Assistantship. Its purpose is to provide them opportunities to observe their Cooperating Teachers (CTs) teach and to reflect on the roles and responsibilities of a teacher. They will also be given the practical experience of helping their CTs plan lessons, prepare resources, manage pupils and to do some assisted teaching.

APR302 Teaching Practice 1

The third component of the Practicum is the 5-week Teaching Practice 1 which is to help the student teachers learn to teach independently. They will be provided opportunities to observe their CTs’ lessons. Eventually they will learn to plan their own lessons to teach, prepare the relevant resources and manage pupils independently, in consultation with their CTs.

Practicum

352

APR402 Teaching Practice 2

In this 10-week Teaching Practice 2, the student teachers will build up their skills and knowledge in a step-wise manner. They will develop planning and delivery skills, followed by classroom management and evaluation skills. In addition, to ensure that the student teachers have a holistic experience, they will also be provided opportunities to explore other aspects of a teacher’s life besides classroom teaching, for example, observing how CCAs are managed.

GE: Art

353

GENERAL ELECTIVES

In addition to the core courses and the required number of prescribed electives, student teachers in the Secondary track must offer 3 AUs of general electives which can be chosen from subjects offered by the University, whether within or outside the Institute. This section provides a list and description of the general electives offered in NIE. Student teachers are responsible for ensuring that the courses they select do not clash on the class timetable and the examination timetable.

Category/ Subject

Course Code

Title No. of AUs

Pre- requisites

Art

AAA180 Introduction to Chinese-brush Painting 3 - AAA181 Introduction to Printmaking 3 -

AAA182 Introduction to Contemporary Sculptural Practice 3 -

AAA183 Life Drawing 3 - AAA184 Drawing 3 - AAA280 Introduction to Ceramics I 3 - AAA281 Introduction to Ceramics II 3 -

AAA282 Digital Media and Visual Arts: Still imaging 3 -

AAA283 Arts Across the Borders 3 - AAA284 Visual Arts in Asia 3 -

AAA285 Screen, Scream & Psychoanalysis: An Introduction to Film Theory 3 -

AAA286 Traditional and Creative Chinese Painting 3 -

AAA287 Digital Media and Visual Arts: Moving Image 3 -

AAA288 Digital Media and Visual Arts: Exploring Modernity through Digital Imaging 3 -

GE: Art

354

AAA180 Introduction to Chinese-brush Painting

Studio practice of brush technique and the exploration of different subject matters, such as bird, flower, fish, landscape and others.

AAA181 Introduction to Printmaking

Investigates image making through a range of printmaking techniques.

AAA182 Introduction to Contemporary Sculptural Practice

A study of the skills and knowledge pertinent to three-dimensional art, allowing for exploration of contemporary sculptural practices.

AAA183 Life Drawing

Introduction to drawing through an exploration of the figure in both traditional and contemporary frameworks.

AAA184 Drawing

Investigates the nature of drawing, from traditional art practice to the range of meanings drawing has in contemporary art.

GE: Art

355

AAA280 Introduction to Ceramics I

Intensive course which involves the development of skills and production of clay works through inquiry and handbuilding techniques.

AAA281 Introduction to Ceramics II

Intensive course which involves the development of skills and production of clay works through inquiry and the use of the potter’s wheel.

AAA282 Digital Media and Visual Arts: Still Imaging

Introduction to contemporary art making with digital imaging tools. Participants will experience first hand current art making methodologies through theme based works. The course will go through the processes of concept development, basic software tutorials, production and group critiques. Very basic knowledge of Adobe Photoshop and possession of any kind of Digital Still Camera is required.

GE: Art

356

AAA283 Arts Across the Borders

A study focused on the discovery and understanding of the artistic heritage, psychogeography and socio-cultural significances of a specific part of Singapore. For 2005, the site chosen will be the very vibrant and colourful area of Joo Chiat/ Katong. “Borders” in this sense may comprise the historic, contemporary, architectural, cultural, social, political, psychic and imaginary boundaries that define every day life in the area. A considerable part of the course will be spent doing experiential work (maps, photography, video itself). Course work will involve comprising Situationist-inspired interventions that take as starting point the ways that this particular quarter and its inhabitants perform.

AAA284 Visual Arts in Asia

Introduction to the various art forms in Asia. Influences of historical background, philosophical beliefs and trade has on symbolism, forms and techniques of artistic practices.

AAA285 Screen, Scream & Psychoanalysis: An

Introduction to Film Theory

The course offers an introduction of screen theory and psychoanalysis. Lectures, readings, group projects and most significantly, the viewing of a whole series of films, from classic contemporary (Hitchcock to Almodovar) will form the basis of the course work.

GE: Art

357

AAA286 Traditional and Creative Chinese Painting

Basic skills of Chinese Painting, including the use of the Chinese brush, the painting of basic strokes, composition and the use of colour. Opportunities will be provided for students to explore new ideas of combining calligraphy and painting as an attempt to create a new approach to Chinese painting.

AAA287 Digital Media and Visual Arts: Moving Image

Introduction to contemporary art making with digital video tools. Participants will experience first hand current art making methodologies through themed based works. The course will go through the processes of concept development, basic software tutorials, production and group critiques. Very basic knowledge of any video editing software and possession of any kind of Digital Video Camera would be beneficial but not mandatory.

AAA288 Digital Media and Visual Arts: Exploring Modernity

through Digital Imaging

Who is Picasso? What is Minimalism? Using digital imaging as an entry point, this course looks to introduce participants to concepts of modern art while providing one with basic digital imaging and imaging software skills. Through studio projects, lecture and class discussion, participants will explore and learn about key movements in art history through possibilities in digital imaging.

GE: Chinese Language & Literature

358

General Elective: Chinese Language and Literature

Category/ Subject

Course Code

Title No. of AUs

Pre- requisites

Chinese Language

and Literature

AAC180 Chinese Calligraphy 3 #

AAC280 Introduction to Traditional Chinese Customs and Beliefs 3 #

# Pre-requisites: A1, A2, B3 or B4 in “AO” CL2 (or CL) A1 or A2 in “O” Lvl CL1 (or HCL) A, B, C, D or E in “A” Lvl CL2 or CL1 (or HCL) (Student teachers specialising in Chinese are exempted from these pre-requisites)

AAC180 Chinese Calligraphy

Origin and development of Chinese calligraphy; various styles; lives and styles of prominent calligraphers; the use of the Chinese brush; techniques in writing the basic strokes; demonstrations and practices.

AAC280 Introduction to Traditional Chinese Customs and

Beliefs

An introduction to traditional Chinese customs and beliefs as reflected in popular idioms and moral precepts, myths, legends and festivals.

GE: Drama & Performance

359

General Elective: Drama & Performance

Category/ Subject

Course Code

Title No. of AUs

Pre- requisites

Drama & Performance

AAU280 Voice Studies & Production 3 - AAU281 Introduction to Playwriting 3 - AAU282 Shakespeare on Film 3 - AAU283 Drama in the Literature Classroom 3 -

AAU284 Drama in the Primary School Classroom 3 -

AAU285 Visual Culture and Performance in Contemporary Singapore 3 -

AAU280 Voice Studies & Production

Aims to strengthen and enhance both the student teachers' natural voice and their use of the voice in various working contexts, particularly that of the school classroom. Uses established approaches to develop physical and personal awareness, a feeling for the dynamics of language, and understanding of basic theory of physiology and voice production.

AAU281 Introduction to Playwriting

The fundamentals of writing for the stage. The one-act play as a useful introduction to dramatic language and structure. The one-act play as an elaboration of a single incident, theme and subject matter, and the "discovery" of theme as an action's controlling ideas, plot construction and related elements such as beginnings, endings, proportion, climax, pacing, the building of suspense, characterisation through action and through dialogue; and the revision of dialogue.


360

AAU282 Shakespeare on Film

The aesthetic and technical aspects of adapting or translating Shakespearean drama to the screen. Consideration of such cinematic adaptions as Oliver's Othello, the Nicol Williamson and Mel Gibson versions of Hamlet, Kenneth Branagh's production of Henry V, and Macbeth and King Lear as rendered by Akiro Kurosawa.

AAU283 Drama in the Literature Classroom

How to apply drama strategies to the teaching of literature. Range of process drama techniques to enhance creative learning outcomes in the teaching of literature. Focus on a core literary text currently on the curriculum.

AAU284 Drama in the Primary School Classroom

How to apply drama strategies in the Primary School Classroom. Range of process drama techniques to enhance creative learning outcomes across the Primary School curriculum, particularly in history and the social sciences.


361

AAU285 Visual Culture and Performance in Contemporary Singapore

Provides a critical introduction to: visual culture in contemporary Singapore; our everyday performance and negotiation of visual culture; the aesthetic strategies with which contemporary arts and performance practice engage visual culture. Case material may be drawn equally from current local/international visual culture forms (film, television, movies, advertising, fashion, public spaces & shopping centres) and local/international arts and performance practice. Course sessions will take the form of lectures, videos, excursions to shopping centres, performances & exhibitions, experimental improvisations, group discussions and presentations.

GE: Education Studies

362

General Elective: Education Studies

Category/ Subject

Course Code

Title No. of AUs

Pre-requisites

Education Studies

AED280 Problem-solving Strategies of Primary School Pupils 3 -

AED281 Basic Counselling Skills for Teachers in Initial Training Programmes 3 -

AED282 Fundamentals of Group Guidance 3 - AED380 Motivating Pupils to Learn 3 -

AED381 Facilitating Asynchronous Online Discussion 3 -

AED382 Designing ICT-Based Constructivist Activities 2 -

AED383 Facilitating and Managing ICT-Supported Interdisciplinary and Collaborative Projects

2 -

AED480 Problems and Issues in Singapore Education 3 -

AED280 Problem-solving Strategies of Primary School

Pupils

In this course, we will discuss two major types of problems: well structured problems and ill-structured problems. We will cover thinking skills, and thinking dispositions which are the major foundations for problem solving. In addition, we will also cover Gagne’s nine instructional events, and problem solving strategies such as case-based reasoning approach.

AED281 Basic Counselling Skills for Teachers in Initial

Training Programme

This course is a practical ‘how-to’ guide to using basic counseling and helping skills for working with pupils. The main features include an introduction to the concepts of helping; an exploration into the concepts of mental and maladjustment with pupils; identification of pupils with behavioural and emotional


363

problems; qualities of the effective teacher-helper; and the relationship and role of the teacher as a helper and teacher-counsellor. Study topics include: active listening; interpreting body language; basic helping skills; the ethics of helping; and different approaches and techniques in counseling and helping.

AED282 Fundamentals of Group Guidance

This course introduces student teachers to the theory and practice of group guidance. An understanding of the history and development of group guidance, purpose of group guidance, group dynamics in the classroom, group theories, and developmental guidance to facilitate holistic development of pupils will be dealt with. A broad spectrum of techniques and approaches in group guidance will also be presented, covering themes of development and competencies in self-esteem, self-management, social awareness and management, and competencies in problem-solving and decision-making.

AED380 Motivating Pupils to Learn

This course is designed to help student teachers understand the theoretical and practical considerations regarding motivating pupils in the classroom. Opportunities will be provided for participants to examine themes such as the psychological principles affecting pupils’ learning, motivation and its relationship to classroom learning and pupil behavior, and theories of motivation. Throughout the course, student teachers will be making connections of theory to practice – examining


364

effective strategies to motivate reluctant and disinterested learners and designing and evaluating motivational strategies in the classroom.

AED381 Facilitating Asynchronous Online Discussion

This course will discuss how asynchronous online discussion can be used as an effective instructional strategy within primary and secondary school contexts. The topics covered will include the integration of the asynchronous collaborative online discussion environment with the face-to-face approach, the role of the teachers in designing and evaluating the environment, and the use of scaffolds in the online discussion environment to facilitate critical thinking skills.

AED382 Designing ICT-Based Constructivist Activities

This course provides an opportunity for participants to learn constructivist learning theory and examples of how ICT tools may be used to support constructivist learning. We will also discuss how to assess constructivist learning. Opportunities will be provided for participants to design ICT enhanced learning activities using constructivist approach.


365

AED383 Facilitating and Managing ICT-Supported Interdisciplinary and Collaborative Projects The participants will be introduced to the key features of an interdisciplinary project, skills of collaborative learning and scaffolding tools to design projects for primary and secondary schools. They are expected to work in groups of 4-5 to design the project, hold online meetings, conduct on-going group and individual reflections and maintain the project file in the online environment. At the end of this course, the participants will be equipped with the necessary knowledge and skills to conduct Project Work (PW) via the online and face-to face classroom setting.

AED480 Problems and Issues in Singapore Education

A socio-historical study of problems and issues in Singapore Education; reform and school effectiveness; school drop-outs and the educational disadvantages of working class children; subject-centred and student-centred curriculum; co-operative learning and beginning teachers’ concerns.

GE: English Language

366

General Elective: English Language

Category/ Subject

Course Code

Title No. of AUs

Pre- requisites

English Language

AAE280 Creative Writing 3 - AAE281 Teacher Talk 3 - AAE282 Drama in Language Education 3 -

AAE283 Introduction to Children’s Literature 3 -

AAE280 Creative Writing

Workshop approach to develop writing skills of student teachers in aspects of poetry, fiction or drama. Exploration of good models; student teachers’ own writing process; and constructive critique of work produced.

AAE281 Teacher Talk

Focuses on teachers’ use of language (both oral and written) in the language classroom, examining the use of language for both instructional and regulative purposes. Analysis of teacher talk through video/ transcripts. A practically oriented course that will enable student teachers to apply theory to practice in order to enhance self-awareness and effectiveness in teaching through the good use of language.

GE: English Language

367

AAE282 Drama in Language Education

Introduction to the use of drama in the language classroom, focusing on techniques such as improvisation, hot-seating, role-play and mime to enhance learning and creativity. Development of a language curriculum incorporating drama.

AAE283 Introduction to Children’s Literature

Exploration of major forms and genres in children’s literature, focusing on important traditions, themes and conventions, and considering their relevance to the linguistic and imaginative development of young readers. Areas of study may include oral and written traditions, fairy tales, fables, myths, fantasy literature, historical fiction, poetry and picture books from the West, Asia and other parts of the world. Literary selections may include classic as well as contemporary works.

GE: English Literature

368

General Elective: English Literature

Category/ Subject

Course Code

Title No. of AUs

Pre- requisites

English Literature

AAR280 Literature and Travel 3 - AAR281 Poetry Workshop 3 - AAR282 Short Story Workshop 3 - AAR283 Literature and Technology 3 - AAR284 The City in Literature 3 -

AAR280 Literature and Travel

This course considers the significance of travel in different periods and across various geographical spaces. It will explore the ways in which writers represent the encounter with the Other and the foreign as well as the notion of travel itself. The following issues among others will be of particular significance: the relationship between travel and imperialism, the production and performance of the self in travel, travel as education, and the impact of travel on racial and gendered identities. Travel for pleasure and adventure will be considered together with other forms of travel like the pilgrimage and forced migration. Writers to be considered include Olaudah Equiano, Mary Kingsley, V.S. Naipaul, Jamaica Kincaid, Pico Iyer, Vikram Seth and Bruce Chatwin.

AAR281 Poetry Workshop

Examination of variety of possible forms of poetic creativity, focusing on the characteristics of the genre, the function of intensity of expression and the role of originality. Student teachers are invited to experiment in original and individualistic ways, stretching the range of use of language, rhythm, voice and control.

GE: English Literature

369

AAR282 Short Story Workshop

This course examines the demands of the short story form. What is a short story? What makes a good short story? How do you work on characters or engage the readers in a short story? Student teachers write their own stories as a way of responding to these questions.

AAR283 Literature & Technology

This course introduces student teachers to the study of science fiction through an examination of major Sci-Fi films from 2001: A Space Odyssey (1968) to the present. We will also read three short, classic science fiction novels with close links to film: Margaret Atwood’s The Handmaid’s Tale (and its film adaptation); Philip K Dick’s Do Andriods Dream of Electric Sheep? (the source of Blade Runner); and Stanislaw Lem’s Solaris (in relation to the two films made from it). We will be primarily concerned with the nature and politics of science fiction as a genre (or genres) and with the differences between literary and cinematic science fiction.

AAR284 The City in Literature

The representation of the city in literature and art. Urbanisation, industrialisation, alienation and depersonalisation; educational advancement, centralised efficiency, commercial growth, independence of thought and social harmony. Is there a common bias against an accurate representation of the city?

GE: Geography

370

General Electives: Geography

Category/ Subject

Course Code

Title No. of AUs

Pre- requisites

Geography

AAG180 Human Impact on the Environment 3 Non-Geog

Student Teachers

AAG181 Singapore in Asia 3 Non-Geog

Student Teachers

AAG280 Urban Environmental Management in the Asia-Pacific 3

Non-Geog Student

Teachers

AAG281 Introduction to Geographical Information Systems 3

Non-Geog Student

Teachers

AAG282 Contemporary Chinese Cities 3

Non-Geog Student

Teachers

AAG283 Understanding Japan : Place, People, Perceptions

3 Non-Geog

Student Teachers

AAG284 Development and Nature Conservation 3

Non-Geog Student

Teachers

AAG180 Human Impact on the Environment

This course will introduce the earth as a dynamic system consisting of interacting spheres that define the earth’s global environment. Human impact and related environmental change in the atmosphere and ecosphere from the late Quaternary (about 12,000 years ago) to present will be examined. Emphasis will be placed on the types, evidences and causal mechanisms of these environmental changes. In particular, the role of human on these changes will be discussed.

GE: Geography

371

AAG181 Singapore in Asia

This course integrates geographical skills and different study strands – human, environmental and technical – in the study of Singapore in the Asian region. The global positioning of Singapore and the contemporary challenges to development that it faces in a highly competitive and fast changing global environment will be the framework for the study of issues and problems that have emerged - SARS, bird flu, haze, terrorism, implications of cross-straits relations between China and Taiwan, economic liberalization in China and India among others.

AAG280 Urban Environmental Management in the Asia- Pacific

The lectures and seminars designed for this course aim to inform course participants of the current global, regional and local debates about environmental issues and sustainable development that are relevant to urban societies in the Asia-Pacific region. The course is also aimed at encouraging a critical and analytical engagement by the course participants with the issues and policy implications that arise from the debates that are going on in sustainable development. With the economic boom in China and India that has been driving substantive and major changes in urban consumption and production, there are a growing list of environmental and sustainability issues that confront our urban societies today because of global development and competition - local environmental degradation and the local responses as well as implications arising from such competitiveness.

GE: Geography

372

AAG281 Introduction to Geographical Information Systems

Conceptual and technical foundations of geographical information systems (GIS). Basic skills for collecting, storing, manipulating, analysing and presenting geo-spatial data and information. Urban and regional planning, natural resource management, environmental planning through the implementation of modern GIS software. Hands-on practical exercises using GIS with real world data.

AAG282 Contemporary Chinese Cities

The course examines the rapid urban change following market reforms in the 1980s. From restricted access controlled by the ‘hukou system’, Chinese cities have since opened up vast opportunities to foreign investors, and China’s own nationals, whose dynamic responses to market expansion have led to dramatic spatial, economic and social transformations. Issues of investment policies, global-local integration and dilemmas of regulated planning versus unregulated urban sprawl, environmental impacts, floating population and rising urban poverty are used as case studies.

AAG283 Understanding Japan: Place, People, Perceptions

The course introduces background knowledge of Japan and the perceptions of other East Asian nations towards the country. It comprises three parts. The first part covers the geography of resource distribution and production as well as population dynamics and governance regimes. The second part looks into current changes and problems of

GE: Geography

373

development including the ongoing process of political, economic and social transformations. The third section examines the contrasting views toward the island state – the appreciation of its arts and culture, the condemnation of its aggression in the past and the perceived threat of its military resurgence. The “Beauties of Japan” will discuss the popularization of Japanese traditional culture and practices in East Asian nations such as chado, ikebana, kendo, judo and Japanese cuisine, movies and songs. “Ugly Japan” will review the perceptions and controversies with regard to the roles Japan will and can play in the region.

AAG284 Development and Nature Conservation

The rate of urbanization has escalated in the last century, especially in the humid tropics, with associated increase in the number of people residing in the urban centres. This increase in urban centres has led to dwindling of natural areas with severe consequences on the natural environment. This course deals with the impacts of rapid urban growth on the natural environment and discusses the issues related to ecosystem conservation, nature area management, urban planning and conservation, restoration of degraded ecosystem. Case studies from the region will be discussed.

GE: History

374

General Elective: History

Category/ Subject

Course Code

Title No. of AUs

Pre- requisites

History

AAH180 Contemporary Singapore 3 Non-History

Student Teachers

AAH181 Museum Studies – An Interdisciplinary Approach 3 -

AAH182 Topics in Military History 3 - AAH183 Film and Propaganda 3 -

AAH184 Film as History 3 Non-History

Student Teachers

AAH185 Biography and History 3 Non-History

Student Teachers

AAH280 Women in History 3 -

AAH281 Introduction to International Relations 3 -

AAH282 Tradition and Revolt in Southeast Asia 3 -

AAH283 Contemporary International History 3 -

AAH180 Contemporary Singapore

Provides student teachers unfamiliar with the history of Singapore with an overview of how our past is linked with our present. Topics covered include the founding of Singapore, growth of our port, origins of our plural society, the Japanese occupation, the conflicts of the tumultuous 1950s, merger and separation, and political and economic transformation after 1965.

GE: History

375

AAH181 Museum Studies – An Interdisciplinary Approach

Overview of historical background and development of museums. How museums conceptualise their exhibitions to make them interactive and engaging. Conduct effective fieldtrips to museums and develop interdisciplinary learning experiences drawing from the disciplines of History, Social Studies and Art. Fieldtrips will be conducted to the various museums in the Museum Roundtable.

AAH182 Topics in Military History

The chronology and theme focus of this course will vary from year to year. Primary emphasis on the military history of early modern and modern Europe, the United States, and the world wars.

AAH183 Film and Propaganda

The use of film as propaganda in the twentieth century. Focuses on how Hitler and the Nazis used film for propaganda purposes in Germany and traces the skilful manipulation of film during wartime for propaganda purposes by leaders of other nations as well as those of Nazi Germany.

AAH184 Film as History

History does not only include examining the written word. Other mediums, such as film, can be used in looking at the past. This course covers the use of film as a source for exploring the past, and how history has been represented in film. The history of cinema and television is also studied. The emphasis is on

GE: History

376

empowering student teachers to interpret films in critical and analytical ways, as well as teaching student teachers how films are created. The skills of historical interpretation and writing history are taught.

AAH185 Biography and History

Biography is one of the most popular and enjoyable ways of reading history. Biographers employ a range of interesting methods to discover their subject. Psychoanalysis of the individual’s action and using the memories of the subject and those of others who knew him or her are just a few. Studies how life stories are written not only of the “great” figures of history but also of the “unknown” men and women who also “made history.”

AAH280 Women in History

Seeks to redress an imbalance in history by looking at “her-story.” How women are viewed and written about will be examined through the use of secondary and primary sources such as newspapers, magazines, films, letters, memoirs and diaries. Themes and sample case-studies may be taken from a number of periods and places for comparisons of different traditions, cultures, and religions in order to examine how these affect the family, social, economic and political roles and contributions of women.

GE: History

377

AAH281 Introduction to International Relations

Basic introduction to international relations and key issues governing world politics. Emphasis is on three core international relations theories, namely: realism, liberalism, and Marxism. Key issues and theories are analysed in relation to past and current events, and in relation to the themes of conflict, change and cooperation.

AAH282 Tradition and Revolt in Southeast Asia

The rural protests, peasant uprisings and peasant wars under colonial rule are considered to be efforts to check the intrusive influence of modernization and to restore the traditional values which seemingly reflect a golden age in the perceptions of an overwhelmingly rural population in Southeast Asia. This course will examine how far notions such as tradition and rebellion capture the nature of peasants’ responses towards the rapid socio-economic changes under colonial rule. The large-scale wars and rebellions after decolonization suggest a radical shift in the peasants’ political consciousness and tactics before rapid economic growth pacified the rural population. The course will explore different ways of acquiring an understanding of rural protests, peasant uprisings and peasant wars with reference to the experience of rural population in Indonesia, Burma, Malaya, Philippines, Vietnam and Cambodia between 1880 and 1980.

GE: History

378

AAH283 Contemporary International History

This course looks at some of the main controversies in twentieth century international history, right up to the present day. It will include aspects of international relations such as decision-making and the factors and processes that affect it, and clashes between ideologies and beliefs. Typical topics might include the origins of a war, the decision to drop the atomic bomb, the end of empire in a colony, an international or supranational organisation, the history of a current or recent conflict, terrorist groups, and recent American foreign policy. The unifying themes may vary according to recent events, so prospective students should refer to the HSSE website for current details.

GE: Malay Language & Literature

379

General Electives: Malay Language & Literature

Year Course Code

Title No. of AUs

Pre- Requisites

2 AAD280 Jawi Reading and Writing 3 Pass in ‘O’ level Malay or equivalent; Not open to students whose AS is

Malay Language

3 AAF381 Contemporary Malay Society 3 - 4 AAF481 Muslim Intellectual Traditions 3 -

AAD280 Jawi Reading and Writing

Literacy in Jawi script. Practise in reading and writing Jawi script. Jawi as in newspaper and Malay classics.

AAF381 Contemporary Malay Society

The course aims to teach student teachers about the aspects of change, adaptation and accommodation that are taking place in the Malay society as they encounter the process of modernization and urbanization. By highlighting some of the key issues that are discoursed in Malay society such as Malay ideas on development, educational attainment and cultural heritage, we shall have insights into the dynamics and the negotiations for advancing reforms and addressing some of the challenges and problems that confront the Malay society.

GE: Malay Language & Literature

380

AAF481 Muslim Intellectual Traditions

The course aims to teach students teachers about the diversities and the dynamics of Muslim intellectual traditions that have evolved throughout history, with a particular attention to explain how historical, socio-cultural, political and ideological factors have shaped an intellectual tradition. Highlighting the functions of intellectual traditions should make student teachers aware of the components of intellectual culture that include the notion of advancement, diagnosis of human predicament and the moral-ethical imperatives in the search for truth and rationality.

GE: Mathematics

381

General Elective: Mathematics

Category/ Subject

Course Code

Title No. of AUs

Pre-requisites

Mathematics

AAM180 History of Mathematics 3 -

AAM181 Statistics Around Us 3

Non-AS:Math student

teachers AAM182 Introductory Mathematics 3 - AAM183 Understanding Higher Mathematics 3 -

AAM180 History of Mathematics

Open to both mathematics and non-mathematics majors. Student teachers survey the personal lifestyles and philosophies of several well-known mathematicians, from Archimedes to Einstein. This will highlight the historical development of certain branches of mathematics.

AAM181 Statistics Around Us

Introductory course in statistics for student teachers who need to understand basic statistical concepts in their own field of study. Topics covered include: sampling techniques, generation of random numbers, applications and examples of distributions, e.g. binomial, Poisson, geometric distributions etc. The use of appropriate statistical software. This elective is not for student teachers taking AS Mathematics.

GE: Mathematics

382

AAM182 Introductory Mathematics

Basically a bridging course intended only for Year 1 AS Mathematics student teachers. Topics to be covered are: number systems, set theory, co-ordinate geometry, functions and relations, trigonometry, matrices and vectors, methods of proofs, complex numbers, binomial theorem, partial fractions, probability and statistics.

AAM183 Understanding Higher Mathematics

Limits and continuity. Differentiation and applications of differentiation. Integration and applications of integration. First and second order ordinary differential equations. Vectors in 2-space and 3-space, norm of a vector, dot product, cross product, lines and planes in 3-space. Euclidean n-space, vector operations; dot product,orthogonality, Cauchy-Schwarz inequality. Linear transformation from R n to R m , standard matrices. Eigenvalues and eigenvectors. Student teachers will also be introduced to a Computer Algebra System (or CAS) and its applications in the topics discussed.

GE: Music

383

General Elective: Music

Category/Subject

Course Code

Title No. of AUs

Pre-requisites

Music

AAI280 Improvisation 3 - AAI281 Movement Studies 3 - AAI282 Percussion 3 - AAI283 Studies in Indonesian Gamelan I 3 - AAI380 Studies in Indian Music 3 - AAI381 Studies in Japanese Music 3 - AAI382 Classical Guitar I 3 - AAI383 Choir I 3 - AAI384 Choir II 3 - AAI385 Voice 3 - AAI386 Recording 3 - AAI387 Band I 3 - AAI388 Band II 3 -

AAI389 Further Percussion 3 AAI282 or audition

AAI390 Music Criticism and Writing 3 - AAI391 Studies in Indonesian Gamelan II 3 - AAI480 Studies in Chinese Music 3 - AAI481 Studies in Malay Music 3 -

AAI482 Classical Guitar II 3 AAI382 or audition

AAI483 Choir III 3 - AAI484 Choir IV 3 - AAI485 Studies in Pop and Jazz 3 - AAI486 Music and Acoustics 3 - AAI487 Band III 3 - AAI488 Band IV 3 - AAI489 Advanced Conducting 3 - AAI490 Shakuhachi Ensemble 3 -

Note : Student teachers who wish to take up any Music General Elective must either satisfy stated pre-requisites for specified courses or, where pre-requisites are not specified, must attend the first session for that elective, called an audition, to determine their suitability.

GE: Music

384

AAI280 Improvisation

A practically-based course in the various musical and thought processes that underpin improvisation as a music-making activity with reference to a number of cultural contexts.

AAI281 Movement Studies

Revolves around some of the practical possibilities of making the body respond to music.

AAI282 Percussion

A practically-based course in percussion playing and developing skills on a range of instruments as well as in ensemble playing.

AAI283 Studies in Indonesian Gamelan I

The objective of Studies in Indonesian Gamelan I is to enable students to enjoy Indonesian gamelan music by listening to, playing and reflecting about its practice. This course introduces the basic playing techniques and song forms of Gamelan and its function in Indonesian society, its role in the music scene of Southeast Asia, and the relevance of Gamelan playing, learning, and teaching in the context of Singapore. Knowledge of traditional gamelan as well as the gamelan in contemporary Southeast Asia contributes to students’ understanding of the region. Audiovisual illustrations, which will emphasize cultural and contextual approaches, will be complemented by practical instruction in playing Javanese gamelan music.

GE: Music

385

AAI380 Studies in Indian Music

A practical based course on both North and South Indian classical music. The study involves developing instrumental skills in performing on the tablas, sitar and using Indian vocal techniques.

AAI381 Studies in Japanese Music

Involves one or two traditional ensemble instruments, koto or shakuhachi. Largely a practical based course. Music activity will involve learning and developing skills in performing on the respective instruments as well as in ensemble playing.

AAI382 Classical Guitar 1

Beginner’s course in learning to play the classical guitar. Reading of basic notation and understanding and recognising chord symbols.

AAI383 Choir I

Participation in the NIE Choir. Study of choral repertoire from all periods, concentration on vocal and choral techniques as related to musical styles, preparation and presentation of concerts.

AAI384 Choir II

Further experience of the choral repertoire and of vocal techniques in the NIE Choir.

GE: Music

386

AAI385 Voice

This is a course for participants to gain insights and practical experience on healthy voice usage and optimizing their speaking and/or singing voice. Voice quality and analysis are approached through the McClosky Method.

AAI386 Recording

Basic acoustics and Engineering Theory. The process of recording. Differences in commonly-used recording techniques. The nature and operation of studio equipment. Recording live music. Assembling a domestic playback system. Exposure visits to various professional studios.

AAI387 Band I

Rehearsing and performing in the symphonic band. The band provides performers with a wide range of repertoire.

AAI388 Band II

Further participation in the symphonic band to perform the fine band literature, both original and transcribed, for the modern band, including premieres of new works.

AAI389 Further Percussion

A further exploration and experience in percussion playing and developing skills on a range of

GE: Music

387

percussion instruments as well as in ensemble playing.

AAI390 Music Criticism and Writing This course seeks to generate an environment of critical thinking and discourse about music and the ability to communicate these thoughts effectively to a wider public through print media and medium.

AAI391 Studies in Indonesian Gamelan II

Studies in Indonesian Gamelan II will involve, besides listening to, playing and reflecting about its practice, a more detailed study of the different musical aesthetics, changing cultural and social contexts and functions, musical and cultural interaction, and the changing musical “landscape” including contemporary compositions within the tradition as well as compositions which respond by adoption and adaptation of the tradition. Contemporary reflections will also deal with the nature role and identity, as too place and relevance, of teaching the Indonesian Gamelan in Singapore schools. This course will continue to teach practical methods of the didactics of Indonesian gamelan practices. Studies in Indonesian gamelan II poses prospects for an informed perspective and understanding of practices which have been co-opted into the socio-cultural fabric of the Malay community and by extension, society in Singapore.

GE: Music

388

AAI480 Studies in Chinese Music The study of performance of Chinese flute in ensemble playing. Playing techniques and skill development. Ensemble playing with other Chinese musical instruments.

AAI481 Studies in Malay Music Learning and playing of the Malay framed drums, kompang and the Malay lute gambus. Performance techniques will involve acquiring skills in interlocking rhythmic variations and doing group performances.

AAI482 Classical Guitar II Advanced techniques in guitar performance will be taught. Development of a broadly based classical guitar repertoire.

AAI483 Choir III Further experience of the choral repertoire and of vocal techniques. Based on individual singing proficiency, student teachers may be assigned to participate in the NIE Choir or, the NIE Singers, an a cappella vocal ensemble which consists of a selective group of singers.

AAI484 Choir IV Further experience of the choral repertoire and of vocal techniques in the NIE Choir or the NIE Singers.

GE: Music

389

AAI485 Studies in Pop & Jazz A study of the development of popular music in the late 20th century from its European and Afro-American roots. This is largely a practical based course.

AAI486 Music and Acoustics A musician’s approach to acoustics as the science of sounds and deals with the aspects of perception, propagation and transmission of sound as well as an exploration of acoustics of musical instruments.

AAI487 Band III Continued experience in the symphonic band. To perform literature of the highest aesthetic value with emphasis on major original works.

AAI488 Band IV Advanced experience in performing the band literature which requires individual musicianship and advanced playing techniques.

AAI489 Advanced Conducting Development of knowledge and skills at a professional level; various periods and composers and relationship of different styles to the conductor’s art; musical analysis and practice in conducting.

GE: Music

390

AAI490 Shakuhachi Ensemble An exploration of the practical-based approach to the shakuhachi in both individual and ensemble playing based on repertorie of both traditional and popular genres.

GE: Natural Sciences

391

General Elective: Natural Sciences

Category/ Subject

Course Code

Title No. of AUs

Pre-requisites

Natural Sciences

AGE180 Environmental Science 3 -

AGE181 Appreciation and Identification of Gemstones 3 -

AGE183 Human Diversity 3 - AGE184 The Living World 3 - AGE185 Food Biotechnology 3 -

AGE186 Conservation and Management of Natural Habitats 3 -

AGE187 Economic Botany 3 - AGE188 Life Sciences and Man 3 - AGE189 Animal Behaviour 3 - AGE190 Life in the Marine Environment 3 -

AGE191 Life Sciences: From Genes to Genomes 2 -

AGE195 Chemistry for Life Sciences 3 -

AGE180 Environmental Science

Provides a comprehensive introduction to a complex interdisciplinary field. To provide student teachers with sufficient background and information to think about how to approach the environment and the hazards posed rather than just provide simple “cookbook” solutions.

AGE181 Appreciation and Identification of Gemstones

With gemstones as the theme, student teachers will be able to learn (a) chemistry: elements and compounds, chemical compositions, and crystal structure; (b) physics: density, hardness, toughness, weights, reflection and refraction of light, dispersion of light; and luminescence; (c) biology: studies on organic gemstones such as amber from plants, ivory and pearls from animals; (d) aesthetics and fashion: cutting patterns of gemstones, selecting the


392

gemstone for the occasion; (e) geology: origin of gemstones, mineral deposits, mining methods; (f) geography: distribution of gemstones; and (g) science education: knowledge in properties of gemstones can be used to teach basic concepts in science such as chemical compositions, and optics in primary or secondary school levels. Furthermore, for personal development, the student teachers will be more aware of imitations and synthetic gemstones when they wish to purchase one. They will also learn to appreciate the diversity and usefulness of gemstones in homes, and industries.

AGE183 Human Diversity

Questions on human origin and diversification. Prevailing theories of where humans came from and why humans have been so successful as a species. Diverse range of methodologies such as archaeology, linguistics, paleontology, and genetics will be highlighted in this multi-disciplinary field.

AGE184 The Living World

Teaching life science by telling its story. Approach taken is one of progression: - the origin of life, from single cell to multicellular organism, from continuity of life to the diversity of life. Energy and life processes of cells - growth, movement and transport of molecules across membranes, and in photosynthesis. The later part of this course will tell you a story how green cells capture energy from sunlight to make chemical energy, how the living cell including your body cells use the chemical energy to power their lives.


393

AGE185 Food Biotechnology Uses of micro-organisms in producing and modifying food. Food fermentation and enzyme technologies in: dairy industry (cultured milk products, yoghurt), juice and alcohol production (wine, beer), baking industry, vegetable- (olive, kimchi, tempeh) and meat-processing (sausages, salami) plants. Genetically modified organisms (GMOs) in food. Monitoring food safety. Recent advances in miniaturisation, automation and molecular methods for rapid detection of pathogenic and genetically modified organisms in food.

AGE186 Conservation and Management of Natural Habitats

Natural areas and the means by which they can be best preserved and managed. The conflicting demands between development and economic growth on one hand and conservation on the other. The management of natural areas -- such as mangrove swamps, primary and secondary forests and rocky shorelines -- and the dilemmas for policy makers to maintain a balance between ecosystem, recreation, and economic needs. Singapore, as an excellent case study, where these issues have been considered and resolved through, sometimes, difficult decisions.

AGE187 Economic Botany

Economically important plants and the dependence of man on plants. Plants of actual and potential uses as food, medicine, fibre and timber. Traditional ways of using and managing plants, plants as renewable


394

resources, current trends in bioprospecting for novel plant products of pharmaceutical and industrial value.

AGE188 Life Sciences and Man

The success of biological science breakthroughs and its impact on man. Focus is broad based, covering areas such as antibiotics, the green revolution and the latest in the world of molecular and DNA technologies and its implications on man’s future.

AGE189 Animal Behaviour

Why do bees dance? Why do some birds lay eggs in another birds’ nest? Infanticide, siblicide, suicidal reproduction, total defence of a piece of real estate, the territory– which sex drives this behaviour, what are the costs and benefits of these behaviours? How do animals pilot or navigate from one place to another? How do chimpanzees design tools and megatools? How are some behaviours learned? What is the size-maximization principle? Is behaviour adaptive? How do we explain animal behaviours? How do ethologists study animal behavior? How can we observe or design some lab and field experiments to study animal behaviour?

AGE190 Life in the Marine Environment

The ocean as habitat; classification of the marine environment. Adaptations of marine life. Intertidal shore communities and soft-bottom communities. Estuaries, continental shelf and coral reefs as ecosystems. Economic uses of estuaries. Living in the epipelagic, the nature of the epipelagic food


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webs. Life in the abyss and deep-sea hot springs. Resources from the sea.

AGE191 Life Sciences: From Genes to Genomes

A general course for degree student teachers to introduce them to some basic concepts and current issues in the life sciences. Topics for the course include: What is life sciences all about & why should we care? Plagues, bird flus, and mad cows, human diseases; plant diseases; basic cell biology; plant breeding & the green revolution; the chemistry of life; genes and molecular genetics; sex, clones and generically modifies organisms; recombinant DNA Technology; social and ethical concerns of GMOs and impact of GMOs on the managing “radical” developments in the life sciences); gene therapy, molecular medicines; modern “pharming”, biotechnology applications, and transgenic animals; industrial plants; plants as factories); the growing of pest resistant crops in developed & developing counties); life sciences Inc., life science research & business opportunities.

AGE195 Chemistry for Life Sciences

This course provides the fundamental chemical knowledge essential for understanding and appreciation of the life sciences. It is organized into three main sections: General and Biophysical Chemistry (building blocks of life, oxidation and reduction, chemical equilibria, buffers, pH, concepts of energy). Organic Chemistry (structure and classification, functional groups, selected classes of biologically important organic compounds). Biomolecules and Biopolymers (fats and oils,


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steroids, vitamins, sugars; naturally occurring polymers). Most of the topics will be illustrated with relevant examples from biological systems.

GE: Tamil Culture

397

General Elective: Tamil Culture Category/ Subject

Course Code

Title No. of AUs

Pre-requisites

Tamil Culture AGE182 An Introduction to Indian Culture and

Customs 3 -

AGE182 An Introduction to Indian Culture and Customs

Geographical and Social Developments. Historical Perspectives of India. Language and Literature Developments. Indian Arts. Indian Beliefs, Culture and Customs (Traditions and Philosophy). Folklore and Scientific Thoughts. Indian Lifestyles. Tamils and Indians groups in Singapore.

Essential Module - National Institute of Education (NIE ...

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